Vision Statement for Art

Intent

To offer an inspirational education for all learners, developing their full artistic potential and providing them with the skills for a lifelong enjoyment and appreciation of the creative arts and design.

Implementation

We strive to support the learners’ acquisition of knowledge about the wider world and, therefore, their own personal identity.

Art supports creative enquiry in a cross-curricular format; not just in literacy and numeracy, but also history and geography; this is of particular importance in our transient and mobile world.

For example, art instils an appreciation of architecture, fashion, design and fine art, especially when visiting a different culture. We aim to immerse learners in philosophy, belief systems and the knowledge of the wider world to prevent ignorance. Learners will acquire general knowledge, the ability to question, analyse and compare artistic styles, not just regurgitate academic facts but to become successful, well-rounded citizens. We will follow the design process in art lessons alongside the affective skills that this method promotes, developing confidence, persistence, getting along, organisation and resilience.

THE DESIGN PROCESS METHODOLOGY

• RESEARCH
• IDEAS
• DEVELOPMENT
• FINISHED WORK
• EVALUATION

Research promotes critical understanding of different cultures and tolerance. Trying different ideas and the use of sketch books encourages resilience and confidence given that it is safe to try different methods. Making mistakes is positive and is a key part of the learning process. Developing and experimentation awakens the ability to take risks, be open-minded, have a go, independence and deeper study skills such as time management and SMART targets. The creation of a final piece allows self-esteem to develop as well as promote a positive self-image and a sense of achievement. Learners will have freedom to decide what skills and techniques they use. The evaluation stage enables learners to develop the skill of constructive criticism, which aids resilience and the ability to be tolerant and empathetic. Learners will be guided through a scheme of work that incorporates some of the main areas in art (portraiture, still life, landscape, patterns, illustration, 3D and 2D, fashion, photography, computer aided design, animation and textiles). We also introduce and consolidate a wide variety of mediums and techniques to complete projects based around their interests. We offer a GCSE through AQA in fine art. The course focuses on photography, textiles, graphic design, painting and 3D work. In year 10, learners choose any combination of these disciplines to create their portfolios and to complete their timed assessment.

Experiential learning is an intrinsic part of our mainly practical subject which supports visual, audio and kinaesthetic learners, awakening all the senses. We will also provide topics related to real life experiences, in the house and in the community that some of our learners may not have experienced. This will bring learning to life and give it purpose and more meaning. For example, we hope to develop sewing clubs and wood carving workshops and, where possible, utilise the forest school and outdoor lessons. Vocabulary collation is embedded in every art lesson; it helps to give depth and importance to the learning intentions. We provide key word lists which inform the self-evaluation ‘tweet’ process.

Impact

All young people benefit from some form of art and design education. As demonstrated above, the seamless cross-curricular links help to connect subjects together while being enhanced by art theory and learning specific skills. Art is a language-rich subject as well as art-specific, which will enhance deeper understanding across disciplines.

Art and design can be an excellent way to relieve stress and provide an emotional outlet, which is significant for learners who may be academically overloaded or not having their basic needs met outside the school environment.

We hope to enhance every learner’s life and support their learning in a variety of different ways, as well as support them to learn how to express themselves positively and support each other in a safe environment where you cannot be wrong.

Learners will develop visual skills in art lessons and refine these further in the GCSE curriculum. They will gain a sense of belonging to and understanding of the visual world of fashion, design, architecture, art and the arts in general. This cultural and individual sense of identity promotes confidence and creativity, qualities required in the modern world.

The opportunities in the art world are immense. Everything made by people is designed and most businesses require creative people. Learners who do not use art as their main discipline can still choose careers and courses such as childcare, which need people to be confident and creative. Most creative work requires ICT and learners will develop an understanding of creative art technology.

A range of post 16 destinations for further learning are available for learners of art GCSE, from fine art, graphic design, textile design, film production, theatre set design, photography, ceramics, illustration, jewellery design, architecture, fashion design, teaching and so there are many significant and exciting opportunities.

Assertive Mentoring​

Intent

The primary’ Assertive Mentoring’ approach allows learners to fill the gaps in their prior learning. It meets the needs of each learner, allowing them to develop spelling, grammar, number skills and science. By bridging these gaps, it will empower learners to develop their skills and confidence, enabling them to succeed.

Implementation

Assertive Mentoring is a guaranteed, regular, one-to-one dialogue between a learner, parent/carer and member of staff. It is evidence based, and it enables progress towards long-term targets that are reviewed, as well as the achievement of medium-term targets to be tracked. Further meaningful medium-term targets are then agreed for the following term. Targets are based on agreed assessment criteria from children’s individual trackers, to be both challenging yet achievable and to have the greatest impact on performance. These are the focus of continual assessment, marking, feedback and support throughout the term.

• True assessment for learning- each child knows their own targets and what they need to do to reach them. They are fully involved in the process.
• A personalised curriculum which ensures relevant intervention.
• Raised standards for all-aim that all children will reach their targets in Key Stage 3.
• Accurate assessment which informs planning and then ensures accelerated achievement.
• Meaningful dialogue with parents/carers and learners.
• Develop positive attitudes to learning of all learners- the whole school learning culture.
• A streamlined system which incorporates target setting sheets, learning plans and reviews.

All learners are actively encouraged to explore and express their own opinions appropriately, which enables them to become independent and creative thinkers.

Impact

The impact of the above will provide all learners with the necessary skills, knowledge and understanding to securely transition to the next stage of their learning journey. Assertive Mentoring will support all learners to improve their achievement. They will have greater fluency in their reading, supporting a rich vocabulary, allowing them to access the broad curriculum and will be able to question and interpret information.

All learners will be able to apply skills and knowledge gained in the classroom to the wider world. The breadth, balance and challenge will embrace all learners so they can make positive contributions to Oastlers and the wider community.

All learners will transition to the next phase with confidence and independence, feeling safe, secure and successful.

Careers​

Intent

Our offer is a robust career and employment strategy that seeks to link the aspirations and ambitions of our learners with the opportunities within the local labour market. Our school focuses on relationships, which nurture confidence and self-esteem within our young people. Business works on the same principle, developing partnerships through relationships, so to us, it is logical that our strategy engages employers by understanding their needs whilst also building their understanding of our specialist provision. We listen to the local employers across a range of sectors, co-designing placement and employment opportunities, making reasonable adjustments in the workplace where required to support our learners and give the best chance of sustained outcomes.

Our model has at its core the Gatsby Benchmarks, placing individual learners at the heart of their own transition process, either into further education or employment; we ensure each receives a wide range of opportunities as they progress through school. Learners are supported to develop their decision-making and self-advocacy skills by engagement within the curriculum, professional careers advice, vocational opportunities and links to employers and their places of work.

Our curriculum offer includes discrete learning activities that build on celebration events and clubs that are at the heart of our community. Career is not marginalised within our school, it is integral, embedding whole school events builds on the aspirations of our learners within their journey though school. Our employability training is equally innovative, as we work with industry role models to embed interview and CV training, developing problem-solving, persistence and a can-do attitudes that employers tell us they want. Our learners will need to be match fit for employment, they need to know what the world of work expects, and they will have to believe they have the skills to be successful when they leave our school. Our offer ensures they have every chance of success.

Implementation

By building partnerships with employers, we have started to create opportunities that support traineeship and apprenticeship programmes with the aim of creating sustainable employment outcomes for our learners. Our existing relationships with work-based learning providers are key to ensuring transitions from education to employment, with both learner and employer expectations aligned.

The school’s careers plan brings together a range of stakeholders from the outset, engaging with parents and carers. We aim to maximise opportunities by ensuring events include careers, as well as publishing our programme across a number of media outlets.

Our careers programmes will be innovative and unique, we will develop our own branded offers that raise the profile of our school and seek to celebrate the partnerships we build with employers and other key stakeholders. As part of our Growth Sector analysis, we will target employers within a number of sectors, including Engineering, Advanced Manufacturing and Digital, to widen links and opportunities still further.

Implementation will align with the Gatsby Benchmarks to include a number of key success criteria including:

• Enrichment activities embedded within the curriculum
• Clear career advice and guidance
• Assemblies and careers events
• Employer encounters
• Workplace experiences
• Bespoke outcomes for every learner
• FE and HE opportunities
• Apprenticeship education and access

Impact

The impact of our careers model will be that no learner leaves school without a clear plan and the support structures to continue their journey within education or sustainable employment. Each outcome will be bespoke, targeted and reflective of need. We will be a significant force for good in the life chances of these young people, where necessary, breaking generational worklessness and providing hope where previously there was none. We will bring together partnerships across education and employment, structured and co-ordinated to ensure each learner has a positive outcome eliminating the threat of a NEET outcome. We will continue to work with local agencies to address key themes such as benefits dependency, money management and social mobility.

Vision Statement for Churchill

Intent

Churchill offers a bespoke learning package that is designed to re-engage learners that have suffered significant trauma or loss which subsequently results in them presenting in a dysregulated state. We provide a highly differentiated curriculum for each learner; tailored to meet their individual needs. Churchill focuses on literacy and numeracy both in terms of qualification outcomes and equally important life skills. Churchill provides experiential hands on learning through a topic based approach, incorporating different learning styles across core and foundation subjects. In doing this, it allows us to make strong “cross curricular” links.

Implementation

Churchill is supported by skilled staff, including an attachment specialist, with an offer for up to eight young people. The classroom is designed to be a “safe space.” Churchill provides a curriculum that is fit for purpose to meet the unique needs of its learners. Churchill creates a setting that promotes preparedness for learning. It does this by providing a rich relationship and nurturing environment.

Experiential learning enhances the learning journey in order to deepen knowledge and life skills. We use a kinesthetic learning style as learners within the group respond well to whole-body movement to process new and difficult information. Through providing experiences in this way, we witness deep learning taking place.

Churchill staff support learners to manage their experiences of trauma and loss by helping them develop their own emotional literacy. We do this by providing a number of different therapeutic approaches and techniques, such as sensory breaks and co-regulating. By co-regulating, we are teaching learners how to emotionally regulate themselves. We teach learners to use co-regulation strategies at school in order for them to apply the strategies at home, when they are experiencing heightened emotions. Therapies available for learners include; re-bound therapy, art therapy, music therapy, counselling, and theraplay. We also employ the use of P.A.C.E techniques (Play, Acceptance, Curiosity, Empathy) in our working practice.

Impact

By providing an environment and structure that enables learners to have the opportunity to emotionally regulate, learners are settled and ready to learn. Further, Churchill also provides learners with the skills and strategies to be able to self-regulate in order to reduce crisis situations. Previously disengaged learners understand the value of learning, school life and their overall education as a consequence of time spent in Churchill. They are ready to re-engage. Value added benefits include the development of social, emotional and life skills. By achieving this, learners are able to manage their emotional dysregulation and successfully integrate back into the wider community.

Vision Statement for Citizenship

Intent

Citizenship Studies curriculum aligns with a number of key elements of the schools' strategic planning process. For our learners it is vital they are supported on their journey to help them become informed and responsible citizens.

Our aim is to ensure that curriculum choice in this subject matches its mainstream counterparts. It is vital that our engagement in the classroom not only covers the core components of the syllabus but also helps build contextual layers from a foundation level for our learners whose own experiences have significant gaps. In addition, a further aim is to broaden their knowledge of the society they live in whilst encouraging them to have the confidence to challenge viewpoints and the narrative of their own environment.

The AQA syllabus and the nature of citizenship provides opportunities to introduce key vocabulary. Our intent is to build learners' communication skills by increasing not only their vocabulary but also their ability to develop well-balanced arguments. Cross-curricular links include the opportunity to develop speaking and listening skills to support their work in English, whilst the development of key themes will be dovetailed with experiential learning.

Implementation

Our offer uses the AQA framework:

• Life in Modern Britain
• Rights & Responsibilities
• Politics & Participation

These will be augmented by the use of debate & discussion. We will seek to challenge some embedded misconceptions and use visits to build a wider knowledge of the legal system and democracy to help our learners understand where political power resides and how government is devolved to a local level.

The use of primary sources to help reinforce the principles and values in British society will include engagement with local businesses, talks by individuals and utilisation of our own safer school’s police officer.

Impact

The impact will be measured in a number of ways, including the number of successful GCSE outcomes, softer skills such as increased self-esteem and confidence and a wider understanding of society. Introducing learners to positive role models will help challenge attitudes and behaviours, encouraging learners to make a difference in modern British society.

Vision Statement for (CoPE) Certificate of Personal Effectiveness

Intent

Oastler’s School understands the importance of Personal Growth and the skills required to allow young people to be given the best opportunities to develop and demonstrate a wide range of personal skills. CoPE challenges learners to explore a range of challenges which provides opportunities for them to broaden their experience and manage their learning in a variety of real life contexts. The intention for CoPE is to teach Post 16 to understand, take responsibility for and learn from a wide range of activities, rather than simply experience them.

Implementation

Leaners will work through selected modules so they can gain a broad understanding of Personal Effectiveness and learn to develop specific skills alongside the module to help them succeed in a variety of sectors.

Modules

• Communication
• Citizenship and Community
• Sport and Leisure
• Independent Living
• The Environment
• Vocational Preparation
• Health and fitness
• Work-Related Learning and Enterprise
• Science and Technology
• International Links
• Expressive Arts
• Beliefs and Values

Skills

• Introduction to Working with Others
• Introduction to Improving Own Learning and Performance
• Introduction to Problem-Solving
• Planning and carrying out a piece of Research
• Communicating through discussion
• Planning and giving an Oral Presentation

A focus of the Post 16 is to provide every learner with the opportunity to achieve as many qualifications as possible. This year we are introducing CoPE as an accredited course, which means over 2 years the students will have an additional qualification.

Impact

The Certificate of Personal Effectiveness (CoPE) is a nationally recognised qualification available at Levels 1, 2 and 3. The qualification offers imaginative ways of accrediting young people's activities. It promotes, and allows learners a wide range of personal qualities, abilities and achievements, as well as introduces them to new activities and challenges.

Vision Statement for Design Technology

Intent

To offer an inspirational education for all learners, developing their full technological potential and providing them with the skills to be able to create functioning products – and evaluate their impact.

Implementation

DT at Oastlers is a very hands-on and tactile subject based around design-and-make projects which utilise a variety of resistant and compliant materials. The placement of each project across Key Stage 3 allows learners to gradually increase their skill base in terms of both knowledge and experience. Learners will be taught to measure, mark out and cut – allowing them to prepare materials. They will also be taught practical skills and techniques which will allow them to be able to join and shape them into functioning products. The acquisition of the necessary finishing skills will allow learners to add some finesse to their completed products.

We take an experiential approach, where learners are first shown the safe and correct use of a range of hand tools and machinery, which they will then go on to manipulate on a variety of practical tasks. Using the equipment safely and appropriately allows our learners to develop their skills in a very kinaesthetic hands-on way.

We encourage creativity, whereby learners will have the opportunity to work within the constraints of a design brief which determines the limits of a piece of work – but also gives them the opportunity to choose a theme or personalise their work in some way. We believe that this gives a sense of ownership to our learners, encouraging them to take pride in their work.

The progression of skills and knowledge at Key Stage 3 puts our learners in the position to be able to make an option choice at Key Stage 4. Currently, learners are offered the Eduqas GCSE in Design technology, which provides learners with the opportunity to identify and solve real life problems by designing and making products or systems. 

Impact

Through their project work at Oastlers we encourage our learners to develop a critical understanding of the effect that quality design and manufacture has on their daily lives and the wider world in general - gaining an appreciation that it is an ongoing cycle of design, make evaluate and re-design. Learners will be given the opportunity to reflect on their work and appreciate alternative methods of production, and to identify further improvements.

DT can involve quite sophisticated decision-making and critical thinking, but it can also be a physical activity – requiring exertion and stamina. To this end, DT is an activity which has great therapeutic benefits for our learners, either as an outlet for raised energy or excitement, or as a diversion from other issues – such is the focus required whilst in the workshop.

The creative approach to DT at Oastlers allows our learners’ minds to be open to new ideas and to always be on the lookout for potential improvements to existing products – allowing them to view the world around them with a critical but creative eye.

Oastlers School Vision Statement for English

Intent

Oastlers School understands the importance of literacy skills; both in terms of qualification outcomes for all learners and, equally important, for life skills and preparation for life after school. The intention of English lessons both at KS3 and KS4 is to empower learners through strong reading, writing and spoken language skills.

Implementation

All learners' reading ages and writing levels are assessed at the entry point.  This informs our teaching to enable all teachers of English to plan and deliver differentiated lessons which are tailored for the individual needs of the learner and which help to address the learning gaps from primary education.  This ultimately prepares learners for GCSE in year 11. At Post 16 learners continue to work on and improve the literacy skills they have developed, with opportunities to re-sit the AQA GCSE English qualification.

In addition to timetabled English lessons, all learners participate in a morning reading program known as DEAR (Drop Everything And Read) whereby learners use LEXIA to strengthen reading and reading comprehension skills and/or read a reading book of their choice for pleasure. Oastlers has a well - stocked library with age-appropriate books and learners are given opportunities to choose and recommend books that they would like to read.

Through the use of data, interventions are offered to more and less able readers/writers. Learners requiring additional support attend our literacy and numeracy workshop to narrow the gaps in their knowledge and skills. Individually tailored interventions are provided which support and develop skills taught during English lessons. In addition to this, a spelling and grammar resource, assertive mentoring, is used to help strengthen writing skills.

A focus of the school is spoken language and closing the vocabulary gap. As a school, we understand the importance of language and a great part of our teaching is to give our learners the opportunity to become “word rich”. This includes thematic, contextualized and experiential learning, such as visits to theatre productions, creative writing workshops and visits to local stately homes.

Oastlers School has a whole school literacy policy whereby teachers of all subjects are required to include elements of literacy in their lessons, to provide learning opportunities for learners.

Impact

The impact of English teaching at Oastlers School has seen a 100% success rate at AQA GCSE English Language (levels 1-9). We have a strong literacy focus throughout school and as a teaching team we are committed to ensuring learners leave school with good literacy skills. We hope that this will provide learners with the confidence and skills to prepare them for employment and further education and life in the adult world.

Vision Statement for Food and Cookery

Intent

The food technology department offers learners the opportunity to develop their knowledge and understanding of food preparation and nutrition. The practical and theoretical skills learners will acquire throughout the curriculum will empower them to work confidently, independently and develop valuable life skills. Learners will become self-sufficient young adults with a contextual understanding of current diet-related health issues within society. The subject also provides therapeutic benefits to learners as the opportunity to design and create their own dishes can nurture their creativity and give them a sense of accomplishment.

Implementation

We promote a fully inclusive learner-led environment. Learners are encouraged to take control of their own learning through planning and self-assessment tasks. The stimulating environment is supportive and non-judgemental, where learners of all abilities are treated with equality and respect and have the opportunity to access experiential learning, to help deepen their knowledge and understanding of food preparation and nutrition.

The subject comprises experiential learning through practical tasks and educational visits. Learners can experience a hands-on approach and exposure to a wide range of vocabulary, as well as fundamental British Values by exploring different cultures and cuisines, including religions in the wider community. This experiential learning enables learners to then deepen their theoretical understanding.

Embedded within the curriculum are links with literacy, numeracy and science. These are implemented through learners developing skills such as measuring, timing, glossary terms, scientific baking processes and definitions vital for everyday tasks. The food preparation and nutrition department also links in with design technology and art to work on design projects. We believe that the cross-curricular project strengthens the sense of achievement that learners experience on completion of the learning activity.

Within the key stage 4 curriculum, we offer Level 1/Level 2 NCFE technical award in food and cookery. We also offer BTEC home cooking skills level 1 and 2 if this approach is more suitable for some of our young people. Throughout the curriculum, contextualised learning is embedded through guest speakers, visits within the food service industry, brief work placements and event organising. All of these approaches promote integral, transferrable, employability skills required for a career in the catering and hospitality industry. We have embedded these learning approaches with the post 16 department to ensure learners are ready to progress to further study upon completion of the course.

Impact

The clear focus and detailed curriculum approach leads to sustained levels of progress for individuals. Learner attainment at KS4 level is consistently high, and all learners have progressed onto further study. We believe the fundamental skills acquired allow our learners to leave education and progress into employment as confident, reflective and competent young adults.

Vision Statement for Forest School

Intent

The offer of forest school at Oastlers provides learners with the opportunity to explore different surroundings outside the classroom, promoting experiential learning in a stimulating, relaxing and enriching outdoor environment.  Its ethos of “freedom with purpose” connects with the outdoor environment and everything that it offers. Forest school promotes safe risk-taking, independence and self-awareness for all learners, as well as developing communication skills, resilience and team-building skills.

Implementation

Forest school sessions provide increasingly diverse opportunities for children to benefit from a supportive curriculum that can help learners build positive values and attitudes about themselves, about learning and the environment in which they live. Learners are given appropriately challenging and achievable tasks that build their confidence, skills and independence and are given time to thoroughly explore their thoughts, feelings and relationships. This time and reflective practice develop inter and intra-personal skills, which are well documented as being directly linked to learning skills.  During each session, it may be possible that different learners are engaged in different tasks. The forest school lead and supporting staff will coordinate these activities and allow the learner(s) to learn at their own pace and direction of their choice by engaging in the activities that they choose to.  The activities that are initially planned have been selected to reinforce the skills listed above in a safe, secure and supportive environment.  The ‘play’ during the session may seem ‘unstructured’ but it is designed to promote natural playfulness to evolve, allowing the learner to engage with the activity and just ‘go with the flow’ of the session.  The whole programme is designed to provide learners with an experiential learning experience that promotes curiosity about the natural world around them.

Impact

Forest school at Oastlers aims to promote the skills below in order to support;

• confidence/self-esteem
• social and communicative skills
• motivation and concentration
• understanding of and connectedness to nature
• physical skills improved
• increased resilience

Combined with residential opportunities, learners will have a unique perspective on their environment, giving them the confidence to explore their own communities with a greater understanding of the impact of nature and wildlife, encouraging enjoyment of the great outdoors and developing and understanding how it should be protected.

Vision Statement for Health and Social Care

Intent

To offer our learners an adaptive and engaging Level 2 program of learning that covers some of the fundamental aspects of health and social care. This includes growth and development, health and social care services and values, and health and wellbeing, we intend to give learners a broad introduction to a sector that divides a wide range of careers from social care and social work into many different branches of healthcare. We strive to offer learners with an interest in health and social care to take on a hands-on course, alongside their GCSEs that will offer them an insight into what it is like to work in one of the fastest growing sectors in the UK: Health & Social Care.

Implementation

The course is split in to three main components:

1. Human Lifespan Development
2. Health and Social Care Services and Values
3. Health and Wellbeing

1. Human Lifespan Development

Learners will investigate how, in real situations, human development is affected by different factors and that people deal differently with life events.

A1- Human growth and development across life stages. Learners will explore different aspects of growth and development across the life stages using the physical, intellectual, emotional and social (PIES) classification.

A2 - Factors affecting growth and development Learners will explore the different factors that can affect an individual’s growth and development. Different factors will impact on different aspects of growth and development

B1- Different types of life event - Life events are expected or unexpected events that occur in an individual’s life. Learners will explore the different events that can impact on people’s physical, intellectual, emotional and social development.

B2 -Coping with change caused by life events-Learners will explore how individuals can adapt or be supported through changes caused by life events. People may react very differently to the same type of event

2. Health and Social Care Services and Values

Learners study and explore practically, health and social care services and how they meet the needs of real service users. They also develop skills in applying care values.

A1 - Health and social care services Learners will explore the health and social care services that are available and why individuals may need to use them

A2- Barriers to accessing services. Learners will explore barriers that can make it difficult to use these services and how these barriers can be overcome

B1 - Care values Learners will explore and practise applying the different care values that are key to the delivery of effective health and social care services

B2- Reviewing own application of care values. Learners will reflect on their own application of care values, including using teacher or service-user feedback.

3. Health and Wellbeing – external assessment

Learners will study the factors that affect health and wellbeing, learn about physiological and lifestyle indicators, and how to design a health and wellbeing improvement plan.

A1 - Factors affecting health and wellbeing. Learners will explore how factors can affect an individual’s health and wellbeing positively or negatively. This links to, and extends, knowledge and understanding of life events covered in Component 1, but here the focus is on health and wellbeing.

B1 Physiological indicators Learners will interpret indicators that can be used to measure physiological health, interpreting data using published guidance.

B2 Lifestyle indicators Learners will interpret lifestyle data in relation to risks posed to physical health.

C1 Health and wellbeing improvement plans Learners will explore the features of health and wellbeing improvement plans. It links to, and consolidates, knowledge and understanding from Component 2, in particular support services and also care values in terms of the need for a person-centred approach.

C2 Obstacles to implementing plans Learners will explore the obstacles that individuals can face when implementing these plans and how they may be mitigated.

Impact

Health and Social Care allows learners to explore how individuals develop physically, intellectually, emotionally and socially and how different factors can influence their development. Learners also develop and understand how significant life experiences and events can impact individuals. The course has an emphasis on learners understanding the importance of demonstrating care values in health and social care settings. Learners will also explore factors which can impact an individual’s health and wellbeing. In addition, the Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment.  The course prepares learners to progress onto Level 3 Health and Social care courses. Around 3 million people in the UK work in health and social care sectors. Demand for both health and social care is likely to continue to rise due to the ageing population. Studying this subject can lead to a wide range of careers including professions on the NHS, child care sectors, teaching and many more.

Vision Statement for Humanities

Intent

Oastlers humanities department is steadfast in providing all learners with the opportunity and skills necessary to excel in geography, travel and tourism and history.  Quality first teaching inspires and stimulates learners to broaden their thinking, understand and question their environment and apply their learning to relatable real world situations. Allowing learners to become independent, self-aware citizens.

Implementation

Learners will be empowered through classroom and experiential learning to make independent judgments on topics, by incorporating elements of the past, present and future of the world around them. A thematic approach enables learners to connect, consolidate and develop knowledge by visualising how events have unfolded and developed over time. Through investigation, questioning and critical thinking, learners are discovering their place in the world, as well as their own values and their responsibilities. Learners begin to understand how the past has impacted upon the world they live in today. Learners will gain the skills of identification, analysis and evaluation through unpicking historical sources through an investigative lens. They are studying questions affecting the biosphere and people’s lives, in the past, today and in the future. Learners will discover where places are, and the different climates and landscapes around the world are formed. Also, learners will gain an insight into how the physical and human world interrelate in both positive and negative ways. They are also learning how people are connected and interrelated all around the world, through globalisation, climate change, and how we establish a sense of identity and find our place in the world. This will build links between the classroom and the wider community and allow learners to be fully immersed in the subject.

Impact

By studying humanities, learners will develop an understanding of their local and wider communities, and how the world will impact upon them, and subsequently, how their own actions will affect the wider world. The impact of studying humanities will give learners a greater understanding of the physical world in which they live. They will gain an insight into the impact of local, national and world worldwide historic events and how these events have shaped the society that they live in today. They will be able to apply their knowledge to current events and critically analyse the situation to interpret the outcome for their local community and the society in which they live.

Vision Statement for Information Communication Technology (ICT)

Intent

Technological development in the 21st century has made the world around us an exciting place where distances and circumstances keep few barriers to the journeys of enquiring minds. At Oastlers we want our learners to develop enquiring minds for them to strive with confidence within the area of ICT. Coupled with this, they will develop a skill set to meet life challenges within a digital world whilst embracing the benefits gained and using them to their full potential. We envision a learning environment where the use of digital technology is regarded as an integral part of our everyday practices. By the time our learners leave, they will be ICT literate and have the knowledge and skill set of online netiquette.

Implementation

All learners have one lesson of computing a week. At entry point, learners’ ICT skills are assessed through basic tasks in the Microsoft Office package. From this, we are able to tailor our teaching to the learners' needs and differentiate the lessons. Our KS3 Curriculum lays the foundation for learners in regard to the basic skills in spreadsheets, database and PowerPoint. These packages are used in industry and the knowledge and skills set gained by the learners will help them to build their own portfolio for employment or higher education. E-safety and online netiquette will be taught to all learners across both key stages to make our 21st century learners be able to function correctly online.

In our KS4 Curriculum, all learners will attempt to achieve the Duke of York Award. This will help our learners to develop digital, enterprise and employability skills. Also, the award is industry recognised, which will help all KS4 learners' employment portfolio and to indicate they are ICT literate. OCR Level1/2 Cambridge National Certificate in Creative iMedia) has an exam and coursework element. Learners will not only develop their ICT knowledge, but with these courses they will be able to develop the softer skills needed in employment/ higher education as well as in adult life.

Experiential learning is important, as at Oastlers and, where possible, will be implemented. Links have already been made to companies willing to work with our learners on projects. It is essential for our learners to have as much interaction with the outside world to develop their ICT knowledge and softer skills.

The focus on written language with computing will help close the vocabulary gap. It is important that the learners develop these skills at KS3 for them to be more successful at KS4. Lessons at KS3 have a planning, implementing and evaluation phase to develop the learners’ skills. Also, cross curricular links will be made to scaffold learners’ progression and help lessons be more interactive.

Impact

The impact of computing at Oastlers will be a 100% success rate at Level 1/2 in the GCSE IT courses. We hope that this will help give the learners the skill set and confidence to prepare them to move onto a Post 16 destination with IT or even employment. For them to be lifelong learners with IT.

Vision Statement for our Primary Curriculum (Year 7 & Year 8)

Intent

To enable a nurturing and supportive transition, allowing learners to take risks with their learning in a secure and supportive environment.

We provide a rich curriculum that fills gaps in prior learning. It recognises and meets the individual needs of each learner. It allows access to a wealth of knowledge and experience which empowers them to develop confidence, skills and key vocabulary and provides a solid foundation for success along the GCSE pathways.

Implementation

Our approach focusses on quality first teaching and learning, so all learners have the ability and opportunity to access a broad and balanced curriculum with experiential learning at its core. The learners study core subjects, humanities and PSHRE within the safe and nurturing environment of their own classroom base with familiar staff. The learners also access the wider curriculum in the specialist areas within the school.

A thematic approach enables the learners to connect, consolidate and develop knowledge and extend their own vocabulary and comprehension. Our themes centre around a breadth of texts and genres from which the learners produce a range of different types of writing and plays. These themes form the basis for the curriculum to allow a deeper learning experience and to embed skills, knowledge and understanding.

All learners are actively encouraged to explore and express their own opinions appropriately, which enables them to become independent and creative thinkers.

Impact

The impact of the above will provide all learners with the necessary skills, knowledge and understanding to securely transition to the next stage of their learning journey. They will have greater fluency in their reading supporting a rich vocabulary, allowing them to access the broad curriculum and will be able to question and interpret information.

All learners will be able to apply skills and knowledge gained in the classroom to the wider world. The breadth, balance and challenge will embrace all learners so they can make positive contributions to Oastlers and the wider community.

All learners will transition to the next phase with the confidence and independence to feel safe, secure and successful.

Vision Statement for Literacy and Numeracy Workshop

Intent

The Literacy and Numeracy Workshop will support learners who have gaps in their learning, moving them closer to their age-related expectations in their core skills.  They will do this in an environment which is calm and safe, allowing them to develop self-esteem through experiential learning and consolidation of basic skills.  This will be done in a dignified manner, taking account of each child’s specific individual needs. The aim is to motivate and encourage the learner to master the basics, thus gaining the knowledge and skills to move up the steps and become confident, self-assisted learners.

Implementation

Using the data collated from the data trawls and the information from Education Health and Care Plans (EHCP) a bespoke curriculum is provided for each learner who has been assessed as needing additional support, to develop their literacy and numeracy skills. The use of the primary Assertive Mentoring approach allows learners to fill gaps in their prior learning. It meets the needs of each learner, allowing them to develop spelling, grammar and maths skills. Each learner is supported to develop their basic skills.  This is done by working on a one-to-one basis, in pairs or in groups.  There is a significant focus on speaking and listening skills, on developing vocabulary and understanding the four functions of numbers. This is supported one day each week by a speech and language therapist who works with learners individually and in a group.  Learners are provided with continuous support with tasks that are aimed to consolidating deep learning and chunked to challenge whilst avoiding memory overload.  A variety of other teaching resources are used, such as: Education City, Lexia, TT Rockstars (- times tables), textbooks, worksheets and individual learner-led projects.

Impact

By providing a calm and safe environment, a structured approach to learning outcomes, excellent resources, our learners bridge the gaps in their understanding with the development of basic skills that encourages self-belief as a learner.  Learners will experience success through positive attention. This will motivate them to be inquisitive, take risks, make mistakes, develop resilience, which in turn will accelerate their progress.

Vision Statement for Mathematics

Intent

Through the teaching of mathematics, we aim to help learners develop a positive attitude towards mathematics, develop a deeper awareness of number and shape that is all around us and introduce a lifelong fascination for the subject. Mathematics provides our learners the skills to solve problems, to reason, to think logically and critically and to work systematically. Our intention is to provide learners with the skills to use and apply mathematics not just to achieve in the GCSE curriculum, but to help them succeed in real life.

Implementation

All learners are taught through planning that follows our “Steps 4 Success” framework.  We follow the Edexel GCSE syllabus. Through careful planning and preparation, we aim to ensure that all learners are provided with opportunities to study the breadth of the GCSE framework.  Learners are taught through practical activities, mathematical games and problem solving activities.

At KS3, mathematics is taught to all learners every day for 40 minutes.  KS4 also enjoy 40 minute lessons taking them to Y11 where they are then entered for GCSE examinations.

Differentiated lessons are planned taking into account the age related expectations of every learner ensuring any gaps are addressed that may have occurred in their previous learning. Where it is necessary, individual support is provided through the school’s Literacy and Numeracy Workshop.

Younger learners are encouraged to consolidate basic numbers facts including the four rules, simple calculations, times tables, mental calculations or rapid recall of number bonds.  As children progress into KS4, our lessons focus on developing and encouraging further mathematical ability required for learners to succeed at GCSE.  Here learners will be introduced to more complex mathematical study, including algebra for example.

All learners progress will be continuously assessed through the ‘Assertive Mentoring’ programme; with which we will monitor the individual’s progression within our subject from year 7 through to post 16.

Where appropriate we use experiential learning to enhance deeper understanding of the mathematical world. The department also works closely with other subjects to create cross curricular links so that learning is supported across departments.   By doing this, the complex vocabulary of mathematics is linked to other subjects so that connections are made to the wider world.

The mathematics department has particularly strong links with science and technology through our involvement in S.T.E.M., the schools experiential learning programme.

Opportunities are always sought to extend and promote mathematics across the school, just as we aim to support the school’s literacy strategy though the use and explanation of specific mathematics vocabulary.

Impact

It is the expectation of the mathematics department that all learners will achieve GCSE pass, at Level 1 or Level 2. This qualification outcome will then lead to positive post 16 destinations, further study or employment which in turn provides a rewarding career and positive economic outcomes.

Mathematics at Oastlers has a positive impact on all our learner’s futures. Learners will be furnished with the ability to apply mathematical processes across the curriculum, develop critical thinking skills, become numeracy literate and able to apply the skills in real life situations.

Vision Statement for Music

Intent

To offer an inspirational education for all learners, developing their full musical potential and providing them with the skills for a lifelong enjoyment of music.

Implementation

A learner’s understanding of art and the world, and how they can think and express themselves, can be enhanced through musical education. We offer a diverse range of multi-cultural musical experiences and ensure all learners are included and are actively encouraged to take part.

Learners respond readily to music. Any parent knows that it’s natural for a child to begin dancing and singing at an early age. They learn through music, art, and play, so it’s important (even necessary) to use the arts when working with children as they get older and attend Oastlers School.

We take an experiential approach through which learners engage in musical experiences and develop their appreciation through reflection and experimentation. But, music should also be a social experience. Many of our music experiences are shared with a group, whether playing in a band or in timetabled school music lessons, or by sharing our musical tastes without criticism. Collaboration, communication, consideration and celebration are at the heart of our musical provision.

All learners can experience stress with the pressures of school and sometimes from stressful home lives, and music can provide a way to escape from these situations, even for a short while. The use of music appreciation and education to support our learners’ ability to cope with the pressures of life should not be overlooked. Every learner matters in our school, and we most definitely see the absolute necessity of preparing our learners for their futures.

Impact

All children benefit from some form of music education. Research shows that learning musical skills can enable children to excel in other subjects and enhance skills that children inevitably use in other areas. This is why, here at Oastlers School, we ensure that all learners access music lessons, no matter what their prior knowledge of the subject is.

Music has the distinct ability of integrating many different subject areas all at once. Not only does music education allow children to develop their musical skills, it also gives them the opportunity to work on their maths skills, reading and writing skills, science skills, and history knowledge. For example, time signatures in music are an excellent way to incorporate fractions, and lyric analysis and songwriting allow learners to work on their reading abilities. All learners expand their musical and general vocabulary, improve their problem solving abilities, and their ability to theorise through interpreting and understanding music.

Music can be an excellent way to relieve stress, which is important for learners who may feel overwhelmed by schoolwork or even their everyday lives.  Music can reduce burnout and improve mood states. At Oastlers School, we never forget that most learners really enjoy music. This is not the most important reason why we place so much importance on the subject, but it’s the icing on the cake.

Vision Statement for Music Technology

Intent

Music technology is the vehicle in which sound is captured, manipulated and produced to create music. Music technology at Oastlers will provide our learners with the skills and knowledge to enable producing and editing music/sound for a possible route into further education or employment in music.

Implementation

Our learners will explore areas such as live sound, sound recording, sequencing, mixing and mastering. Alongside the practical elements of the course, learners will spend time using music software in a variety of contexts and develop an understanding of the history of music technology and production. All of these skills relate to the NCFE Level 2 Music Technology Course that learners are able to study at KS4.

Ever-advancing technologies in the recording industry mean there is a demand for people with the skills to work on developing the next generation of music and audio technology. At Oastlers we aim to provide our learners with these skills and knowledge to prepare them for a wide range of careers in production and technical roles within the music industry.

The course details how recording studio engineers, producers and mix engineers create the sounds and music that we listen to in our everyday lives. Learners will also cover live music production and sound design.

Music technology is popular music orientated and covers technical skills in software development, audio theory and technology. At Oastlers it is our goal to prepare our learners for exciting careers in music production, audio engineering, live sound production, TV and film post-production, audio software development or audio electronics.

We will focus on popular music, and aim to provide our learners with the technical skills to work in this exciting and rewarding industry. The focus is very much on the practical side of things, and to study music acoustics and software development.

Impact

The impact of the NCFE Music Technology qualification is to achieve a Level 2 Award. From here learners may move onto a Post 16 destination’ within the music technology industry or even into employment.   Additionally, the course will add value to personal and social development with increased self-esteem, creativity and confidence.

Vision Statement for Photography

Intent

To offer an inspirational education for all learners. Photography can be an excellent way to relieve stress and relieve mood states and also helps learners develop their full artistic potential by taking and manipulating photographs and providing them with the skills for a lifelong enjoyment of photography.

Implementation

A learner’s understanding of images and the world, and how they can express themselves, can be enhanced through photography. We offer a diverse range of experiences and ensure all learners are included and are actively encouraged to take part.

Learners respond readily to looking at photographs and images and especially in taking their own. The satisfaction of seeing their own work developed into photographs is immense.

We take an experiential approach through which learners engage in photographic experiences and develop their appreciation through reflection and experimentation. However, photography can also be a social experience through sharing their images with other people and vice versa. Although photography is very much a personal enjoyment, working in a group can give a lot of satisfaction when sharing the same or different images.

The use of photography and the appreciation of looking at their own original and creative images can help support our learners’ ability to cope with the pressures of life, given its therapeutic benefits.

Impact

Research shows that learning photographic skills can enable children to excel in other subjects and enhance skills that children inevitably use in other areas. This is why, here at Oastlers School, we ensure that all learners access photography lessons, no matter what their prior knowledge of the subject is.

Photography can be an excellent way to relieve stress, which is important for learners who may feel overwhelmed by schoolwork or even their everyday lives.  Photography can improve mood states. At Oastlers School, we never forget that most learners deserve time to relax, enjoy themselves and be creative.

Photography has the distinct ability of integrating many different subject areas all at once. Not only does photography allow children to develop their creative/visual skills, it also gives them the opportunity to work on their numeracy skills, reading and writing skills, science skills, geography, art and performing arts skills.  Photography lends itself to cross-curricular links that will help children to deepen their knowledge of numerous subjects.

Once completed, the learners can earn an NCFE Level 1 Certificate in Photography which could lead to a Level 2 qualification if chosen. Learners could go on and apply for jobs in the media, corporation or be self-employed/freelance.

ision Statement for Physical Education (PE)

Intent

To offer an inspirational and competitive learning experience to enhance the development of skills and techniques in a range of physical activities and experience fun, enjoyment, friendship, belonging, and the pleasure of taking part in sport alongside developing knowledge and understanding of sports and games that may well lead to a fulfilling career.

Implementation

At Oastlers School, we pride ourselves on offering all learners the opportunity to experience a range of physical disciplines, including those experienced on residential visits, in school competitions and in after-school sports programmes, all of which can contribute to our learners’ communication, leadership and social skills.

Any parent/carer knows the early physical development of a younger child begins with walking, running and jumping and that in their primary years, children learn through play and interacting with others.  With this in mind, we take an experiential approach through which learners enjoy a wealth of both indoor and outdoor sports, such as volleyball, cricket, football, indoor hockey, curling, rugby, archery and indoor athletics to build on that play and learn experience.  All of these activities provide our learners with the chance to advance their skills, but we also ensure that we enhance experience by applying the rules and regulations to each activity to deepen the breadth of understanding and experience of each sport studied. Many of these experiences and activities are social experiences that can also be enjoyed as part of a wider group or team.

All learners can experience stress from the pressures of school and sometimes from stressful personal issues.  PE can provide a way to escape from these situations, through the release of chemical endorphins, to bring about a state of emotional well-being.  The use of physical activity to support our learners’ ability to cope with the pressures of life should not be underestimated.

Our Outdoor Education programme provides our learners with the opportunity to gain additional skills in kayaking, climbing, mountain biking and abseiling. These activities are critical for the development of team building as well as encouraging a healthy lifestyle and the acquisition of a wide range of additional skills for each and every child at Oastlers School.

Additionally, incorporated into our curriculum, and within the BTEC in Sport Level 2, is the opportunity for learners to develop their leadership skills and qualities through our designated activities to increase their self-esteem and confidence skills that are needed to engage within larger diverse and complex environments.

Impact

The reward of a BTEC qualification and active involvement in sports can support the skills and qualifications that will create career opportunities within the sports sector, with careers such as gym instructors, coaching positions, sports leaders and PE teachers being just some of the possibilities.  Sport also links well with specialist roles, such as physiotherapy and other medical careers.  Many of the skills learnt can be transferred and applied to other areas of everyday life and to other related subject areas.  Putting it simply, leading an active life brings about its own pleasures and enjoyment that enhances a sense of fulfilment and satisfaction.

Vision Statement for Performing Arts

Intent

Oastler’s School understands the importance of the performing Arts and how the skills required to be successful in the Performing Arts will allow the learners to gain confidence, build self-esteem whilst learning and developing skills in Dance, Acting and Musical Theatre. The course requires learners to explore performance work but also encourages them to learn and develop their own skills.

Implementation

All learners will acquire technical knowledge and technical skills through vocational contexts by studying acting, dance or musical theatre as part of their Key Stage 3 and Key Stage 4 learning. KS3 will explore performing arts, focusing on developing the skills required to be a successful performer. Some of the topics covered are mime, physical theatre, script reading, devising and choreography.

The Level 2 Diploma in Performing and Production Arts provides a full-time introduction to performance, production and design for the Performing Arts that gives learners a broad diagnostic experience that develops an understanding of the Performing Arts as a collaborative activity. The qualification aims to enable students to reengage with education and acquire the requisite skills, knowledge and understanding to progress to further education and employment.

This will allow them to build confidence, develop team working skills and provide them with knowledge and skills in Performing Arts.

Impact

The impact of Performing Arts at Oastlers provides learners an opportunity to explore their creative expression and build on their self-confidence, develop their ability to perform and learn new skills in a fun and safe environment. There are several progression routes. For example UAL Level 3 performance and production.

Performing Arts can benefit learners who wish to pursue a career in the arts industry, media, the communications industry, law, marketing and any career which deals with the public or presentations in business.

Vision Statement for Personal Social Development (PSD)

Intent

Oastler’s School understands the importance of Personal Social Development and the skills required to allow young people to demonstrate responsibility within their community, providing them with the ability to become a strong, independent and confident individual.

Implementation

At Levels 1-2: 8 credits are required for an Award, and 13 for a Certificate. Learners will work through selected modules so they can gain a broad understanding of Personal Social Development and learn to develop specific skills to help them succeed in a variety of challenges.

Modules

• Community action
• Healthy living
• Preparation for work
• Managing your own money
• Parenting awareness
• Making the most of leisure time
• Environmental awareness
• Food safety in the home and community
• Healthy eating
• Your money in the future
• Identity and cultural diversity
• Managing social relationships
• Individual rights and responsibilities

A focus of Post 16 is to provide every learner with the opportunity to achieve as many qualifications as possible. This year we are introducing PSD as an accredited course, which means over 2 years the students will have an additional qualification.

Impact

The Personal and Social Development (PSD) qualification offers imaginative ways of supporting young people in:

• becoming confident individuals who are physically, emotionally and socially healthy
• being responsible citizens who make a positive contribution to society and embrace change
• managing risk together with their own wellbeing as well as introducing them to new activities and personal challenges.

Vision Statement for PSHE

Intent

Personal, Social and Health Education (PSHE) is an important and necessary part of all learners’ education. High quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life.  The teaching of PSHE also enables schools to promote the spiritual, moral, social, cultural, mental and physical development of learners, at school and in society.  PSHE involves acquiring information, developing skills and forming positive beliefs, values and attitudes.  The aim of PSHE is to provide learners with the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy.  At Oastlers School we believe the understanding of such values is integral to supporting and developing positive attitudes towards each other and ensuring positive emotional well-being.  The curriculum offers core knowledge in a carefully sequenced way through planned lessons.  Our intent is to support our learners in developing resilience, to know how and when to ask for help, and to know where to access support and to embrace the challenges of creating a happy and successful adult life.  At Oastlers we feel it is central learners can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts.

Implementation

The school provides a safe learning environment to support learners in progressing academically, and most importantly emotionally.  The programme is split into three main elements:

Health and Well-Being

• How to manage transition
• How to maintain physical, mental and emotional health and wellbeing, including sexual health
• About parenthood and the consequences of teenage pregnancy
• How to assess and manage risks to health and to stay, and keep others, safe
• How to identify and access help, advice and support
• How to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco, maintaining a balanced diet, physical activity, emotional health and wellbeing and sexual health
• How to respond in an emergency, including administering first aid
• The role and influence of the media on lifestyle and dealing with the pressure this has on young people

Relationships

• How to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to raise awareness of parenting skills
• How to recognise and manage emotions within a range of relationships
• How to deal with risky or negative relationships, including all forms of bullying and abuse, sexual and other violence, also including online encounters
• About the concept of consent in a variety of contexts (including in sexual relationships)
• About managing loss, including bereavement, separation and divorce
• To respect equality and be a productive member of a diverse community
• How to identify and access appropriate advice and support.

Living in the Wider World

• About rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy
• How to make informed choices and be enterprising and ambitious
• How to develop employability, team work and leadership skills and develop flexibility and resilience
• About the importance of having goals for the future
• How personal financial choices can affect oneself and others and about rights and responsibilities as consumers

At key stage 3, students build on the knowledge and understanding, skills, attributes and values they have acquired and developed during the primary phase. This curriculum acknowledges and addresses the changes that young people experience, beginning with the transition to secondary school, the challenges of adolescence and their increasing independence. It provides learners with the knowledge and skills which will equip them for the opportunities and challenges of life. Learning to manage diverse relationships, their online lives, and the increasing influence of peers and the media.

At key stage 4, learners deepen knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3. The PSHE education offered at Oastlers reflects the fact that learners are moving towards an independent role in adult life, taking on greater responsibility for themselves and others, and we take pride in knowing we are preparing them for the next chapter of their lives.

Impact

The impact of the PSHE programme will be that all learners will have the necessary skills and confidence to develop themselves as well as have a better understanding of the wider world and what is expected of them as British citizens. It will also provide learners with ample opportunities to explore and discuss sensitive topics relating to health and well-being and relationships, forming their own beliefs and values as well as being confident to challenge and prejudice and discrimination. The programme allows learners to develop their communication skills and broaden their thinking, acquiring knowledge to support them in making informed decisions. It is designed to be inclusive of all learners. Through the program, the learners are signposted to key adults and organisations. They can go for further advice or help outside of school.

Vision Statement for Reflection Room

Intent

Our Reflection Room offers a safe space for learners who have disengaged from the school community or find themselves in a crisis, to support them in improving their attitudes to learning, their behaviour and their ability to learn.

Implementation

Our Reflection Room helps learners to understand that there are consequences for their negative behaviours and actions. Which are not beneficial or conducive to gaining exam results.

Providing a safe space for learners who are disrupting the good order of the school environment, to reflect and do good positively.

Following referral to the Reflection Room, learners enter into the ‘Cycle of Repair’. Initially, they will think in a quiet space about their actions, consider how they have affected themselves and others and the consequences of those choices.

Following a period of reflection, the behaviour team will consider whether the learner has completed the ’Cycle of Repair’ or requires any further reflective work with the school counsellor in the Sanctuary.

While in the Reflection Room, learners are provided with a quiet space to complete work in class and also provide them with an opportunity to improve their reading and literacy skills.

Procedures are in place to ensure that appropriate support is provided for learners, and that, following an incident, learner relationships are rebuilt and repaired to ensure that a positive learning environment is maintained. This is the basic principle of the Reflection Room.

Incidents will happen in any school setting and ours is no different. The purpose of our Reflection Room is to reduce the severity and frequency of incidents and empower learners to self-reflect on those actions.

Impact

The impact of the Reflection Room is to reduce referrals and improve learner engagement in the school environment. It is a safe space for learners to self-express any negative emotions in a controlled and dignified manner.

Many learners arrive in the reflection room with dysregulated emotions that is not conducive to learning. Following a period of reflection, in a calm and purposeful environment, learners leave the Reflection Room ready to re-join the school community and engage in learning.

As a positive alternative to exclusion, the Reflection Room experience maintains a belonging to the school community and a platform on which to repair fractured relationships in a safe and dignified manner.

Vision Statement for Relationships and Sexual Health Education (RSHE)

Intent

Relationships and Sexual Health Education (RSHE) is lifelong learning about physical, sexual, moral and emotional development.  It is about the understanding of the importance of stable and loving relationships, respect, love and care for family life.  It involves acquiring information, developing skills and forming positive beliefs, values and attitudes.  At Oastlers School we believe the understanding of such values is integral to supporting and developing positive attitudes towards each other and ensuring positive emotional well-being.   The aim of RSHE is to provide balanced factual information about human reproduction, together with consideration of the broader emotional, ethical, religious, and moral dimensions of sexual health.  The curriculum and nature of RHSE provides opportunities to introduce key vocabulary. Our intent is to build learners' communication skills by increasing not only their vocabulary but also their ability to communicate effectively with others and express their views successfully. Our RSHE programme aims to prepare learners for a successful, safe, productive adult life.

Implementation

The programme is split into three main elements:

Attitudes and values

• Recognition of the value of family life, marriage, civil partnerships, stable and loving relationships
• Relationships for the nurture of children
• Respect for self and others
• Exploration of moral dilemmas
• Development of critical thinking

Personal and social skills

• Self-confidence, self-esteem and empathy for others
• Managing emotions and relationships confidently and sensitively
• Skills of choice to manage responsibility
• Knowledge and understanding

Emotions and relationships

• Physical development
• Sexuality, reproduction, sexual health
• Information on local and national contraception and sexual health Services
• Reasons for delaying sexual activity
• The avoidance of unplanned pregnancy

The RSHE program reflects the Oastlers ethos, supported by its vision statement, underpinning the school’s values by exploring each of the elements.  It is anticipated learners will develop a greater understanding of relationships in all aspects.  The school provides a safe setting in which learners can be offered appropriate teaching about RSHE. The purpose of RSHE is to support learners in dealing with the pressures of adolescence and to prepare them for adult life. Through planned lessons, learners will cover topics to support them through physical, emotional and moral developments whilst encouraging understanding of themselves, respect for others and sustaining healthy relationships.

Impact

The impact of the RSHE programme will be that all learners will have a better understanding of the different types of relationships, sexually transmitted infections (STI’s) including HIV and AIDS, as well as understanding the importance of practicing safer sex and the pressures that young people face.   Our learners also receive information and guidance regarding contraception and the importance of guarding against unwanted pregnancies and STI’s.  The program is designed to give learners a safe place to gain an understanding of the legal implications of sexual behavior.  Through the program, the learners are signposted to key adults and organisations. They can go for further advice or help outside of school.

Right of withdrawal of learners from RSE

Parents/carers have the right to withdraw their child from all or part of RSE except for those parts included in the National Curriculum (science for example). Oastlers School wishes to work collaboratively with our parents/carers about this matter and will make alternative arrangements if an aspect of RSE causes particular concern. Parents/carers are encouraged to discuss their concerns with Mrs Shariff at the earliest opportunity. Parents/carers are welcome to review any RSE resources the school uses. If, after discussion and reflection, parents/carers choose to withdraw their child from RSE, parents/carers are asked to inform the school, in writing. The confirmation of withdrawal should be addressed to the headteacher. Unless the school receives notification of this kind, it is assumed that no objection has been raised and that attendance of RSE is approved.

ision Statement for Religious Education (RE)

Intent

At Oastlers School Religious Studies (RS) challenges all learners to explore different cultures and to discuss the key global issues that confront humanity in the 21st century.  Learners will develop their understanding of different religious beliefs, cultures, backgrounds and views so they develop a positive attitude towards all of humanity.  RS is much more than simply exploring a person’s religious persuasion, it is a vehicle which allows learners the opportunity to explore all aspects of community cohesion so that they can exist in a peaceful and harmonious world.

Implementation

At Key Stage 3 in Year 7 learners are introduced to the key beliefs and practices of world religions. Learners will explore the origins of major faiths and understand what it means to be a part of that religion. Through this, learners will be in a position to reflect upon their own beliefs and experiences and develop empathy, tolerance, compassion, cultural awareness, acceptance and critical thinking skills.   Cross-curricular links will be made to scaffold learners’ progression and help lessons be more interactive. There is an emphasis on written and discussion activities during the many topics covered in RS.

At Key Stage 4 learners will delve deeper into questions about belief, values, meaning, purpose and truth, enabling them to develop their own values and attitudes towards religious issues. Learners will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work through abstract ideas, leadership and research skills.  These skills will help prepare for GCSE examination, specifically the AQA Religious Studies.

The school has elected to study religious, philosophical and ethical studies intricately linked to family and religion, peace and conflict through Christianity and Judaism.

Experiential learning is important at Oastlers and, where possible, will be implemented to support RS. Links have been made with Interfaith Bradford, who will arrange visits to religious places. It is essential that our learners’ experience as much interaction with the outside world as possible to deepen their knowledge and understanding of the communities in which.  Some learners may have not visited any religious places, but visits of this nature will help develop a deeper appreciation of different religions in practice.

Impact

The impact of the RS experience will be not only developing positive character-building outcomes, but also a GCSE qualification.   We consider RS an important subject that provides learners with the skills and confidence to prepare them to move onto a Post 16 destination with a sound understanding of different religions, beliefs and culture, skills that lend themselves to a whole host of career opportunities.  Further, it is essential that learners develop positive attitudes and respect towards others who have different beliefs, views and lived experiences that enrich the society in which we live.

Vision Statement for the Sanctuary

Intent

The sanctuary is one of the schools’ safe spaces, providing a haven of support that promotes positive mental health and well-being for all learners.  Applying reflective and restorative skills to promote social justice and responsibility, learners visit our space in order to find closure for the negative things that are occurring to them at a given point in time.   The sanctuary is an advocate for all learners. We continuously encourage learners to reach their academic potential and achieve their goals.  We do this through positive promotion of personal, behavioural and social growth, essential skills needed for the adult world.

Implementation

The sanctuary provides therapeutic approaches to address the academic and personal development of all learners.  Sanctuary provides directed assistance for those learners who are emotionally dysregulated within the Oastlers community.  The sanctuary works in partnership with multiple agencies and stakeholders, parents/carers, and community contacts to support learners with their specific needs. This partnership ensures that all learners at Oastlers have the opportunities they need to acquire knowledge and skills in order to become lifelong learners, emotionally resilient and ultimately responsible contributing citizens in our society.

Learners enter sanctuary with various personal problems.   Those problems sometimes overwhelm and become barriers to learning.  In response, the sanctuary will use a variety of counselling methods, Restorative Justice and Conflict Resolution skills to resolve these problems.

When a learner is referred to the sanctuary for reflective intervention, we will begin the process with a written account created by the learner. This will allow us to gain an understanding of how the learner perceived the situation that had them referred to the sanctuary. Staff may challenge areas of the account where a learner is not taking responsibility for their actions. Reflection helps to discover any triggers that may have escalated the incident. This can help to reduce the chances of repeating something that triggered a negative response. We also talk about who was hurt by the incident and who deserves an apology. Unresolved issues will be dealt with through restorative justice. It is important that after this process everyone involved can gain closure, put the incident behind them and have a fresh start. The philosophy is very much in line with our ‘cycle of repair’.

• Respond
• Reflect
• Repair
• Return

Time in the sanctuary can mitigate the impact of negative factors hampering academic performance and healthy development. The sanctuary is focused on supporting young people to understand the importance of setting goals and achieving them.  Counselling can be a significant contributor to helping learners embrace and complete challenging tasks with a sense of confidence and self-efficacy.

Impact

The sanctuary ensures that learners who are referred to leave with successful reintegration back to class and their social group. This means that the sanctuary experience has helped the learner regulate any emotional distress after being able to express their feelings in a safe and secure environment. Over time, our learners become familiar with some of the techniques that are used in the sanctuary to help them in moments of distress, upset or anger. The sanctuary experience teaches our learners to acquire the skills to use these techniques independently and be able to process situations correctly and self-regulate.

Sanctuary has created a space where all of our learners feel they have a safe place to communicate their feelings and ask questions that may cause them some embarrassment among their peers. There is a sense of completion in the sanctuary, the cycle is ‘repaired’ and learners understand the notion of forgiveness and are able to move on successfully.

Vision Statement for Science

Intent

The intent of the science department is to provide all learners a deep understanding through experiential learning, of what is happening in the world around them.  We intend to provide our learners a guide to the 21st century world where science is at a very interesting stage. By developing the curriculum to the needs of the learners, as well as the needs of future employers, we hope to inspire the young minds of today.  As leaders in science, we need to make sure that we stay abreast of changes and that we ensure the content delivered is both relevant and up to date with current industry standards.  At Oastlers, science matters. That is why we have followed the most inclusive GCSE (9–1) courses, so every learner can enjoy science and succeed in their studies.

Implementation

Science is a very practical and tactile subject, scientific enquiry is achieved through practical investigations, experiential learning, visits and discussions in the classroom.  All that the learners see, feel and hear will embed the notion that science is everywhere and impacts on all aspects of their lives and those around them.  At Oastlers we follow EDEXCEL’s Science award covering biology, chemistry and physics GCSE’s (9-1).  The specifications are designed to help bring science learning to life.  Literacy skills are key for all learners, allowing them access to science, ensuring a greater understanding of its complex vocabulary.  Time is spent understanding not just the science of what they are doing, but also the language they need to be able to access it.  Keywords and exam questions are broken down and looked at in detail, allowing learners to be fluent in the language of science.   Topics range from ecosystems to genetics in biology and atoms to the Earth in chemistry and radiation in physics.  Science has links in many areas of the curriculum. As a consequence, we plan regular STEM sessions to allow us to link different curriculum subjects together, allowing us to cover current topics.  This provides learners with a greater understanding of the world around them, allowing them to see a bigger picture.

Impact

The impact of a flexible, modern and adaptive science department prepares all learners to leave Oastlers with grades that are competitive in the marketplace – putting our learners in the driving seat when it comes to choosing a future career.  No learner will leave Oastlers without a qualification in the science that they are proud of.  The flexible approach to science at Oastlers invites young scientific enquirers to be open to new ideas and utilise their knowledge in the wider world, not just in a science lab, but in all aspects of their lives in the future.  Science at Oastlers provides learners with a platform to exciting post 16 destinations.

Vision Statement for Sixth Form

Intent

To offer an inspirational education for all learners, developing their full academic potential and providing them with the skills and opportunities to achieve a full and active citizenship, employability, or access to Higher Education.

Implementation

A learner’s understanding of society and their place within it, and how they can think, conduct themselves and express themselves, can be greatly enhanced through attendance at Sixth Form. We offer a diverse range of educational, social and cultural experiences, including the study of additional but vital life skills, and ensure all learners are included and are actively encouraged to take part.

We guide all learners very carefully through their transition to become confident adults and offer them a choice of pathways to encourage them to seek meaningful employment, attend college or university or take up apprenticeships. They continue to build on their curriculum knowledge and can also specialise in their preferred subjects or take additional qualifications. Learners will complete qualifications in Employability, Personal Social Development, Certificate in Personal Effectiveness and will be provided an opportunity to select a pathway of their own by choosing a short course which reflects their own personalised learning alongside developing their English and Maths supported by an Assertive Mentoring Programme. They will also be encouraged to work on their leadership qualities by engaging in a Peer Mentoring Scheme.

We take an experiential approach where learners engage in studies and experiences which supports their appreciation through reflection, experimentation and learning, which allows them to broaden their social experience. Collaboration, communication, consideration and celebration of others are skills that are at the heart of our sixth form provision. With a focus on providing them with a range of qualifications and opportunities, allowing them to reach their full potential.

Impact

Research shows that learning important functional life skills can enable learners to excel in other subjects and enhance skills that they inevitably use in other areas. This is why, here at Oastlers School, we ensure that all learners access a rich variety of activities and experiences, no matter what their prior knowledge of any subject is.

Not only does a sixth form education allow young people to develop their knowledge of life and corresponding skills and abilities, it also gives them the opportunity to work on their maths skills, reading and writing skills, communication skills, self-awareness and employability. For example, studying graphs that represent social trends can be an excellent way to incorporate decimals and fractions, and writing campaign letters can allow learners to work on their reading, writing and persuasive abilities. All learners expand their general vocabulary, improve their problem-solving abilities, and their ability to explain and theorise through interpreting and understanding society and considering the essential duties and responsibilities of its citizens.

Engagement with peers, professionals and teachers in sixth form can be an excellent way to relieve stress in a nurturing environment, which is significant for learners who may feel overwhelmed.  Sixth form education can reduce burnout and improve self-confidence. At Oastlers School, we never forget that most learners really enjoy participating in structured activities and experiences and becoming immersed in engaging lessons. This is not the most important reason why the sixth form can lead to stability or may be therapeutic, but it is certainly the icing on the cake.

Vocational Opportunities Department

The school is able to offer access to a number of vocational courses which, over time, will increase according to demand. To date courses available are:

• Construction gaining a Certificate in Multi Trade Construction, Level 1 & Level 2 Award.
• Motor Vehicle Maintenance accredited through IMI at Level 1.