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PEBBLE BROOK SCHOOL
WHY WE DO WHAT WE DO – A RATIONALE

 

Pebble Brook School is a secondary school for young people with certain challenges that can affect their learning and development.  We all have things that challenge us but for our pupils they are more specific and often with a medically defined description including a speech and language disorder, autism, ADHD, or a global development issue.

 

Some of our pupils also face the challenge of a low level physical disability or a sensory impairment.  We also have some pupils with a medical condition such as epilepsy. Less than 5% of our pupils have Social Emotional and Mental Health defined as their condition and we also have around the same percentage with Down’s Syndrome.

 

The above paragraph does not quite fit with our values and ethos that centres around individuality.  All our pupils are individuals and respected as such by all staff in our approach to learning and we hesitate to apply any sort of label.

 

Our challenge is to maximise Preparation for Adulthood.  Preparing for the next steps as a student leaves secondary school education through a relevant and appropriate curriculum.

Curriculum at Pebble Brook School

Now we have entered the post COVID, post LOCKDOWN world, we have worked continuously to update, adapt and restructure our curriculum.  During these times we developed a greater understanding of our pupils as young people and wanted to develop a curriculum and related practice that fully supports the transition from an early secondary school pupil to a young adult.

Young people are incredibly resilient but the effect of a world wide pandemic and the subsequent lockdowns can not be overlooked.

Pupils in our school have caught up extremely well on the curriculum subjects.  However, because of our focus on growing towards adulthood, we have concluded that catching up with ‘growing up’ is far more of a challenge.  Our pupils missed many of the opportunities of being together, day after day, in a school.  We have analysed gaps that have occurred and this is why we have adapted our curriculum in the way described below.

Our school vision and values has a key section, one we call ‘In reality’.

Vision

To inspire and enable our school community to be great learners and great people.

Supplementary Line

 

Bringing out the best in everyone

In Reality

 

We want our pupils to maximise their independence and to be ready for their next steps in their lives.  We believe that to achieve this then we should have the following at the forefront of all we do:-

Literacy skills (English Curriculum)

  • Numeracy skills (Maths Curriculum)
  • Social Development
  • Emotional Development
  • Life skills
  • Citizenship
  • British Values
  • Spiritual, Moral, Social and Cultural Development
  • Behaviour for learning and life
  • Careers and Employability
  • Social Interaction
  • Social Resilience.
  • Personal and Social, Health and Economic Education together with Relationships and Sex Education.
  • Religious Education

 

The above is our core.  These are the curriculum areas we consider to be the most important because they prepare our pupils for the next steps in their lives.  These are the steps that form the first part of adulthood.

 

SIRS – Social Interaction Social Resilience

This particular curriculum has been devised by our school therapy team and is implemented weekly across the whole school and also includes additional input for identified cases. It is unique and we believe will support all our pupils in a very important part of their development. SIRS stands for ‘social interaction and resilience’.

SUMMARY

Three core areas

Subject Delivered Assessed
English

Normal timetable.

Cross curricular

Daily in lessons

Marking

Books

Formal testing

External exams

Earwig.

Maths

Normal timetable

Cross curricular

Daily in lessons

Marking

Books

Formal testing

External exams

Earwig.

Preparation for Adulthood (PfA) See below See below
Social Development

SIRS

School ethos

Positive behaviour support

EARWIG

Pupil file

Teacher assessment

 

Emotional Development

SIRS

School ethos

Positive behaviour support

EARWIG

Pupil file

Teacher assessment

OT Clinical observations / Zones of regulation

Life Skills

Skills curriculum cross curricular with vocational subjects (KS4)

 

One lesson per week (KS4)

 

Topic based for KS3.

 

FED Skills curriculum

 

In lessons

Marking

Books

Earwig.

Pupil file

Citizenship

Skills curriculum cross curricular with vocational subjects (KS4)

 

One lesson per week (KS4)

 

Topic based for KS3.

 

FED Skills curriculum

 

In lessons

Marking

Books

Earwig.

Pupil file

British Values

Skills curriculum cross curricular with vocational subjects (KS4)

 

One lesson per week (KS4)

 

Topic based for KS3.

 

FED Skills curriculum

 

In lessons

Marking

Books

Earwig.

Pupil file

Spiritual, moral, social and cultural

Skills curriculum cross curricular with vocational subjects (KS4)

 

One lesson per week (KS4)

 

Topic based for KS3.

 

FED Skills curriculum

 

In lessons

Marking

Books

Earwig.

Pupil file

SIRS SIRS curriculum

In lessons

Marking

Earwig.

Pupil file

WORKS 4 U W4U curriculum

In lessons

Marking

Books

EARWIG

Pupil file

Religious Education RE Curriculum

In lessons

Marking

Books

EARWIG

Pupil file

PSHE and E PSHE and E curriculum including RSE

In lessons

Marking

Books

EARWIG

Pupil file

PfA progress is measured in three very broad steps.  These are on the pupil file..  The smaller steps to progress are taken through the PfA sub section subjects listed above.

 

Our curriculum also includes subjects that enhance our pupil development and broaden their knowledge and understanding of life.  They are as follows:-

  • Science
  • PE
  • Computing
  • Technology including food technology
  • Art
  • Music*
  • Drama
  • Modern foreign Language (Makaton signing)
  • Humanities
  • Horticulture*
  • Painting and Decorating*
  • Plumbing*
  • Bricklaying*
  • Small Animal Care*
  • Our World*
  • Health and Social Care*
  • Sport.

Subjects above with an * are subject to change according to availability.  Where external accreditation is available, we follow a nationally accredited scheme to Entry Level or Level One.  Where an external accreditation is unavailable we offer a Pebble Brook Diploma.

A Pebble Brook Diploma has had the scheme of work and content benchmarked internally against national standards via AQA. This ensures that what we are awarding is of a suitable high standard.

Pebble Brook Diploma comes in three levels:-

Pass – recognises attendance and effort.

Credit – Entry Level three internal assessment

Distinction – Level one internal assessment.

Curriculum outside the Classroom

  • Hospitality in our school café.

  • Work related learning in our school café including employability.
  • Car maintenance
  • Farming and cultivation
  • Woodwork
  • Work Experiences.


All the above areas of learning are part of every pupils learning experiences across the school year.  We ensure that all is taught and assessed in the correct proportion and at the appropriate time.

All areas have been analysed for INTENT.  Why are we covering this learning and what impact do we hope to have.

 

 

Putting it into Practice.

Documentation (all available on website): also available on shared drive

  • Curriculum Yearly Overview plan with statement of intent. Used by subject teachers for planning and the basis of their assessments.  It emphasises what we cover, when we cover it and why we do it.  All statements of intent relate to our school vision and values, especially the ‘In reality’ section mentioned above.
  • Preparation for Adulthood – three stages of development in each area of PfA (Social dev, Emotional Dev, Life Skills, Citizenship, British Values and SMSC).  The small steps taken by all young people are far too broad, intricate and changeable to justify a ‘step by step’ approach.  We have created three broad, graduated areas that all pupils should pass through as they prepare for adult life as they get to 19 years of age.  The three levels and subsections have been defined and designed by school staff.
  • Skills Curriculum – expansion of the three areas of development within PfA. These are attitudes, ideas and practical knowledge listed on one curriculum that will enable progress in our PfA documentation.  Written and prepared by school staff.
  • Progress Reporting – the summary document (AKA ‘Pupil File’) used to collate individual development in key areas. It is a key document used by all staff so that each member of staff is clear as to where every pupil is in key areas and where they should be going next.

In Practice

All our curriculum subjects are taught in 45 min lessons across a day of seven lessons. Our curriculum subjects are planned and delivered using following our schemes and overview.

Assess – where are the pupils now?

Plan – prepare the appropriate content of the lesson.

Do – deliver the lesson.

Review – reflect on how it went and return to assess.

We record and evidence individual pupil progress using our online system known as ‘Earwig’. This system holds a wealth of intricate information on subject progress and is maintained by each subject teacher.

This system follows the traditional methods used by schools for many years.  We use it because it works.

 

Pebble Brook describe the development of the whole child in ‘Preparing for Adulthood’ as a core part of our work.  The system used here runs alongside the traditional subject implementation mentioned above.  We believe that it is innovative and highly effective. Here is how it works.

We assess where our pupils are using the three stages defined on the ‘Preparation for Adulthood’ within the six different sections. These sections are deliberately broad and create a wide range of personal skills that need to be met before moving on to the next level.  We also assess on agreed dates across the year and on a week by week or lesson by lesson basis.

We plan activities from our skills curriculum as well as RE, Careers and Employability and SIRS  (developed by school staff) to enhance progress in PfA. The skills are planned and implemented in a variety of lessons across the week.  Afternoon, topic based lessons are prime opportunities to teach and develop these skills. This is where we do the work before reflecting on all elements of the implementation through a review that drives the next steps.

We then review the progress and prepare what will come next.  The plan, do and review is normally carried out by the subject teacher.

 

Key knowledge and Information

  1. EHCPs

Up until 18 months ago, we placed little emphasis on EHCP’s as they were often inaccurate and out of date.  We have now completed a one year cycle of updating all EHCP’s so they are now ready for more practical use.

What you need to know:

Section A – general information about each pupil.

Section B – the pupil’s Special Education Needs including their strengths and capabilities as well as areas for development.  All teachers should have read this section for the pupils they teach.

Section C – particular health needs. These will normally have been addressed by Billie or OT/SALT but still worth reading.

Section D – social care needs.  Again, probably been worked on by Family Services but worth a read.

Section E – very important section and the bit most pertinent to teaching.  What are the outcomes, what is the provision we are offering and who will do it.  In general, the provision comes from the teacher.

 

Before annual reviews (starting this school year 2023) SLT and Sarah (EHCP Co-ordinator) look at the EHCP and work out a percentage achievement and main focus for the year to come.  Elements of this achievement will be discussed at the Annual Review. This is entered on the Pupil File document.

 

  1. Extra curricular

In our school this is generally café, AYMP, work experience and so forth.

Pupils out of school on a regular basis must have intent, targets, actions and (eventually) reviews recorded

 

  1. Annual Reviews

The Annual Review looks at progress and all key issues and is generally driven by the form tutors report.  Information on progress and exam pathways is vital.  Form tutors are welcome to attend but this has never been general practice due to constraints of time.

 

  1. Further key information

Information is available on the shared drive and on Pupil Files about the following:-

  • Reading scores
  • Spelling age
  • TALC
  • Primary Need
  • PUMA

The Pupil File document also contains key areas that are being addressed by our therapy team.

  1. Planning – the actual documentation is standardised in school but it can be adapted to suit personal preference.
  2. Skills Curriculum

Now that we have the PfA scheme we need something to detail the smaller steps and key learning that leads to progress across the broad PfA targets.

The skills curriculum is exactly what it says.  It is a list of key skills and knowledge that we believe our pupils should develop across their years at Pebble Brook.

As it stands, FED have their own format but the list of skills can be adapted for their department.

Key Stage 3 have a selection of topics that have the skills mapped within them.  As these topics are delivered over time, they are taught to the pupils and assessed. These topics are covered in six afternoon sessions.  The other afternoon sessions are also part of PfA but stay in the format of W4U and RE.

Teachers assess the need, plan and deliver the lessons and review in the normal way.  Pupil work is recorded and available for presentation.  Progress is recorded and evidenced on Earwig.

Key Stage 4, like KS3 will cover a significant amount of the skills curriculum through W4U and RE.  However, this still leaves plenty of areas still to be covered. This will be taught through a dedicated KS4 skills lesson (implemented by SLT) and cross curricular through the vocational subjects each week

Progress will be recorded and evidenced on Earwig.

DM 2024

Click Here to see our MASTER KEY SKILLS FOR AFTERNOON CURRICULUM
Click Here to see our Personal Progress Record Blank
Click Here to see our Vision values and strategy
Click Here to see our PfA Crib Sheet-stages for personal development
Click Here to see our Curriculum Policy
Click here to see our Teaching, Learning and Assessment Policy
Click here to see our document on Achievement and Progress

Subject intent and yearly overview

MAIN

English: Intent / Overview

Maths: Intent / Overview

ICT: Intent / Overview

Science: Intent / Overview

PE: Intent / Overview

PSHE: Intent / Overview

ART & Design: Intent / Overview

Food & Textiles Technology: Intent / Overview

Works 4 U: Intent / Overview

RE: Intent / Overview

SIRs: Intent / Overview

 

KS4 Afternoon Vocational Skills Curriculum

Our World: Intent / Overview

Health & Social Care: Intent / Overview

Horticulture: Intent / Overview

Small Animal Care: Intent / Overview

Digital Media ICT: Intent / Overview

ART GCSE: Intent / Overview

PE: Intent / Overview

Expressive Arts Overview

Creative Art: Overview

Construction: Intent / Overview

 

KS3 – Afternoon Topic Based Curriculum With Skills

Humanities: Intent 

STEM: Intent 

Outdoor Education: Intent

Citizenship: Intent

Life Skills (Out and about): Intent

Y7 Topic and Skills Curriculum: Overview

Y8 Topic and Skills Curriculum: Overview

 

KS5

Life Skills & Map: Intent

Work Experience: Intent

Travel Training & Map: Intent / Overview

Duke of Edinburgh Award: Intent

Works 4 U & MAP: Intent / Overview

Social Communication: Intent / Overview

Sir Henry Floyd Grammar School: Intent /

PE and Gym: Intent / Overview

Maths: Intent /

Makaton: Intent / Overview

Horticulture: Intent /

Lunch Cafe: Intent /

Enterprise: Intent / Overview

British Values and Citizenship: Intent / Overview

SIRS: Intent / Overview

 

 

Additional Needs

Yearly Overview: Intent

Core Curriculum KS3 and 4

We have a focus on literacy and numeracy hence all year groups have 5 lessons of English and 5 lessons of
maths every week. As well as these subjects they study science, computing, art and design, PSHE, PE and food
and textiles.

Period 5 KS3 and 4

Period 5 is taught in tutor groups and covers literacy and numeracy, alongside independence skills and RE. This
period offers flexibility to extend PSHE and therapy for all our pupils. Pupils will have the opportunity to read
and practise handwriting regularly across the week

Afternoons

Part of the weekly afternoon timetable for every pupil in the school is used to provide opportunities for
development of careers and employment skills through our Works 4 U curriculum. 

Core Curriculum KS3 and 4

We follow aspects of The Buckinghamshire Agreed Syllabus for Religious Education 2011-16. RE is delivered
within the KS3 Creative Curriculum and in period 5s for KS4, as well as through special events and assemblies.

Relationships and Sex Education (RSE)

RSE is delivered through the PSHE curriculum and our pastoral programme, as well as in our afternoon
curriculum. RSE is taught from year 7 to year 14.

Intervention Classes – Bedgrove, Brill and Berryfield

Pupils with higher levels of need are taught in three mixed age groups with a high level of staffing, in order to
meet their needs. Our aim over 5 years is to implement a curriculum that supports progressing pupils to Stage
2 of the new National Curriculum by the time they exit the class.

We plan purposeful activity that provides opportunities for learning both in and out of the classroom, with
appropriate intervention to allow pupils to make progress in their learning. Within this there is provision for
the different starting points, building on what the pupils can already do as well as their differing learning
styles, with relevant, appropriate content that matches the differing needs. Children are engaged in planned
activities, as well as those the pupils plan and initiate, in an organised learning environment that provides
structure for teaching and learning.

We focus on communication and language, physical development, personal, social and emotional
development, literacy, numeracy, understanding the world and expressive arts and design.

The Role of Therapy Within The Curriculum

The role of therapy within the curriculum is to ensure that every pupil is able to achieve at their best and have
the best possible outcomes. Therapy is used within the school environment, classroom in group work or with
the individual, but complements and/or aids the educational experience of the pupil. Whilst the curriculum
recognises all aspects of a pupil’s development, so should therapy work with education to recognise barriers
to learning and help to resolve those barriers where possible.

The aim of our Therapy Services is to provide strategies and tools to all school staff to aid teaching and
learning. Class based strategies impact on the way teaching and learning is carried out and therefore how the
teaching impacts pupils. Individual programmes and therapy schemes of work assist pupils to achieve and
ensure that appropriate support is given to meet pupils’ needs. Therapy services looks at a whole pupil
development and is able to provide support in areas such as emotional, behavioural and social learning, as
well as communication, motor and sensory needs to address all aspects of a pupil’s development.