The students who attend The Clifton Centre PRU exhibit a wide range of both emotional and educational needs, which by their very nature can impinge negatively upon their progress. The school therefore provides a flexible curriculum that addresses all areas of student needs.
The Centre’s statement of intent supports the two main aims of the National Curriculum:
The curriculum at The Clifton Centre PRU intended to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also a range of extra-curricular vocational and placement activities that the centre organises both onsite and with outside agencies in order to enrich the experience and address the challenges of the students. It also includes the ‘hidden curriculum’, or what the students learn from the way they are treated and supported. We aim to teach the students at The Clifton PRU positive, responsible attitudes developing knowledge and skills, including social and basic life skills so that they may become contributory members of the extended community.
Our school curriculum is underpinned by our mission statement and the curriculum is the means by which the school achieves its objective of educating students in the knowledge, skills and understanding that they need in order to lead fulfilling lives.
We value the way in which all our students are unique, and our curriculum promotes respect for the views of each individual student, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
We value the importance of each person in our community. We organise our curriculum so that we promote co-operation and understanding between all members of our community.
We value the rights enjoyed by each person in our society. We respect each student in our school for who they are, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the students in our school.
We value our environment, and we aim, through our curriculum, to teach respect for our world, and how we should care for it for future generations, as well as our own.
3. Aims and objectives
3.1 The aims of our centre curriculum are:
4. Organisation and planning
4.1 Subject policies address aims and objectives and long term plans, with particular consideration of the needs of young people with social, emotional and behavioural difficulties and associated specific learning difficulties in a diverse society. Policies and long term as well as medium term plans are reviewed regularly in line with current legislation and the changing needs of the school population. Short term plans are provided by teachers on a weekly basis, taking into AFL and each week is evaluated to ensure students are meeting targets and objectives.
4.2 In keeping with our aim to provide a stable environment, the Clifton Centre follows the Social and Emotional Aspects of Learning programme (SEAL) There is an emphasis on learning emotional literacy skills to prepare the students for life beyond school. This is considered when planning schemes of work and lessons, as well as being delivered holistically throughout the centre.
4.3 Students’ spiritual, moral, social and cultural development is supported in a number of ways including direct teaching, the promotion of the school ethos of mutual respect and trust, educational visits, in class and individual tutorial sessions as well as participation in charity events during and out of school hours.
4.4 All students follow the National Curriculum. They study the core subjects – English and Mathematics as well as Information and Communication Technology. In addition they study; PSHE, Art and Design, Careers, PE. All students also have the opportunity to follow a vocational qualification in their chosen area. Strategies to promote Literacy and Numeracy across the curriculum are constantly reviewed to fit the current group of young people. Students who need individual support to enable them to become more competent in Literacy and Numeracy are to be given individual sessions with specialist staff to achieve this.
4.5 During year 11 all students have the opportunity to take part in a work experience placement to develop their work based learning and skills.
4.6 Although homework is not compulsory it is always available and students are encouraged to take it home in order to develop their independent study skills and to help them make faster progress in their learning. Students are rewarded for their homework.
4.7 All students in KS 4 are offered the opportunity to sit a range of qualifications suitable for their level and exams previously assessed ability.
Some students are encouraged to attend vocational placements to allow for a successful transition into the adult world.
4.8 Physical Education plays an important role at The Clifton Centre PRU. It provides opportunities:
It is also recognised that many of our students need a positive outlet for excess energy and may be offered additional sessions of sports throughout the week using the centre’s fitness gym.
4.9 It is the policy of The Clifton Centre PRU that Sex and Relationships Education should form part of the curriculum of the school, particularly in view of the high level of teenage pregnancies and sexually transmitted diseases amongst young people in Salford as well as nationwide. The school aims to provide the opportunity for students to learn about sex and relationships through question and discussion in an atmosphere without embarrassment through Science, Personal, Social and Health Education (PSHE) and through the school nurse. We endeavour to give students the opportunity to learn the facts while dispelling myths and half-truths without creating fear or anxiety through these programmes. Regular contact with outside agencies further enriches the opportunities students are offered to explore sensitive issues. The Sex and Relationships Education policy provides more in depth information regarding this.
5. The role of the subject leader
5.1 The role of the subject leader is to:
5.2 The school gives subject leaders non-contact time each term, so that they can carry out the necessary duties involved with their role. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum / qualification followed, and that progression is planned into schemes of work. The subject leader may also keep a portfolio of students’ work, which s/he uses to show the achievements of students and to give examples of expectations of attainment.
6. Monitoring and review
6.1 Our governing body’s curriculum committee is responsible for monitoring the way the school curriculum is implemented. This committee reviews each subject area according to the policy review timetable.
6.2 The Head of Centre is responsible for the day to day organisation of the curriculum. The Head of Centre and senior staff monitor the lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum.
6.3 Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.