At Old Farm School we aim to provide a broad and balanced curriculum that promotes experiential learning and a thirst for knowledge. We provide an environment which allows pupils to take risks and develop the resilience, determination and tolerance required to lead successful lives in modern, democratic Britain.
At Old Farm School we believe the curriculum encompasses all aspects of school life. Many pupils that arrive at Old Farm School have had negative experiences at prior educational placements. As such, they have an adverse image of education which often leads to low self-esteem, low attendance and disjointed engagement.
The purpose of the Inclusion Triangle is to ensure no pupils are left behind! It is there to support the needs of pupils and help staff coordinate a plan on how best to move forward, mapping out the desired outcomes.
Trust, relationships and having a specialist knowledge on the pupils in our care is what the Inclusion Triangle is based upon. The Inclusion Triangle is a 3 tiered approach and should represent the population of our school community and what the school offers to support. Pupils can be a transient in all three tiers but we ultimately keep them all within the triangle, knowing what we want the outcomes to be.
| Tier 1 | |
| What it looks like | Curriculum (diet for life – Learning Is For Everyone) Learning for life Confidence in life Preparation for working life |
| Purpose | Achieve the outcomes for pupils to progress into adulthood. Support pupils’ progress socially, emotionally and academically. Prepare pupils for life beyond Old Farm School. |
| Pupil profile | Able to access small groups with teachers, commissioned curriculum ‘real’ life staff and teaching assistants. |
| Outcomes | Progress tracked using criteria which is linked to national expectations and progression guidance Progress Check Points (PCPs x 6 annually) – completed with supporting evidence. PRAG rating (weekly behaviour, attitude, engagement and attendance analysis). |
| Tier 2 | |
| What it looks like: | 1:1 Small groups Threaded through curriculum areas Whole school activities Extra-curricular |
| Purpose | In-school/house interventions to support pupil’s specific needs Support engagement in lifeTherapeutic and counselling supportSpecialist support services including education psychologists, speech and language and occupational therapists. |
| Pupil profile | Through weekly analysis of behaviour, attitude, engagement and attendance pupils will be supported either in learning sessions or taken out discreetly with the aim of removing barriers to learning and supporting pupils’ wellbeing. |
| Outcomes | Progress tracked on pupils individual starting points |
| Tier 3 | |
| What it looks like: | Positive Re-engagement Programme |
| Purpose | To engage pupils in learning – inside or outside the classroomIncrease pupils through a phased reintegration into learning |
| Pupil profile | Non-engagement in Old Farm School’s inhouse curriculum offer. In-school interventions tracked and evidenced External agency involvement |
| Outcomes | Potential reintegration timetable (reviewed weekly)Work Related Learning (L1 and L2 courses) combined with 1: 1 teaching Combination interventions and p/t timetable resulting in f/t timetable Weekly analysis |
‘At Old farm school we build our community through:
Our Learning is for Everyone Curriculum
(L.I.F.E)
Old farm School provides a community of learning for those students with a variety of needs who have found mainstream and quite often special schools difficult to access. Due to our cohorts, we aim to provide, rich, engaging learning opportunities that will motivate and inspire and provide a life long love of learning. We do this within our curriculum and through our staff demonstrating and modelling a love of learning.
As such, we design our curriculum to realise these principles. Our relentless focus is to ensure that our students grow their character, create beautiful work and achieve academic success.
We deliver our curriculum predominantly through cross disciplinary learning missions. These are standards-based projects that are specifically designed to make connections between subjects and encourage deep and purposeful learning experiences.
Expeditions are tightly structured through careful mapping of standards, skills and content and designed by teachers to ensure that all students:
Therefore, we develop our curriculum so that learning is relevant, purposeful and authentic. This manifests into a number of key strands that we use as a focus for realising our design principles through our curriculum.
Our three rich strands at Old Farm School are:
Missions are usually cross-curricular and include subjects from both HUMAN and STEAM combined. This ensures that students see connections between subjects and standards and thereby deepen their learning experiences. If missions are not combined, then they are delivered through either HUMAN or STEAM expeditions. This allows students to dive down into related subject areas like Maths, Science and Technology to strengthen their understanding of key concepts and skills.
On occasion, missions can be delivered through a single subject in a ‘slice’. This often occurs when a specific skill or content needs to be explored and does not have a natural home in either a combined, HUMAN or STEAM expedition.
Our curriculum is broad and, through learning missions, is designed to be flexible, responsive and exciting. This does not mean we compromise on subject standards and knowledge but that we make these more powerful by integrating, connecting and immersing our subjects in academically rigorous, sequenced learning experiences.
As an independent special school we cater effectively for the varying needs of all our pupils. For those children with SEMH we deliver our core offer to them across all curriculum areas. The link below details our SEMH policy.
Please find our school’s SEMH Policy via the following link: Policies
Further details of our SEND provision can be obtained from our SENCO, Emma Gibson.
The Department for Education has stated that there is a need:
“To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.
British Values are defined by the Department of Education as follows:
Old Farm School reflects British values in all aspects of school life. We aim to nurture, guide and support our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.
"There is a comprehensive plan for personal, social, health and economic (PSHE) education….it is detailed and reflects the school’s ethos." - Ofsted, July 2020
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