Curriculum

Curriculum statement

We have adopted the ‘Secure Base model’ (UEA), which provides a positive framework for therapeutic caregiving, assisting young people to move towards security and build resilience. We begin with the child’s needs and behaviours and work closely with caregiver’s needs and behaviours to produce an effective personalised timetable to promote learning and self-development.

The curriculum at Future Education was chosen as it works within the Secure Base model framework and represents the school’s ethos. Our curriculum has academic, practical and offsite experiences. It enables consistency and quality across the school, with the purpose of facilitating students to fulfil their individual potential and contribute as members of society. Regular discussions with pupils and caregivers, ensures we are continuing to meet their needs and behaviours; to achieve regular school attendance within a secure environment and ultimately learn.

This broad and balanced curriculum encourages spiritual, moral, cultural, mental and physical development. This prepares pupils for the opportunities, responsibilities and experiences of adult life.

We strive to provide a curriculum that all pupils will find enjoyable, with them understanding the relevance of their lessons. This is achieved by using the experience, enthusiasm and specialism of individual teachers who provide interesting, relevant, purposeful and differentiated planned lessons, in a structured well-ordered classroom environment. We endeavour to support students in acquiring new knowledge and to progress; to be self-motivated in their learning, show an interest in their work and to learn and think for themselves.

Alternative provision

We use Alternative Vocation Provision to support our pupils to engage in learning and to develop vocational skills linked to their personalised progression plan which will provide them with the best chance of moving into further education, training or employment. We also utilise Alternative Progression to encourage attendance and engagement in learning.

All alternative providers are thoroughly quality assured to ensure that our pupils have access to meaningful learning opportunities.

We currently work with the following providers:

Nova Trainingwww.novatraining.co.uk. Nova has 3 centres in Norfolk based in Great Yarmouth, North Walsham and Dereham. They offer a schools programme for 14-16 year old’s to help gain knowledge and qualifications in construction or motor mechanics.

Action Community Enterprises (ACE) www.ace-project.org.uk ACE is based at Rackheath Industrial Estate and offers Level 1 and 2 courses in Construction, Engineering, Hospitality and Catering as well as Health and Social Care.

St Edmond’s Society (St Ed’s)www.st-ed’s.org. St Ed’s offer the following courses: Sport & Active Leisure, Horticulture, Catering and hospitality, Therapeutic Art, Motorbike Mechanics, Hair & Beauty, Multi-Skilled Construction.

Century Training Academy www.centurytraining.co.uk are based in Great Yarmouth and they offer Training and Qualifications in Construction and Motorbike Mechanics.

Laboratory Media Education www.laboratorymediaeducation.co.uk are based in Norwich and offer Training and an Arts Award qualification Bronze and Silver, in Music and Media for 2 of our students on a 1-2-1 basis. LME offers innovative learning experiences utilising state of the art technology such as robotics, drones, coding, virtual reality and more.

Not about the bikewww.nabnorwich.org.uk offers training, work experience and support to help and teach students to build, recycle, refurbish and maintain unwanted and older bikes, reducing landfill and protecting the environment.

Timetable

timetable

We recognise that our students have struggled in mainstream education. We therefore operate a slightly reduced timetable, with focused learning opportunities to ensure that students actively participate in learning.

Our generic timetable provides the general structure to each day whilst offering a range of academic, vocational, and work-based learning opportunities. In consultation with the Curriculum Lead, timetables are individualised to meet the personal and educational needs of each student.

Students are given a breakfast/settling period from 9am-9.20am to enable them to get a free healthy breakfast to set them up for a successful day’s learning. Academic lessons are scheduled in the morning when students are more attentive and receptive, with vocational and engagement activities taking place in the afternoon.

Lunch is fully supervised and used as an opportunity to engage in social activities, informal learning and debate. Pupils and Staff share meals together as we aim to create a sense of community in the school

At the end of each day there is a 40 minute session set aside for tutorials. These sessions allow staff to feedback to pupils (and vice-versa), to implement catch-up programmes – or to set extra work for those capable, and to undertake other activities such as school council, or PSHE debate/discussions.

SEN Information report

Welcome to our SEN information report which supports the Norfolk Local Offer for learners with Special Educational Needs (SEN). This document outlines the type of Special Educational Needs that Future Education School provides for, and explains how we go about supporting those pupils to achieve.

You can download or view the school’s SEN information from our documents section here

Local authorities must publish a Local Offer, setting out in one place information about provision that is available and provision that is expected to be across education, health and social care for children and young people in their area who have special educational needs and disabilities (SEND). This information is available here: https://www.norfolk.gov.uk/children-and-families/send-local-offer

Reflection and Therapeutic development

Future Education works within a therapeutic framework which is central in our engagement and ethos. The model of therapeutic understanding and engagement we use at Future Education is the Secure Base Approach. The Secure Base is a model of support that has developed from theories of attachment, child development and resilience.

Providing a secure base is at the heart of our school life, helping to to form healing relationships and the steps towards recovery from trauma experiences.

The Secure Base approach provides a framework within the school for making sense of pupil’s emotional needs and behaviors.

This framework encourages pupils to thrive and fulfil their potential. The model brings together five dimensions to help form a secure environment

  • Availability – Staff are available emotionally– and communicate availability
  • Sensitivity – Staff tune into pupils emotional signals anticipating distress and look to contain anxiety
  • Acceptance – Staff look and promote strengths in every pupil
  • Co-operation – Staff model ways to work collectively throughout the school.
  • Membership – Every person is valued, welcomed and feels emotionally contained
Secure Base Model

The Secure Base Approach was introduced into the Future Education in June 2016 with the support of the University of East Anglia who maintain a department of Secure Base.

All staff take part in therapeutic work with the Apricot Centre to develop and encourage our reflective practices. Tuesday afternoons is the time staff use to engage in this essential therapeutic input.

http://apricotcentrewellbeingservice.co.uk/camh-services

Accreditation

At Future Education we believe that recognition for learning is paramount and that students are regularly rewarded with certificates, rather than wait until an academic year ends. All work that pupils undertake is recognised in some way, so when pupils leave in year 11 they have a substantial portfolio of certificates. This is a positive reinforcement for students; ongoing accreditation leads to confidence boosting, stretching students and progression. Due to this we register with various awarding bodies, e.g. Edexcel, OCR and AQA to find the specification most suitable for the pupils to achieve.

As well as offering 6 GCSE qualifications, we also offer functional skills in English and maths. Functional skills consist of 5 levels ranging from Entry 1 up to Level 2. Level 2 is comparable to ½ a GCSE at grade A-C. Colleges, and most employers, will accept Level 1 or 2 as a minimum requirement. Students will begin working through the functional skills levels from year 9.

The Trinity College arts award is worked towards across the year groups. Year 9 will study the ‘Discover award’, year 10 the ‘Bronze award’ and Year 11 the ‘Silver award’. The arts award can cover such topics as: the radio studio, animation, creating music, script writing and film making. Any student’s interests, requirements and abilities will be met within the area of ‘The Arts’.

The AQA Unit award scheme is also aimed at all year groups and is attained through all subjects. It has a pre-entry level, entry, level 1 and level 2.