Wings Nottinghamshire
CURRICULUM POLICY
Publication Date: August 2015
Review Date: August 2016
Reviewed and approved on behalf of the proprietor, Kedleston Schools Ltd, 18 August 2015
WINGS NOTTS
CURRICULUM POLICY
CONTENTS
1.
Statement and vision
2.
Entitlement
3.
The School Day
4.
Key stage 2
5.
Key stage 3
6.
Key stage 4
7.
Key stage 5
8.
Aim and objectives of the curriculum
9.
Recording pupil achievement: assessment and evaluation
10.
Assessment and recording
11.
Intended outcomes
12.
Leadership and management of the curriculum
13.
Inclusion and intervention
14.
Safeguarding children
15.
Non-partisan views
16.
Curriculum overview
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WINGS NOTTS
CURRICULUM POLICY
This policy is in line with the Independent School Standards (Revised January 2015)
1. Statement and vision
The aims and values of Wings School Nottingham are focussed on maximising every
individuals’ potential to develop into a confident, secure, well-adjusted and skilled
young person who will make a positive contribution to society and live as independent
a life as possible.
We are therefore committed to the following principles:
 To respect and value all individual pupils and staff
 To provide the highest standards of care and education
 To ensure safety, security and opportunities for success
 To foster pupils’ social, moral, spiritual and cultural development
Wings School Nottingham delivers a differentiated curriculum, which is closely aligned
with our pupils’ levels of ability, interests and aspirations as well as their level of need as
identified by their ECHP/Statements. Wings School Nottingham has the capacity to
educate and care for young people from age 9 – 17.
This specialist curriculum is tailored to our pupils’ individual needs and based on a
person-centred planning framework.
The curriculum is broad and encompasses all areas of Linguistic; Mathematical;
Scientific; Technological; Human and Social; Physical and Aesthetic & Creative. Due to
young people joining us with poor education records there is an underlying focus on
improving literacy and numeracy skills. This is alongside the development of personal
and social skills, SMSC and an appreciation of British Values in all subjects.
We provide a learning environment for young people with a variety of special
educational needs. All of our young people have identified social, emotional and
behavioural difficulties. They may also have additional needs such as: autistic spectrum
disorders; attention deficit disorder; attention deficit hyperactivity disorder, dyslexia,
dyspraxia and other specific learning difficulties.
In addition to their learning needs, many of young people have significant mental
health needs, are at risk of child sexual exploitation and some will exhibit risk taking
behaviour with regard to drugs, alcohol and sexual activity. Many young people have
missed large aspects of their educational entitlement prior to attending the school, and
so begin their education here with levels of achievement significantly below average.
Each subject area meets individual needs by delivering the national curriculum
programmes of study in a manner that makes them accessible to all pupils within the
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school. The curriculum design provides opportunities that are unique to each student,
supported by high quality on site resources and the utilisation of the unique
environment in which the school is located.
The school has three distinct phases relating to:
 Key Stage 2
 Key stage 3
 Key stage 4
 Key stage 5
2. Entitlement
All young people are given full access to the curriculum at an appropriate key stage
level, based on individual needs and abilities. Pupils will be provided with high quality
impartial careers guidance to help them make informed choices about which courses
suit their academic needs and aspirations. They are prepared for the next stage of their
education, employment, self-employment or training.
During the admission and initial assessment period the most appropriate class setting is
identified. If pupils need to change classes after this period, a decision would be made
through one or more of the following processes:




Initial Assessment Review
Statutory Annual Review
Discussion at education team meetings and/or leadership team meetings
Consultation with pupils, parents/carers and local authority representatives (where
appropriate)
3. The School Day
The school day starts at 9am where the young people and the education and care
team join together for breakfast. This ensures that all young people eat breakfast and
facilitates a settled and calm start to the day. It is also allows time for our young people
to socialise with each other and with staff. Following a period of tutor time young
people have 4 x 45minute lessons in the morning and after a 40 minute lunch break 2 x
1 hour lessons in the afternoon. At the end of the day, young peoples’ achievements
and accomplishments are publically celebrated with the education and care teams
before they return to the care home.
The curriculum has been designed to maximise learning and engagement. Therefore
English, maths, science, and humanities predominantly take place in the morning
lessons whilst subjects such as art, PE, Design Technology, land management
predominantly take place in the longer afternoon sessions.
4. Key Stage 2
Classes at Key Stage 2 are generally organised on the basis of age whilst taking into
consideration the needs of the individual pupil. The curriculum is broad and designed to
maximise engagement in all areas whilst instilling a passion for learning. All areas of:
Linguistic; Mathematical; Scientific; Technological; Human and Social; Physical and
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Aesthetic and Creative are taught with additional emphasis on developing social and
independent working skills.
5. Key stage 3
Classes are generally organised on the basis of age. Pupils are provided with access to
a full curriculum which broadly follows the National Curriculum. All areas of: Linguistic;
Mathematical; Scientific; Technological; Human and Social; Physical and Aesthetic and
Creative are offered to all pupils and are broadly allocated as follows:
Area
Subject
English
Linguistic
French
Mathematical Maths
Scientific
Science
Design
Technology
Technological
Food
Technology
ICT
Human &
Social
Physical
Aesthetic &
Creative
Personal,
Social, Health
and
Economic
Education.
All
Humanities
Delivered Via
4 x 45 minute
lessons
1 x 45 minute
lessons
4 x 45 minute
lessons
3 x 45 minute
lessons
1 x 45 minute
lesson & 1 x 1 hour
lesson
2 x 1 hour lesson
1 x 45 minute
lesson
1 x 45 minute & 2 x
1 hour lessons
1 x 1 hour lesson
Land
Management**
Physical
2 x 1 hour lesson
Education
1 x 45 minute
Art
lesson
Total Allocation
3 and 45
minutes hours
3 hours
2 hours 15
minutes
4 hours 30
minutes
3 hours 45
minutes
2 hours
2 hour 30
minutes
Music
1 x 45 minute
lesson & 1 x hour
Citizenship /
RE*
1 x 45 minute
lesson
45 minutes
Enrichment
1 x 2 hour session
2 hours
* At KS3 as well as being offered as a discrete session Citizenship and RE are also
covered in other areas of the curriculum, particularly humanities.
** Yr 7 only
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6. Key stage 4
Class groups, organised on the basis of age, offer a mandatory core curriculum of
English, Maths, Science, Humanities, ICT, Citizenship / RE and a choice of an optional
subject. Pupils are encouraged to work towards a GCSE qualification in several
subjects. However, more vocational courses are also offered to ensure we effectively
meet the learning needs of all our young people. All areas of: Linguistic; Mathematical;
Scientific; Technological; Human and Social; Physical and Aesthetic and Creative are
offered to all pupils and are broadly allocated as follows:
Area
Linguistic
Subject
English
Mathematical Maths
Scientific
Science
Design
Technology
Food
Technological
Technology
ICT
Delivered Via
4 x 45 minute
lessons
4 x 45 minute
lessons
4 x 45 minute
lessons
2 x 45 minute
lesson
2 x 1 hour lesson &
1 x45 minute lesson
Total Allocation
3
3 hours
3 hours
3 hours & 15
minutes
1 x 60 minute
lesson
2hr 15 minutes
Human &
Social
Humanities
3 x 45 minute
Physical
Physical
Education
2 x 1 hour lesson &
1 x45 minute lesson
2 hours
Art
2 hours & 1 x45
minute lesson
2 hours and 45
minutes
Citizenship
/Careers and
PSHE, Ethics
and RE
2 x 45 minute
lesson
45 minutes
Enrichment
1 x 2 hour session
2 hours
Aesthetic &
Creative
Personal,
Social, Health
and
Economic
Education.
All
* At KS4 as well as being offered as a discrete session Citizenship and RE are also
covered in other areas of the curriculum, particularly humanities.
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7. Key stage 5
We believe it is vital that young people continue with their education post-16 and use
their GCSE’s or equivalences as a spring board to the next stage of their personal
development.
Wings School Nottingham will offer a range of formal qualifications to suit the needs of
individual students looking to pursue a particular career path or, for those less sure of
their ultimate goal, the choices will be wide enough to give them a broad programme
of study to suit them, best meet their needs and aspirations for adulthood and the next
stage of their lives. At Key Stage 5 pupils have the opportunity of accessing their
education off site at a registered educational institute. If this option is taken the young
people are supported by Wings Staff for as long as needed to ensure an effective
transition back into mainstream education.
8. Aim and objectives of the curriculum
The overall aim of Wings School Nottingham’s curriculum is to ensure young people
have access to all subjects by having identified:
 A subject leader with responsibility for ensuring high quality teaching, learning and
achievement across the school in their designated area
 A comprehensive written subject policy document
 A Subject Development Plan that links into whole school development
 An annual curriculum review (department self-review)
 Schemes of work, that include long term, medium term and short term lesson plans
 Evidence of pupil assessment
Overall curriculum objectives are as follows:
 To optimise use of computing in all curricular areas
 To optimise use of functional skills in all curricular areas
 To provide all young people with the opportunity to study at functional skill; GCSE
level and beyond as appropriate
 To provide pupils with a broad, balanced and relevant curriculum
 To provide access to a differentiated national curriculum and national guidelines.
 To offer accredited courses which are appropriate to ability levels and individual
aspirations.
 To carry out baseline assessment from which future progress can be monitored.
 To cater for pupils’ individual learning styles.
 To equip pupils with the key skills required to appropriately interact within their
community.
 To promote the use of the Personal Learning and Thinking Skills (PLTS) framework to
ensure the six groups of skills that, together with the functional skills of English,
mathematics and computing, are essential to success in learning, life and work.
 To develop a sense of personal achievement.
 To encourage self-motivated learning.
 To prepare students academically, vocationally and socially for adulthood.
9. Recording pupil achievement: assessment and evaluation
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(See also Assessment, Reporting & Recording Policy)
Each department provides a curriculum framework within which arrangements for
assessing and recording pupils achievements are integral to the learning process.
Assessment will be used for a variety of purposes: diagnostic, formative and evaluative.
It will be used as an aid to making judgements about progress and to record the
achievements of a pupil and therefore contribute to future planning. These judgements
will be based on evidence from more than one source, such as teacher observation,
class work, tests, investigation, questioning, project work, and examinations (where
appropriate).
10. Assessment and recording
Assessment will take place at three inter-related levels: short term, medium term, and
long term. These assessments will be used to inform teaching in a cycle of planning,
teaching and assessment.
 Short term assessments will be an ongoing part of every lesson to check pupils’
understanding and gain information which assists in adjusting day to day lessons
plans.
 Medium term assessments will focus on ideas linked to the key objectives which have
been covered during each half term. Individual targets on pupils’ Individual
Education Plans (IEP) will be assessed on a daily basis and reviewed three times a
year.
 Long term assessments will take place annually, prior to a young person’s Annual
Review. A variety of assessment tests may be used according to pupils’ ability levels.
Assessment will also be conducted via end of key stage tests or tasks, formal
examinations and external accreditation. (See individual subject description for
examination/accreditation systems used). Pupils’ individual success will be recognised
and celebrated through the school systems for rewarding and celebrating achievement.
11. Intended outcomes
By implementing a differentiated and modified national curriculum it is intended that
Wings School Nottingham will:
 Optimise the communication skills of all pupils.
 Cater for the specific needs and learning difficulties of individual pupils as described
in their statements, by providing teaching and learning opportunities at an
appropriate level.
 Engage pupils’ interests in personal development and encourage a thirst for learning
 Create a positive learning environment where pupils can work safely.
 Allow pupils to interact and learn from each other.
 Allow all pupils to reach their full potential and achieve their own personal success.
 Give pupils opportunities to develop their key skills.
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It is intended that through their programme of study, our pupils will:
Improve their communication skills.
Improve their literacy and numeracy skills.
Develop greater levels of independence.
Have gained the life skills required to function more appropriately in the community.
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
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


Have gained accreditation to demonstrate the levels to which they have studied.
Have gained relevant experiences to inform their decisions about future careers.
Have a positive attitude towards their past, present and future learning.
Develop confidence to move to the world of work, vocational or higher education.
Have sufficient key skills and self-esteem to approach new situations confidently.
12. Leadership and management of the curriculum
The KS4 Coordinator has overall responsibility for the leadership and management of
the curriculum in conjunction with the Principal. Ensuring appropriate breadth and
depth of the curriculum across all subjects and four key stages, with a small numbers of
students, remains both a challenge and a priority.
We are required to teach a broad and balanced curriculum, and although we do not
have to teach the new national curriculum, we endorse offering a new curriculum from
September 2014. We believe this to be a national curriculum offer which is enhanced
by work-related learning, imaginative use of the local environment and college
placements, as appropriate.
Subject leaders undertake an annual evaluation of their subject area including an
evaluation of progress and achievement data. They are responsible for reviewing their
subject relevance for all students at least annually. Subject planning and work scrutiny
takes place as part of the overall school audit process. Subject teachers have the
opportunity for peer evaluation through regular staff meetings focussed on the
curriculum. Teachers will also be formerly observed on a termly basis to ensure the
quality of teaching is monitored and continually improved.
13. Inclusion and Intervention
The needs of the pupils educated at Wings School Nottingham are varied and often
complex. Successful inclusion relies on a good understanding of, and absolute respect
for, the needs of the individual. Wherever possible, the school gives all individuals the
same access and opportunities as every other pupil.
Each department sets suitable learning challenges, responds to pupils’ needs and seeks
to overcome all potential barriers to learning. This is supported by:
 The school SENCO/or person responsible
 Learner profiles
 Intervention programmes
 Therapeutic support and other professional assessments
14. Safeguarding children
All elements of the school curriculum are underpinned by the need to enable pupils to
feel safe and adopt safe practices. The Designated Safeguarding Lead (DSL) supports
staff in delivering specific safeguarding issues within the curriculum, including how to
keep safe, e-safety, anti-bullying and a wide range of awareness raising topics.
15. Non-partisan views
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Throughout the curriculum we encourage pupils to respect the fundamental British
values of democracy, the rule of the law, individual liberty and mutual respect and
tolerance of those with different faiths and beliefs. Our curriculum is designed to be
non-partisan and our staff handbook reminds those with an influence over our students
to maintain a non-partisan approach at all times during curriculum delivery.
16. Curriculum overview
For more detail of the taught curriculum please refer to our curriculum statements for
each subject.
Jessica Blanche
KS4 Coordinator
Wings School Nottingham
August 2015
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