Curriculum

Each of our pupils has been unable to thrive in mainstream school and consequently, has not been able to access the broad and balanced education on offer. Many pupils have also had emotionally damaging experiences resulting in low self-esteem and associated social and emotional difficulties. In many cases, pupils arrive with a level of anxiety and an inability to trust.

Ofsted 2018:

By comparing the work of individual pupils a few weeks after they joined Red Rose, and the work they are now doing, their academic progress is evidently outstanding. In both English and mathematics, it is common to see pupils making the equivalent of two years progress in only one year. Pupils also make great strides in their learning of other subjects, including science, computer science and humanities. All pupils study art, and some pupils excel in this.

Emotional factors are often at the heart of pupils’ previous experience.

It is essential to build good self-esteem and self-concept so the child can deal with their learning difficulties. By reversing the child's perception of failure and subsequent anxiety, it is our experience that success leads to learning.

Our curriculum takes a ‘Head, Heart and Hands’

approach to meet the needs of our pupils.

Class sizes are kept small, so that learning programmes can be customised to the needs of each pupil.

Personal well-being together with Citizenship are encouraged; academic skills and practical talents are nurtured to allow the development of confident, sensitive, and independent young people and citizens.

Our aim is to enable all our pupils to reintegrate into mainstream education at a stage that is suited to their needs. This may be re-entry to mainstream school or entering further education and the work environment with confidence and a positive 'can-do' attitude.

CLASS ORGANISATION and SUBJECTS TAUGHT

Pupils are mostly placed in a class according to their national curriculum ‘Key stage’. However, the Head Teacher may decide, in discussion with a pupil’s parents, that there are factors that influence ‘best’ placement. These may include maturity, self-concept and /or the level of their needs.

Mornings (60% of the curriculum) are generally spent with the class teacher on core areas of Literacy and Numeracy, differentiated to pupils’ needs. We recognise the basic need to build selfesteem therefore, embedded within the class sessions will be aspects of Personal and social development. Afternoons (40% of the curriculum) offer specific subjects, including:

Science, ICT, History, Geography, Art, Music, Design and Technology, Physical Education (PE), Religious Education (RE) and PSHE. PSHE includes Citizenship, Sustainability, Sex and Relationships and Drugs education.

At Key Stage 4, a pupil’s timetable is organised to include his or her vocational options (BTEC or Arts Award) that are studied in addition to Functional Skills Maths, English, ICT and PSD (Personal Growth and Well-Being).

Differences for different age groups

We provide appropriate education for Key Stages (KS) 2-4. During 2017, we began development of our 16+ provision primarily for pupils who came on roll later in their school life or who need continued support for their individual learning needs. Year 12 is now an established group working alongside our Year 11 students. Resources and approaches are adapted according to age, learning needs, strengths and maturity. The curriculum embeds Personal and Social Development and embraces a flexible approach to 'crack the code’ i.e. what works for one teacher, or one child will not necessarily work for another teacher or child. The Red Rose 16+ provision incorporates Work Skills and Independence training.

Most afternoon classes use Circle Time or a similar approach as a means of group discussion and conflict resolution. Where required, additional one-to-one support is provided for a child’s specific needs. Pastoral counselling and Art Therapy is also available. Personal as well as academic skills are nurtured to encourage the development of resilient, self-aware and independent young people.

Religious Education & Collective Worship

The Red Rose School is a school with a religious character, defined as being a Christian School. [Designation of Schools Having a Religious Character (Independent Schools) (England) (No.3) Order 2003, 23rd December 2003.]

Full assemblies are held and this includes an act of collective worship. These are broadly, though not exclusively, Christian in nature and can involve local clergy, Youth work teams and community groups.

The Christian aspect is non-denominational. Parents who wish to exercise their right to withdraw their child from religious activities are asked to speak with the Head Teacher.

Ofsted 2018:

• All pupils gain academic qualifications and move onto college for post-16 courses which match their interests and abilities • By the time pupils leave the school they are exceptionally well prepared to move on to the next stages of their education. Older pupils receive excellent careers advice, and some gain meaningful work experience. The school works in partnership with parents and carers to ensure that pupils are fully aware of the options available to them when they leave the school.

Sex and Relationships Education

Sex and Relationships education (SRE) is provided as part of the National Curriculum and it is taught with due regard to moral considerations and an emphasis on the value and importance of family life. The programme, is not taught in isolation but within a framework of a personal development programme dealing with the many aspects of growing up. Parents have the right to withdraw their children from sex education lessons and should discuss the matter with the Head Teacher should they wish to do so. They are also welcome to discuss the SRE policy and view teaching materials.

Careers Advice

Staff working with Key Stage 4 pupils support careers advice and provision for pupils in Year 10 to 12.

Provision includes, but is not limited to, careers guidance, establishing visits and discussion with local colleges, 1-1 discussion with college transition advisors, assistance in college/work applications.

Pupils in Years 11 and 12 undertake Work Experience for 1-2 weeks during the summer term. Extended placement may be an option where appropriate.

Every pupil has a ‘Progress File' to provide evidence of achievements or progress in their personal journey through school. Test scores alone cannot provide full measure of a pupil’s progress.

Pupil A Prior to Entry

BESD (Emotional); Sp.L.D. Very fragile emotionally

Low self esteem

Unable to cope in mainstream

Progress in Red Rose School

On Entry On Leaving

Reading 7.09 16+

Spelling 7.00 11.9

Number 9.09 11.03

Once trust in education and relationships re-established quickly flourished

On Leaving:

National Diploma in Graphics - Distinction.

BA (Hons) in Wildlife Photography at Blackpool and Fylde College.

Photographs published.

Ofsted 2018:

• From their starting points, and taking into account every pupil’s academic potential, achievement is excellent for all groups of pupils • It is a notable mark of success that these pupils feel equipped to continue their education in large educational establishments • Most pupils would try to avoid attending their previous school. It takes pupils no time to commit to their education at Red Rose and attendance rates are very good