We acknowledge that people learn in many different ways and recognise the need to develop strategies and approaches that allow our pupils to access learning in ways that support and challenge them. We take into account the varied needs of our pupils when organising our curriculum and teaching. We also acknowledge that developing strong relationships with pupils in our school is beneficial and contributes to both their academic and personal development.
Pupils are encouraged to learn by being provided a curriculum that meets their special education needs. There is a focus on functional skills, life-skills and practical subjects to engage and motivate our learners. A creative, flexible and holistic approach to learning is at the forefront of our approach to ensure pupils re-engage back into education and stimulates interest in learning.
Pupil progress is measured against individual standards. Maintaining high expectations of our learners is paramount and a learning environment that encourages and supports pupils in achieving their potential is a priority. Pupils’ spiritual, moral, social and cultural development is supported through a broad and balanced curriculum and fostering positive relationships within the school community.Residential pupils benefit from a varying and engaging 24-hour curriculum.
Communication, modelling and specific teaching of the school expectations for behaviour and learning are an emphasis for working with pupils both in the classroom and outside environment.Pupils at Bramfield House are encouraged to be healthy, safe, enjoy and achieve to the best of their individual ability.
Standardised bi-annual testing in reading, spelling and maths is administered to all pupils and is utilised to provide baseline and standardised data for tracking progress, as well as identifying pupils for further diagnostic testing. Intervention for pupils in need of additional support is delivered based on these test results, teacher referrals and EHCP targets. Pupils who require intervention-based learning receive one-to-one and/or small group intervention to support their learning where necessary.
Key Stage 2
Our youngest learners are also newest to the school, and often returning to education for the first time after significant periods out of school and other learning situations. Core subject catch-up and learning to learn and social skills development are emphasised.
All KS2 classes have a maximum of 8 pupils with a teacher supported by dedicated youth coaches and pastoral team members. There is also additional support available in the Communal area of the lower school if required.
Key Stage 3
Pupils follow different pathways during key stage 3 depending on their needs. Some pupils receive education through a consistent teacher across subjects whilst others transition between specialist teaching staff on a regular basis. In addition to the core curriculum, pupils are given the opportunity for accreditation at Entry level and functional skills in Maths, English. KS3 pupils also have the opportunity to participate in a number of vocational offers including motor mechanics, construction, land-based studies and many more.
Social, moral, spiritual and cultural (SMSC) aspects of learning are incorporated into planning across the curriculum as well as issues being addressed directly into the PSHE programme.
Key Stage 4
In years 10 and 11, pupils undertake an education pathway to best meet their needs and achieve accreditation in various subjects. GCSE’s are currently taken in Art, Science, Maths, English and 3D Design, Statistics and Geography. Other accreditation options for pupils include Gateway Level 1 Qualifications in motor mechanics, construction, sport and land-based studies. All subject areas in Key Stage 4 are taught by subject specialists.
An independent careers specialist visits the school each half term to talk to years 8 through to 11.
Work experience is also arranged for years 10 and 11.