Brownhill School aims to deliver a broad and holistic curriculum specifically designed to meet the needs of pupils with an EHCP for Social, Emotional and Mental Health, who may have experienced trauma and/or difficulties in previous educational settings.
Our 4 key areas aim to prepare every pupil to meet current and future demands and prepare them for life beyond school. In addition, we put the EHCP at the heart of learning.
Starting points are varied but each individual learning pathway ensures that ALL pupils will be prepared to be or become:
- Ready to Learn
- Lifelong Learners
- Responsible Citizens
- Future Ready
Each development area is broken down into skills, qualities and attributes that:
- Inform curriculum planning
- Provide focus and direction
- Ensure quality outcomes
These 4 areas form the ‘golden threads’ that underpin all aspects of school life:
Our pupils will:
- Re-engage positively with learning
- Address historic low prior attainment and attainment
- Gain resilience and other key skills
- Build confidence and trust, both with adults and peers
- Tackle gaps in learning
- Develop strategies to cope with specific learning needs
- Build social skills and empathy
- Develop a sense of belonging
- Focus on self and then others
Our pupils will:
- Study a broad range of subjects
- Value academic and vocational styles of learning
- Take opportunities to learn and participate outside of the classroom
- Take pride in their achievements
- Develop their culture capital and an appreciation of cultures and societies beyond their own experience
- Understand the benefits of attendance and engagement
Our pupils will:
- Respect people from other cultures, races and faiths
- Value equality and diversity
- Care for the school environment and contribute to the local community
- Know what is going on in the wider world and understand their place within it
- Understand the importance of democracy
- Know how to build and maintain relationships with others
- Know how to look after their mental and physical health
Our pupils will be:
- Literate and numerate
- Digitally literate
- Able to express themselves appropriately in a range of contexts- including modifying their language and code switching
- Aspirational about their future plans
- Encouraged to develop the skills and qualities that are required to progress to the next stage of education and employment
- Encouraged to increase self-regulation and develop independence as they move through school
- Able to keep themselves and others safe
- Encouraged to access appropriate Careers Education, information, advice and guidance (CEIAG)
In addition, we aim to promote the safety and security of our pupils by taking a trauma informed approach to the curriculum. This means we aim to:
- Provide our pupils with daily access to experienced, understanding and emotionally supportive adults, who know them, believe in them, and can relate to them with compassion, empathy and unconditional positive regard.
- Support pupils experiencing painful life events, by helping them process, work through and make sense of what has happened.
- Ensure that staff always interact with pupils with kindness and compassion.
- Develop our settings in ways that help pupils feel calm and safe.
- Foster a culture in which staff and other adults interact with all pupils in a way that makes them feel valued as individuals throughout their day
- Adjust our expectations of vulnerable children to correspond with their developmental capabilities and experience of traumatic stress.
- Provide targeted, professional support and intervention (both in house and/or external)
All pupils and their families have access to support from our Welfare Team, made up of an experienced Social Worker, counsellors, Family Support Workers, Youth Workers and a Community Development Officer. We also have our own Positive Steps adviser and a Progression Officer to ensure pupils have access to high-quality CEIAG.
All of our pupils have social-emotional needs and this need underpins our curriculum offer. In order to support staff, students and parents/carers in recognising both SEMH and academic progress, we measure social skills, ability to understand and manage emotions, and developmental deficits, in addition to measures for academic development. This is achieved using daily, weekly, and termly monitoring of attendance, engagement (Class Charts), learning and behaviour, social and emotional needs (Snap B).
At Brownhill, we are aware that literacy is a fundamental aspect of academic success across the curriculum. For so many of our pupils, literacy is the main barrier to learning and it is our intention to change this. Literacy at Brownhill is not viewed as merely a medley of general skills, or the sole responsibility of English teachers, but rather as being grounded in the specifics of individual subjects. With this in mind, staff are developing, implementing and designing strategies to enhance access to curriculum via ‘disciplinary literacy’ skills.
This includes providing targeted vocabulary instruction in all subjects, as well as increasing students’ ability to read complex academic texts by combining writing instruction with reading in all subjects and offering ample opportunities for structured talk relative to success across the entire curriculum. High quality literacy interventions that pay mind to disciplinary literacy in all areas of study are also available for struggling students, or likewise to improve progress for our most able learners.
All Brownhill School pupils will follow The National Curriculum.
Compulsory national curriculum subjects are:
- modern foreign languages
- design and technology
- art and design
- physical education
In addition, KS1 and 2 pupils access the Ruth Miskin phonics package
KS3 and 4 pupils access the Abigail Steele phonics package