Our Curriculum

The Fortitude curriculum has been designed using the 3is methodology of:

Intent– what we will commit to do

Implementation– how we will work to fulfil our commitment

Impact– what the outcomes will be for our young people

Curriculum Intent

It is our intent to:

• Develop our pupil’s fortitude and resilience to enable them to fully access the whole school curriculum.
• Design and deliver a curriculum that is fully inclusive, autonomous and flexible in order to meet the individual needs of our young people with a range of SEND
• Build and embed safeguarding and child protection policies and processes that keep all of our children safe from harm or neglect.
• Provide all of our pupils with an engaging, inspiring and challenging curriculum, which will develop the necessary talking, listening, reading, writing, and mathematics skills to succeed at school, in life and in their future employment.
• To develop and embed literacy and numeracy skills across all areas of the curriculum
• To embed our key values of courage, compassion and commitment across our whole curriculum
• Develop strong and trusting relationships with our parents and carers to ensure best outcomes for all Children and their families
• Design and deliver a broad and balanced curriculum that is delivered by passionate and skilled staff, that imparts knowledge and develops skills, building on previous learning to ensure both are embedded.
• Deliver a curriculum that works to prepare our pupils for the next stage of their educational journey (year group, key stage).
• Embed robust assessment processes that are used effectively by staff daily/weekly/half termly/termly and annually to identify, address and close gaps in learning
• Governors who hold SLT to account and who work closely with the whole school community to build the best provision possible.
• Produce a Whole school SDP that is monitored, assessed and evaluated by SLT in order to meet high standards across all EIF areas (QofE/B&A/PD/L&M)
• Staff working to meet EHCP requirements of all pupils
• Cater for the specific needs and learning differences of individual pupils as described in their EHCPs and paperwork, by providing teaching and learning opportunities at an appropriate level.    
• Robust data being produced and used by staff to inform planning and develop academic and therapeutic interventions
• For all pupils to be learning, developing and making good progress
• Pupils growing in self- confidence, self-esteem and self belief
• A personal development curriculum that works to remove the social, emotional and educational barriers many of our young people face on a day-to-day basis
• Pupils who understand and embrace British Values and are able to make safe and positive contributions to society.
• Provide personal, social and health education, to include age-appropriate sex education, that reflects the school’s aims and ethos (see also the PSHE and RSE policies).   
• Tutorials and Pupil voice sessions actively involve all pupils in the learning process encouraging them to take ownership of their education and make safe and healthy life choices
• Provide opportunities to experience quality real life/and work-related experiences.
• Provide a range of enrichment activities that promote interest and enjoyment
• Curriculum opportunities that promote our pupil’s cultural capital

Implementation

We will achieve our Intent by implementing the following:

●    Quality policies and processes embedded across our whole school

• Quality SOWS designed by skilled and passionate staff
• Staff using a range of rich quality resources across all subjects
• quality ICT and digital technology used to remove barriers to learning
• Robust QA processes that monitor and evaluate teaching and learning
• Quality staff development and training programmes that focus on educational pedagogy.
• Effective assessment processes carried out by staff, daily/weekly/half termly/termly/and annually in order to assess learning and progress of individual students, to identify and close gaps and to identify and address any misconceptions
• Termly pupil progress meetings to monitor and measure all steps of progress
• Termly pupil curriculum reviews and pupil voice feedback used to develop quality of education.
• Quantitative and qualitative data used by staff to inform planning and implement interventions
• Quality of education processes to monitor closely the quality of teaching and learning, assessment and achievement.
• Marking and work trawls conducted each term to continue to develop our provision
• Support and development programmes for staff if and when required
• Data trawls conducted to identify any gaps or weaknesses and individualised interventions are put in place to enable students to meet progress and attainment targets
• Termly QA visits conducted and reports and action plans implemented and followed by staff to ensure high standards are met consistently
• Reviews of SDP to monitor and inform termly progress across the whole school.
• SMSC/PD curriculums working to remove educational barriers to learning
• A whole school safeguarding approach that works to protect all of our children from any form of harm or abuse.

Impact

By meeting our intent and implementation objectives the following impact will be achieved:

• Enable those not achieving age-related expectations to stop falling further behind, close the gaps and make accelerated progress. 
• Move towards enabling pupils to progress further, based on ability not age 
• Have and be able to use high quality personal, learning and thinking skills and become independent learners. 
• Pupils challenged and stretched to achieve their potential. 
• Reach positive destinations that prepare them for the next step in their educational journey.
• Pupils who enjoy learning and are prepared and committed to their education
• Pupils that value their learning outside of the curriculum making links from the curriculum to the real world and skills for life and future employment
• Specific needs in pupils EHCPs have been met.
• Pupils that are able to learn, develop and continue to make progress
• Children have self- confidence and positive self-esteem and are able to keep themselves healthy and safe
• Pupils achievements lead to positive outcomes and destinations
• Pupils that are able to use coping skills and resilience to manage own emotions and behaviour inside and outside of school.
• Pupils who are actively involved in the learning process and are able to make decisions about their future.
• Increased pupil attendance and enjoyment of learning
• Pupils who have gained academically and personally from a range of enrichment activities
• Pupils who can keep themselves safe in life and online
• Pupils who believe in the value of education
• Pupils who have developed a growth mindset
• Happy pupils and parents who feel safe and valued in our school community