Curriculum

At Coombswood School, we pride ourselves on providing education that is engaging and innovative. We will always consider the SEMH and SEN needs of our learners and understand that they have not all had the best educational experience previously. We aim to inspire our learners to believe in their full potential, build confidence and resilience, and where appropriate provide a pathway to reintegrate back into mainstream education. Our staff provide motivation, support, and guidance to our learners in every way possible to cater for their educational, social, and emotional needs whilst raising their overall aspirations and personal self-esteem.

The school’s restorative culture underpins all aspects of planning including curriculum intent, implementation and assessment, and supporting individuals to reach their full potential.  Practices ensure that learners are fully supported with diverse opportunities to succeed where they have experienced difficulty or failure in the past. Examples of these are our STEP support programme and personalised intervention sessions, which are timetabled sessions that facilitate reflection and create opportunities to develop resilience to aid progression and achievement.  This enables a virtuous circle of reflection, action, achievement, resilience, and increased confidence promoting engagement and the love of learning.

Our curriculum is underpinned by the ethos and values of our school: DREAM – Determination, Respect, Empowerment, Appreciation and Motivation.

The school organises class groupings by social and curriculum accessibilities, the ability to interact with the class, and create and maintain flourishing friendships. This is with the aim that each learner placed in a class can access the environment both socially and educationally, complemented by an adaptive classroom delivery model. Cohorts are grouped KS3 and KS4.  At KS3 learners access a 3-year rolling curriculum and KS4 access a 2-year rolling curriculum.

Through a varied and adaptive curriculum, and the use of adaptive teaching methods, we aim to teach learners how to grow into positive, responsible young people that can not only have a positive impact on our local community but can successfully transition into further education, employment, volunteering, and adulthood. We value the spiritual and moral development of each person, as well as their intellectual and physical growth – the ability to participate positively in society is also at the heart of our planning. The development of social skills is promoted within our curriculum and throughout the school day, where elements such as self-esteem and self-awareness, body language, the way we talk, conversation and assertiveness are explored, modelled and practised. Experiences in the community give learners the opportunity to practise their skills in external situations with the support and care of our skilled staff team.

Our curriculum promotes achievement and success regardless of starting point to build confidence and engagement. The curriculum is designed to ensure that all learners have the opportunity to fully achieve their potential and they follow a variety of learning pathways that prepare them for suitable qualifications in KS4, including Entry Level, Functional skills, GCSE and BTEC. Our adaptive learning model supports progress and promotes independence through levels of classroom support: S(Supported) T(Tentative) E (Emerging) P(Proficient) stages with their development monitored closely and recorded in each lesson.

The school fosters an ethos of charitable work, taking part in fundraising and awareness events, including Comic Relief, Jeans for Genes Day, Mental Health Awareness and Cancer Research UK. We also support the Sandwell Children’s Trust Leaving Care Team who support young people aged 17-25 who are leaving care to live independently.