Our aim is to provide a curriculum and experience that is truly comprehensive and enables all students to thrive, develop and grow in the widest sense. We want the most academically interested students to be able to pursue a path to the best universities and others to be able to pursue successful paths to engaging apprenticeships and the careers of their choice. Most of all, we want our students to discover the joy of learning and to gain the skills which will enable them to continue learning throughout their lives. All of our students should be equipped to achieve and develop in the areas that engage them. The needs of learners, and the best route for them, are considered at each stage of our school, and we provide as flexible and broad a range of diverse curriculum and assessment routes as we can offer.
We aim to boost self-esteem and create cultural capital by maintaining as broad and rich a curriculum as we can and by maintaining the focus of our curriculum on fulfilling experiences, as opposed to chasing performance targets. It is for this reason that we have a wide artistic, technical and performing arts offer alongside the traditional, academic suite of subjects. It is also for this reason that we have built in Personal, Social, Health and Economic education (PSHE) into our regular timetable and we have a broad, rich extra-curricular offer which thrives. We run a full range of sports clubs, arts, drama, music and other disciplinary clubs, as well as the Duke of Edinburgh’s Award and the opportunity to do Ten Tors. In addition, we run a number of supported trips to London and abroad and to visit STEM, careers, Higher Education and other wider learning opportunities or to compete in speaking or creative arts or chess competitions.
Our curriculum aims to provide for all and, in particular, to enable students from less advantaged backgrounds, and those who arrive in year 7 below national expectations, to catch up and keep up. For this reason, we strongly invest in and encourage reading using the ‘Accelerated Reader’ programme and we make literacy a key focus. We also work on building successful independent learning skills and developing vocabulary in tutor time to support all.
We are proud of the broad range of course we offer post-16 and in a relatively small Sixth Form we offer a broad range of A levels plus vocational routes in motor mechanics, hair and beauty, construction, health and social care, engineering and sport, as well as work skills for those who require a continued level 2 focus. This ensures that our post-16 provision is both fully inclusive and highly aspirational and provides a strong, viable route for all.
We are proud of the broad range of courses we offer post-16 and in a relatively small Sixth Form we offer a wide variety of level 3 courses including A levels, BTEC qualifications and Cambridge Technical courses, many of which offer a vocational pathway. This ensures that our post-16 provision is both fully inclusive and highly aspirational and provides a strong, viable route for all.
The curriculum offer we provide depends on three principles:
- The interests and aspirations of our students;
- To provide as broad and aspirational offer as we can;
- Performance measures and national dictates.
The curriculum is planned and overseen by the Deputy Head but all major decisions are discussed with the Principal and then with the whole Senior Leadership Team (SLT). Heads of Faculty and subject leaders are consulted and their advice and support is sought through middle leaders’ meetings and line management. The curriculum shape and process is discussed and interrogated by Governors twice each year.
Students are grouped into pathways in Year 9 to help them pick their options. These pathways are based upon students’ prior attainment and the views of teachers and students’ tutors. The advice and options recommended to students are based upon their pathway. However, this pathway approach is based upon a principle of guided choice, not prescriptivism. No student is compelled to remain on their given pathway, though most do. If a student on the Ebacc pathway doesn’t want to follow this route, they are encouraged but not forced down this ‘academic’ pathway.
We quality assure our offer by forensically evaluating the success of courses each year through student and parent/carer feedback, evaluation of results, and by closely monitoring students’ progression and destination routes. This process is ratified and checked by Governors.
Our timetable is evaluated each year and the allocation of hours to each subject is scrutinised by SLT and Governors, based upon success outcomes and the needs of learners. Our pedagogical priorities are also shaped by the needs of our learners and external research and ideas. We are currently focusing on: purposeful feedback; scaffolding and carefully targeted differentiation which challenges all learners to reach their potential.
We foster a strong professional focus and excitement on the curriculum by investing in external training within the school and by looking outwards at nationally leading partners (e.g. SWTSA). We have considerably reduced time spent on traditional, whole-school inset while increasing dedicated subject meeting time to enable opportunity for internal moderation and subject specific training. Alongside this we are beginning to embed a coaching culture which uses non-judgemental carefully organised coaching structures based on the Teaching Walkthrus approach developed by educational leaders Tom Sherrington and Oliver Caviglioli to enable all to learn from the strongest teachers. Consistency is developed through simple and clear, whole-school structures which enable students to receive a consistent experience across curriculum areas and to be supported by a shared language of tools and expectations.
Quality assurance is conducted by Heads of Faculty checking their own areas’ teaching regularly though unscheduled learning walks and drop-ins, through student voice and through book monitoring. Curriculum development time is offered to all Heads of Faculty on a termly basis to check the delivery of the curriculum and work on areas of improvement. These assurances are checked by SLT line managers and discussed during regular fortnightly meetings and also are cross-checked against the faculty reports and against outcomes data.
Students’ behaviour is good and they generally appreciate and value the broad and rich curriculum offer they receive. This view is supported by their attitude and efforts, and by their and their parents’ feedback. Outcomes are in line with national average at KS4 and we are confident that they are improving. At KS5 Outcomes are above national expectations. As importantly, students’ progression to further and higher education and to a broad array of careers and fields is good. This is carefully tracked by our Attendance, Sixth Form and Careers’ team.
We carefully track educational progress of all learners from year 7 onwards through regular assessment and in termly data checks. The Deputy Head leads in this area and oversees a broad and well-resourced team to focus on Disadvantaged Students (with our Pupil Premium Champion) and under-performing students. Some students will be targeted for extra literacy or numeracy catch-up and support throughout their school career (not just in Year 7) and others will be allowed to swap options or gain extra subject time in key areas of under-performance in order to enhance overall success.
We retain as broad and flexible a curriculum as we can with a guided vocational pathway for our most vulnerable learners, two well-resourced and specialised study rooms (run by specialist HLTAs) for those in need, and a bespoke, alternative, flexible, on-sight provision for the most vulnerable students and those at risk of exclusion (known as STARS).
Students follow a two-week timetable comprising of 5 x 60 minute lessons per day. The overall student diet for each year group can be seen below. Subject allocation is reviewed annually to ensure that the timetable is fit for purpose and enables all learners to succeed.
The curriculum in each faculty area is shaped by the Head of Faculty in line with the school’s priorities to ensure that all learners are supported to achieve their best. See below for the vision statement from each faculty area. This provides a rationale and an overview of the experiences, knowledge and skills that our students can expect to develop during their time at Teignmouth Community School.
More detailed curriculum plans can be found in the Key Stage 3 and Key Stage 4 areas of the website.
Links to each Faculty area’s vision statement.
SPECIAL EDUCATIONAL NEEDS
For those pupils who are recognised as having a special educational need, there is a team of support staff to provide help. Usually this help is given within normal lessons, but sometimes withdrawal into small groups or individual tuition is provided. Some students in year 7 will follow an appropriate and targeted nurture curriculum. If you would like any information on our SEN programmes, please contact Miss Milton, Operational SENDCO (firstname.lastname@example.org).
For more information regarding the Key Stage 3 Curriculum, please email Samantha Atkinson, Deputy Head (Samantha.email@example.com)