The main aims of the Secondary Phase are to prepare our young people
as they move towards adulthood by:
- enabling the best possible learning progress for each pupil
- moving each pupil forward in their individual and social development, within a safe and supportive environment
- enabling pupils to experience personal fulfillment through celebrating success
- enabling our pupils to develop increased awareness, engagement and understanding of the world around them, to empower them to develop as responsible, positive contributors to society.
‘Teachers use the detailed ‘I can’ statements that have been specifically developed to match the needs of pupils. In this way, small steps that pupils make are identified and the next steps planned into learning experiences. Pupils enjoy the sense of achievement and success and therefore lessons are typically positive, with pupils engrossed in their activities.’ – Ofsted, January 2018
There are nine classes that make up the Secondary Phase. Each class is led by a teacher and several teaching assistants, who support pupils in progressing along their learning journeys.
Within class groups, learners’ characteristics and stages of development are linked. This means that the pace of learning and support are lead by the pupil’s needs through a personalised learning approach, supporting learning, communication, physical, medical and health needs, amongst others.
Supporting pupils with more significant difficulties concerning their medical and health needs, forms an important part of their learning programme, alongside progressive opportunities that increase their experience, engagement and understanding of the world around them.
Additional support for learning is provided in a number of ways, depending on the needs of the pupil. This additional support can include:
- support from classroom staff regarding learning approaches and interventions
- individual and small group work
- use of communication aids such as switches, eye gaze and iPads
- multi-sensory approach to learning
- therapeutic input such as aromatherapy
- support and input from a range of other professionals where set out as part of a pupils’ statement* provision
Additional support is detailed on a pupils’ Individual Education Plan.
*Education and Health Care Plan from September 2014.
Focusing on the success of our learners is a very important part of life in the Secondary Phase as we prepare our young people for becoming positive citizens in society.
We believe that a strong focus on success is the basis for a positive learning environment and supports pupils in developing:
- personal fulfilment
- pride and esteem
- respect for the achievements of others
We recognise the success of our pupils by regular positive feedback, through awarding certificates through our award system and by sharing young people’s successes during Phase assemblies. All of these successes as well as qualifications and awards, contribute towards the young person’s personal record of achievement, which they are presented with at the Year 11 Celebration Assembly, once they reach the end of Year 11.
Working together to achieve
Working in partnership with others is key in achieving the best possible outcomes for all of our young people.
We recognize the value of:
- close partnerships with parents and carers in achieving our aims
- input from other professionals to help meet pupil needs as appropriate (as set out in the statement)
- pupils working collaboratively with pupils from other classes across the school
- coming together as a phase for spiritual, moral, cultural and social learning and working together on specific events
- students having the chance to have a ‘voice’ through the School Council
- working with the local community so pupils can relate what they are learning in school to the real world
- input from Adele Miller, who provides our young people from Year 9 upwards, with access to Information, Advice and Guidance for Post 16 options
- links with Post 16 providers through our Future Pathways Evenings
At Key Stages 3 and 4, the phase offers a broad, balanced, age-appropriate curriculum reflecting pupils’ learning entitlement whilst recognising individual needs and stages of development. The school recognizes the achievements of all of its pupils and a wide range of accreditation is available that reflects pupils’ achievements at an appropriate level to that at which they have reached.
For all of our pupils, we believe that learning is most effective when it takes place in context, is active and social and where learners are encouraged to be reflective, enabling them to grow in confidence as learners, to be as independent as possible in their adult lives. The curriculum at Linwood, both at Key Stage 3 and 4, offers varied, creative opportunities for young people to become involved in the school community that range from being on the School Council to working with members of the local community and running class business enterprise tasks and activities.
Pupil progress is regularly monitored to ensure that pupils achieve as much as possible in meeting their individual targets that focus on their next stages for development. This supports the identification of gaps in learning and planning for learning opportunities that ultimately lead towards entry for awards and qualifications, most of which take place at Key Stage 4.
Key Stage 3
Pupils working in Years 7 – 9 follow a broad, balanced, differentiated and relevant curriculum. For some this incorporates all National Curriculum core and foundation subjects, Religious Education, Personal & Social Education and Citizenship.
The curriculum at KS3, builds on prior learning from the primary phase curriculum. As in the primary phase, there is a strong commitment to developing literacy, language and numeracy skills as well as encouraging pupils to develop communication skills, self- control and independence as preparation for life long learning.
A programme of Careers and Work related learning runs through the Key Stage, incorporated into other areas of the curriculum in Years 7 – 9. This programme explores preferences and those in the community who help us and provides the basis for the progressive aspects of pupils’ understanding once they start Key Stage 4.
Key Stage 4
In Key Stage 4, pupils follow a varied programme with an increasing emphasis on independent living skills in preparation for our pupils taking their place in society, once they move on from Linwood.
The development of communication, literacy and numeracy skills continue to be a priority, as well as a focus on independence in using these skills in real life situations. Learning at Key Stage 4 also includes experiences of work and travel training.
All learners work towards a range of external awards and/or qualifications suited to reflect their level of achievement to celebrate their success and to help them access the next step of their education and training, as appropriate. The range of accreditation at KS4 currently includes:
Awards (inc Preparatory Awards)
- ASDAN Towards Independence
- ASDAN Transition Challenge
- ASDAN Workright
- ASDAN Youth Award (Bronze)
- A range of AQA Awards to recognise the achievements of pupils following the Alma curriculum.
Entry Level Qualifications
- Functional Skills: English, Maths, ICT (Entry Levels 1 – 3)
- Science (Entry Levels 1 – 3)
- Physical Education (Entry Level)
- BTEC Learning for Life (Entry Level 3)
- Horticulture (Entry Level)
Level 1+ and GCSE
- Functional Skills: English, Maths, ICT (Levels 1 & 2)
- GCSE Maths
- GCSE Science
- BTEC Workskills (Level 1)
- BTEC Learning for Life (Level 1)
- BTEC Home Cooking Skills (Levels 1 & 2)
- CIEH Food Hygiene Award (Levels 1 & 2)
Preparing for transition and next steps
‘As a result of the school’s work to prepare students for their next steps, they successfully move on to further education, employment or further training when they leave the school.’ – Ofsted, January 2018
On reaching the end of Year 11 there are a number of options available to the young people at Linwood School. From September 2014, all young people will have to stay in education or training until they are 18 years old. There are a number of choices available.
To assist in exploring and making choices and plans for a smooth transition on from Key Stage 4, the school provides each pupil with access to Adele Miller, who provides independent advice and guidance, from Year 9 onwards.
There is also a ‘Future Pathways’ evening that is held annually, primarily aimed at pupils and parents in Year 9 and above. This evening presents an opportunity to explore a range of different options by meeting with representatives from a broad range of provisions.
Destinations of pupils will depend on the needs of individual pupils. These include Post 16 at the school, the schools’ CHI programme and a number of local colleges and other types of provision that may meet the individual needs of pupils more appropriately.
For more information and to download a pdf of our latest Future Pathways booklet, please visit our Advice & Guidance page.