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Introduction

Holly Bank is both a school and a 52-week children's home. We work with children and young people with complex disabilities from 5-19 years, offering a sensory and developmental curriculum which is based on the National Curriculum. Our post-16 department offers realistic essential skills to equip young people for their lives in the community. Courses are accredited as appropriate. We incorporate onsite education, physiotherapy, occupational therapy, nursing, speech and language therapy, IT and care plans within individual 24-hour programmes.

We provide a homely environment within a safe and secure setting. There are opportunities for our leavers to move on to supported independent living within the Trust.

Holly Bank School Vision Statement:

'Our children and young people will be nurtured in a supportive environment. They will receive the highest possible standards of support, guidance, care and education. Everyone is valued, all achievement is celebrated and together we will face and overcome challenges so that all lives are lived with quality'.

Relationship to other policies:

The school policy on the curriculum embraces policies and procedures for admissions, assessment, careers education and guidance, charging, collective worship, drug education, equal opportunities, health and safety, homework, lettings, nutritional standards, performance management, race equality, school visits, session times, SEN, sex education, staff discipline, and teaching and learning.

Roles and responsibilities of headteacher, other staff, governors:

The headteacher will ensure that:

• all statutory elements of the curriculum and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed, the use of language and communication skills and the use of information and communications technology
• the amount of time provided for teaching the curriculum is adequate and is reviewed on a regular basis
• where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from the National Curriculum
• the procedures for assessment meet all legal requirements and pupils and their parents/carers receive information to show how much progress the pupils are making
• the governing body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
• the governing body is advised on statutory targets in order to make informed decisions

It is the responsibility of the headteacher to ensure that reference is made to this policy in other associated policies, and where changes are made to this policy, all other school policies and procedures are checked / amended.

Other staff will ensure that the school curriculum is implemented in accordance with this policy.

The governing body will ensure that:

• it considers the advice of the headteacher when approving this curriculum policy and when setting statutory and non-statutory targets
• progress towards annual targets is monitored
• National Curriculum test and teacher assessment results are referred to in the prospectus and in the annual report to parents, and progress towards meeting agreed targets is described
• it participates actively in decision-making about the breadth and balance of the curriculum

Arrangements for monitoring and evaluation

The governing body will receive an annual report from the headteacher on:

• the standards reached in English, Maths, Science by each Key Stage
• the standards achieved at the end of each key stage by gender and ethnicity
• the number of pupils for whom any elements of the curriculum were disapplied
• the evidence of the impact of national strategies on standards
• the views of staff about the action required to improve standards
• the nature of any parental complaints

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Last updated 30th June 2008 by
infoadmin@hollybanktrust.com
Copyright © Hollybank Trust 2008
Registered Charity No. 1043129