Greenbank School
Curriculum Flight Paths
Following a full evaluation and review of the curriculum, timetable and accreditation pathways, school launched a ‘Flight Path’ Pathway from September 2021. Pupils are baselined in Year 7 and placed on 1 of 4 pathways, which outline their likely curriculum and accreditation pathways from Year 8 to Year 13. This provides clear likely destination information for pupils, families, school and the Local Authority. Should the needs of a pupil change, there is flexibility for a pupil to switch Flight Paths in order to better meet need.
Flight Path descriptors can be read clicking on the link below.
Ofsted, October, 2017
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‘The leadership team has maintained the outstanding quality of education in the school since the last inspection. Under your strong leadership and high expectations the school has continued to go from strength to strength. You are ably assisted by your assured, enthusiastic leadership team. Everyone in school lives up to your school motto, ‘learning and succeeding together’.
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‘You have developed a comprehensive system to assess how well pupils are progressing. Leaders use this information regularly to check that needs are being met and next steps in learning are being precisely planned. Teachers are confident to use assessment on a day-to-day basis. Their ongoing assessment in lessons allows them to adapt to individual pupils’ learning needs quickly. This results in pupils receiving immediate feedback to support their understanding, confidence and skill development. Mistakes are positively picked up, ‘unpacked’ and used to good effect to further pupils’ understanding. As pupils typically say, ‘Mistakes are good, we all make them, and they help us learn.’
Pupils are encouraged to take responsibility for their learning. They often comment in their workbooks on what they have found easy or difficult and know their learning targets and goals. In many classrooms, pupils are actively encouraged to contribute to their own targets and move themselves on when they feel that they have achieved them. There is a culture within the school of pupils working toward full independence in their learning. As an older pupil explained, ‘Adults have created a nice environment for us to learn for ourselves.’ Consequently, the vast majority of pupils, regardless of their specific need, make outstanding progress from their starting points. This is consistent across key stages 3, 4 and 5, and includes the pupils who are most able. The progress of pupils who are disadvantaged is similar to that of their peers because of the quality of support they receive.
A varied and relevant range of qualifications is offered to pupils based on their needs and interests. These qualifications are focused on ensuring that they support pupils’ next stage of life. Where appropriate, a number of pupils go on to study GCSEs in English and mathematics and where the school does not have the resources available themselves, GCSE subjects are accessed from the neighbouring secondary school.