All pupils at Bright Futures School have a personalised timetable to support their individual needs, which focuses on their academic as well as social and emotional development. On entry to school, all pupils are assessed on academic ability using B-squared. Pupils are taught on a 1-1, 1-2 or very small group basis depending on the activity and or pupil/grouping. The school curriculum follows a topic based /thematic approach which ensures that the 7 broad areas of learning (linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative) are experienced throughout the academic year. Literacy and numeracy are taught to all pupils as individual subjects through daily Key Skills sessions, in addition to being addressed through other curriculum areas.
All staff plan and set out their own schemes of work, which can take account of National Curriculum materials and specialist programmes, adapted for use with individual pupils. The schemes of work set out the range of topics to be taught over the year and how they are incorporated into individual subjects. From the B-squared assessment programme, specific objectives are identified which staff will focus on in through personalised work in order to facilitate pupil progress within the National Curriculum levels.
The school day starts with a 30 minute Ready to Learn practical session each morning followed by Key Skills, then three formal sessions, each one being 60 minutes duration. This allows for work to take place at a steady pace, with opportunities for acquisition of knowledge and application of skills, as well taking into consideration opportunities for guiding and developmental work. There is often an emphasis on practical activities, off site if necessary, giving scope for individual progress and personalisation. All staff aim to create a positive climate for personalized learning in their sessions in order to interest and engage pupils with successful, meaningful and positive outcomes and competencies. All pupils have targets in literacy and numeracy which are regularly reviewed. Pupils may work independently on these under staff supervision or using on-line study programmes which may also be accessed at home. Homework is not formally set but pupils may request work to do at home which staff will overview.
At least one afternoon each week is given over to recreational activities such as swimming, badminton, dog-walking, horse-riding, cycling or fitness related activities using a local gym and personal trainer as well as the facilities at Hollingworth lake for water based outdoor activities.
All pupils in KS3 have the opportunity to acquire ASDAN awards and qualifications through participation in many varying activities. This enables all pupils to gain accreditation which is nationally recognized and appropriate to their own individual needs and interests. Pupils start with the Bronze and Silver Personal development challenge awards and progress to COPE (Certificate of Personal Effectiveness) which equates to GCSE levels.
Over the past three years, nine pupils have achieved the Bronze award, six have achieved Silver and three have achieved Level 2 COPE.
Further information is available at www.asdan.org.uk.
Pupils in KS4, will have opportunities to engage in work experience on a weekly basis at off site placements of their own choice. In addition, staff work with pupils and external agencies including local colleges to ensure pupils are well informed and thinking about the future. This will be based on preparation for functional skills qualifications , ASDAN CoPE and Short courses. These will all take into account a pupil’s educational, personal, social and emotional development. Short courses that pupils can undertake include Animal Care, Gardening, Living Independently, Employability, English and maths. Whilst we do not offer GCSE, pupils will be supported through and may sit Functional Skills external exams in preparation for post 16 further education once they are developmentally ready to take the next step of their educational pathway.
Pupils will be encouraged and supported by their parents and school staff, to familiarise themselves with courses on offer at local colleges and take part in taster days and departmental visits influenced by their individual needs and abilities. In all cases, a transition review in Year 11, will set out steps in preparation for moving on and this will take place in conjunction with the pupil concerned and the appropriate agencies and services.
As Bright Futures School no longer offers Post 16 provision, special consideration, (subject to DfE approval) may be made for pupils who need to remain at Bright Futures School for an additional year in order to complete coursework that will enable them to take the next step in their education.