Academic
Curriculum
Our ‘all-through’ curriculum is well thought out and sequenced to ensure continuity of progression with clear end points to enable pupils to meet the changing demands of Higher Education or have the skills to go onto a modern apprenticeship.
Every pupil is known as an individual by his or her teachers, so that an appropriate balance of challenge and support for each child is achieved.
‘Pupils of all ages demonstrate good knowledge, skills and understanding across the curriculum because they receive consistently good teaching’
‘Pupils have very positive attitudes to their learning’
‘Pupils work hard and behave well’
Independent Schools Inspectorate (ISI)
Our curriculum is broad and balanced for as long as possible enabling pupils to make informed choices for their GCSE and A Level/BTec option choices.
Academic Structure
In the senior school, departments are organised into faculties, promoting collaboration among teachers, curriculum coherence, and better pupil outcomes. This structure enhances professional growth, student support, and administrative efficiency, whilst recognising the professional expertise of heads of department.
academic intervention
Fostering a strong partnership between home and school is crucial for academic success. We understand that this journey can pose challenges for both students and parents alike. That’s why we take immense pride in our monitoring and Academic Intervention program. Pupil progress is continually monitored, and at various times during the year, the academic team pulls this data and reports to parents. Every pupil receives support for their learning journey, while we also equip parents with practical strategies to assist their children with their studies.
The Academic and Pastoral teams work closely to meticulously review pupil progress, and tailored support is then implemented if needed. This support is led by relevant departments, faculties, or Heads of Year.
During these periods, we ensure we communicate this information to both parents and students, reinforcing the bond between home and school. This process is repeated after each of our regular reporting cycles to ensure continuous support and collaboration.
Learning Support
Fulneck School is one of the only CReSTeD schools based in the north of England.
Parents want the best for their children but this may be even more important for parents of children with special educational needs and disabilities (SEND). According to The Children and Families Act 2014, Section 20, ‘A child or young person has SEN if he or she has a learning difficulty or disability which calls for SEN provision to be made for him or her’. This includes dyslexia, dyspraxia, dyscalculia, attention deficit hyperactivity Disorder (ADHD) and autism. Problems associated with these conditions can lead to issues with schoolwork, personal organisation, relationships with adults, developing and maintaining friendships or sensory and physical needs.
‘Pupils with special educational needs or who speak English as an additional language make good progress because teaching is targeted to meet their individual needs’
Independent Schools Inspectorate (ISI)
Dedicated support is readily available for each pupil, depending on their individual needs. This extends to additional opportunities for more focused one-to-one tuition when required.
The aim of the Learning Support Unit at is to identify individual special needs and to provide teaching programmes and strategies to allow every student access to the curriculum at a level commensurate with their intellectual ability. Tuition is in small groups or 1:1 delivered by experienced and specialist teachers using a range of multi-sensory teaching methods and technology.
english as an additional language
All students for whom English is a second language must take extra tuition in English as an integral part of their curriculum. Within these lessons students will learn correct grammatical use of the language to aid them in the rest of their studies. Students in Year 10 will take EAL as an option instead of a third GCSE option. Students will pursue a course appropriate for their level. International students in the Sixth Form will prepare for the IELTS examination which is an entry requirement for university in the UK.
assesment & reporting
Pupils are continually assessed and monitored in their small classes but not in a way that feels oppressive and pressurised, rather to support their learning and learn from misunderstanding. The purpose of assessment is to improve pupil attainment in a supportive and constructive way.
Parents are kept informed of their sons’ and daughters’ progress by the issue of interim and full reports at appropriate stages of the year and through parents’ meetings. Each year group can expect to receive two interim and one full report per academic year.
In addition, members of the teaching staff may report informally to parents by letter, telephone, email or a comment in the Student Planner if it is helpful and supportive to do so. We very much welcome parents being fully engaged with the assessment process and are here to help resolve queries when they arise.
Home school agreement
We very much believe that pupils perform best when the three-way partnership of pupil, parent and school is aligned and we all understand the expectations we should have of each
other.
To support this our home school agreement sets out clearly the expectations we should have of each other.
ABOUT US
You May Also Like…
