As a result we established our eight principles:

1. Placing our students at the heart of everything we do.
2. Removing the barriers to learning so that all students and staff are provided with a vision of what they can be and supported to achieve that vision.
3. Recognising and celebrating student achievement, academically, socially, physically, mentally and inclusively.
4. Encouraging everyone in the school community to excel and achieve, in whatever form that may take.
5. Providing our students with an aspirational vision for their future and the appropriate learning pathway.
6. Being relentless in our determination for each other’s success.
7. Respecting everyone in the whole school and local community, so that we are recognised as a family school within an extended community, which supports and cares for each other.
8. Embracing healthy living so that all are physically, emotionally and mentally enabled to excel and achieve their dreams.

Throughout 2016 and 2017, we set about reviewing working practices to ensure that our policies and procedures reflected our vision statement and our principles and then, in 2018 we evaluated.  We found that students and staff were clear about the vision statement and principles, and that much of our work was predicated on them, for example our new behaviour and rewards systems, our use of Restorative Justice, our Health and Well-Being focus, our student support centre, the school’s charity work and work in the community. We felt, however, the needed to review the curriculum.

In 2018/19 we began to re-focus on what a Bebington student should look like by the end In 2018/19 we began to re-focus on what a Bebington student should look like by the end of their learning journey with us and this brought us back to thinking about why we became teachers and teaching assistants. 

We want students to:

• be knowledgeable about the subjects they have been taught but also have a love of learning so they are able to find out more and learn more

• have the skills to ‘hold their own’ in conversations with peers and adults because they have ‘powerful knowledge’ and the confidence to use it

• be able to read, write and speak fluently

• have the interpersonal skills that make them good leaders and good members of society

• be politically and democratically aware

• understand and respect diversity in all its forms

• be knowledgeable about the world and our shared history

• be financially literate

• think for themselves and make informed decisions

……and if this is what we wanted, then our curriculum must reflect this.

Our aim is to provide an excellent and relevant education for all our students so that we are ‘Shaping Exceptional Futures’.  We will do this by ensuring our curriculum:

• covers the depth and breadth of what is in the National Curriculum and is at least as ambitious.

• identifies powerful knowledge and the key knowledge students should have in their ‘toolkit’

• teaches students to be effective communicators, literate and numerate

• equips students with the skills for the next stage in their education or employment

• teaches the knowledge and skills to enable students to be active and engaged participants in society

• offers a wide range of subjects and provides quality time for students to participate in extracurricular opportunities, so as to enrich their personal development and broaden the quality of education

• encourages students to have high aspirations and be excited about learning.

Our Curriculum Documentation sets out how we will deliver on our intentions and aims, what we will teach, why we are teaching specific content and where we place it in our sequenced plans. Teachers and parents have access to the following documents:

Whole School Curriculum Intentions

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Departmental Curriculum Intentions

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Table showing how Departments Deliver Whole School Intent

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Curriculum Map

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Long Term Plans (for teachers’ use – to expand upon the Curriculum Map)
These include assessment planning

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Medium Term Plans (these are specific lesson plans, that show where there are links to PSCHE, CEIAG, Literacy and Numeracy -teachers will write any adaptive strategies and anything else in their planners) – currently being written

Quality first teaching is the school’s main priority.

Curriculum Coordinators provide course overviews and guidance at the beginning of the year so that students and parents understand expectations. These are shown on students’ book wraps.

In all lessons we encourage students to understand the bigger picture (where their learning sits within the episode of learning, how it prepares them for the skills required in adult working life and how the skills and knowledge can be used in other subject areas)

We prioritise the Thinking Hard PiXL strategies in lessons, our Teaching & Learning working party have prioritised the work of Daniel Willingham and Robert Coe whose views and principles sit alongside those advocated by Ofsted.

Influenced by Professor Robert Coe’s 2013 publication Improving Education we believe that ‘Learning happens when people have to think hard’.  With the advent of more challenging curricula across the key stages and the demands of both broader and deeper subject knowledge, students are required to develop depth of knowledge and understanding. They also require the ability to analyse and evaluate and demonstrate greater flexibility of thought.

We ensure that curriculum leaders have carefully sequenced their curriculum and have considered content choice. Teachers structure learning so that students acquire knowledge and understanding. We do this by:

• sharing with students, where the lesson or ‘episode’ sits within the whole (the bigger picture), so students know what has come before and where the learning is going –knowledge is power

• ensuring that all long term plans incorporate reference to literacy, numeracy, PSCHE and careers links.

• using a common entrance slide format to ensure consistency across the school.

• using Thinking Hard strategies in lessons

• activating prior knowledge –prior to a new topic or a review of previous lesson/learning

• using retrieval practice –to check if students understand and can recall prior learning

• using effective questioning

• utilising the teacher as ‘expert’ –modelling the writing, practical, experiment and use talk for learning practices

• encouraging active learning rather than passive learning

• scaffolding learning –providing models, worked answers, using visualisers to undertake collaborative construction of work, writing frames and thinking frames

• Use regular low stakes quizzes and testing via  formative assessment to check learning and ensure students ‘succeed’ regularly to build confidence and self-esteem as learners

A high proportion of our students are significantly below age related expectations on entry therefore we place a premium on English and Maths to support our literacy and numeracy policies and to ensure that students have the necessary knowledge and ability to access the secondary curriculum. Our Literacy policy can be found here and our Numeracy policy can be found here.

Our whole school strategy for developing reading can be found here. We recognise that many of our students are significantly below national average in reading on entry, so we have established a rigorous approach, based on specific research and training to address this issue. Here’s what we are doing to develop students’ reading; Click Here.

We are fully committed to providing a broad, balanced, inspiring, challenging curriculum for all our students, which equips them with high quality, relevant qualifications, skills, qualities and attributes to give choices, a sense of ambition and enables them to make positive contributions as 21st century global citizens to local and national communities.

We see the curriculum as something that embraces almost everything that a child does. It We see the curriculum as something that embraces almost everything that a child does. It is a set of skills, knowledge, understanding and experiences with the thread of co-operative values and principles running through it. It is the mechanism through which children journey towards a better understanding of themselves and the role they can and will play in their community and society. We hope that it encourages children to be ambitious and ambassadors of a co-operative way of life.

Achieving the highest possible standards is important, whether this is in the respect and tolerance they show to each other and society in general, or in their studies and the contribution they make to academy life. We want our children to work hard, show resilience and be ready and skilled to manage whatever the world throws at them. Doing as well as they possibly can in examinations and assessments is important and we take their attainment seriously to make it as good as it can be. We know that functional skills such as reading, writing, oracy and numeracy are vitally important, and are an entitlement regardless of the child’s age, but we are also clear that examination and assessment outcomes alone are by no means enough. We are committed to ensuring all of the talents and skills they have are developed to the full.  We want the curriculum to be broad and balanced covering a wide range of skills that are both academic and vocational reflecting the opportunity and need of the local community. In the end our curriculum will prepare our pupils for future challenges locally, nationally and globally so they can maximise their talent and have successful and enjoyable careers in any profession and vocational careers through academic success and also through apprenticeships.

When a child leaves one of our academies they will know how to keep themselves safe and healthy. They will have a broad experience that includes academic, sporting/physical When a child leaves one of our academies they will know how to keep themselves safe and healthy. They will have a broad experience that includes academic, sporting/physical activity, dramatic, artistic, musical, vocational and, most importantly, personal growth opportunities. Our academies will provide time for students to learn and enjoy their studies before and after the school day. We know that this can play a crucial role in keeping their interest and excitement. This is particularly important for some of our most vulnerable children. To monitor those attending the enrichment activities on offer is crucial especially for the most vulnerable students ensuring pupil engagement in academy life. The enrichment activities will offer both academic intervention and support, recreation and a real breadth of opportunity for all pupils to have the chance to experience.

A curriculum needs to reflect the needs of the local community and that individual context but also meet the demands of the national and global agenda. We want all pupils to be successful with the opportunity of a broad range of different areas to develop their talent and ability within academic and vocational leading to professional careers through university, apprenticeships and employment routes.

We expect our young people to be community minded with a willingness to get involved and volunteer, ready for the next stages of their journey. We want them to be able to draw on a deep understanding of co-operative values and the Ways of Being Co-op to help them. They will be tolerant of others and willing to listen and appreciate the views and lifestyles that others may follow.

We acknowledge the significant role parents and carers play in our children’s development. Our academies play a crucial part in helping the child decide what they want to do with their life. We do all we can to support parents and carers so that their children have every chance to succeed in any career they want to explore. Every child is of equal value and we will always work tirelessly to support their individual needs.

We expect the curriculum at our academies to be enjoyable, rich, varied, exciting, relevant and often challenging, but above all, enormously rewarding. We know that many of our children face significant challenges but this won’t stop us giving them a top class education leading to top class outcomes.

• Self-help – helping themselves to improve and make a positive contribution to society

• Self-responsibility – taking responsibility for, and answer to their actions

• Democracy – through having a say in how we run our Trust and the academies

• Equality – making sure the voice of each individual can be heard

• Equity – a fair and unbiased community

• Solidarity – sharing interests and common purposes for the benefit of all

The Trust, including each academy and its governing body, is expected to work to the co-operative ethical values of:

• Openness – We believe in being open, sharing information and ideas to improve the lives of children and young people

• Honesty – We are professional and respectful manner with everyone

• Social responsibility – we maximise our impact on those in our communities while minimising our footprint on the world

• Caring for others – we treat everyone as we wish to be treated ourselves, understanding that children and young people have one childhood

Everyone in the Trust is expected to honour the fundamental commitment to the values and principles above plus our Ways of Being Co-op. All of our academies include the word ‘Co-op’ in their name. We ask all staff to include aspects of the Ways of Being Co-op in the performance management process.

Informed by our own Trust’s values, our curriculum offer is clear in its mission to ensure that our young people are equipped with the following employability skills, attributes and qualities:

• Self-Management – Readiness to accept responsibility, flexibility, resilience, self-starting, appropriate assertiveness, time management, readiness to improve our performance based on feedback/reflective learning.

• Team working – Respecting others, co-operating, negotiating/persuading, contributing to discussions and awareness of interdependence with others.

• Challenge and problem solving – Embracing challenge and being resilient, learning from mistakes; the career path chosen is one that reflects ambition and is appropriate for the individual, analysing facts and solutions and applying creative thinking to develop appropriate solutions. 

• Literacy and communication – Application of Literacy is crucial, especially reading, across all our academies and is embedded in the culture e.g. with all primaries studying an outstanding phonics programme with the ability to produce clear, structured written work and oral literacy, including listening and questioning. Any catch up premium to be reading, literacy and numeracy based with all academies having a clear reading strategy is a number one priority. To monitor reading ages after a break in education in Secondary academies is crucial e.g. summer holiday six weeks is heavily correlated with a pupil’s overall success academically.

• Application of numeracy – Manipulation of numbers, general mathematical awareness and its application in practical contexts for example: measuring, weighing, estimating and applying formulas. 

• Application of information technology – Basic IT skills, including familiarity with Microsoft Word/Google Docs, processing, spreadsheets, file management and use of internet search engines for all our pupils, and for those students who are able to be developed further, to learn skills such as coding and programming. A key area for home-learning and we want all our Year 7 to have ICT connectivity so a device with internet capability and access to the learning opportunities this gives. The academies will help with resources to enable this experience to happen for our pupils where possible. Blended learning whether at home or in the academy is a key skill needed to be taught to our pupils. This concept of independent learning with resilience is key for the future and a characteristic of blended learning that must be integrated to become a regular weekly habit.

• Intervention is targeted, through outstanding data and assessment for learning practise with excellent individual knowledge about the students for maximum impact. The focus first on reading, literacy and numeracy outlined above and even more important due to the Coronavirus that will really “go for it” and try our very best for our pupils to address the learning gap. Research from the Education Endowment Fund and Sutton Trust direct us to the best types of intervention with a mix of academic activities, raising aspirations and raising confidence and self-esteem by making education experience enjoyable. Ensuring attendance to school by our pupils is outstanding.

In order that our students have embedded lifelong learning habits, we place a sharp focus on actively teaching study skills so that all students can be effective in their learning journey.

We ensure that all subject areas have full coverage of the National Curriculum

We encourage and promote those students who can and have the ability to follow and complete the English Baccalaureate subjects to the end of the duration of the course.

Reading is a major and key focus within the academy and has the highest of profiles, with time allocated to ensure all students have every opportunity to develop this key skill. As above Reading recovery programmes will be utilised where there is a long break in education for students.

The timetable is set up to give every opportunity for a broad and balanced curriculum with a selection of traditional GCSEs and other L2 qualifications that are tailored to the 21st Century workforce. We use up to date LMI information to ensure we are providing a springboard for those who will move quickly into employment and create a foundation for those who will continue to access education in the future.  

We offer rich, varied and positive enrichment activities and where appropriate the very best of intervention strategies geared and targeted to have a real impact on pupil progress. 

It is crucial that any curriculum development fully embeds the fully inclusive nature of our Academy and Co-op values. So every opportunity is maximised to develop the understanding of equality and diversity in the full range of subjects, PSHE and enrichment activities. Then in the delivery of the curriculum through the teaching and learning we adapt our approach to reflect the best practice equality for all our pupils. We celebrate cultural diversity within our academies and communities at every opportunity with a range of enrichment events ensuring our students become the very best informed global citizens. We want our curriculum to be inclusive in its nature, preparing students to be excellent global ambassadors of the 21st century.

We are faith neutral but we teach our students to appreciate and understand all faiths and the richness this gives a community.

Where possible we enrich the curriculum with educational trips  and off site activities to further develop engagement, interest and practical areas of the topic covering.

Contact Lisa Hesketh (Deputy Head) for further information on 0151 645 4154