The National Curriculum
requires three CORE SUBJECTS: English Mathematics and Science. These are taught to all pupils in Robert
Bruce.
New Project 2009/10
In year 8, for the third year all pupils are involved in a project
which seeks to address the issue of a personalised curriculum. The school acquired funding in the first
instance and now finances itself an initiative to enable pupils to take
part in one of three curriculum innovations for the school.
Some pupils have been chosen to learn a second foreign language,
German, and this has involved a short trip to Germany. This trip has been very successfully run
for two years now with about 80 pupils benefitting from the experience.
German is also a language which may be followed at Upper School.
Other pupils are following a Life Skills course. This course is designed to help pupils
understand their own strengths and allow them to use these strengths in a
practical and relevant way. Pupils
will complete three main topics this year that will include group work,
individualised learning and visits from outside speakers.
The third group of pupils are pupils who
may benefit from extra support in developing their core skills and they are
also given the opportunity to develop their strengths which may lie outside
the main school curriculum. They have been involved in projects such as
improving the school environment which involved planning, designing and
constructing a small leisure area.
The Whole Curriculum
These eleven subjects
are only part of the total learning experience, which we offer to your
child. The following areas, some
cross-curricular contribute to our broader curriculum provision
Able and Gifted Pupils
At Robert Bruce we
recognise that all pupils develop at different rates. Our policy for More Able Pupils provides
the necessary opportunities, motivation, support and resources for pupils
with an innate ability to achieve outstanding results.
A register of Gifted and
Able Pupils is a rigorous and continuous process which involves the whole
school. We recognise that whilst a
few pupils show very high ability in all areas of the curriculum a greater
number have the potential to excel in particular subjects.
Collaboration with lower
and upper school provides opportunities for early transfer and continued
progression where appropriate.
Setting and pupil grouping provide suitable levels for
challenge. Ofsted commended Robert
Bruce for the teaching strength in subject specific areas. Robert Bruce is involved with the
Children’s University and in a number of forward looking projects
which aim to enhance and enrich the curriculum, providing opportunities for
extended learning in conjunction with Bedfordshire Education Business
Partnership.
Special Educational Needs
It is the school’s
policy that every child has full access to the whole curriculum, and they
are encouraged to achieve the best possible standards according to their
ability.
A significant number of
children may have special educational needs at some time during their school
lives. These might be the result of
a general learning difficulty, a specific problem or the need to be able to
make full use of a specific ability.
Sometimes learning problems can be lengthy and complicated and in
other cases they can be overcome in a short period of time, through
individual or small group help and guidance.
The school has a Special
Educational Needs Co-ordinator (SENCO) and a team of Learning Support
Assistants who work closely with pupils and staff to ensure that the needs
of children with specific learning needs are met.
When children experience
significant learning difficulties they might require extra teaching support
within the classroom or need to be withdrawn, either individually or in
small teaching groups. The length of
time the children are given extra support depends upon the individual
difficulties and progress made.
Interventions used within school include Sounds Write (a
phonological literacy programme), SUCCESSMAKER (a computer based
interactive programme) and booster sessions for both maths and English.
Parents are strongly
encouraged to support their children and it is intended that some work will
be undertaken at home, with parental help.
Pastoral Support
We encourage all our children to feel free to talk to any member of
staff that they wish to when they have issues they want help with. To
support this we have a basic structure as follows.
Every child is allocated to a tutor group where a form tutor sees them
first thing in the morning and last thing in the afternoon. The role of the
form tutor is crucial in keeping life smooth for our young people. Form
tutors check attendance, sign planners, liaise with home and regularly
check that the children in their care are doing well. Other staff refer in
the first instance to form tutors if they have any concerns or any praise
to pass on. Form tutors may decide to put a child on green report to find
out exactly what is happening in case of difficulties. All form tutors are
fulltime teachers with a complete timetable of classes of their own
throughout the day. This means they are very busy people.
Each tutor group is part of a wider group, the year. At Robert
Bruce, we have six tutor groups in each year group. The years are led by
four, dedicated Year Team Leaders. These are experienced colleagues who do
not have any teaching commitment and whose entire time is focussed around
the support and development of the young people in their care. Year 5 Team
Leader is Mrs Lynni Gingell
We span two Key Stages at Robert Bruce. Each of the Key Stages is
headed up by one of the three Assistant Headteachers: Key Stage 2: Mrs
Lesley Glover; Key Stage 3: Mr Tony Maxfield. Year Team Leaders refer to
these two members of the Senior Leadership Team usually when serious
concerns are expressed or when there are matters that deserve great praise.
The Inclusion remit and the role of Behaviour Lead Professional falls to Mrs Lisa Leonard. Pupils identified or
presenting with needing additional or different support despite the actions
taken by class teachers and form tutors may be referred to the Inclusion
Advice and Support panel which meets on a weekly basis to discuss and
advise the most relevant course of action. As a result of this referral the
school may access support or advice from external agencies.
At Robert Bruce, we believe that every child deserves every chance
to learn and to be successful. This means that we are in regular contact
with a wide range of other agencies working across Bedfordshire to support
our young people.
Our aim throughout is to praise and reward children who find school
easy whilst supporting and guiding those for whom daily life is not so
smooth.
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9th
November 2006
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Curriculum Information
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To view the
enitre Curriculum Information for Robert Bruce
Middle School
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9th
November
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Successes and
Achivements
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To view the
enitre Successes and Achivements for Robert Bruce
Middle School
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