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Rebuilding lives

A very important way in which we can help rebuild lives is to provide a range of learning opportunities which are attractive because they are interesting, helpful and lead to recognised qualifications. Once students begin to experience success they feel more positive about themselves; they grow in confidence and are able to face the future with renewed hope and higher expectations. We hope that by the time they leave us our students will have cultivated an appetite for learning that will remain with them for life. We want them to find it easier to sustain good relationships and be better equipped to face the challenges of the future.

Students are taught in year groups and classes which are arranged according to academic and social considerations. The maximum class size is normally 9. Some students have additional individual support. Teachers employ a range of teaching styles and work is differentiated to meet individual needs. A policy document on differentiation is available for anyone who would like to know more.

Key Stage 3

Students in Key Stage 3 follow programmes of study based on the National Curriculum.

Information Technology is used in all subjects as a means to research, present and analyse information and for communication. All classrooms have at least one computer connected to a school-wide network and some have more. The IT room has its own separate network. The School has its own web-site to which the students and staff contribute. The school has the capability to send and receive homework assignments electronically.

All students in Key Stage 3 study:

• English
• Maths
• Science
• Art
• Careers & Citizenship
• Design & Technology (DT)
• Drama
• Design Technology
• Modern Foreign Languages (French & Spanish)
• Food & Nutrition
• Textiles
• Humanities (History, Geography and RE)
• Information Technology
• Music
• Physical Education (including swimming & Dance)
• Self Science

Key Stage 4

Students in Key Stage 4 follow a core curriculum with options. All lead to GCSE qualifications or occasionally Certificates if this is more appropriate. We expect all our students to leave the school armed with a good cluster of qualifications.

All students in Key Stage 4 study:

• English GCSE
• Maths GCSE
• Science Single GCSE
• Careers & Citizenship
• Physical Education (Entry Level Certificate)
• Self Science

Self Science is a subject which seeks to develop emotional intelligence. It covers such issues as self awareness, managing feelings, stress, personal responsibility, empathy and communication, resolving conflicts and respect. All students benefit from twice weekly lessons. In developing this subject we believe that we are on the cutting edge.

We provide as many and varied choices of options as possible and we try very hard to accommodate students' preferences. In order to do this we divide options into groups that contain a selection of academic, practical and creative subjects. Each student chooses four.

Options available at Key Stage 4 are:

• Art GCSE
• ASDAN Youth Award
• Business Communication Studies GCSE
• Catering GCSE
• Child Development GCSE
• Construction Projects
• Dance GCSE
• Design & Technology GCSE
• Drama GCSE
• Duke of Edinburgh Award
• English Literature GCSE
• History GCSE
• Media Studies GCSE
• Music GCSE
• Physical Education GCSE
• Science (GCSE double award)
• Textiles GCSE

Important points from key subject policies are set out below. Each subject or department has prepared a detailed policy statement and these are available on request from the School office

Religious Education

Religious Education is incorporated into the teaching of humanities for all Key Stage 3 students. Many of our students have feelings of anger towards organised religion, for this reason we approach religious education in terms of spiritual development. Specifically Christian assemblies are however held throughout the year, often involving visiting speakers and these provide an opportunity for "worship". Sensitivity and respect for diverse cultures and religious belief is part of the school's thos. Assemblies provide an opportunity to reflect on moral issues.

Sex Education

Sex education is covered in science lessons and as part of citizenship. Students learn the essential biological facts, the nature and dangers of sexually transmitted diseases and about contraception. They also learn about parenthood and the importance of stable committed family relationships. The school nurse helps with some lessons.

Sports

We aim to develop students' interest in Physcial Education that will lead to their participation in physical leisure activities and an awareness of the importance of regular exercise as a life-long pursuit.

Students experience a variety of activities including badminton, short tennis, swimming, dance, gymnastics and games such as indoor hockey (Unihoc), basketball, football and netball.

The Physical Education programme contributes to students learning how to manage themselves both physically and emotionally in a confident and controlled manner in a variety of situations. Many of our students show a preference for a kinaesthetic learning style and for them physical education is particularly relevant and appealing. Those students with a hyperkinetic diagnosis (ADHD) and for whom sitting in a classroom is not their preference, benefit from the daily opportunity to participate in some vigorous physical activity.

The New School has extensive facilities including a 20 metre indoor heated swimming pool, multi-sports hall, hard tennis courts and several games pitches.

Physical Education at both key stages includes games and swimming. Students in both KS4 and KS3 have five, 40 minute lessons each week. In KS4 students working towards GCSE PE have an additional three lessons.

Arts

Fine and performing arts are an important part of the curriculum, here at The New School, both in terms of appreciation and participation.

We have inherited outstanding facilities and are building on previous success to ensure that the arts retain their rightful place at the heart of the School. We make our facilities available to the wider community thereby providing additional opportunities to enrich our students' experience.

Fine Arts: There is a large, north facing art studio with additional skylights. Adjacent is a graphics studio.

Drama: There is a full stage with state of the art lighting and sound systems. The school stages regular performances and GCSE drama is a popular option choice in KS4. Many of our students have discovered particular talent in this area and it contributes greatly to the building of confidence and healthy self esteem. Our stage is used by local dramatic societies who also use the grounds for outdoor performances.

Music: We have a sound recording studio and practice rooms. The focus is on performance of contemporary music and the school has a number of bands. We have a number of highly talented drummers, guitarists and vocalists amongst our students. Some of them have achieved outstanding results in GCSE and gone on to study music at college.

Dance: We have inherited the dance studio in which Diana, Princess of Wales, used to practice. Dance is integrated into both performing arts and physical education faculties. It attracts a small number of keen and gifted students for whom it plays a very important part in their school experience. A dance school uses our main hall in the evenings and at weekends. Wayne Sleep, OBE, is a patron of the school.

Additional Learning Support

There are four additional forms of support with learning, literacy, numeracy, language and communication and FLO (Focussed Learning Opportunities): Although we are not a school specialising in learning difficulties, some of our students do need help with literacy and other areas essential in order to participate in classroom learning.

Literacy: Those students whose reading and spelling ages are significantly behind their chronological age receive additional support in class and also may be withdrawn for individual sessions. The literacy team are trained in multi-sensory and phonic approaches and their aim is to help students achieve age appropriate independence in reading and spelling. We have specialist staff trained to deliver this help using a variety of tools including the computer based “Units of Sound” devised by the Dyslexia Institute. Students who need this help are withdrawn from the regular timetable for individual lessons. Help is also available during lessons from teaching assistants trained in literacy needs

Numeracy: Some students receive additional support from the mathematics department which is equipped with computer programmes to help develop basic concepts of number and shape and to practice computational skills. These take away the drudgery, making learning fun and entertaining.

Language and Communication: The school employs a fully qualified speech and language therapist who works with individuals, small groups and classes and undertakes assessments and devises programmes of support. She also supervises a team of trained teaching assistants who help in the implementation of some programmes. The therapist also works with the staff – providing whole school training and spends time observing students in class and advising teachers on social communication issues and strategies for teaching. Extensive use is made of video recordings to help students reflect on their progress and also for training purposes. Additional funding for assessments and intensive programmes of support is agreed with student’s local educational authorities.

It is becoming increasingly recognised that many students have underlying difficulties at school and at home because they have difficulties in understanding and expressing themselves. We continue to develop our provision in this area and to learn from recent advances.

Further information is included in the speech and language prospectus supplement and policy. These are available on request.

Focussed Learning Opportunities (FLO): There is a small, separate intensively staffed unit within the school for those students who find it difficult to participate in learning with their class. Typically these students have difficulties managing their own behaviour and this has a negative impact on others. Sometimes students new to the school with a history of such difficulties spend some time in FLO as part of their integration into the school. Underlying much negative and avoidance behaviour is low self esteem. At the heart of FLO and indeed the whole school is the belief that achievement and success are hugely self esteem building. Further information about FLO is available on request.

Personal Development

VP: The New School in unusual in having a Vice Principal dedicated to personal growth and development. This reflects the ethos of the school which promotes emotional and social growth as equally important to academic achievement.

A Listening Ear: The school listens to its students, their parents and the staff making every effort to improve our services. In addition to this we have one particular member of staff and a team of part time helpers who are available to guide youngsters through times of potential trauma or stress.

Group Tutor Teams: Students receive help to talk through issues of concern, to manage unexpected change and resolve misunderstandings and conflicts within their tutor group. This is described further in the sections “getting on the right track” and “keeping on the right track.”

Anger Management: In addition to Self Science lessons from which all students benefit, we have staff trained to equip students with strategies to monitor and manage their own emotions – particularly anger and anxiety. All staff support students as they put what they have learned into practice.

Clubs

Learning is not restricted to lessons. There are a number of lunch-time clubs available. Clubs vary according to student and staff interests, and currently include:

• Art
• Badminton
• Board Games
• Chess
• Computer Games
• Dance
• Drama
• Football
• Information Technology
• Library
• Music
• Science
• Swimming
• Table Tennis
• Tennis

We aim to provide as broad a curriculum as possible and to pack as much as we can into our 35 lesson week. There is so much to do! We would rather put on four options of three periods per week than three options of four periods a week.

POST 16 AT THE NEW SCHOOL

The Post 16 Facility at the New School opened in September 2003 at the beginning of the School's sixth year. Its purpose is to meet the needs of students who have progressed to year 11 but who are not yet ready to leave us permanently, either for further education or the world of work.

Post 16 has three components: a supported college placement, a work or community placement and an individual package of school opportunities including support with study, GCSE retakes and essential life skills.

All these combine to provide a supported transition by building on the achievements and successes of youngsters in GCSE examinations in partnership with local colleges of education. This is entirely in line with the government's aim to bring greater coherence to the 14-19 phase of education and to include more school leavers in full-time post 16 educations. It is also very much in line with the emerging theme of personalisation.

In our first year we had 14 students participating in 12 different vocational and academic courses all at West Kent College. Since then we have made other partnerships with Hadlow College and the Horizons project in order to extend the choice of opportunities. In the summer of 2006 our first student left us to go straight to university.

Full details are provided in the Post 16 prospectus supplement.