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The school

Blackfriars is a coeducational day special school catering for students with physical disabilities, some of whom have associated moderate or severe learning difficulties and/or hearing and speech difficulties. All students have statements. It currently has 180 students on roll, 135 students aged two to 16 and 45 post-16 students at a different site. Blackfriars is one of four special schools serving the Newcastle-under-Lyme and Stoke-on-Trent area of north Staffordshire and has a mixed rural, suburban and inner-city catchment area. It is a Leading Edge school committed to working with partner schools and colleges to help them become inclusive organisations.

Rationale for curriculum development

In 2002, Blackfriars became a specialist technology college in conjunction with Madeley High School, a small 11-16 community school of 650 students located five miles away. The two schools share equal status in the partnership.

Through the joint technology designation, the two schools aim to work together to promote a dynamic, inclusive and creative learning community with other schools and local and business communities. There is a focus on mathematics, science, design and technology and ICT.

The key stage 4 curriculum

The two schools plan and deliver the enhanced curriculum in parallel. Video conferencing is available and an industry week held at Madeley involves year 10 students from the two schools working together. Two new technology teachers have been appointed, one based in each school, who are currently being trained in CAD so that computer design and modelling can be included in the students’ experience.

Students in both schools follow the same core curriculum comprising English (including literature), mathematics, science, design and technology, art and design, ICT, physical education, religious education and PSHE.

Students at Blackfriars then choose two options from history, music and  leisure and tourism combined with European awareness. The last includes a modern foreign language component.

The most able students take GCSEs in up to seven subjects. In 2003, 55 per cent of students took GCSEs. This has decreased from around 70 per cent as the range of students’ physical disabilities has become more severe.

It is challenging for the school to design a sustainable curriculum and maintain staffing because of the volatility of student numbers. For the academic year 2002-3 there are 27 students in year 11, 15 in year 10 and 12 in year 9.

In order to maintain the curriculum for students, teachers' timetables include support work in subjects outside their specialisms. Although this is expensive it ensures that students have high quality support in all subjects.

The school is committed to work experience and work opportunities for those students for whom it is appropriate. The 50 per cent of students in year 10 who have work experience placements receive essential physical support from Blackfriars staff. Those who do not undertake work experience have the most severe disabilities and need almost full-time support. A course is structured for these students based at the post-16 facility, offering experiences such as banking, shopping and eating out.

The key stage 4 curriculum structure

View key stage 4 curriculum diagram

The entitlement areas

Courses are currently available at different levels in the arts, the humanities, a modern foreign language and design and technology. The needs of the students and the school’s specialist technology status drive an emphasis on practical subjects. All students study art and design and design and technology, with food technology offered as an examination subject for some students. Design and technology includes a focus on independent living skills and students are encouraged to make their own decisions and accept responsibility for their actions. History, music and European awareness (including a modern foreign language) are offered as options. More specialised modern foreign language courses can be negotiated with the mainstream school.

The key stage 4 curriculum is close to fulfilling the requirements of the new entitlement areas to be introduced in 2004 but it is not possible for an individual student to study a course in all four entitlement areas. In order to meet this requirement, the school could reduce the core by making one of art and design or design and technology optional, so that students could choose three options rather than the current two.

Pace and progression

The school has developed highly differentiated teaching to meet a wide range of academic, physical and medical needs. It uses ICT to support this alongside assertive technology to enable students to gain independence and access to the full curriculum.

The majority of students progress onto Blackfriars’ post-16 provision to follow a foundation course. This comprises six units: three from level 1 GNVQ business and one unit each from health and social care, leisure and tourism and art and design. At key stage 4, most of these students will have taken ASDAN awards and GCSEs, including some short courses.

The highest achieving students progress to level 3 courses in the school’s own post-16 provision where they have access to therapies and physical support. They generally take courses over three years.

Some students with moderate difficulties go on to a further education college to follow level 2 courses in key skills and GCSEs and to progress to level 3 in due course. In the context of the students’ disabilities, successful progression into mainstream requires adequate physical and academic support. This year for the first time, in addition to the review with student, medical staff and parents, there have been private interviews with a Connexions adviser and opportunities to familiarise themselves with the college.

The students with most severe difficulties follow a ‘Towards independence’ course. This is a unitised course enabling students to focus on the most appropriate areas of learning and those they like best in order to achieve a school-based award.

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Page updated: Tuesday, August 10, 2004
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