All areas of our curriculum at Boldon School, is successfully adapted, designed and developed to be ambitious and meet the needs of all students. Each subject area develops their knowledge, skills and abilities to apply what they know and can do this with increasing fluency and independence.
Key Groups
All areas of our curriculum at Boldon School are successfully adapted, designed and developed to be ambitious and meet the needs of all students. Each subject area develops their knowledge, skills and abilities to apply what they know and can do this with increasing fluency and independence.
Our teachers check pupils’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. They respond and adapt their teaching as necessary without unnecessarily elaborate or individualised approaches. This is to get the very best outcomes for our students whether they are SEND, disadvantaged or to challenge our higher ability students. This will ensure that students are ready for their next stage of education, employment or training to gain qualifications that allow them to go on to destinations that meet their interests and aspirations and the intention of their course of study.
How the hospitality curriculum supports our SEND students:
The Department for Education states, ‘Children and young people with SEND all have learning difficulties or disabilities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.’
Boldon School is an inclusive school where every student is encouraged to develop a thirst for knowledge, to enjoy their curriculum and feel valued as a member of our school community. We are committed to the progress, inclusion and resilience of each student and support the learning journey that they require. Our curriculum is successfully adapted, designed or developed to be ambitious and meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence across all subject areas.
In hospitality we provide SEND students with a fully accessible curriculum, which allows individuals to reach their full potential. Methods are available in picture form so that steps are more logical and clear. This can decrease the need for teacher support, and allows students to gain independence. We have also invested in a range of practical kitchen equipment to support practical skills, such as top of the range kitchen aids. Those students with specific needs will be accompanied by learning support assistants in their lessons, allowing them to have more focused attention, ensuring safe working practices. Coursework is simplified using writing frames and templates which can be used for practice pieces, allowing students to develop the necessary skills to complete the course. When approaching examinations, students will be assessed to determine the level of support needed. This may be granted in the form of a learning support assistant, reading pen or extra time. In addition, the faculty will provide all students with concise and clear revision materials which are differentiated.This ensures that all students have access to exam preparation documents in the lead up to external assessments.
How the hospitality curriculum supports our disadvantaged students:
The Secretary of State for Education set out the government’s national plan to support children and young people to reach their full potential, regardless of their backgrounds. With an overarching goal and aim of improving social mobility through education, and delivering better educational and career outcomes more evenly across England.
At Boldon School we have 50% of our students with high levels of deprivation, but strive to raise the attainment and aspirations of all students regardless of social background. We have a robust allocation system of pupil premium funding to obtain the most successful outcomes for our students and to narrow the gaps in attainment across all subject areas.
Disadvantaged students are supported effectively in hospitality to ensure they have the same practical opportunities as other students. We have links with ASDA supermarket which allows us to receive a limited amount of ingredients as part of their community support initiative. In addition to this, the faculty allocates its own budget to ensure that disadvantaged students will be provided for at all times.
How the hospitality curriculum supports our higher ability students:
HM Chief Inspector stated, If we are going to succeed as an economy and as a society, we have to make more of our most able young people. We need them to become the political, commercial and professional leaders of tomorrow.
At Boldon school we aim to nurture scholastic excellence through a challenging curriculum where the work given to students is demanding and matches the aims of the curriculum in being coherently planned and sequenced towards cumulatively sufficient knowledge. We recognise the need to stretch and challenge all students but especially our MAT and higher ability students to obtain maximum progress.
Higher ability students are supported in hospitality by a curriculum that stretches and challenges both their academic and practical abilities. The dishes on the syllabus are designed to allow for adaptations and modifications. Those students that show a natural aptitude in the kitchen will be encouraged to cook dishes that demand a higher skill level. The faculty has purchased a range of equipment that allows students to explore such skills, including products that support them with mastering professional finishing techniques. For the written element of the coursework, high ability students will be given all the resources they require to access distinction criteria. This includes a series of well planned help sheets and high level examples which they can use to support their work. Intervention is also available to all students, meaning that we focus on all students reaching their potential as opposed to focusing on those students who need the most support.