In you we believe: together we achieve
Part of The Gorse Academy Trust, The Stephen Longfellow Academy Primary Phase is an alternative provision for primary aged students who are struggling to manage the expectations of a mainstream setting.
Our key objective is to ensure that all students develop a positive attitude to learning and we strive to ensure that every child succeeds both socially, emotionally and academically. The primary phase is characterised by high expectations of behaviour based on six ‘golden rules’: fundamental to this is our behaviour for learning curriculum incorporating dialectical behaviour therapy (DBT), ‘Emotion Coaching’, SEAL and PSHCEE. This approach enhances positive relationships with self, others and the curriculum. This is measured through regular PASS assessments, which analyses a students perception of self and attitude to school and learning. Our child-centred approach is typified by daily enrichment activities and a reward system which aims to build internal models of self-regulation.
The academic curriculum is taught through creative themes which incorporate and provide context for the majority of National Curriculum subjects and is mapped out in a curriculum model that meets the key requirements built on a coherent two-year plan. An iterative teaching approach to learning activities ensures that key skills are embedded and used in other contexts. Throughout their learning journey, students acquire knowledge that is relevant and provides students with a strong sense of their place in the world. PE is taught daily as we acknowledge the positive link that physical health has on mental well-being. Underpinning the whole curriculum are three key drivers: RWS (resilience, well-being and success), Community (a sense of belonging) and Widening Horizons; specifically chosen to tackle the specific issues pertinent to our students and prepare them for reintegration back into their mainstream setting. Through the teaching of key skills and knowledge, student academic outcomes are assessed against a clear and explicit measure of success.
Our safe and secure environment fosters an ethos of trust and respect. SMSC and MBV are woven into all aspects of the curriculum. Our children develop their understanding of how actions affect themselves and others and learn about tolerance and respect through the study of different communities and democracy.
We plan through our drivers, key skills and our behaviours for learning curriculum to develop creative themes which are engaging experiences that develop over a term. Student ownership is maximised as their interest, level of knowledge and skills are used to inform the direction of the topic.
Phonics and reading schemes will be supported on an individual basis and will continue to be delivered as per the commissioning school.