1. The Governing Body

The governing body will monitor the effectiveness of this policy and hold the headteacher to account for its implementation.

The governing body will also ensure that:

  • a robust framework is in place for setting curriculum priorities and aspirational targets
  • the school is complying with its funding agreement and teaching a “broad and balanced curriculum” which includes English, Maths, and Science, and enough teaching time is provided for students to cover the requirements of the funding agreement
  • proper provision is made for students with different abilities and needs, including children with special educational needs (SEN)
  • all courses provided for students below the age of 19 that lead to qualifications, such  as GCSEs and A-levels, are approved by the secretary of state
  • the school implements the relevant statutory assessment arrangements
  • it participates actively in decision-making about the breadth and balance of the curriculum
  • students from year 8 onwards are provided with independent, impartial careers guidance, and that this is appropriately resourced

 

2. The Headteacher

The headteacher is responsible for ensuring that this policy is adhered to, and that:

  • all required elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual students will be met
  • the amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing body
  • the school manages requests to withdraw children from curriculum subjects, where appropriate
  • the school’s procedures for assessment meet all legal requirements
  • the governing body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
  • the governing body is advised on whole-school targets in order to make informed decisions
  • proper provision is in place for students with different abilities and needs, including children with SEN

 

3. The Deputy Headteacher (Raising Standards Leader)

The Deputy Head with responsibility for standards will:

  • have an oversight of the curriculum structure and delivery within each link department
  • ensure that detailed and up-to-date schemes of learning are in place for the delivery of courses within each key stage.

 

4. Faculty/Subject and Key Stage Leads

Faculty/Subject Heads and Key Stage leads will ensure that:

  • long term planning is in place for all courses. Such schemes of learning will be designed using the school pro-forma and will contain curriculum detail on: context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation and resources.
  • schemes of learning encourage progression at least in line with national standards.
  • there is consistency in terms of curriculum delivery. Schemes of learning should be in place and be used by all staff delivering a particular course.
  • appropriate awarding bodies and courses are selected so that they best meet the learning needs of our students.
  • assessment is appropriate to the course and the students following particular courses. There should be consistency of approach towards assessment, with the school’s assessment principles implemented fully.
  • they discuss with the Deputy Headteacher (Raising Standards Leader) any proposed changes to curriculum delivery.
  • all relevant information/data is shared with the Exams Manager. This includes meeting deadlines related to exam entries etc.

 

5. Teaching staff and learning support staff

Teaching and support staff will:

  • ensure that the school curriculum is implemented in accordance with this policy.
  • keep up to date with developments in their subjects.
  • have access to, and be able to interpret, data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students.
  • share and exchange information about best practice amongst their colleagues in different schools and through external networks, resulting in a dynamic and relevant curriculum.
  • participate in high quality professional development, working with other teachers to develop their skills in understanding the learning needs of their students and how best to address those needs and engage them.
  • work in partnership with other agencies to provide an appropriate range of curriculum opportunities.