The TMBSS curriculum intent is to recognise the challenges to achievements our students face, and implement strategies to remove their barriers to learning, so they can successfully transition to an appropriate educational provision or post-16 destination.

Students join at any time during the school year and are with us for varying amounts of time. Some will stay with us for only a few months, but others will remain until the end of year 11. The starting point of each student differs, due to the transient nature of the student cohort and their differing prior knowledge. At the start of each placement, rigorous baseline assessments are undertaken by all students. These, together with information shared by their previous educational provision are used to plan and sequence each student’s individual programme of study.

As TMBSS students are transitioning between educational placements, the need for structure and continuity is considered when sequencing the curriculum and close links are maintained with mainstream schools. In order to be ambitious for all our students, our curriculum has to be flexible and personalised to meet their diverse needs, embracing opportunities for ‘in the moment’ learning when these arise.

Links are made from the curriculum to careers, pathways and essential skills. Enrichment activities are embedded within the curriculum, promoting social and emotional wellbeing, re-engaging them to improve attendance and providing them with experiences that promote access to suitable post 16 destinations.

Specialist services, are used to identify barriers to learning and provide support as required. For some students our core interventions are around improving mental health, social and emotional skills and attendance. A small number of students require a period of time on a bespoke educational program, to support their emotional regulation and allow them to begin to re-access their education. However, this support is delivered whilst still maintaining aspirational academic standards and providing access to high quality level education.

Curriculum Model

The students who join TMBSS are at different stages of their own personal journey. A journey that has often been difficult, traumatic, and unconventional. Our curriculum content choices and sequencing are designed to allow our transient and dynamic student population to re-engage with education and achieve their own next steps to success. The TMBSS curriculum can be represented by the model below:

Each aspect of the ‘World Ready’ vision represents the primary aims of our curriculum model (Well-being, Overcoming barriers, Relationships and Life-long learners and Developing a voice) and the tools and approaches we use to achieve them (Reflection, Enrichment, Achievement, Diversity and Yes to success)

The application of the World Ready vision is highly bespoke to the needs of the individual and encompasses the formal, personal and developmental aspects of our curriculum.

A closer look at our curriculum model

Formal Curriculum: The age-appropriate, broad and balanced curriculum that TMBSS provides for all pupils, as part of the Universal Offer. This is the relevant Key Stage of the National Curriculum and is influenced by accreditation requirements.

Pre-formal Curriculum: Sits within the formal curriculum and is designed to provide the first steps to re-engage students who are unable or unwilling to access the formal curriculum.

Developmental Curriculum: Gives students the ‘tools’ to access learning,  informed by academic baselines and referral documentation.

• Literacy & numeracy Interventions
• Addressing gaps in learning
• Academic resilience

Personal Curriculum: Allows students to be present & available for learning,  informed by SDQ, referral documentation & external agencies.

• Nurture
• Enrichment
• SEMH interventions, strategies & approaches