At Reddish Hall School, we pride ourselves on our students receiving a broad and balanced curriculum.
With opportunities to develop the skills and knowledge that they are interested in as well as ensuring that they leave with the personal qualities, skills and qualifications needed to progress into college, apprenticeships or employment.
Read about our Inclusive Classroom (PDF)
Key Stages
Our Key Stage Two Provision
Although the school is registered from five years up, we currently have just one primary aged class for Upper Key Stage Two. Learning follows the National Curriculum, although our primary pupils are usually significantly behind age related expectations when they join us. Our primary pupils are usually very vulnerable learners, who benefit from a quiet, well-structured and nurturing classroom.
Topic based approaches are used to immerse pupils in learning, encouraging children to enjoy school and learning to learn. Phonics, literacy and numeracy are the key focuses, with a heavy emphasis on reading and enjoying books and other written materials.
The primary class attends swimming and also partakes in weekly outdoor education.
Our Key Stage Three Provision
Our Key Stage 3 curriculum at Reddish Hall School is broad and balanced. It takes a lead from the National Curriculum and personalises it to the needs of our pupils. Pupils are in class groups of usually no more than six, with a teaching assistant who remains with them for most lessons, and pupils are placed into class groups according to need, whether that be ASC, where a very structured approach is required; mixed ability; or our learning support class, for pupils who aren’t quite ready for a KS3 curriculum and benefit from scaffolded learning and further differentiated texts.
Pupils study a wide range of subjects: Maths, English, Science, PE, Geography, History, PSHE, Art, Food technology, DT, MFL and outdoor education. They have access to music through external providers.
Most children in KS3 move to the subject specialist’s classroom with their class, making Reddish Hall feel what children expect a high school to be like. Children in our KS3 learning support group have the same teacher for maths and English, and as their form tutor, and their movement around school is reduced slightly.
We also have a KS3 Nurture pathway, which is run on a primary model, and supports pupils who are not ready for the secondary set-up, focusing on building relationships, supporting mental health and lessening anxiety and consolidating and building on learning from KS2 whilst following the KS3 National Curriculum.
The intention of our KS3 provision is to ensure children enjoy learning and place value upon it, alongside developing the knowledge and skills to move onto KS4. The whole package of educational input, therapy and pastoral support aims to ensure that pupils are ready for their next step.
Our Key Stage Four Provision
Key Stage 4 at Reddish Hall aims to help children become ready for their next step through academic achievement, the development of skills – both social and vocational, and through promoting their independence, confidence and self-esteem. We celebrate the individual and encourage children’s personalities to flourish!
All children study English, maths and science, with the intention they achieve a qualification that reflects their ability at that time. Pupils also have lessons in PSHE – a key subject at Reddish Hall – and PE, as well as the opportunities for enrichment which includes the Duke of Edinburgh Award.
We endeavour that if a child has a particular interest and it is suitable for them to undertake it as a qualification, we will do what we can to support them with this. The Key Stage 4 Denstone Pathway follows a mainstream model, but with small – sometimes very small class sizes, we have run an option class with just one pupil! – and significant support. Pupils choose three option subjects as well as studying core skills. The list below is an example and may differ each year.
Core Subjects (qualification offered):
- English Language – GCSE, Functional Skills Level 1 and 2, Entry Level
- Maths – GCSE, Functional Skills Level 1 and 2, Entry Level
- Science – GCSE, BTEC, Entry Level
Option Subjects (pupils choose three):
- English Literature (GCSE)
- Art (GCSE)
- History (GCSE)
- Geography (GCSE)
- Computing (GCSE)
- Hospitality and Catering (AIM vocational qualification)
- Sport (BTEC)
- ASDAN Award
- Psychology (GCSE)
- Hair and Beauty (AIM vocational qualification)
- Construction (AIM vocational qualification)
- R.E. (GCSE)
All pupils are also timetabled for PE, PSHE and study skills sessions.
Exam Results
View 2021 / 2022 Exam results
View 2020 / 2021 Exam results
After Reddish Hall School
As a school still in its infancy, our number of year 11 leavers is still small. Small but mighty! We are really proud of what our former pupils have moved on to do and continue to celebrate their achievements. We encourage them to keep in touch and we remain here to provide support when they need it.
So far, post sixteen destinations have included:
College courses in animal care, joinery, public service, drama, computing, sport, hair and beauty, travel and tourism, and apprenticeships or pre-apprenticeship training in child care, mechanics and construction.
Our whole intention is that pupils leave Reddish Hall with the necessary social, academic and vocational skills to be mentally healthy and happy in the wider world.
Our Key Stage Five Provision
Both the Nurture Pathway and Vocational Pathway can support pupils post Year 11.
Pupils on the Vocational Pathway can continue with AIM vocational qualifications, as well as continuing to study literacy and numeracy if required. Work experience plays a bigger part, as does the emphasis on independence skills and personal responsibility. For pupils who have missed long periods of education before joining Reddish Hall later in Key Stage 3, or for Key Stage 4, this can be an ideal option for them post-16, if they are not yet college ready, or need that extra time before starting an apprenticeship. The intention is that these young people leave better equipped than their peers who are going into the trades taught at Reddish Hall.
Pupils on the Nurture Pathway are able to continue beyond Year 11 in order to support them with moving onto college or supported apprenticeships when they are ready. Pupils on this pathway are not always emotionally ready to leave school at 16, and may benefit from developing their independence skills and self-confidence for another year. Year 12 on this pathway is spent further developing numeracy and literacy skills, which may involve gain additional qualifications; practicing these in real life scenarios, including money management, for example. Life skills are key, focusing on travel training, keeping themselves safe and developing independence. Links with colleges may be formed so pupils can begin that transition if they wish to study a college course, as well as building up work experience. Year 12 can be very much tailored to suit the needs of the young person and prepare them for their step away from Reddish Hall.
Pathways
Denstone
Our Nurture Provision
Students identified as having significant attachment difficulties, social communication difficulties, and low-level learning can find a place in our nurture programme which runs as three classes from KS3 to KS4. The nurture approach puts individual need at the heart of the curriculum with a programme of study built around them, their aspirations and individual social/academic needs. These students benefit from remaining in the same classroom with the same teacher for the majority of the time. A creative approach is taken to building a curriculum that is engaging, inspiring and challenging, including regular opportunities to engage in outdoor education and experiential learning visits.
At Key Stage 3 pupils may transition in and out of the nurture class in accordance with their development. Bespoke timetables are used when necessary, to address the child’s needs, and can have a range of focuses from social and emotional literacy to reading and numeracy. A creative and flexible approach is used to develop student’s skills in functional numeracy and literacy to ensure positive transitions into KS4.
At Key Stage 4, pupils are working towards Entry Level qualifications and the ASDAN award, but there is flexibility for them to attend GCSE classes or a chosen option subject – this decision is made on an individual basis in accordance with the student’s interests and ambitions. Career focussed learning and experience is at the core of the KS4 curriculum, with opportunities to engage in both academic and vocational education alongside the development of their functional literacy and numeracy.
Our Vocational Provision
From Year 9, pupils can join our vocational pathway, based at The Hive. This suits children who prefer hands-on learning, as they can engage with Motor Vehicle Maintenance, Construction, Hair & Beauty, and hospitality and catering.
They also study Maths and English, PSHE, PE, and other subjects, such as science, through the ASDAN Award. At Key Stage 4, pupils work towards Functional Skills or Entry Level qualifications in Maths and English, but can study for GCSEs in those subjects also. The majority of their timetable is spent working towards vocational AIM qualifications in practical subjects, with flexibility in the choice of which areas they want to specialize.
Pupils are encouraged and supported to undertake work experience placements, and may do a sustained placement, spending one day a week in a working environment. Not only is this key in helping them develop their practical skills, it is also paramount in supporting them to develop life skills in dealing with a wider variety of people, taking personal responsibility and understanding how to be part of a broader community.
Our Project 3 Provision
The Project 3 pathway is designed for young people from year 7 upwards who are not ready to access full time classroom-based learning. Typically, these pupils have spent a large amount of time out of education and may have significant barriers around their levels of anxiety, finding a school or classroom environment overwhelming. Initially, learning is facilitated through a holistic and therapeutic approach, designed to move at the young person’s own pace.
Their timetables are personalised, with the support of a Youth Coach. They are designed using the voice of the young person and other professionals, including our senior psychotherapist and SEND team. Literacy and numeracy skills are prioritised but may be delivered through life skills until the young person is ready for more formalised learning in some cases. Our Project 3 teacher may design the programmes of study, or the young person may be attached to a suitable class group for English and Maths, or even a blend of the two.
Youth Coaches work with the young person on their programmes, which can include a range of subjects in line with the child’s interests and aspirations, including our vocational programmes or GCSE pathways. Pupils may work 1:1 or attend classes, dependent on what is suitable for them. Some learning may take place off-site to aid pupils with developing other key aspects, with activities such as bike riding, rock climbing, working with animals, cooking or even attending the gym, so they can experience the wider world and develop their confidence and communication skills in a holistic and supportive manner. This hopefully helps them work towards being able to regulate their feelings in order to be able to enjoy the wider school environment.
The aim for pupils is that they develop a school identity and a sense of belonging, forming healthy attachments and experiencing learning in a positive manner. Over time, pupils may become ingratiated fully or partially in one of our other pathways. The outcome aimed for is, as always, that pupils leave Reddish Hall ready for their next steps heading into the wider world.
Outside the classroom
The Wider World Outside of the Classroom
At Reddish Hall we understand that education doesn’t always take place within the classroom and try to tailor learning to suit the needs of our pupils. For most of our students, developing social skills and experiencing new challenges is of high importance. We aim to not only support their academic needs but also, we strive to include as many first-hand experiences as possible. We do this by our pathways program, through educational visits, rewards trip, museum experiences or welcoming visitors into school who can provide a different approach to learning.
As part of our Key Stage 4 curriculum, we offer a range of Functional skills and GCSES subject along with our core subjects Math English and Science. Some of our pupils undertake AIMS VOC entry level skills in Construction, Hair and beauty, Motor vehicle and Hospitality, which is a work / land-based operation within our Vocational HIVE site. This programme of study involves practical, hands-on learning around each subject, covering all aspects of health and safety. The course is delivered by a qualified teacher and supported by those who the pupils are familiar with. All areas are individually risk assessed.
Educational Visits and Trips
Educational visits give our pupils the opportunity to relate to the knowledge they have learnt during the classroom time. Recent educational visits have included places such as local Mosques to even as far as Conwy Castle. These educational trips support subjects such as History, Religious Study and Humanities where the pupils can not only learn and experience the topics but also expand upon the development and support of their social, emotional and communication skills. The local area also has a plethora of museums, theatres and galleries which are also available to support pupils in learning. whilst being educational, these visits also support the development of social skills and give pupils the opportunity to learn about the area in which they live.
Friday afternoons are what we call our ‘Options ‘afternoon. We follow a points system for this, and it allows the pupils an understanding of keeping their focus on learning and earning points during classroom time. Each child must earn a certain amount of point to gain either gold or silver options, which then allows them to look forward to a Friday afternoon of fun either on or off site. It also helps with their social, emotional and communication skills where they can participate in activities with a range of peers. These have recently included:
- Crazy Golf
- Bowling
- Laser Quest
- Football
- Computing
- Park
- Milk Shake Shop
All our pupils in Key Stage 3 participate in outdoor education one day per week, using a fully qualified instructor with a base a short drive from the school. Outdoor education is made up of various activities from orienteering, walking, canoeing, bush skills and archery. We promote teamwork inclusively by using team activities and working together to complete tasks. This also helps keep our pupils physically fit, helps with their social and communication skill, as well as building self-confidence and self-esteem. The time spent outdoors in nature so helps with pupils their mental health and wellbeing.