Day 6 and AP: Raise the BAAR curriculum (K3/K4)
Learning for life
Raise the BAAR – Day 6 Provision & Alternative Provision (AP)
Raising the BAAR is our SEMH Independent school’s Alternative Provision (AP) and day 6 provision. We offer school placements for those that have been permanently excluded from school and require an education placement on day 6; to support their continued education and explore their current needs to promote their educational inclusion. We also consider admitting children and young people who are in the process of being assessed for an EHC plan, in appropriate circumstances.
We work collaboratively with local authority inclusion teams (LA) to offer a day 6 provision; and work with the LA and local secondary schools to offer our AP service. Click the arrow to read more.
Our services enable pupils to:
- Access and engage in a broad range curriculum to continue their educational journey, enable them to catch up and recovery from any missed learning, and prevent any gaps in education during the period of exclusion.
- Engage in a more bespoke timetable that may include focusing on core subjects, a more therapeutic approach, or vocational options to learning
- To prevent school exclusions, re-engage pupils in learning, improve attendance, improve behaviour, and achieve educational outcomes for secondary school pupils.
- Learn in a smaller and more nurturing environment to enable them to receive intensive support and enable professionals to ascertain pupils needs and abilities
- Engage in state of the art assessment platforms with our multidisciplinary school professionals to enable us to identify through comprehensive holistic assessments pupil’s learning needs, pupils’ attitude to self and school, impact of ACEs and trauma on learning, executive functioning, unsolved problems, behaviour change support needs, and any unmet needs and vulnerabilities that may have not been previously identified.
- Secure the learning and personal development skills to be able to settle down to learn, gain a better understanding and attitude towards themselves, and understand the importance of education and their own self-efficacy in their effort to learn and be able to achieve and succeed in school, and in life.
- To develop skills in self awareness, self-regulation, problem solving and decision making, and social skills that can support positive relationships, influence their outcomes for learning and achievement, and enhance their opportunities in education, training, work, and life.
- Be supported to either be reintegrated back into mainstream secondary school or to be placed in an appropriate alternative school or provision that can meet their identified needs
- Receive more specialised support via our SENCos, Speech Language and Communication Needs professionals(SLCN), Healthy Young Minds/CAMHS, receive an early help referred service, and Educational Psychologists if identified as being required.
- The pupil may be considered to be assessed for an Education, Health, and Care Plan (EHCP) if agreed and approved with the LA and this would be fully supported and coordinated by our school SENCOs.
Our Curriculum helps pupils become:
Learners for life...
who enjoy progressing and furthering their knowledge at school and beyond
with the willingness to work with others yet possess independent initiative
who make positive contributions to their peer group and wider society
individuals who aim to live safe, healthy and fulfilling lives
Our Curriculum takes into full consideration:
- The disadvantages that some pupils face
- Age, aptitude, strengths and weaknesses
- Background, living situation and needs
- Learning styles
- Goals and aspirations
- Levels of independence
Our Curriculum Ethos
Raise Education and Wellbeing School has a caring and committed team of highly qualified, trained, experienced, emotionally available adults to provide a safe and nurturing environment for children, young people and staff to feel safe, be safe, and develop and thrive.
The Curriculum Ethos framework (below) lays out how we map self-efficacy, self-regulation, knowledge and outcomes to our formal School Curriculum.
Click the image below to view a larger version.
Academic and vocational curriculum subjects
We provide a rich, broad curriculum at an appropriate and challenging level which includes GCSEs, functional skills (Entry Level to Level 2) and vocational skills and qualifications. This supports young people in developing the knowledge and skills that will prepare them for further study, training, and employment. We support students to attain the highest level of qualifications appropriate to them.
- Maths GCSE
Creative & Aesthetic
- Science K3
- Science GCSE
- Health & wellbeing
- Personal development
• English GCSE
• Literacy GCSE
• Speech Language Link
• Rapid Reading Plus
- Physical education
- Wilderness walks / Wild Passport
- Vocational studies
- Careers / employability skills
Human & Social
- .b MiSP
- Preparation for working life
In recognition of our student’s career goals, and in the context of local skills shortages, we offer a range of vocational learning opportunities. They are delivered by qualified teachers and tutors with extensive sector-specific experience and knowledge and are accredited up to Level 2. Our current offer includes construction, graphic design, art and design, media and music, dance, and health and social care.
Beginning in year 9, students receive independent careers advice and guidance including the use of Kudos Inspire, an online platform that identifies the numerous pathways and opportunities available to them. With support, this helps them to navigate complex academic and career landscapes and to create career plans.
Work and volunteering experience opportunities, along with approved educational visits, enable young people to experience different workplace and career options. Visits to local FE colleges and training providers help young people to explore additional opportunities in their chosen career pathway.
Underpinned by our extensive PSHE (Personal, Social, Health and Economic), SMSC (Spiritual, Moral, Social and Cultural) development and SEAL (Social, Emotional Aspects of Learning) programmes, our curriculum enables children and young people to settle down and learn at the time of their attendance and engagement with us.
Through tailored support our staff address some of the underlying issues that may be limiting a child’s progress and attainment.
Our specialist pastoral and intervention team – which includes psychologists, mindfulness teachers, trauma and mental-health-informed practitioners, thrive practitioners, health-intervention specialists, substance-misuse specialists and wilderness therapists – work alongside our teachers to deliver a programme that includes the following personal development programmes.
Our own psychosocial education programme accredited at Level 1 by NCFE.
The programme encompasses all the seven areas of learning and focuses on PSHE, SMSC, embedded functional skills, independent living and self-care skills.
Recreation: improving lifestyle choices
Interpersonal Skills: communication skills, problem solving, family and personal relationships
Physical health: diet, reducing substance misuse, fitness, sexual health
Personal self-care: hygiene, safe choices, presentation
Emotional wellbeing: managing feelings, thoughts, finding help
Discipline and Respect: pro-social behaviour, personal organisation, ability to follow instructions
Mindfulness in Schools Projects (MiSP)
We follow internationally renowned evidence-based MiSP psychosocial education curriculum.
Our qualified mindfulness teachers deliver this to our students, supporting them with self-care and strategies to cope with stress and emotional triggers.
You can read more about our mindfulness provision on our Therapeutic Offer page.
SEAL (Social and Emotional Aspects of Learning)
SEAL aims to provide a curriculum that develops social and emotional skills within a structured and progressive framework, and supports KS3 and KS4 students to develop self-awareness, managing feelings, self-motivation, empathy, and social skills.
These interpersonal and intrapersonal skills have been shown to improve learning and promote emotional health and wellbeing, alongside a range of other benefits to students, families and colleges.
You can read more about SEAL here.
The Provision places additional emphasis upon building emotional resilience, promoting good emotional health and improving students’ ability to self-regulate.
This is achieved through detailed assessments, including learning assessments (currently WRAT 4) – which measure reading, spelling, comprehension, and math skills – and IDL, Lexia Power Up and MY Maths. Emotional wellbeing assessments include Motional, Thrive, PASS (students’ attitude to self and college) and OutcomeStars. Clear learning pathways are enhanced by structured, evidence-based interventions and frequent monitoring and reviewing of the impact.