LRB Department

KEY STAGE 3

 
The Achievement Pathway covers Years 7, 8 and 9. There are two groups in year 7 , one in year 8 and one in year 9 , with approximately 15 students in each group. Most groups are housed in our purpose-built Learning Resource Base (LRB), which accommodates students with a diverse range of learning needs. Some students with Education Health and Care Plans will join the pathway having been allocated a specific LRB placement when transitioning from KS2. (Please see criteria for LRB placement at the end of this document). The students’ abilities are regularly reviewed and students may move across pathways.
Each class is staffed with a teacher who delivers a differentiated curriculum consisting of English, Maths and Humanities subjects and Learning Support Assistants who support students according to their needs. Students are taught other subjects (Science, Technology, ICT, Creative and Expressive Arts and PE) by subject teachers. In addition, each Year Group will participate in Forest School sessions. This is an outdoor learning lesson which develops social interaction and confidence which in turn supports students to progress across the curriculum. In Year 7, the groups are streamed according to ability. The students who can work with more independence, year 7 Achievement Plus, are taught by a wider range of teachers, with a view to transitioning students to the Success Pathway. The Achievement Pathway teachers focus on English and Literacy skills with these students, to support their potential move across to the Success Pathway.

The students receive personalised learning which supports them in a way which will help them reach their full potential, regardless of their starting point. Students’ needs are diverse and these needs are supported through the use of information from KS2 in conjunction with our own testing, to produce an Individual Support Plan (ISP) for each pupil. This plan provides information to all staff on needs, including interventions and support required in class. Students are praised and rewarded when they achieve, which raises confidence and self-esteem and in turn the desire to continue to succeed. Staff organise enrichment activities, including days out and competitions, to further enhance the students’ learning experience.
High importance is placed on the core Literacy skills of reading and spelling. Regular diagnostic testing is used to highlight gaps in students’ knowledge and to address these through a range of interventions. Students will receive additional support during our ‘Period 1 Interventions’ where LSAs work with small groups or one-to-one with students who have needs in handwriting, Literacy, Maths and many other areas, aiming to consolidate the work achieved in class. Successes are celebrated.  
All our staff will endeavour to promote a calm, nurturing atmosphere which enables students to feel safe and cared for, leading to progress in their learning.

KEY STAGE 4

 
When students reach Year 10 they will embark upon a different journey known as the Foundation Learning Tier. Students have a Foundation teacher who they become familiar with as well as LSA support in class. Classes are small, with a maximum of approximately 16 pupils. This teacher delivers a 2 year course comprising of English and Maths functional skills. In addition, a range of additional qualifications will be offered, dependent on the cohort, including Entry Level Certificates and BTECs, such as Art and History. Students will take Entry Level and Level 1 qualifications in Years 10 and 11 and may have the opportunity to access some GCSEs, where appropriate. Qualifications in DT, PE and Science are delivered to students by subject teachers from those departments. We aim to personalise learning in order to engage students and to ensure they fulfil their individual potential.

High importance is placed on English and Maths, as progression in these subjects gives students the skills and qualifications needed for the future and gives students more choice when progressing into Post 16 education. Individual Support Plans are used in Foundation to ensure students’ needs are highlighted to all staff and that appropriate interventions and strategies are in place to support progress.
Throughout their time in the Achievement and Foundation pathways, students will develop a trust and bond with staff that is not always easy to achieve in a large secondary environment. This creates a very positive learning atmosphere and a very happy school life.
 

Shoeburyness Learning Resource Base


The Local Authority’s Special Educational Needs Panel will consider students with Education Health and Care Plans (EHCP) for admission to the Learning Resource Base and will take into account the following criteria:
 
  • Progress will be limited and cross most areas of development
  • They are likely to have a significant learning disability
  • They may have significant needs with self-help, personal care and independence skills
  • They may have medical, sensory or physical needs:
  • They may have significant nursing needs associated with their physical disability or medical conditions. They may require, for example gastrostomy feeds, catheterisation or tracheotomy care, intensive daily heath care input.
  • Students may have deteriorating and life-limiting medical and physical conditions requiring considerable physical and emotional support for themselves and their families.
  • Students may require assistance in relation to their mobility needs, having a low level of independence of mobility; others may develop independence of mobility e.g. through the use of electric wheelchairs.
The curriculum to meet the provision described in students’ statements/Education Health and Care Plans will include:
 
  • The students will be working with peers, with regular targeted teaching in a small group. 
  • A differentiated curriculum with modified level, pace and approach with access to structured literacy and numeracy programmes as part of delivery of the national curriculum;
  • Small group or individual teaching on a daily bais to ensure understanding and to assist in expressing views and to take account of additional difficulties;
  • Programmes and support to develop cognitive skills and reasoning
  • A high level of pastoral support to avoid undue distress and anxiety;
  • Support for practical activities and to assist mobility in class;
  • Materials to facilitate access to the curriculum; 
Some students will need emphasis on language, understanding, personal independence and literacy, numeracy and life skills work with:
 
  • A consistent, structured environment with direct teaching.
  • Core skills will be appropriately differentiated and different methods of delivery will be employed.
  • Older pupils will require greater attention to work skills, personal and social goals and practical applications.
Specialist resources/equipment needed to meet students’ identified needs:
  • Access to ICT and specialises materials as required.
  • Access to specialist advice from within school.
  • Access to high quality technical and curricular aids to extend skills and motivate pupils. Direct teaching schemes, specific specialist programmes for learning needs.
  • Strong community and parent involvement and real life settings.
  • Access to a withdrawal area and/or sensory room.
  • Buildings that ensure safe mobility and access for students using a variety of equipment including wheelchairs and frames