Prospect school follows the National Curriculum as closely as possible, however as most pupils have suffered severely interrupted schooling an emphasis is placed on basic skills and work is differentiated to meet individual need.
The curriculum is presented in a manner which is relevant, appropriate and stimulating to all pupils. It has been designed to include and meet their diverse individual needs, thus equipping each young person with the skills they need for life, work, leisure and social responsibility in the adult world.
The school follows the National Curriculum Guidelines in English, Mathematics, Science, Modern Foreign Languages, Information and Communication Technology, Religious Education, History, Geography, Food Technology, Design and Technology, Personal, Social and Health Education, Citizenship, Art and Design and Music. Physical Education is undertaken twice weekly and a variety of physical activities can be followed, for example ice skating. Life Skills is carried out as part of the young people's care plan at Prospect House.
The school strives to ensure that knowledge, concepts, skills and attitudes are developed in a systematic and structured manner to ensure that the pupils are extending their understanding upon firm foundations. Lessons contain built-in progression, resulting wherever possible in formal qualifications and re-integration into mainstream, college or work based education.
The school provides opportunities for each young person to gain accreditation with the AQA (Assessment and Qualifications Alliance) in National Curriculum subjects. An Individual Education Programme (IEP) is put into place for each pupil. These plans and individual targets are subject to termly assessment and revision to monitor the level of progress for each individual pupil. Progress reports are sent regularly to parents and/ or carers (where appropriate) and social workers and regular planning meetings are held for individual children.
The school aims to provide each pupil with a broad and balanced curriculum and the opportunity to find success, become more confident and grow in independence. Reintegration into mainstream schooling is always the ultimate aim, although not always achievable and will always be taken into consideration when liaising with care workers, educational staff, local authorities, local schools, Connexions and colleges.
School staff have expertise in Special Educational Needs; all the children in the school have experienced social, emotional and behavioural difficulties and have a history of disrupted schooling. There are two teachers and one specialist teaching assistant employed at the school. Teachers are qualified to teach the relevant curriculum subjects and are familiar with the special educational needs of the pupils. In their commitment to continued improvement, the teachers continually reflect on which approaches are effective and which need to be revised. As a result of this they are continually developing their expertise in working with young people whose emotional difficulties can present a barrier to their academic achievement. The teaching assistant supports individual pupils in class and delivers individual programmes under the guidance of the teacher.
The care and education staff work closely together to develop the pupils' personal, social, health and independent living skills; they are having success in encouraging the pupils to develop healthy lifestyles. The Lead Teacher is committed to liaison with social workers, foster parents, birth families (where appropriate) and local educational providers to achieve the best possible outcome for each young person attending the school.
In the last academic year one pupil achieved a Diploma in Hairdressing through part time college and work placements and a second pupil successfully obtained a place at Bishop Burton College where he is now studying.