PD is not a subject which is assessed for any qualifications; it is a weekly lesson through which we prepare students for life. 

Because our PD curriculum is so bespoke for each cohort in each centre, assessment comes in different forms. A baseline assessment is carried out at the start of the year and when a new pupil joins. If a young person’s medical needs means that some topics are inappropriate for them to cover in lessons, or that it should be delivered by the medical professionals on site, this is given due weight. Equally, as a Thrive school, all groups have a Thrive profile, which informs us as to their emotional development and level at which to pitch some of the more sensitive topics covered. 

Throughout KS1 and KS2, PD is delivered by trained primary staff across all sectors. Primary staff use the Twinkl Life scheme of work to support their teaching, as well as covering topics relevant to the needs of the young people. BCH and STP also have bespoke resources created around different Thrive profiles, based on their emotional needs. 

At Key Stage 3, Key Stage 4 and Key Stage 5, lessons follow the Explore PSHE scheme of work, with units covering all statutory elements of RSE and other core PSHE topics. Staff are also empowered to cover other topics that are relevant to our young people; for example, if a group have shown an interest in first aid or other transferable life skills,  it is more than appropriate for them to learn those skills during a PD session. In some cases, students’ medical needs might mean it is inappropriate for JBA staff to teach some topics. In these cases, we will work alongside clinical staff to assess how to deliver the curriculum. 

We aim to teach in a way that helps our students to understand and navigate their way through the modern world.

Personal Development incorporates our PSHE lessons, but also includes our wider programme of pastoral support and curriculum enhancement. We work alongside the careers team to organise college visits and trips to apprenticeship fairs; we have ‘PD Days’ and trips, where visits or visitors give our students new opportunities (such as seeing a West End show, visiting places of worship or learning more about the local area). Our Wellbeing offer also falls under PD, including Wednesday afternoon off-timetable sessions, and the therapeutic offer we have for students. Additionally, we are committed to ensuring our curriculum represents the diversity of our students.

Our baselines and general pre-assessment activities allow us to identify gaps in prior learning. We also acknowledge that PD is not necessarily a subject where learners ‘progress’ in a linear way – it might be that they understand a great deal about one topic but have had very little experience of another. This means that we assess students on each topic discretely.  

Additionally, we work alongside Thrive practitioners and keyworkers to carry out Thrive right-time group profiles, and to develop skills identified on these. This helps students to work on areas that will help them to make progress emotionally and developmentally. 

Studying the PD curriculum does not necessarily lead to specific career pathways; rather, it promotes the development of skills and knowledge which will be universally applicable in any future job. The Careers team at James Brindley work closely with the PD staff, and collaborate on delivering sessions around future planning, aspirations and goal setting; choosing qualifications or pathways such as apprenticeships; and rights and responsibilities in the workplace. 

Visits to careers and apprenticeship fairs, to local colleges, and from external speakers also enhance our offer.

Other transferrable skills covered include financial literacy, relationships with others, appropriate social media usage, and understanding the wider community – and can help our Young People access the following careers:

• Community Outreach Coordinator:
  • Salary Range: Approximately £22,000 to £30,000 per year, varying based on experience, organization size, and location.
• Public Relations Specialist:
  • Salary Range: Typically between £25,000 to £40,000 per year for mid-level roles, varying based on experience and the sector (agency, corporate, etc.).
• Nonprofit Program Manager:
  • Salary Range: Generally from £28,000 to £40,000 per year, but can vary widely based on the size and scope of the nonprofit organization.
• Financial Advisor/Wealth Manager:
  • Salary Range: Entry-level salaries start around £25,000 to £35,000 per year, with experienced advisors earning from £40,000 to £100,000+ depending on client base and expertise.
• Corporate Social Responsibility (CSR) Manager:
  • Salary Range: Typically between £35,000 to £50,000 per year, varying based on the size and industry of the company and the level of responsibility.

These salary approximations can vary significantly based on factors such as experience, qualifications, geographic location, sector, company size, and industry trends.

Intent

Our young people are growing up in an increasingly complex world, living their lives on and offline. This presents many positive and exciting opportunities, but also challenges and risks. PD (the JBA name for PSHE) aims to nurture young people, helping them understand their personal and social development, as well as the society in which they live. This is done through a relevant curriculum and high aspirations for their knowledge and understanding. It gives every young person an equal opportunity to develop the skills and knowledge they need to thrive now and in the future, preparing them for adulthood. All topics are covered sensitively, acknowledging our students’ needs. As pupils develop and mature, their knowledge of a topic will show progress. We revisit core knowledge and concepts to help develop this and to ensure that young people can keep themselves safe. James Brindley’s PD offer is unique to each child; we intend to include all, regardless of their needs, and to celebrate our differences.

Implementation

Primary staff use the Twinkl Life scheme of work to inform their teaching, as well as covering topics relevant to the needs of the young people. At KS3, KS4 and KS5, lessons follow the Life Lessons PSHE scheme of work, which includes units covering all statutory elements of RSE, and bespoke planning for other core PSHE topics, such as careers. Staff are also empowered to cover other topics that are relevant to our young people, e.g., if a group have shown an interest in first aid. The curriculum is flexible, to meet pupils’ needs. We teach in a way that helps our students to understand and navigate their way through the modern world, preparing them for the opportunities, challenges, life decisions and responsibilities they’ll face. We also aim to signpost to other supportive organisations at the end of every lesson.

Impact

Our baselines and pre-assessment activities allow us to identify gaps in prior learning. PD is not necessarily a subject where learners ‘progress’ in a linear way – it might be that they understand a great deal about one topic but have had very little experience of another. This means that we assess students on each topic discretely. Learners want to learn because topics covered enable them to learn, keep safe, be happy and gain important moral values. Additionally, we work alongside Thrive practitioners and keyworkers to carry out Thrive right-time group profiles, and to develop skills identified on these. This helps students to work on areas that will help them to make progress emotionally and developmentally.

Intent

Our young people are growing up in an increasingly complex world, living their lives on and offline. This presents many positive and exciting opportunities, but also challenges and risks. PD (the JBA name for PSHE) aims to nurture students young people, helping them understand their personal and social development, as well as the society in which they live, this is done through a relevant curriculum and high aspirations for their knowledge and understanding. It gives every young person an equal opportunity to develop the skills and knowledge they need to thrive now and in the future, preparing them for adulthood. All topics are covered sensitively and in conjunction with clinical staff and parents when necessary, acknowledging our students’ needs. The curriculum will be is adjusted to acknowledge that some topics are less appropriate for a pupil in hospital, especially in ward settings. As pupils develop and mature, their knowledge of a topic will show progress. We revisit core knowledge and concepts to help develop this and to ensure that young people can keep themselves safe. Our STP curriculum has a key focus on transition, providing pupils with the skills to return to their home school. James Brindley’s PD offer is unique to each child; we intend to include all, regardless of their needs, and to celebrate our differences.

Implementation

Our curriculum focuses on supporting home school curricula, where pupils have one. If not, pupils will follow the James Brindley PD curriculum.

Primary staff use the Twinkl Life scheme of work to inform their teaching, as well as covering topics relevant to the needs of the young people. We have bespoke resources created around different Thrive profiles, based on the emotional needs of our pupils. At KS3, KS4 and KS5, lessons follow the Life Lesosns scheme of work, adapted to the clinical needs of our young people. Units are chosen deliberately, with consideration to the cohort of young people. PD helps pupils prepare for the opportunities, challenges, life decisions and responsibilities they’ll face, aiming to help them to succeed once discharged from their service – this includes pupils with PMLD and SEND. We also aim to signpost to other supportive organisations at the end of every lesson.

Impact

Our baselines and pre-assessment activities allow us to identify gaps in prior learning. PD is not necessarily a subject where learners ‘progress’ in a linear way – it might be that they understand a great deal about one topic but have had very little experience of another. This means that we assess students on a lesson-by-lesson basis. Learners develop a desire for knowledge want to learn, and because discrete topics covered enable them to learn, keep safe, be happy and gain important moral values. In some settings, we carry out Thrive right-time profiles, and aim to develop skills identified on these. This helps students to work on areas that will help them to make progress emotionally and developmentally.

Topics listed below are the full range of possible learning, and may not all be covered by every group. 

• Healthy lifestyles, including hygiene and food 
• Keeping safe 
• Families and friendships 
• Communities 
• Bullying and respect 
• Relationship and Sex Education (RSE) – which includes the list below:

• What makes us special 
• Naming body parts 
• Growing older and making transitions 

Topics listed below are the full range of possible learning, and may not all be covered by every group. 

• Healthy lifestyles, including balanced diets, hygiene, exercise, and mental health 
• Keeping safe, including online safety 
• Communities and responsibilities 
• Drugs, alcohol and tobacco 
• Bullying and respect 
• Economic wellbeing, including money and careers 
• Relationship and Sex Education (RSE) – which includes the list below:

• Naming body parts 
• Puberty 
• Reproduction 
• Positive relationship models, and different kinds of families 
• Healthy friendships 

Topics listed below are the full range of possible learning and may not all be covered by every group. 

• Healthy lifestyles, including balanced diets, exercise, and mental health 
• Keeping safe, including online safety 

• Communities and responsibilities – which includes the list below:

• Gangs and knife crime 
• First aid 
• FGM 

• Drugs, alcohol and tobacco 
• Bullying and respect 

• Economic wellbeing – which includes the list below:

• Aspirations  
• Planning for the future 
• Budgeting 

• Identity, including religion, sexuality, gender, and stereotyping 

• Relationship and Sex Education (RSE) – which includes the list below:

• Puberty, including effects on emotional states, and hygiene changes 
• Reproduction 
• Contraception 
• Healthy relationships, including friendships

Topics listed below are the full range of possible learning, and may not all be covered by every group. 

• Healthy lifestyles, including balanced diets, exercise, and mental health 
• Keeping safe, including online safety 

• Communities and responsibilities – which includes the list below:

• Gangs and knife crime 
• First aid 
• FGM 

• Drugs, alcohol and addiction 
• Bullying and respect 

• Economic wellbeing – which includes the list below:

• Qualifications and careers 
• Planning for the future 
• Budgeting 

• Identity, including religion, sexuality, gender, and stereotyping

• Relationship and Sex Education (RSE) – which includes the list below:

• Puberty, including effects on emotional states, and hygiene changes 
• Reproduction 
• Contraception, including sexual health 
• Healthy and abusive relationships