At Pinewood, underachievement and low expectations of performance are challenged and addressed.
Prior to arriving at Pinewood, most pupils participate in a transition programme which has been acknowledged as being an example of outstanding practice.
We provide flexible learning pathways that cut across traditional teaching methods and organisational structures in order to meet the needs of each pupil.
There is a strong focus on learning outside of the classroom, where pupils embrace the environment and the sustainability of their school whilst leading healthy and active lifestyles – Healthy Schools, Sports Mark and Eco Schools Awards have all been achieved.
Pupils’ sense of ownership of their school is developed through participation in, for example, focus groups and pupil leadership programmes. There is a very active School Council and pupils have the opportunity to train as ‘Active Listeners’.
The pastoral care provision ensures that pupils feel safe and cared for. As well as a well-established tutorial system (pupils from Years 7 to 11 are placed together in tutor groups), the school has a Pupil Support Manager, a School Counsellor and a designated senior member of staff for Child Protection and Children Looked After.
Pinewood is responding to the 14-19 agenda and is planning to provide some post 16 learning onsite. Key Stage 4 pupils spend one morning per week at college in order to prepare them for their transition after leaving Pinewood. There are also opportunities for pupils from mainstream partner schools to be supported at Pinewood.
Pupils benefit from staff who are encouraged to participate in focused Continuing Professional Development opportunities. For example, there has been a significant investment in CPD in order to provide outstanding provision for pupils who have a diagnosis of autism.