School Prospectus

1. Introduction

School Aims and Ethos

’ Newfield’s values of ‘inspire, support, achieve, together’, are married well with the fundamental British values of tolerance and respect in every aspect of the school’s work’ (Ofsted 2016)

Together we will:

  • ensure that each child and young person has a right and an opportunity to have a ‘voice’ to access learning and communicate their individuality
  • help each child and young person to achieve, and be the best that they can, through recognising and celebrating their uniqueness and attainments
  • maximise each child and young person’s personal independence and prepare them for adult life
  • encourage each child and young person to develop as a thoughtful, caring individuals who respect and value themselves and others.

We will do this through:

  • ensuring a caring, safe and secure environment that maximises and promotes their safeguarding and well-being
  • providing a stimulating and fun learning environment that promotes opportunities to enable each child and young person to continue with their personal learning journey
  • promoting, nurturing and celebrating each child and young person’s abilities and achievements using their unique interests and strengths
  • valuing and celebrating the diversity of the whole school community through respect for each person’s rights, beliefs and values
  • providing an enriching curriculum, and learning journey, that is personalised and accessible
  • providing opportunities for inclusion both within and outside the school environment
  • creating a welcoming, informative and supportive environment for parents/carers, families and professionals in a mutually collaborative partnership

Inspire… Support… Achieve… Together

School Ethos - A Rights Respecting School Assembly

In September 2006 the school moved into a new purpose built building which is equipped with all necessary facilities to provide the highest standards of education and care. All classes are resourced to a high standard; there are interactive whiteboards in every class base together with a wide range of computers and peripherals and an extensive variety of audio visual teaching aids.

In addition, there are specialist facilities that include:

  • 4D Multi Sensory Studio
  • Food Technology room
  • Hydrotherapy pool (with specialist teachers employed)
  • A variety of meeting/training facilities for parents/carers and professionals to use

Outside, there are well maintained grounds, and hard play areas equipped with all weather musical instruments, play equipment and an outdoor gym. The school has three minibuses giving regular access to facilities in the local community including leisure centres, swimming pools, libraries, shops, cafes and link visits to other mainstream schools. There is also the opportunity to take part in educational visits and extended residential outdoor and adventurous activities. School meals are cooked on the premises by our own highly trained catering team with all specialist diets are catered for.

‘The foyer provides a calm, bright, welcoming entrance to Newfield within the modern school building which houses excellent facilities…Display is attractive;… The school has a warm, welcoming… ‘feel’’, LPPA September 2016

Multi Sensory Studio
Pupil Voice and The School Council

Key to the aims and ethos of Newfield is our striving to ensure that all of our children have a ‘voice’ - that is, they are able to make choices and communicate preferences, in a way that is appropriate to them. We work closely with Speech and Language Therapists to give our pupils the best opportunities to develop that ‘voice’.

‘The promotion of communication has a high profile in the school. All pupils have an expressive communication target set within their annual review which ensures the best possible input to support them to communicate in whatever way is most appropriate. ’ RRSA, June 2017

‘Pupils spoken to were clear about who they would speak to if they had a concern or felt unsafe. (Ofsted 2016)

The pupils have a variety of ways of contributing to the running of the school and being genuinely listened to:

  • School Council
  • RRSA Steering Group
  • Buddies
  • School Counsellor
  • Pupil Complaints Procedure

‘By becoming ambassadors for UNICEF the school are rightly challenged by pupils…indeed, pupils have become advocates for one another and have expressed how the school may best consider their needs through changes’ IQM, June 2013

The School Council meets every half term and ensures that each class in school is represented. The representatives are elected annually and act as advocates for their class mates. They discuss a wide range of things and can make requests that key staff attend and answer them directly about areas of school ranging from curriculum to facilities to fundraising to food!

The RRSA Steering Group also meets half termly and works predominantly on ensuring that the school, and the wider community locally and internationally, continues to celebrate and to further protect children’s rights.

‘The pupils spoken to clearly enjoyed being able to express, using their different communication skills, their knowledge of a wide range of rights. ’ RRSA, June 2017

SEND Reforms

This is an exciting time in the arena of Special Education, with many changes in legislation taking place via the Government’s Special Educational Needs and Disabilities (SEND) Reforms. The aim of these reforms is to improve outcomes for children with SEND and give them a greater say in how they live their lives. Over the next few years, the ‘Statement of Special Educational Needs’ which every child must have to attend Newfield, will be replaced, by a new document called an Education Health and Care Plan (EHCP). The EHCP will be a more personalised document which will contain not only information from professionals, but more importantly information from every child’s family’s perspective. In addition to this, each school and Local Authority must develop it’s ‘Local Offer’ based on the aspirations of young people and their parents and carers. You can see our school local offer here, and the BwD local offer detailling all of their services here. We are very excited about the positive impacts that the changes will have on our children, their families and our school. We are already working with families, the Local Authority and regional Pathfinder Champions, to make sure that these changes make a real difference to our children’s lives!

If you would like to discuss this further, please contact Jenny Riley in school.

If you would like to know more about the reforms, please read this letter for parents from EDWARD TIMPSON - Minister for Children and Families.

Alternatively, the Council for Disabled Children have much information on this subject and can offer support and guidance.

Blackburn with Darwen Local Offer

The Local Offer is an online directory detailing what is available in an area to support the needs of children and young people with Special Educational Needs and Disabilities. Each Local Authority must develop it’s ‘Local Offer’ based on the aspirations of young people and their parents and carers. You can see the BwD local offer detailing all of their services on their Local Offer website.

Please select this link to see our School Local Offer as published: Here

BwD local offer logo
Newfield SEND Information Report

As a special school, our website contains lots of information about the provision we make for children and young people with Special Educational Needs and Disabilities.

We also produce an annual report detailing this, which you can view or download by clicking SEND Information Report Newfield 2017-18

For additional information please follow the links below:

SEN Information Report and Local Offer

Special Educational Needs and Disability Policy

SEND Information Report Newfield 2017-18

Newfield SEND Information Report 2017-18

2. Admissions / Parent Partnership

Information about Admissions

At Newfield School we are very pleased to receive guests for both informal visits and professional training opportunities. Visits with a view to requesting a place should be directed through Blackburn with Darwen Children’s Services Department. The Local Education Authority is the admissions officer for Newfield School and placement at the school must be agreed with them. All pupils who attend Newfield School are required to have an Education, Health and Care Plan EHCP.

The following are available in school:

  • ‘without prejudice visits’ - visit by the parents and child to the school, with no expectation of admission on either side at this stage,


  • Pupil Induction visits (See New Pupil Induction)

If you are interested in visiting the school, please contact us to arrange your visit and ask for more details.

Dual Registration

There is potential for some pupils to be registered for attendance at Newfield in collaboration with their mainstream school or nursery. Where this takes place the child must have an Education, Health & Care Plan (EHCP).

Dual registration placement is generally considered when a pupil is being phased into admission to Newfield as part of transition or if it is decided that a child would benefit from a specified and specialist intervention or programme of work to meet their identified needs. See also Induction of New Pupils.

Induction of New Pupils

Once a place has been offered to a child the school will make informal contact with the parents and arrange another visit to Newfield before the child officially starts. At least one visit is needed to assist the child to understand and recognise where they will go to school and who will be in their class.

Visiting the child at home and in their current educational setting is very valuable in helping to prepare the child for starting school. The class teacher and Deputy Head Teacher will almost always meet a new pupil prior to them commencing and the Head Teacher may also attend the meeting. During the visit the parents are asked to complete an information and permission form and may offer other information that the school may find useful or ask additional questions to clarify any final outstanding issues they may have.

Shortly before the child starts school the Education Transport Office will write to parents with details of the transport arrangements.


At Newfield School we recognise and value the role homework has to play in education of pupils. If our children are to be given the best chance of extending, developing and generalising their skills, then homework provides a vital link and promotes the ‘parents as partners’ ethos. Teachers will discuss suitable work to be continued at home and ensure parents feel happy with the type and amount of homework. This may be academic in nature, e.g reading, or more general, such as continuing a therapy programme or positive support plan aimed at assisting the management of behaviour challenges in the home. It is very useful for teachers to have feedback about how a pupil has done with their homework and this can be given via the Homework Diary. The Homework Diary will also include details of what homework is. Parents receive regular messages in the ‘home school books’ to assist in the continuation of work with the pupil at home. There are also termly parent consultations where work at home can be discussed through review of their child’s personalised learning plans. More information can be found in the Homework Statement.

EHCPs & Annual Reviews

Every child who attends Newfield School holds an Education, Health & Care Plan - EHCP. This EHCP is reviewed each year at the ‘Annual Review Meeting’. This is an opportunity for all of the people involved in working with your child to come together with you, and of course your child, to discuss progress, plans for the following year and to raise any concerns.

We aim to have a holistic approach to your child and to that end we invite contributions from social care teams, health care teams and indeed any additional people who are important in your child’s life. Where appropriate we try to hold ‘Joint Education and Social Care Reviews’ to ensure a wraparound service for you and your child.

‘Parents are well informed of their child’s learning and progress through for example, home school diaries, whole school and class newsletters, individual personal contact, parents evenings and annual reviews.’ LPPA, September 2016

The outcomes and targets set at the review meeting feed directly into your child’s ‘Personalised Learning Plan’, which the staff working with your child use to inform their planning of lessons to ensure that the key skills that your child needs to acquire are addressed in all areas of learning.

The Annual Review is a time to celebrate progress and address any worries that you or your child may have about school and indeed life outside of school. We have strong relationships with our colleagues in Health, Children’s, Adult’s, Recreation & Play and many other services and will work with you to ensure the best possible outcomes for your child.

Person Centred Approach

At Newfield, we work using a Person Centred Approach - this is a way of looking at your child and placing them at the centre of any decisions that are made in order for them to live the lives that they want to lead.

It aims to give a voice to all children and young people by joining together people who are important to your child and building a picture, formed from different perspectives, of what is key in the life of your child to make them healthy, safe, happy and able to contribute and achieve.

‘Underpinning the school’s work is a ‘person centred approach’ in which the child’s voice is the hub of any decisions made. Leaders and other adults have a clear picture of what is key in the life of each pupil.(Ofsted 2016)

An ‘all about me’ profile will be created, with you and your child, to look at what is important to your child right now and to help to think about aspirations for the future. This document is useful when your child is meeting someone for the first time in letting the person know, in a few words and/or pictures, about your child from a range of perspectives.

At Newfield we also use our Person Centred Approach to help our young people and their families plan for transition and future life beyond school. In their final year, our young people meet with our school counsellor individually for sessions to explore what their aspirations are and together they create a profile which they take with them when they leave. These sessions are tailored to individual needs and may include intensive interaction, alternative communication techniques and activities to engage young people and help them to reflect on the future.

‘The school’s work to promote pupils’ personal development and welfare is outstanding. The school’s promotion of pupils’ rights and responsibilities is exceptional. By the time pupils leave the school, they have developed into well-rounded young people able and willing to make a positive contribution to society. (Ofsted 2016)

Parental Involvement

At Newfield School we welcome a regular and open dialogue with parents. We have ParentMail, an online system of sending messages and information home. The school operates a home/school diary system, for everyday messages and information. We consider parents/carers to be our partners in the education and care of the pupils at the school. Our Home/School Agreement details our commitment to your child and our expectations of the parents’ role.

‘Parents agree Newfield is an exceptional school’

‘Parents are supportive of the school. Those spoken to, along with the vast majority of those who responded to the online survey, praise highly the effectiveness of the school. Parents said ‘regular reviews give us information about how well our son is doing in school and how we can help him at home’, and ‘my child is well looked after and really enjoys school. His education and needs are well catered for’, for example. (Ofsted 2016)

‘The family ethos of Newfield was evident throughout all aspects of the verification, for example in the documentation, on the website and in conversations with stakeholders, ‘’Parents refer to us as their family and that is the way we consider them’ (staff), ‘It is the Newfield family’, (governor) and ‘It is a family with open arms’ (parent).’ LPPA, September 2016.

There are many ways in which parents can become involved in school life and these include:

  • The Parents Group which meets regularly in school
  • As a volunteer to assist with activities on an occasional or regular basis
  • By attending the many events that take place in school
  • By attending Parent Consultation meetings which are held every term to discuss pupil progress
  • By attending your child’s Annual Review.

Our website contains lots of information for parents, which is regularly updated - please check in the For Parents section for further details.

Tapestry created by parents' group.
Transition into the 14 < 19 Phase

Towards the end of Year 9 a student will usually have the opportunity to spend some sessions within the 14<19 phase of school. This will be carried out with support from the staff from the student’s current class from the 2<13 phase. The aim of this is to provide a gentle transition into the phase, in order for the student to be introduced to the new staff who will be supporting them. Parents of students at the end of year 9 will be invited into school to meet to attend a coffee morning, meet the staff and find out all about the work and exciting opportunities that go on in the department.

Students working with computers
Early transition preparation

Once a child reaches the age of 14, the transition process begins. The ‘Transition Plan’ forms part of the Annual Review and All about me documents and will be created with a student and their class staff, and this will be introduced at the student’s year 9 annual review meeting.

At the year 9 review, other professionals become involved with a student – a representative from the New Directions service (formerly Connexions) will attend.

This plan is discussed and developed over the next 6 years, until the young person leaves Newfield.

Each year in the summer term Newfield holds a ‘Planning for the future’ careers event, which young people and their families can attend to talk to a wide variety of representatives from post school providers, adult social care and adult health care teams in order to learn about what is on offer within the borough at 19.

Additional agency involvement in transition preparation

Newfield works hard to liaise with many other agencies in order to ensure that all young people leaving school have a smooth transition, and that they and their families feel prepared for the future. There is an extensive preparation for students prior to leaving school, and below are some of the agencies with whom we liaise.

  • As a legal requirement, our pupils must receive Independent Advice and Guidance (IAG) about their futures. This is the responsibility of the Local Authority, who provide this through a partnership agreement. The service becomes involved with students once they reach the age of 14, and remains involved for the rest of their time at Newfield. The personal advisors interview young people with their family before the Annual Reviews which they also attend.
  • Adult Social Care – If a child has a social worker, then the children’s social worker will liaise with adult social care in order to ensure a smooth transition to an adult social worker at 18. An adult social worker will attend the annual review before a child reaches the age of 18 to explain the process to the young person and their family. The adult social worker will also inform families how to request an assessment for adult social care if the child does not have a children’s social worker but the family feel that they may require assistance in adult life. Adult social workers can also assist families who are looking for social care, rather than educational, provision for their young person at 19.
  • Health Transition Nurse – The school nurse liaises with the transition nurse to draw up a transition health plan which ensures that any health needs are correctly documented and passed on to adult provision. The transition nurse will also meet with families, either at a medical appointment in school, at an annual review meeting or at the family home.
  • Colleges and Social Care providers – Representatives from colleges and other post school providers will attend annual reviews to discuss with young people and their families what they have to offer. This usually takes place in years 13 and 14, but if requested, school is able to arrange for advisers to attend at earlier review meetings. Families are also given information about open days and are advised to visit a range of facilities in order to help them make their final decisions.
Transition into adult life

Throughout years 12 to 14 all students will embark on college placements, which will become tailored towards their intended destination post 19.

Newfield has many links with post school providers - Myerscough College, Blackburn College, Stanley Grange, Stable Trading Co., Brothers of Charity - Lisieux Hall, My Step Up, Futures Farm, Pendleton Brook etc. Young people have opportunities to attend some of these provisions, beginning in year 12. Students are encouraged initially to try out a variety of these options. As they become older they refine their choices, and by year 14, young people should be attending their intended destination.

‘when learners leave Newfield they make effective use of independent guidance in order to choose their next placement. This is an outstanding achievement for this group of learners. (Ofsted 2016)

In addition, some students work on an individual basis with class staff to complete travel training - learning to travel independently both on foot and using public transport.

All students have opportunities to engage in work experience which is adapted to suit their interests and needs and is organised by school. Additionally, where appropriate, bespoke work placements are available in a range of local businesses including Tesco, Asda, Halfords, Pets at Home.

On leaving the school students receive their Record of Achievement, a portfolio of work and a person centred transition profile, as part of a presentation package which details their achievements.

Final Transition Preparation

There is extensive preparation in year 14 for young people prior to leaving school. During that final year, the school, with some help from the other agencies involved with a young person, works alongside the young person and their family, to make final decisions and complete the application process to post school provision. At the Annual Review in the final year we bring together all of the people who are important to the young people’s transition in order to ensure that everyone is fully prepared. We may decide with the family to hold an additional interim meeting closer to the end of the academic year. Transitional issues are paramount and most young people begin a transitional course with a post school provider whilst still at school, in order to ensure that they and the providers are confident that the transition and new placement will be successful.

‘Each learner has a personal programme which is matched expertly to their specific needs and interest. This is a culmination of the school’s excellent approach to person-centred planning across the school. (Ofsted 2016)

Students move on to a variety of destinations including local colleges, residential colleges, supported employment, and placements using individual budgets.

Thirteen pupils left in the academic year 2016-17 and moved to the following locations:

  • 7 students obtained placement at local colleges
  • 2 students obtained placements at out of borough day colleges
  • 1 student attending local social care day centre
  • 3 students receiving individual social care packages

3. School for Autism @ Newfield

School for Autism @ Newfield

The School for Autism @ Newfield has been developed in response to the growing popularity of Newfield’s autism provision. It is intended to provide a holistic approach to meeting the educational needs of pupils on the autism spectrum and works collaboratively with a range of multi-agency partners. A range of approaches are used by skilled staff to reduce the barriers to learning pupils with autism may experience. We aim to use a motivating and varied curriculum to promote the best access to learning for each individual.

‘Pupils at Newfield School clearly make progress as a result of support they receive from a committed and empathic teaching team.
Autism Accreditation Review Report 2017

The School for Autism @ Newfield is an exciting new build provision based on innovative design concepts and constructed with pupil’s sensory sensitivities in mind. Attention has been paid to acoustics and colour schemes with the aim of reducing some of the sensory challenges pupils may encounter. The provision also has: - sensory integration resources, swings and other equipment - a walking/ cycle track - classrooms with en-suite workrooms to facilitate one to one or low distraction work spaces - trampolines for re-bound work - a range of outdoor spaces and play equipment

‘School has focussed on providing a clear, visually based structure to make systems and expectations predictable, so empowering pupils by lessening uncertainty and promoting functional expressive communication especially through use of PECS. Autism Accreditation Report 2017

The School for Autism @ Newfield works wholly within the aims of Newfield School. However, in addition there are aims related to the autism specific needs of the pupils it caters for. The assessed needs of pupils on the autism spectrum are addressed by employing an eclectic approach to meeting those needs.

Our aims are;

  • to reduce the barriers to learning a pupil may experience in relation to their autism

  • to work within in developmental framework to assess and address the specific needs of pupils

  • to work in partnership with parents and carers to create consistency of approach and shared understanding of the pupil

  • to encourage pupils to develop strategies to positively manage their own behavioural responses and sensory issues

  • to provide fully inclusive opportunities in school and community settings

  • to demonstrate commitment to the professional development of those working with pupils on the autism spectrum

  • to demonstrate commitment to innovative, ethical and empirically based interventions for pupils on the autism spectrum

4. Teaching and Learning

Times of School Sessions/Taught Time

Children arrive at 8.45 am and go to their classes for registration.

Lunch breaks and leisure activities run between 11.45 am and 1.30 pm to accommodate three lunch sittings according to age phase. School ends at 3.10 pm, with pupils leaving on transport between 3.15 – 3.30 pm

Many classes have a drinks time in the morning and some may take this time in the afternoon also. Teachers use this time as an additional teaching opportunity. Many of the pupils may have additional periods of physical activity as part of their individual timetables to address aspects of their education.

Teaching and Learning Organisation

At Newfield School we ensure that each subject of the National Curriculum is reflected in the class timetables with adequate time allotted to maintain a full and balanced access to a suitably differentiated curriculum. The school provides a range of activities differentiated according to the age and needs of the pupils. All classes have a daily act of Collective Worship.

The specific requirements of the National Curriculum Orders are detailed in the individual subject policies and Schemes of Work.

We believe in a holistic approach to the curriculum that incorporates the National Curriculum. However the National Curriculum was never intended to form the whole curriculum and as such Newfield School aims to offer additional educational opportunities to provide the necessary breadth and balance in order to address the specific needs of our pupils. It is acknowledged that academic activity interspersed with physical exercise often assists pupils to be better prepared to concentrate and achieve in lessons.

Most of the pupils at Newfield School require a flexible curriculum that takes into account their specific needs including therapy needs and therefore, their Education, Health and Care Plan may include specific areas of development outside of a traditional curriculum. The school takes the aims as outlined in the National Curriculum 2014 as a starting point and then ensure that there are effective learning opportunities for the inclusion of all pupils across all age phases in school.

  • The national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement.
  • The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

‘Pupils’ progress in mathematics, reading, writing, communication and personal development is excellent because teachers use their accurate assessments well to plan activities which match pupils’ specific needs precisely. (Ofsted 2016)

‘Pupils’ attitudes to learning are excellent’ (Ofsted 2016)

More information about teaching and learning is available in the Teaching and Learning Policy.

The whole school is organised into three departments;

  • 2<13 Primary and Key Stage 3 Phase
  • 14<19 Key Stage 4 and Post 16 Phase
  • School for Autism
2 < 13 Phase

In the 2<13 phase the curriculum is largely sensory based and takes into account the individual learning styles of pupils. Classes are grouped broadly according to the children’s ages with a maximum of 10 pupils in each class supported by a teacher and Teaching Assistants . A small number of pupils also have individual support to meet specific individual health needs.

The nursery class in the Early Years Foundation Stage (EYFS) caters for children who have had their second birthday and who have been assessed by the Educational Psychologist. The class caters for children with a range of developmental and complex medical difficulties. Placements can be either full or part time.

Parental input is of paramount importance as by working together we feel we can develop and maximise your child’s development, enabling them to achieve. All classes have a daily act of collective worship.

‘The provision for children in the early years is outstanding. Children benefit immensely from adults’ focus on providing sensory stimulation in a calm and purposeful environment’

‘Children experience a range of activities based on a specific topic. This ensures children spend time mastering their skills in different contexts and is an example of strong and effective practice’ (Ofsted 2016)

See additional 2 -13 Information

14 < 16 Phase

Our aim is to gradually prepare our students for adulthood and to help them to mature and become more independent. In the 14<16 phase we start to give children new and exciting opportunities to learn and to develop skills that will last a lifetime.

Students in 14<16 begin to be given more choices about their lives and their learning. They are encouraged to make more independent decisions and to reflect on themselves as individuals. Students in this age phase begin to take part in nationally accredited courses - ASDAN Transition Challenge.

Newfield School uses a range of traditional and alternative teaching techniques in order to maximise the learning opportunities and promote independence for the pupils who attend. Many students have individualised learning programmes to assist them to overcome particular barriers to learning, such as visual/hearing impairment, physical or communication difficulties. The school also promotes the use of other specialist teaching techniques and programmes such as Picture Exchange Communication Systems (PECs), Makaton, and electronic resources to aid communication. We also offer additional programmes and therapies, such as Speech and Language Therapy, Occupational Therapy, Physiotherapy, Music Therapy, Hydrotherapy and Sensory Integration.

‘Effective teamwork is a strong characteristic of the school. Teachers and teaching assistants work seamlessly together to ensure that opportunities for learning are rarely missed

Each class has a teacher and teaching assistants to work together on differentiation of the curriculum which is based on the acquisition of identified key skills and enables the individual needs of the pupils to be at the heart of the teaching methods and lesson delivery. All classes have a daily act of collective worship.

See additional 14 - 19 Information

Students Working
Post 16 Phase

As students enter the 16<19 phase of school we encourage them to develop in their independence and self-confidence. We offer a range of learning experiences in a supportive, pastoral way and place emphasis on meeting every student’s individual needs.

Students are grouped according to their age and Booster Groups are used to deliver differentiated learning opportunities. Students have wider outreach opportunities and community-based learning. They access a huge variety of community resources and colleges. In addition, students can access travel training as well as work experience and work placements. Students in the 16<19 phase also have the opportunity to take part in courses to support their well-being which include counselling and anger management sessions.

Students at this age-phase follow programmes of learning accredited by ASDAN

‘The quality of teaching in the school’s sixth form is outstanding because teachers effectively use their accurate assessment of what learners can do. They plan lessons and activities which provide an appropriate level of interest and challenge for all learners’

‘The frequent well-planned visits into the local and wider community are effective in ensuring learners strengthen their social skills. These visits also serve to demonstrate learners’ outstanding behaviour and their positive attitudes to learning’ (Ofsted 2016)

All classes have a daily act of collective worship.

See information regarding 16-19 Bursary.

See additional 14 -19 Information

Sex & Relationships Education

Newfield School delivers relationship/sex education for all pupils in a manner appropriate to their age and development with emphasis is placed upon relationships and relationship building. The PSHE curriculum is delivered through both discrete and integrated modules that are part of the ethos of the school. Individual pupils may receive specific information at the request of the parents and in order to assist a pupil in understanding a particular issue or behaviour. Individual or small group ‘Body Awareness’ sessions may also be facilitated by the school counsellor working alongside our nursing team who have had specialist training in working with children with SEN on sex and relationship issues. Parents will be kept fully informed and invited to come and discuss any concerns before any sessions take place. There is a great deal of emphasis on protecting the child from harm and helping the child to keep themselves safe. Parents can withdraw their child from taking part in Sex & Relationships Education by informing the Head Teacher in writing.

‘A course on ‘Body Awareness’ has been successful in supporting children to understand their health and how to get support. A member of staff said ‘they are being empowered to say no.’ As children with disabilities are more vulnerable to abuse and neglect than other children, the school places a great emphasis on child protection’ (RRSA June 2017).

‘Pupils’ personal development is outstanding because adults model superbly the school’s values of ‘Inspire, Support, Achieve, Together’ in everything they do’ (Ofsted 2016)

Religious Education

All children who attend Newfield School take part in discrete Religious Education lessons, which enable them to learn about world religions, spirituality and morality.

‘The school’s excellent provision for pupils’ spiritual, moral, social and cultural development contributes well to their strong social and emotional resilience’ (Ofsted 2016)

Parents/Carers have the right to withdraw their children from Religious Education lessons and should contact school if they wish to do so.


Curriculum Organisation

Foundation Stage
Organisation of the Foundation Stage Curriculum

The Early Years Curriculum is developed in such a way that it values, celebrates and recognises individuality through interactive exploration and a holistic approach to learning by using Creative Curriculum themes. It is a play-based curriculum with a focus on ensuring children are working towards individual learning targets, taken from their Personalised Learning Plan.

In the Foundation Stage all pupils are taught through the Foundation Curriculum, which covers;

  • Prime Areas
  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development
  • Specific Areas
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

The Early Years Curriculum at Newfield is developed using half termly themes. These are chosen where possible relating to children’s interests and experiences.

Examples of previous themes have included:

  • In my garden
  • Off on holiday
  • Nursery Rhymes
  • Let’s Celebrate!

These themes are developed to ensure all children are able to develop their skills within all seven areas of learning whilst working towards the Early Learning Goals.

Learning is presented through continuous provision, where carefully chosen and organised experiences are available for children to access independently and with support. These activities include messy play, creative, sensory/ role play, books, music, computers and outside provision. Alongside this adult led activities are used to develop specific skills and support learning. In all areas of the classroom, staff will observe, support and engage with children working towards their individual targets. Pupils also join in weekly physical sessions and swimming in the school pool with familiar staff. Sessions also take place in our sensory studio.

Key Stages 1, 2, 3 and 4

At Newfield School we aim to help our pupils deepen their understanding of key skills, concepts and vocabulary by delivering our curriculum in a thematic way. Some subjects ‘stand alone’ and are delivered in separate, or discrete, lessons timetabled each week. These subjects are:

  • Mathematics
  • English
  • Reading - Read, Write, Inc. is the approach adopted at Newfield School for children who are developing reading skills. It provides a structured approach to the teaching of phonics and centres around the teaching of ‘pure sounds’ with regular, routine opportunity to practise skills.

    Lexia is a computer program that supports this, which we use in school and is also available for use at home.

  • PE
  • PSHE
  • RE
  • Computing - in some classes at KS 3 and 4

The other subjects are planned to make links within themes that are meaningful, accessible and relevant to our pupils. We aim to provide a broad and balanced curriculum offer which is flexible to build on the interests of pupils and to help them build on their existing skills and experience through interesting and motivating theme areas. The subjects covered in the themes are:

  • Science
  • History
  • Geography
  • Design Technology
  • Art and Design
  • Music
  • Computing (KS 1, 2 and some classes at KS 3and 4)
  • Citizenship (at KS 3 and 4)

‘Languages’ is delivered via themed days accessed by pupils at Key Stages 2, 3 and 4. We aim to make the delivery of this subject meaningful to our pupils by using multi-sensory approaches to teaching that emphasised the fundamental principles of communication.

Organisation of Thematic Curriculum at Key Stage 1 (Years 1 and 2)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term. All themes are supported by more detailed planning documents which teachers use to assist them in planning creative and exciting learning.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title I’ve Got a Body House and Homes The Four Seasons In the Garden Animal Magic Flight
Subject Coverage Science (animals, including humans) Music Art DT Science (everyday materials) Art Music Geography History Science (weather and seasonal changes) Science (plants) DT (cooking and nutrition) Art Art Science (animals including humans) Music DT History DT Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title The Circle of Life What’s it Made From? Animal Homes Let it Grow Build and Make Contrasting Environments
Subject Coverage Science (Animals including humans) D.T. (cooking and nutrition) Art Music Science (everyday materials) D.T. Music Art History Science (Living things and their habitats) D.T. Geography Art Science (plants) Music DT Science (everyday materials) History Art Geography Science (weather and seasonal changes)
Organisation of Thematic Curriculum at Lower Key Stage 2 (Years 3 and 4)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Super Heroes Festivals and Light Healthy Living Landscape Rainforest Cities
Subject Coverage Science (forces and magnets) Art Geography D.T. Music Science (light) Art Music History DT Science (Animals, including humans) Art Science (rocks) Geography History Music Science (plants) D.T. Geography Music Geography DT Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Changing Materials Making Music From the farm Going Underground Switch it! Blackburn
Subject Coverage Science (states of matter) Geography D.T. Art Music Science (sound) Art D.T. DT (cooking and nutrition) Science (animals including humans) Geography Music History Science (living things and their habitats) Geography Science (electricity) Music D.T. History History Geography Science
Organisation of Thematic Curriculum at Upper Key Stage 2 (Years 5 and 6)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Out of this World Growing Up Transport Life Cycles Exploring Materials Country Study
Subject Coverage Science (earth and space) Music D.T Art History Science (animals including humans) Art History Chronology DT Science (forces) Music History Science (living things and their habitats) Art Geography Art Science (properties and changes of materials) D.T. Geography Languages Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Dinosaurs Light and Dark Healthy Bodies/Keeping Fit Turn it Up Under Water Performance!
Subject Coverage Science (evolution and inheritance) Art Geography Science (light) D.T. Art DT (cooking and nutrition) Science (animals including humans) History Science (electricity) History DT Music Geography Science (living things and their habitats Music DT Science

Organisation of Thematic Curriculum at Key Stage 3 (Years 7, 8 and 9)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Families Marvellous Materials Fuel for Life Inside My Body Inside and Outside Country Study (China)
Subject Coverage Science ( Biology) Geography History Citizenship Science (Chemistry) D.T. Art Science Science (physics) D.T. History Music DT (cooking and nutrition) Science (Biology) Music DT Science (Chemistry) Geography Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title On the Move Seasonal Foods Water Light and Sound Fruits and Flowers Exhibition!
Subject Coverage Science (physics) D.T. History DT (cooking and nutrition) Science (Biology) Art Citizenship Science (chemistry) Art Geography Music Science (physics) History Science (Biology) D.T. Geography Art Music Drama Science
Year C
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Opposites Electric Shock Looking after the Environment The Earth and Beyond Solids, Liquids and Gases History Study
Subject Coverage Science (chemistry) Geography Art DT Science (physics) Music Geography Science (Biology) Citizenship Science (Chemistry and physics) Geography DT Music Science (physics) Art History Science

Organisation of Thematic Curriculum at Key Stage 4 (Years 10 and 11)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term. Students at Key Stage 4 additionally work towards the accredited ASDAN programme ‘Transition Challenge’

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Ourselves and our Culture (similarities and differences) Using Materials in the home (Cleaning/chemicals in the home) Journeys and Travel Horticulture Cookery The Natural World
Subject Coverage Science ( Biology) Geography Art Citizenship Science (Chemistry) Art D.T. (Cooking and nutrition) Science Science (physics) Geography Music History DT (cooking and nutrition) Science (Biology) Citizenship DT (cooking and nutrition) Science (Chemistry) Art Geography Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Independent Living (electricity and shopping) Enterprise Keeping healthy Looking after the local environment Buildings and Structures History Study
Subject Coverage Citizenship Science (physics) Music Art Science (Chemistry) Citizenship Art DT (cooking and nutrition) Science (Biology) Geography Science (Biology) DT Science (Physics) Art History Music Science
Organisation of the Curriculum at Key Stage 5 (Years 12, 13 and 14)

At Key Stage 5 our students follow a curriculum designed to best prepare them as they head towards adult life. We aim for our young people to leave us with the skills necessary for them to be as independent, valued contributors to society as possible.

The following areas make up the curriculum which is tailored to each students personal learning styles and aspirations. Every student pursues an accredited course of study through the ASDAN programme though the rest of the curriculum offer is delivered in a bespoke way according to the individual need of the student.

Core Curriculum
  • Functional English
  • Functional Maths
  • Independent Living Skills
  • ICT
  • Travel and Mobility
  • PSED
  • Healthy Living
  • Relationships/SRE
Year 14 Additional to the curriculum offer Y14 pupils receive
  • Personal Tutorials
  • Transition support
  • Supported college/ future placement links
  • Work experience
Enrichment and Optional Curriculum
  • Enterprise
  • Community Participation
  • College / adult provider links
  • Sport and leisure
  • Swimming
  • Performing Arts
  • Sensory activities
  • Reading support
Post 16

The 16-19 Phase curriculum is developed to include additional learning opportunities to prepare young people for life beyond school. Students choose from options within study programs for ‘Vocational, Careers & Work Based Learning’, as well as ‘Independent Living Skills’ which encourage choice making, independence and personalisation of learning to suit learner interest in preparation for adult life. Some of this additional learning that students in the 16-19 phase access takes place during off-site activities at a range of providers including Stanley Grange and ‘Futures’. In order to prepare students for life after school, these sessions aim to enable students to work with a variety of unfamiliar staff and peers. Such activities are run as options to promote choice making, and are delivered across all skill levels in order for all students to access their choice, based on personal interest, at an appropriate level.

In year 14, all students have individual sessions throughout the year based on ‘Person Centred Planning’ in order to assist them to prepare for leaving school and to create a profile, which they can take with them to their post school placement.

Vocational, Careers and Work Experience

Much of the Vocational learning that students in 16-19 access takes place during off-site activities. In order to prepare students for life after school, these sessions aim to enable students to work with a variety of unfamiliar staff and peers. All activities are run as options to promote choice making, and are delivered across all skill levels in order for all students to access their choice, based on personal interest, at an appropriate level. Students can choose from a range of activities to suit their interests from the following:

  • Horticulture
  • Art
  • Music
  • Design Technology
  • Enterprise
  • Catering
  • Careers
  • Work Experience/Work Based Learning

Independent Living Skills

The aim of these sessions is to assist students to become as independent as possible and to prepare them for adult life. Students will be part of the planning process and will therefore have some choices, for example, about the places in the community that they access, the meals that they plan and prepare etc.

  • Basic Skills Cooking
  • Home Management
  • Shopping
  • Travel Training
  • Community Orientation
  • Leisure Skills

In the 16-19 Phase students take part in extensive outreach opportunities through a variety of links. As students’ progress through the phase they are aided to make choices about their eventual post school destination, which in year 14 becomes bespoke as the main focus of each students outreach activity.


Throughout the 16-19 curriculum, students complete modules of work and receive accreditations from examination bodies, e.g. ASDAN. All areas of the curriculum can be linked to and accredited with ASDAN modules. Decisions regarding examinations are based upon a student’s individual needs or capabilities

Post 16 Curriculum

At Newfield School our learners in the Post 16 provision are offered a broad range of learning experiences designed to promote their personal development and aid them to make a smooth and well-equipped transition into adult life.

The Curriculum is tailored to meet the needs of individual students including provision for their therapy needs e.g. Speech and Language, Physio etc. Students have individual assessments and work towards accreditation, most commonly through the ASDAN framework. The curriculum is divided into the broad headings shown below:

  • Core Curriculum
  • Life Skills and Personal Development
  • Creative
  • Individual Activities
  • Vocational learning
  • Enterprise
  • Work experience
  • Community Participation
  • Individual Activities

curriculum diagram

Arts Policy and Provision

We believe that the arts provide an opportunity for all pupils to express and explore their emotions and feelings through providing vivid images/sounds aimed at promoting the development of expression. Newfield is proud have become a nationally accredited Arts Award Centre in January 2015 - see Arts Award information. There is also a dance element to the PE curriculum that also introduces the pupils to a variety of moods and themes for expression. Newfield has a very active school choir, which sings and signs and takes part in a wide variety of local choral events each year.

Pupils working on art work
Collective Worship

At Newfield School we recognize the immense value of Collective Worship and strive to provide the best experiences for our students to ensure that all of our children’s and staff’s spiritual needs are met.

Due to the cultural diversity of the population of Newfield School, we hold a DETERMINATION from BwD SACRE which allows us to hold Collective Worship which has a focus on the 4 areas of spiritual development, rather than content being of a wholly or mainly of a broadly Christian character, which we consider to be more appropriate and enriching for our school family.

These 4 areas of spiritual development enable all students to develop relationships with themselves, others, the environment and God, whatever that means to them. Parents/Carers have the right to withdraw their children from Collective Worship and should contact school if they wish to do so.

Collective Worship is held in class each daily. Once each week whole phase Collective Worship takes place in the hall.

There is a Collective Worship theme calendar which gives a different theme for each week and identifies any key religious or cultural events taking place each week.

In order to ensure that all pupils of all ages and abilities feel included in the time of Collective Worship it has a strong emphasis on engaging the senses. Students have a role to play in Collective Worship as leaders and participants and contribute to worship through poems, prayers, dramas, songs, images.

A range of visitors are invited to contribute to Collective Worship at various times throughout the year.

Parents, Friends and Governors are invited to attend school to participate in Collective Worship at special times during the year by letter and are always very welcome.

Our 'Community Tree' dedicated by the Blackburn with Darwen Interfaith Forum

5. Community Partnership


At Newfield School we offer a very comprehensive Outreach programme. We try to ensure that all our pupils benefit from an appropriate opportunity to join in activities with their mainstream peers.

‘The new build provision will raise the already outstanding levels of provision for identified students and I am completely confident that the school will continue to be a Centre of Excellence for the North-West area.’ IQM, May 2017

Each class in 2-11 Department has one mainstream primary partner schools, with the exception of class 1 which has two link schools. The schools visit us here on a regular basis for informal play/classroom activities.

Pupils in KS3 take part in activities at a variety of community venues, supermarkets and cafes developing valuable social skills.

Pupils in KS4 attend Witton Park High School on a weekly basis where they work with a mainstream peer on social and relationship buildings skills following the Asdan Award Scheme. Some pupils in KS3 and KS4 attend specific lessons with their peers at Witton - these are bespoke placements based on individual talents and needs.

In our 16 -19 Department students experience activities at venues that they may consider attending when they leave school including My Step Up Farm, Blackburn College, Myerscough College and Stanley Grange.

‘The priorities of personal and social development and academic progress are balanced effectively to ensure each pupil develops holistically into a well-rounded young person by the time they leave the school’ (Ofsted 2016)

There are many benefits for both Newfield pupils and their mainstream peers; giving the opportunity to work in a different environment, make new friends and practice new skills. For our mainstream partners it provides a valuable opportunity to raise awareness of disability and promote our belief of equal opportunities for all.

‘My previous visit to the school confirmed how the staff work tirelessly to provide an environment which engages, motivates and challenges all students. There is clear evidence this year of how Newfield School has progressed.’ IQM, May 2017

IQM Report

Community Links

The school continues to extend and develop its links with the local community and wider community. As well as the inclusion opportunities mentioned above, the school involves other members of the local community including religious groups, police and the use of facilities, such as swimming pools and shops. Some pupils are also involved in careers and vocational education activities including the opportunity for work experience.

‘Adults are adept at providing a wide range of opportunities for pupils to develop their social skills. Visits into the local community, to find and buy items for projects for example, along with opportunities to take part in special events in school, such as the ‘Art Explosion Week’, allow pupils to hone their personal skills in real-life situations’

We also provide placements for local colleges and schools to assist in developing the knowledge and understanding of disability in the wider community. The school has had a number of stories covered by the local newspaper that assist in promoting a positive image of the school.

Student Placements at Newfield

We have links with a number of regional educational establishments and take students on both short experiential placements and long-term developmental placements. We believe that it is of great benefit for our pupils to meet new people, and we enjoy being able to offer students the privilege of working with our special children and our talented, friendly team of staff. We are always interested in the new ideas that students bring with them and feel that we benefit from their different perspectives. Both our pupils and staff have much to offer in terms of helping students to develop an understanding of children with complex needs and how, whether training to be a social worker, teaching assistant, teacher or nurse you can develop the knowledge and skills required to make a difference in your career. Many of our teachers and senior leaders have vast experience of supporting students on placement to develop, including formal observations and target setting where required and the feedback we receive is very positive!

Before beginning a placement, all students spend time with a senior leader and take part in an induction program including safeguarding, health & safety, practical information and a comprehensive building tour.

Activities on placement can be any or all of the following, however, this is not an exhaustive list and we are also open to different requests:

  • Pupil shadowing
  • Staff shadowing
  • Shadowing nurses for a day
  • Supporting in a single class
  • Day experiences in other areas of school
  • Team teaching with a class teacher
  • Leading teaching
  • Attending parent meetings
  • Attending annual educational review meetings
  • Supporting pupils on visits

We currently take students from:

  • University of Cumbria
  • University of Central Lancashire
  • Edge Hill University
  • Manchester Metropolitan University
  • University of Chester
  • Blackburn College
  • Burnley College
  • Blackburn University Centre
  • St Mary’s College Blackburn
  • St Wilfred’s C of E Academy

If you are an establishment interested in linking your students with our school, or an individual looking for a placement, please contact us to discuss what we may be able to offer.

Community Cohesion and the PREVENT agenda

As a family at Newfield we have children and staff from all over the borough of Blackburn with Darwen and beyond! We have a wide range of cultures, languages and socio- economic backgrounds but we all share a common desire to have the very best for the children who come here and share and celebrate British Values both within the school and within the community.

We have a calendar of events throughout the year celebrating different religious and cultural festivals where we often have guest speakers, and sometimes celebrities, from the local area. We raise money for the school, our local community, national charities and are forging links with charities overseas in order to make everyone in our school community aware of and part of the global community.

We have links with the BwD Inter Faith Forum and with representatives from SEMA to strive towards excellence in our work on Community Cohesion. We also contribute to the borough’s work on Community Cohesion and the PREVENT initiative.

We are well placed to celebrate diversity and enjoy the bonds that link us all together.

‘Pupils are prepared well for their life in modern Britain. By the time pupils leave the school they are often able to give their viewpoints and consider the thoughts and feelings of others’ (Ofsted 2016)

We understand the difficulties faced and the threat to us all from extremist behaviour and to that end we focus strongly on the similarities that bond us all as humans. We challenge any stereotypes and will not tolerate any form of extremist behaviour in our school community. The Senior Leadership team and some governors have completed WRAP (Workshop to Raise Awareness of Prevent) and are committed to being proactive in keeping people safe from extremism.

We are outward looking, ensuring that our children have a place within the community and that our school is a centre in the community where people can come together to learn, share and enjoy life.

Our school community banner produced by the Parents’ Group

6. Safeguarding Children and Child Protection

Safeguarding Children and Child Protection

The school has produced a Safeguarding Children and Child Protection Policy based the Government’s Department for Education guidelines and advice. Emphasis is placed upon protecting the child through established procedures that are known to all staff. Staff have received regular training in the recognition of symptoms of abuse and in the procedures for the recording and reporting of incidents. The Head Teacher is the Designated Senior Lead member of staff responsible for the implementation of Child and Safeguarding Policy and Protection procedures. There is also a named Governor and all members of the Senior Leadership Team are trained to be designated for child protection in the absence of the Head Teacher. Where a child appears to demonstrate the outward signs of abuse, the Head Teacher is obliged to refer the matter to the Blackburn with Darwen’s Children’s Services Department.

‘Thorough risk assessments and strong procedures ensure children are safe in school’

‘The arrangements for safeguarding are effective. The school’s single central record of employment checks, carried out to verify the suitability of all adults who work at the school, is exemplary. Staff are well trained in child protection’ (Ofsted 2016)

Multi Agency Safeguarding Hub - MASH

Blackburn with Darwen Local Safeguarding Children Board - LSCB

School Security

We take the care and safety of our pupils very seriously. All the children’s play areas are secure with adequate fencing and gates. Visitors must report to the Main Reception to ‘sign in’ and be issued with a visitors badge. All visitors must wait in the entrance foyer so that the member of staff with whom they have an appointment can escort them around the school. More information is available in the Security Policy (Pupil)

7. Additional Information

Discipline and Behaviour Management

The general principles of behaviour agreed by Newfield School Governors are implicit within the whole school [Positive Behaviour Support Policy] Consultation has taken place with staff, parents and, where appropriate, pupils. The school recognises the need for teaching and learning to take place in a caring, organised and orderly manner. Pupils are encouraged to develop an awareness of their unique contribution to the life of the school and to recognise the consequences of their behaviour and actions on themselves, other pupils, staff and visitors.

‘Throughout the visit there was much evidence of mutual rights respecting behaviours and very good relationships. A teaching assistant commented ‘they [the pupils] give way to others, everybody has respect for others.’’ RRSA, June 2017

Good conduct and appropriate behaviour is rewarded through praise, encouragement and tokens of appreciation, such as stickers and certificates. Some children have particular difficulties that they find hard to come to terms with and overcome, and it is for these reasons that the school formulates positive support plans with the child and parents. These plans are aimed at quickly resolving conflicts and difficulties a child may experience and are based on a child’s individual needs. These plans form part of a child’s overall Well-Being Plan.

‘All adults hold very high expectations in terms of what this group of pupils can achieve’

‘Adults demonstrate high standards in everything they do. The air of calmness around the school is punctuated frequently by pupils’ desire to be successful learners’

‘The excellent relationships between adults and pupils are undoubtedly the key to pupils’ outstanding behaviour in and around the school and when off-site on visits to the local and wider community’ (Ofsted 2016)

‘The behaviour of pupils, including those in the early years and sixth form, is outstanding. Pupils, learners and parents spoken to, agreed that this is the case. During the inspection, inspectors saw nothing but exemplary behaviour. Pupils are polite and courteous towards one another and towards adults and other visitors, usually with little or no prompting from supporting adults’ (Ofsted 2016)

Within each child’s positive support plan there are details of advice and support for dealing with the difficulties presented. We believe the difficulty is a shared one, and the emphasis to resolve the situation is placed equally on the child and supervisory staff. Many of these plans can be adopted for use at home in order to create the opportunity for a twenty-four hour curriculum and to give the child the maximum opportunity to generalise these skills throughout their life.

Assessment, Accreditation & Exam Results


There is a comprehensive system of assessment, recording and reporting in the school that informs the planning process so that pupils’ progress can be effectively monitored. As pupils enter school there is an initial assessment completed to assist in setting targets for the pupils’ Personal Learning Plan (PLP). These assessments are based around the 4 elements of SEND ie; Communication & Interaction, Cognition & Learning, Physical & Sensory, and Social, Emotional & Mental Health. Each pupil follows a Personalised Assessment Pathway in line with their Education, Health & Care Plan. All pupils are assessed using the B Squared Scheme which measures pupil progress on a year-by-year basis and effectively measures the extent to which pupils have progressed. The results of these assessments are used to compile whole-school targets for improvement. All parents receive a termly report on progress within the PLPs and ‘Evidence for Learning’. Pupil’s PLPs relate directly to their Education Health and Care Plan through the Annual Educational Review process and enable the development and support of individual key skills and learning goals.

Pupils have the opportunity to enter for SATs assessments, if appropriate. Often these assessments tell us very little of what our children can do, but they are occasionally useful for a small number of our pupils. Through the Key Stage 4 and Post 16 curriculum, students complete modules of work and receive accreditations through examination bodies, e.g. ASDAN. Decisions regarding other examinations are based upon a child’s individual needs or capabilities.

The school’s pupil progress data information can be found here

All pupils take part in an assembly each week that awards certificates and/or stickers for good work and achievement.

On leaving the school students receive their final Record of Achievement, including their externally accredited examination certificates and a portfolio of work as part of a presentation package which details their achievements.

‘Evidence of pupils’ work in their files, books and displayed in classrooms and corridors, shows excellent progress in basic literacy and numeracy skills by all age groups and in a wide range of subjects’

‘Pupils make rapid progress due to leaders’ robust monitoring of the quality of teaching, learning and assessment

‘Last year all Year 11 pupils achieved units in the Award Scheme Development and Accreditation Network (ASDAN) Transition Challenge Award. As a result this group of pupils have a high success rate with their personal learning pathways by the time they leave school.’ (Ofsted 2016)

Standard Assessment Test Results

The End of Key Stage assessments are set at a level which makes them inaccessible to the majority our pupils and therefore our children do not meet the eligibility criteria to take the tests. Consequently the results for statutory assessment at the end of each Key Stage do not present the best measure of the standards of achievement attained by our pupils. In school we use a variety of measures to recognise and celebrate the achievements of our pupils, including the B Squared scheme (see Assessment, Recording and Reporting policy) Pupil assessment is completed termly, and moderated annually. The data is analysed by teachers and deputy head teachers in order to identify progress and interventions to support improved results for individuals and groups of pupils.

Below are detailed the outcomes of assessment against National Standards for the Academic Year 2016/17.

At Key Stage 2, 3 pupils were assessed at ‘W’ in English/Maths

‘W’ – represents pupils who are working towards Level 1 of the National Curriculum.

The school sets ambitious and predictive outcomes for pupils at the end of each key stage. The outcomes of these attainments are available upon request from the Head Teacher.

‘Inspectors’ analysis of the school’s records show that the rate of pupils’ progress has increased over the last three years. The proportion of pupils making better than expected progress, based on their starting points, has increased since the last inspection and is now above that of their peers in mainstream schools. Furthermore, a higher proportion of pupils in receipt of the pupil premium grant reach the standards expected for their starting points in English and mathematics, compared to their peers nationally. In addition, despite being in the minority, girls make outstanding progress too’ (Ofsted 2016)


Students have the opportunity to take part in modules leading to accreditation by an examination board; usually ASDAN. Pupils in Year 10 and 11 work towards accreditation through ASDAN’s ‘Transition Challenge’ and in the Post 16 phase pupils work on units in ‘Personal Progress’ achieving accreditation at the end of Year 14.

In the academic year 2017-18 the following accreditations were achieved:

Year 11

  • 7 students achieved a total of 22 units in ASDAN’s Transition Challenge

Year 14

  • 12 Students achieved a total of 157 credits through the Asdan Units in Personal Progress.
  • Of these 12 students, 6 achieved accreditation of ASDAN Units in Personal Progress at the ‘Diploma’ level, and 6 achieved the ‘Certificate’ level.

‘At 19 all leavers achieved units in the ASDAN Personal Progress Award at either certificate or diploma level’ (Ofsted 2016)

Equality Duty

Newfield School complies with the general and specific duties of the Equality Act (2010). In accordance with the duty we publish information that demonstrates that we have due regard to the need to;

  • Eliminate unlawful discrimination
  • Advance equality of opportunity
  • Foster good relations

These specific duties have been considered in relation to all our policies and procedures in school. Our objectives will be reported on and published as part of the Governance public documents available for inspection under the Freedom of Information Regulations and Data Protection duties and in the school newsletter to parents. For more information see our Equality Duty Policy

Our Equality Objectives are set, reviewed and published annually in our School Development Plan.

School ensures that there are opportunities for activities and education reflecting a diverse range of people from widely differing backgrounds and that due consideration is given to resources to ensure that they are representative of diverse local and global communities.

‘Pupils are prepared well for their life in modern Britain. They are often given opportunities and encouraged to make their own choices from the minute they start the school’

‘By the time pupils leave the school they are often able to give their viewpoints and consider the thoughts and feelings of others’

‘The school’s work to promote pupils’ personal development and welfare is outstanding. The school’s promotion of pupils’ rights and responsibilities is exceptional. By the time pupils leave the school, they have developed into well-rounded young people able and willing to make a positive contribution to society’ (Ofsted 2016)


To find out more information about Ofsted please visit our Ofsted Page


We work to promote school attendance in accordance with our policy which can be [viewed here.]

‘There is a real sense that pupils enjoy their learning and have no desire to waste time unnecessarily. Testament to this is the high proportion of pupils who have the highest levels of attendance at the school’ (Ofsted 2016)

RaiseOnline Verified 2015/16

Attendance 89.3%

Authorised Absence 10.7%

School Data Academic Year 2016/17

Attendance 90.16%

Authorised Absence 9.73%

Unauthorised Absence 0.11%

School Development Plan 2017-18

The school has a comprehensive School Development Plan that is available for inspection on request.

School Development Plan 2017/2018

Strategic Priority 1: Leadership and Management.

Overall Target/Impact

To develop a succession planning model to secure strong and stable financial and leadership structures that ensure continuity of education, attainment and care for all pupils.

This will be achieved through:

  • Implementation of the five year strategic plan
  • Continue budget profiling to producing a finance plan to ensure stability, viability and sustainability including a 3 year plan
  • Ensuring finance systems are fit for purpose with accountability to governing body, as school responds to austerity and changes in funding
  • Exploring and developing income generation opportunities to include development of a marketing strategy identifying main training streams based on demand in collaboration with mainstream partnerships including Primary Team Alliance
  • Joint Practice Development
  • Undertaking a full staffing establishment review to ensure it is fit for purpose and meets holistic needs of all children’s, including growing clinical and health needs
  • Re-modelling leadership structure to ensure fit for purpose taking into account succession planning and expansion of asd
  • Ensuring business support services in school are correctly structured and balanced to grow into expansion of ASD provision
  • Developing the skills and impact of middle leaders to secure pupil achievement through a practitioner model (e.g. creation of specialist HI/VI teachers, leadership development)

To complete collaborative planning, design and execution of new–build provision for pupils in the autism spectrum (Equality Duty)

This will be achieved through:

  • Ensuring design brief accurately reflects practical needs of ASD population to ensure comfortable, sensory-friendly accommodation
  • Successful occupancy and commissioning of the new school
  • Meeting targeted deadlines in the overall building schedule
  • Membership of the LA Steering Group and the Design Group
  • Refurbishment of existing building and vacated classrooms (opportunities to redefine and configure existing usage)

To develop the strategic vision for overall autism provision (Equality Duty)

This will be achieved through:

  • Reviewing all aspects of current ASD provision (including Professional Learning for staff) to ensure robust, transferrable practice in preparation for opening of new ASD provision in the academic year 2017/2018
  • Work collaboratively with the LA to provision map and invest in diverse services including potential for outreach and satellite provision
  • Working collaboratively with multi-agency partners to ensure the workforce are equipped to understand and respond to the challenges faced by ASD learners e.g. clinical psychology, University of Birmingham
  • Ensuring practice reflects most recent developments in understanding of ASD through empirically based approaches, developing assessment to provide a measure of effective progress for learners on the autism spectrum
  • To evidence development in Autism provision through ‘Autism Accreditation’ reaccreditation

To develop a professional learning portfolio of training, mentoring and coaching workshops, practical sessions and conferences for both in house and colleagues working in mainstream and special settings

This will be achieved through:

  • Mapping out and implementing professional learning schedules for all staff in school, including the newly appointed Education Health Care Assistants
  • Developing effective measures of impact of EHCA on learning outcomes for pupils through monitoring, evaluation and Joint Practice Development
  • Engaging in reflective practice through research driven school improvements in partnership with our school alliances
  • Devising ‘practitioner based’ professional learning opportunities for staff utilising resources within school
  • Developing an agreed pricing/marketing structure and identify the key staff to deliver training
  • Joint Practice Development
  • Potentially developing key staff through the Specialist Leaders in Education initiative
  • Measuring the impact of training on potential outcomes for pupils

To sustain and improve our outstanding safeguarding and child protection ethos through further maintaining compliance with latest Government guidance and directives; extension of our offer to parents, carers and other professionals and agencies through collaborative partnerships (Equality Duty)

This will be achieved through:

  • Updating all policies and procedures in line with PREVENT and WRAP guidelines in collaboration with the LSCB, Governors and all staff/parents/carers
  • Introducing E Learning Modules as essential part of competencies-based staff requirement to include PREVENT/Radicalisation, Child Sexual Exploitation and basic modules 1 and 2 for Safeguarding Children.
  • Updating and developing the website

To maintain effective and targeted use of Pupil Premium though specialist interventions intended to secure excellent outcomes for all children in conjunction with their Education Health Care Plan (Equality Duty)

This will be achieved through:

  • Continuing provision mapping of interventions based on pupils’ strengths and needs to ensure targeted delivery to further enhance progress and achievement
  • Development of outcome measures based on use of pupil premium funding, ie within interventions

Strategic Priority 2: Quality of Teaching, Learning and Assessment.

Overall Target/Impact

To revisit curriculum design to create a dynamic and relevant core offer to all pupils incorporating an integrated and functional approach to meeting needs in the curriculum based on individual need and aspirational objectives in each child’s EHCP (Equality Duty)

This will be achieved through:

  • Restructuring of subject co-ordination to ensure fit for purpose curriculum management across split-site
  • Reviewing curriculum offer to consider different learning pathways for pupils according to need (notion of a ‘concentric’ curriculum starting with ’self’ and the outward looking)
  • Thematic curriculum, supported with a range of resources, to enhance the delivery of themes across all abilities – considering coverage and balance over time with potential for themed days or half days to release time for other essential child needs (e.g. therapy needs)
  • Review use of sensory studio and create a clear rationale for use of the sensory studio to promote pupil progress and engagement for curriculum delivery
  • Review opportunities for promotion of British Values through teaching and learning activities
  • Review use of sensory studio and create a clear rationale for use of the sensory studio to promote pupil progress and engagement for curriculum delivery
  • Continuing to develop the English curriculum (long term planning )to ensure pupils’ communication is integral to the delivery of the subject and effectively delivered across the curriculum
  • Developing accreditation routes Post 16

To ensure ‘fit for purpose’ ICT provision in each classroom leads to improved educational outcomes for pupils by supporting access to learning, the learning experience and pupil communication (Equality Duty)

This will be achieved through:

  • Auditing software and hardware in classes robustly to assess accessibility for all pupils
  • Ensuring appropriate software, hardware and accessibility options sourced and provided in classrooms
  • Teaching staff working closely and collaboratively with ICT manager to ensure the correct resources are available and they are reliable and consistently utilised
  • Enabling teachers to carry out planning, assessment, recording and reporting remotely
  • Promoting pupil communication through the identification and sourcing of appropriate ICT hardware and software

To ensure sustained and high quality teaching and learning that meets children’s needs and secures learning outcomes in conjunction with aspirational objectives from individual EHCPs (Equality Duty)

This will be achieved through:

  • Termly focussed lesson observations based upon audited school priorities and needs
  • Termly monitoring and evaluating of the quality of planning, assessment recording and reporting procedures
  • Scrutiny of children’s work and learning journals, including E Profiles and systems
  • Acting on outcomes of pupil, parent and staff audits and questionnaires
  • Assessment for learning

To continue to ensure assessment for learning remains appropriate, fit for purpose and informs planning with opportunities for pupils to recognise and celebrate their achievements, built into the teaching and learning through implementation of the Rochford recommendations (Equality Duty)

This will be achieved through:

  • Reviewing of Assessment for Learning to include potential for extending EYFS Learning Journey Logs throughout school and implement the Rochford Review recommendations
  • Introduction of Learning Journals throughout school
  • Ensuring teachers are aware of the current and target level for their students and they are instrumental is monitoring progress of pupils in their class.
  • Promote and develop individualised assessment pathways
  • Further development of the ‘Responding to Pupils’ Work Policy is shared
  • Ensuring pupils’ work is moderated internally and externally via special school’s network to promote consistency of understanding of pupils attainment levels among staff
  • Developing an E Portfolio as a resource to support staff within school (and other schools) to make consistent judgments about pupil assessment
  • Developing Pupil Voice in Assessment for Learning
  • Further enhancing the opportunities provided for pupils with PMLD to make and demonstrate progress
  • PMLD champions developing a suite of activity suggestions and a bank of videos recognising and celebrating progress
  • Mentoring and coaching by experienced teacher/HLTA to support in class
  • Use of specialist assessment resources such as ‘Sounds of Intent’ and ‘Routes for Learning’ to support enhanced opportunities for learners with PMLD to make improved progress

Strategic Priority 3: Personal Development, Behaviour and Welfare.

Overall Target/Impact

To ensure all pupils have a comprehensive Education Health Care Plan which encompasses ‘high aspirational outcomes’ that support the development of communication and independence (Equality Duty)

This will be achieved through:

  • Reviewing Wellbeing plans
  • Reviewing headings for EHCPs linked to planning and curriculum delivery
  • Considering Personalized learning pathways
  • Embedding a firm understanding and implementation of high quality practice which meets every individual’s physical and physical therapy needs, in collaboration with therapists, nursing and colleagues
  • Further staff professional learning opportunities through a training matrix according to roles and responsibilities
  • Auditing of practice and regular termly review
  • Monitoring that all pupils physical needs are addressed to the highest standard throughout the day, in order to facilitate improved well-being, health and readiness to learn
  • Supporting young people and parents to have high expectations and aspirations for their young people, and articulate these
  • Working collaboratively with social care and health colleagues, to ensure holistic working for each individual
  • Continuing to work with the LA on regular review of the EHCP process

To work collaboratively with health providers to establish new and effective ways to work to maintain the high standards of care and Well-Being for all pupils (Equality Duty)

This will be achieved through:

  • Developing and delivering an exemplary model of Special School Nursing to meet the needs of children with SEND within BwD via a hub nursing team based at Newfield
  • Developing, in collaboration with special school nursing leads and private providers, functional provision to meet children’s medical needs in school
  • Development of a phone support line for parents
  • Weekly meetings with the Nursing lead in school
  • Continuing to develop ways to fully integrate therapy needs into daily routines and curriculum offer
  • To develop a bespoke program of PSHE/Sex Education in conjunction with the nursing team and school counselor to promote safe behaviours.

To continue to work proactively with children, parents/carers and their families to extend our core pastoral support and guidance offer (Equality Duty)

This will be achieved through:

  • Further development of an holistic approach to meeting children’s and family’s needs
  • Further ensuring EHCPs and Annual Reviews are cascaded to AHTs to ensure a wider understanding of process and purpose
  • Social Care reviews take place in school with parental/carer agreement - working towards enabling an on-site social worker/CSO

To embed ‘character building’ into school approaches ensuring pupil voice personal social development(Equality Duty)

This will be achieved through:

  • RRSA Reaccreditation
  • Character awards/bid through National Citizens Service community projects

Strategic Priority 4: Outcomes for Children and Learners.

Overall Target/Impact

To ensure all pupils make outstanding progress year on year from their staring points (Equality Duty)

This will be achieved through:

  • Monitoring teaching and learning
  • Creating an e-portfolio of levelled work to assist with internal and possibly LA moderation
  • Scrutiny of data by subject coordinators and their attendance at external moderation cluster
  • Staff meetings with teachers to identify teaching strategies to promote better assessment for learning in classroom practise
  • Data scrutiny leading to accurate identification of bespoke interventions to promote attainment for pupils in lower quartile
  • Scrutiny of Assessment data at Foundation Stage informing forward planning for transition to KS1
  • Scrutiny of Assessment data at KS5 contributes to forward planning to transition to adult services
  • Developing how annual and end of key stage assessment can be shared with parents in more meaningful ways - potentially through Learning Journey Logs
  • Professional learning for teaching assistants to ensure they understand the assessment cycle and can provide meaningful information to teachers during feedback on pupil performance

To develop systems of measuring outcomes for learners based around key areas of need in line with the Rochford recommendations (Equality Duty)

This will be achieved through:

  • Developing the use of specialist assessment to measure progress in very small stages or atypical patterns of development (Routes for Learning, Sounds of Intent, SCERTS)
  • Develop flow chart indicating pathways of assessment for pupils with specific need/diagnosis, ie ASD, PMLD
  • Developing the assessment of Personal and Social Development, including PSHE via the special school’s network

Post OFSTED Action Plan Targets (2016 < 2019/20)

Strengthen leadership still further by ensuring that:
Leadership and Management
  • Leaders and governors evaluate precisely the impact of their actions on pupils’ learning and take action promptly to secure any improvements necessary
  • All adults have a secure understanding of how wider safeguarding issues, such as the government’s ‘Prevent’ agenda, relate to the specific needs and safety of pupils at Newfield School
Unofficial School Funds

The school is pleased to receive donations towards the purchase of additional resources for specific projects we have identified. Monies donated are greatly appreciated and are placed in an account specifically designated for this purpose. The accounts are audited annually and approved by the Governing Body. Monies can also be donated via our Just Giving page.

[View Accounts.] Unofficial Funds Balancesheet

Pupil Premium

Pupil Premium Nationally

The pupil premium funding for publicly funded schools in England is intended to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Pupil premium funding is available to:

  • local authority maintained schools, including special schools and pupil referral units
  • voluntary-sector alternative provision with local authority agreement
  • special schools not maintained by the local authority (NMSS)
  • academies and free schools, including special and AP academies

In the 2017 to 2018 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,320 for pupils in reception year to year 6
  • £935 for pupils in year 7 to year 11

Schools will also receive £1,900 for each pupil who has left local-authority care because of 1 of the following:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order

If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £1,900 rate.

Pupil Premium at Newfield

Each financial year Newfield receives Pupil Premium to help narrow the gap in performance and improve the quality of teaching and learning for pupils who are eligible, and claim for, Free School Meals.

The amount of this grant will vary from year to year and it is heavily subsidised from the total school funds available in order to ensure our children receive consistent staffing expertise.

At Newfield School all our children are vulnerable and we have identified that no particular group of children do less well than any other group. Newfield has developed a pupil premium position statement & provision criteria to support understanding of how we use the funding to provide interventions.

Academic year 2016 – 2017

Information about how the pupil premium funding for the academic year 2016-17 was spent is detailed in an extensive spreadsheet that explains exactly how the money was spent, per pupil, based on intervention activities: This is available from the school.

In the academic year 2016/2017 we received a pupil premium amount of £68,316.

Compared to their peers nationally, pupils in primary 2016/2017 were making expected or above expected progress in English and Maths at 98%; pupils in secondary were making expected or above expected progress in English and in Maths at 95%.

Academic year September 2017 – March 2018

We received an amount of £39,035. There will be a further allocation, yet to be determined, in the new financial year, after April 2018.

It is our intention to spend this amount towards the employment of Higher Level Teaching Assistants, who offer targeted individual and group support to deliver specialist interventions with pupils including Visual Impairment, Autism, Communication, Mobility, Sensory Integration, Outreach, Music, Counselling and Switch use. This will be used to provide individual interventions for pupils, based on where there is an identified need to support progress.

Pupil assessment is completed termly with analysis of summative and formative results for individuals and groups of pupils to ensure that targeted resources secure equal outcomes for all children (see Equality Duty Policy).

Charging and Remissions

Governors believe that all pupils should have an equal opportunity to benefit from school activities and visits (curricular and extra-curricular) independent of their parents’ financial means. In line with extended schools regulations this policy describes how the school will best ensure a good range of visits and activities are offered and, at the same time, try to minimise the financial barriers which may prevent some pupils taking full advantage of the opportunities. (Appendix 1)

The 1996 Education Act requires all schools to have a policy on charging and remissions for school activities, which will be kept under regular review. The review date for this policy is recorded at the end of the document.

The policy identifies activities for which:

• Charges will not be made.

• Charges will be made

Charging and Remissions Policy

Parent View

The Parent View website gives parents the opportunity to tell OFSTED what they think about their child’s school.

By sharing your views, you’ll be helping your child’s school to improve. You will also be able to see what other parents have said about your child’s school, or if you want to you can see what parents have said about any school in England.

PE & Sports Premium

PE and Sports Premium Nationally

Most schools with primary-age pupils receive the PE and sport premium in the academic year 2016 to 2017, including:

  • schools maintained by the local authority
  • academies and free schools
  • special schools (for children with special educational needs or disabilities)
  • non-maintained special schools (schools for children with special educational needs that the Secretary of State for Education has approved under section 342 of the Education Act 1996)
  • city technology colleges (CTCs)
  • pupil referral units (PRUs provide education for children who can’t go to a mainstream school)
  • general hospitals

The following types of school don’t receive this funding:

Funding for the PE and sport premium

Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6.

In cases where schools don’t follow year groups (for example, in some special schools), pupils aged 5 to 10 attract the funding.

In most cases, the Government determines how many pupils in each school attract the funding using data from the January 2017 school census.

Funding for 2016 to 2017

Schools with 16 or fewer eligible pupils receive £500 per pupil.

Schools with 17 or more eligible pupils receive £8,000 and an additional payment of £5 per pupil.

PE and Sports Premium at Newfield


Newfield School believes that Physical Education and School sport has relevance for pupils of all ages and abilities, irrespective of gender or ethnicity. The overriding aim is to promote participation, achievement, sporting excellence, a sense of fun, enjoyment and adventure.


Pupils at Newfield engage in a regular structured P.E. program based around the National Curriculum. Activities include gymnastics, athletics, cricket, football, boccia, swimming, dance and outdoor and adventurous education.

The school has two halls, a hydro pool and outside play areas including outdoor gym equipment. Sporting activities take place using facilities in the local community; these include links with other local schools and providers. Newfield is a member of the Lancashire Special Schools Sports Association.

We support our pupils in the participation of sporting challenges and experiences to develop their opportunities for leadership, citizenship and for making a positive contribution to the school and its local community. Our pupils have some opportunities to take part in local and national sporting events.

Academic Year September 2017 – March 2018

We received an amount of £4,824 There will be a further allocation, yet to be determined, in the new financial year, after April 2018.

A breakdown of how the funding was allocated and the intended outcomes for pupils can be found here: [Sports Prem 2017

Academic Year 2016 – 2017

We received an amount of £8,238

A detailed breakdown of how this funding was allocated and the outcomes of this investment can be found here: [Sports Prem 2016-17

Students in swimming pool