Our Framework

The foundation of Young Women’s Hub is built around the Theory of Change framework outlined below.

The key outcomes are:

  1. Improved school attendance and punctuality
  2. Increased academic success
  3. Reduced disruptive or violent behaviour
  4. Increased awareness of skills and opportunities
  5. Improved emotional well-being

Download the Theory of Change document here.

Curriculum Content

At Young Women’s Hub, the curriculum is wider than the National Curriculum. We offer a wide range of educational options. Most girls study for GCSE examinations, but some opt for courses in Functional Skills in Numeracy and Literacy.

Our primary aim is to support our girls’ transition back into education, and although we offer traditional mainstream subjects so pupils have opportunity to learn alongside their peers, we offer our pupils alternative bespoke opportunities to enrich their learning experience. We provide a therapeutic and nurturing environment, in which increased levels of educational achievement are routinely met; our focus is to ensure the girls regularly attend the provision which, over time, allows them to gain and catch up on core subjects.

We work closely with the families, carers, and referring agencies linked to each girl, to fully understand their circumstances, needs, and aspirations. We develop individual education plans, and deliver one-to-one guidance, to help our girls achieve the best outcome possible.

We are an ASDAN registered centre and deliver a range of courses from within their award programme, which builds to a nationally recognised qualification. The activities involved in acquiring an ASDAN qualification are usually vocational in nature and aim to develop the skills of young people who have struggled in academic subjects. ASDAN accredit skills for leaning, employment and life, focusing on: personal skills and development, PSHE, work-related learning, foundation learning, volunteering and special educational needs. ASDAN’s flagship course is the Certificate of Personal Effectiveness (CoPE), and they also offer awards in science, beliefs and values, history, PHSE, citizenship and PE.

KS3

In years 7 and 8 pupils are taught a range of National Curriculum subjects. Content may be drawn from earlier Key Stages as appropriate to the pupil’s needs. Key Skills are introduced to underpin core literacy, communication and life skills. Year 7 and 8 will be grouped according to ability.

We encourage pupils to take charge of their learning and request help for various subjects which they may be struggling with.

Pupils are taught: English, Maths, Science, ICT, Art, Humanities, PE, ASDAN Project, Food Technology, PSHE.

KS4

In year 9, pupils will be introduced to GCSE and Foundation courses, which will allow our pupils time to develop over KS4 and improve their understanding and skills within each subject.

Pupils in year 10 and 11 will continue on with GCSE, vocational and Foundation courses with additional support included in their timetable.

The curriculum at Key Stage 4 is enhanced by:

  • Work experience placements in partnership with Lewisham council
  • College courses
  • Careers education
  • Enterprise, business & community links

Term Dates 2018

  • Inset Day: 15th May
  • May Half Term: Monday 28th May-1st June
  • July 19th-September 3rd

Enterprise & Work-Experience

Knowledge and understanding of Enterprise Skills will be developed and embedded within the curriculum e.g. via the Princes Trust  ‘Achieve’ Program. Enterprise skills cover many aspects of our Theory of Change framework.

Special Educational Needs

We offer a safe, nurturing and challenging educational environment for girls who have special educational needs. Such needs may include:

  • Mild/severe Dyslexia
  • Anxiety
  • Autistic Spectrum Condition (such as Aspergers Syndrome)
  • Attention Deficit and Hyperactivity Disorder
  • Emotional difficulties
  • Behavioural difficulties
  • Moderate global developmental delay
  • Learning difficulties

For pupils with Statements of Special Educational Needs or the new Education, Health and Care Plans, the normal legislative framework will be followed. Each pupil will be provided with their own individual target and learning plan. This will be reviewed on a termly basis with the parent/carer.

Annual Reviews will be held with a representative of the local authority and relevant professionals where possible.

As well as the above needs we are able to support and educate the following;

  • Anxiety difficulties
  • Mild mental health issues
  • Self-harming
  • Eating disorders
  • Teen pregnancies