Furrowfield School ‘Together We Succeed’ School Prospectus 2026 – 2027 Belong Together
Page 1 Furrowfield School Belong Together School Prospectus The following is an A-Z index of life at Furrowfield School Page Number Welcome to Furrowfield School 3 A – Allergies and Anaphylaxis 4 A – Anti-Bullying / Be Kind Policy 4 A – Applause on the Doors 4 A – Assessment 5 A – Attendance 5 B – Behaviour (The Furrowfield Way) 6 B – British Values and Protected Characteristics at Furrowfield School 7 B – Bullying Intervention Group 7 C – Careers 8 C – Clubs and Societies 8 C – Curriculum at Furrowfield School 9 D – Destinations for the Future 10 E – Emotional Development 10 E – Enrichment at Furrowfield School 11 F – Facilities at Furrowfield School 12 F – Forest School, Nature Therapy and Gardening Club 13 F – Free School Meals Changes from September 2026 13 F - Furrowfield – Student Goals for the Future 13 F – Furrowfield Way (Vision and Values) 14 G – Governors 15 H – Health and Wellbeing Activities – Friday Afternoon 15 I – Inquisitive 16 J – Journey through Secondary Education 16 K – Kindness 17 L – Learning and Life Chances 18 M – Mental Health and Wellbeing in the Furrowfield School Curriculum 19
Page 2 The following is an A-Z index of life at Furrowfield School Page Number N – Never Give Up (Resilience) 19 O – Opportunities in Furrowfield School 20 O – Online Safety 20 P – Progress and Praise 21 Q – Questioning 22 R – Reading at Furrowfield School 22 R – Remembrance Day 23 S – Safeguarding at Furrowfield School 24 S – School Meals at Furrowfield School 24 S – School Office Opening Times and Contact Number 25 S – SMSC (Spiritual, Moral, Social and Cultural) 25 S – Sport at Furrowfield School 26 S – Support (Including Therapeutic, Assessment and Support Centre (TASC)) 26 T – Team Teach – Positive Handling 27 T – Timings of the School Day at Furrowfield School 27 T – ‘Together We Succeed’ (Including TASC and Therapeutic Support) 28 T – Tutors and Tutor Groups 28 U – UNICEF and Furrowfield School 29 U – Uniform 29 U – Unique 29 U – Understanding and Inclusion 30 V – Values 31 W – Wellbeing (students and Staff) 32 X – Xylophone (Music Development) 33 Y – You Matter 34 Z – Zebra Crossing and Start of Day Procedures 34
Page 3 Welcome to Furrowfield School At Furrowfield School, we are committed to improving life chances for every student through a highly personalised, inclusive and ambitious approach to education. As a specialist setting for young people with Social, Emotional and Mental Health (SEMH) needs, we recognise that every student’s journey is unique. Our role is to ensure that each individual is supported to achieve both academically and personally, and is fully prepared for their future. This prospectus provides a comprehensive overview of life at Furrowfield School and reflects our holistic approach, where high-quality teaching is combined with strong pastoral care, therapeutic support and meaningful opportunities for personal development. Through our broad and balanced curriculum, students access academic, vocational and therapeutic pathways tailored to their individual needs, enabling them to engage, succeed and thrive. At the heart of our school is our ethos of ‘Together We Succeed’, which underpins all aspects of school life and reflects our commitment to collaboration, inclusion and shared success. This ethos is brought to life through the Furrowfield Way, our vision and values, which place significant importance on developing students who are imaginative, inquisitive, resilient, reflective and collaborative, alongside promoting kindness, thoughtfulness and empowerment. These values are consistently embedded across teaching, behaviour systems, relationships and the wider curriculum, creating a safe, structured and aspirational environment where all students can flourish. Our curriculum is ambitious, inclusive and research-based, designed to meet the complex needs of our students while maintaining high expectations. Alongside a full academic offer, we provide personalised pathways that incorporate vocational learning, nurture provision and therapeutic support through our Therapeutic Assessment and Support Centre (TASC). This enables students to regulate, reflect and re-engage in learning, ensuring that barriers are identified and addressed effectively and that progress is sustained over time. We are proud of our commitment to developing responsible, respectful and informed young people through our work towards the gold UNICEF Rights Respecting Schools Award, supporting students to understand and uphold the rights of others while contributing positively to an inclusive community. Enrichment is a key strength of our provision. All students participate in a wide range of Clubs and Societies, including science, sport, history of art, design and construction, gardening, sculpture, Dungeons and Dragons, reading and fitness activities. These opportunities are carefully designed to promote curiosity, creativity and teamwork, while building confidence, resilience and positive relationships. Through this rich offer, students are able to explore their interests, develop new skills and experience success beyond the classroom. Sport and physical education also play a vital role in supporting wellbeing, confidence and resilience. Students benefit from extensive opportunities through the curriculum and competitive events, developing teamwork, motivation and a strong sense of achievement, while promoting lifelong healthy lifestyles. Through our ethos of ‘Together We Succeed’, we work in close partnership with students, parents and carers, governors and external professionals to ensure that every student receives the support they need to succeed. This collaborative approach enables us to provide consistent, high-quality support and secure positive outcomes for all learners. Furrowfield School is a community where every student matters. Through a combination of high expectations, carefully structured support and a strong focus on wellbeing, we ensure that all students leave us with the confidence, skills and resilience needed to lead successful and fulfilling lives. At Furrowfield School, we believe that success is built together. Together we learn, together we grow, and ‘Together We Succeed’. Most importantly, we belong, together. Miss Heather E. Scott Head Teacher, Furrowfield School
Page 4 A – Allergies and Anaphylaxis (please also note we are a nut free school) At Furrowfield School, we recognise the critical importance of allergy awareness in ensuring the safety, wellbeing and inclusion of all students. In line with updated national guidance coming into effect from September 2026, we are further strengthening our whole-school approach to the effective management of allergies, underpinned by robust procedures, comprehensive staff training and close partnership with parents and carers. Furrowfield School is a strictly nut-free environment, and all members of the school community are expected to support this by ensuring that no nut-based products are brought onto site. Individual healthcare plans are in place for students with identified allergies, ensuring that needs are clearly documented, understood and consistently met. All staff are trained to recognise and respond effectively to allergic reactions, including anaphylaxis, and are confident in the safe administration of emergency medication such as EpiPens where required. Through our strong safeguarding culture and our ethos of ‘Together We Succeed’, we actively promote awareness, understanding and shared responsibility, ensuring that all students feel safe, supported and fully able to engage in school life within a secure, inclusive and well- regulated environment. A – Anti-Bullying / Be Kind Policy At Furrowfield School, our anti-bullying approach is rooted in our Be Kind Policy, which reflects the values of the Furrowfield Way and our unwavering commitment to ensuring that every student feels safe, respected, and valued. Our approach goes beyond simply addressing incidents; it is centred on building positive relationships, promoting respect, and developing empathy across the school community. A key strength of this work is our dedicated Be Kind Mentor, who works closely with students to develop positive peer relationships, support emotional understanding, and build strong, respectful teams. Through one-to-one support, group work, and targeted interventions, students are supported to reflect on their behaviour, repair relationships, and make positive choices. Our comprehensive assembly programme and wider personal development curriculum reinforce these key messages, ensuring that students regularly engage with themes such as kindness, respect, inclusion, and staying safe. This is further strengthened through all aspects of our safeguarding practice, where concerns are taken seriously and addressed promptly and effectively. Through this consistent and proactive approach, we create a school culture where kindness is expected, bullying is not tolerated, and every student can thrive. A – Applause on the Doors At Furrowfield students who demonstrate excellent effort, progress or engagement are recognised through Applause on the Doors. Staff add positive comments to each Applause sheet which are displayed on classroom doors, ensuring that achievement is visible and celebrated within the learning environment. These successes are formally recognised during whole-school recognition assemblies every Wednesday and Friday, where staff share achievements and present awards. This consistent culture of recognition reinforces positive attitudes to learning, raises aspirations and ensures that all students feel valued for their progress and contribution.
Page 5 A – Assessment At Furrowfield School, assessment is ongoing, purposeful and integral to high-quality teaching and learning. Staff use a carefully planned range of formative and summative assessment strategies within lessons to monitor students’ understanding, identify strengths, secure prior learning and track progress over time. Assessment is used not only to celebrate success, but also to identify and locate gaps in learning with precision so that these can be effectively addressed and closed. This ensures that teaching is responsive and adaptive, allowing staff to adjust their approach in real time and over time, based on the needs of individual students. Assessment information is used to inform curriculum planning, shape lesson delivery and guide intervention. Staff regularly revisit key concepts, reinforce learning and provide targeted support to ensure that students develop secure knowledge and understanding across subjects. This enables all students to make sustained progress from their starting points, regardless of their individual learning needs. Through this structured and responsive approach, students are supported to achieve their individual goals, develop confidence in their abilities and build the knowledge, skills and attitudes required for their future pathways and the best possible life chances. A – Attendance At Furrowfield School, we recognise that attendance is a fundamental factor in ensuring positive outcomes and improved life chances for all students. Regular attendance enables students to fully engage with their learning, build positive relationships, and benefit from the breadth of opportunities offered through our curriculum and wider provision. For many of our students, consistent attendance supports the development of routine, stability, and emotional security, which are essential within our SEMH context. We have clear expectations that holidays are not taken during term time, as every day in school is vital to maintaining progress and continuity. We actively promote and celebrate positive attendance, with rewards for 100% attendance as well as recognition for students who make significant improvements over time, ensuring that all progress is valued. Furrowfield School will also have a dedicated Family Liaison Officer (September 2026), who will work in close partnership with parents, carers and students to identify barriers and provide tailored support to improve attendance. Through this shared approach, and in line with our ethos of ‘Together We Succeed’, we are committed to supporting every student to attend regularly, engage fully, and achieve the best possible life chances through improved attendance, leading to increased readiness for further education, employment and training.
Page 6 B – Behaviour (The Furrowfield Way) Our approach to behaviour is rooted in the Furrowfield Way, placing a strong emphasis on the recognition and reinforcement of positive behaviour, alongside clear and consistent expectations. At Furrowfield School, we understand that behaviour is closely linked to students’ social, emotional and mental health needs. As such, our approach is both structured and relational, ensuring that students are supported in developing self-regulation alongside understanding expectations. Within lessons, a clearly defined card system is used to support consistency and clarity: • A yellow card acts as a prompt, reminding students to reflect and make appropriate choices • A second yellow card indicates that behaviour must improve immediately • A red card is issued when expectations are not met, resulting in the loss of either breaktime or recreation time in the afternoon In more serious incidents, or where behaviour presents a risk to self or others, a Behaviour Infringement is issued. Students are then supported through time in the Behaviour Reflection Room, where staff work with them to reflect on their actions, regulate their emotions and repair relationships. This approach ensures that consequences are clear and consistent, while also providing students with opportunities to learn from their behaviour and develop more positive responses. Through a balance of high expectations, structure and support, students are guided to develop responsibility, resilience and self-awareness, enabling them to succeed both within school and beyond.
Page 7 B – British Values and Protected Characteristics at Furrowfield School At Furrowfield School, we are fully committed to promoting the fundamental British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values are embedded consistently across all aspects of school life and are integral to our curriculum, behaviour systems and wider personal development offer. Within our SEMH provision, students are supported to understand these values in a meaningful and accessible way through structured teaching, discussion and real-life application. Student voice is a key strength of our provision and is actively promoted through our Student Council, where students contribute to decision-making and help shape school life, reinforcing democratic principles. This is further enhanced through weekly debate sessions, providing structured opportunities for students to express their views, challenge ideas and engage respectfully with others. Our work is closely aligned with the UNICEF Rights Respecting Schools Award, ensuring that students understand their rights and responsibilities, respect the rights of others, and develop as informed and active citizens. We place a strong emphasis on equality, diversity and inclusion, ensuring that all students develop a clear understanding of protected characteristics, including age, disability, gender reassignment, race, religion or belief, sex and sexual orientation. Through our curriculum and relational approach, students are supported to challenge prejudice, value diversity and demonstrate respect and tolerance towards others. Clear expectations, consistent routines and restorative approaches reinforce an understanding of the rule of law, while our inclusive practice supports the development of empathy, kindness and respect. Through our ethos of ‘Together We Succeed’ and the values of the Furrowfield Way, we enable students to become thoughtful, responsible and empowered individuals who are well prepared to contribute positively to modern British society. B – Bullying Intervention Group – BIG National Anti-Bullying Award At Furrowfield School, we are proud to have achieved recognition through the Bullying Intervention Group (BIG) National Award, reflecting our sustained commitment to creating a safe, respectful and inclusive environment for all students. This award recognises the strength of our whole-school approach to preventing and addressing bullying, rooted in our Be Kind ethos and the values of the Furrowfield Way. Through proactive intervention, targeted support and high-quality staff training, we ensure that bullying is not only addressed effectively, but prevented through strong relationships, clear expectations and a culture of respect. Our dedicated Be Kind Mentor plays a key role in delivering structured interventions, supporting students to develop empathy, repair relationships and make positive choices. This is complemented by our comprehensive personal development curriculum, assembly programme and consistent safeguarding practice, ensuring that students are equipped with the knowledge, understanding and confidence to speak out and seek support. Through the BIG National Award, we continue to demonstrate our commitment to high standards, continuous improvement and the promotion of a culture where kindness is expected, bullying is not tolerated, and every student feels safe, valued and empowered to succeed as part of our ethos of ‘Together We Succeed’.
Page 8 C – Careers At Furrowfield School, our Careers Education programme is designed to maximise students’ future opportunities and increase their life chances, ensuring they are well prepared for the next stages of education, employment, or training. Our provision is fully aligned with the Gatsby Benchmarks, with a comprehensive careers audit completed across all curriculum areas to ensure best practice and high-quality delivery. Students benefit from the support of a dedicated Careers Advisor, who works closely with them as part of their Preparing for Adulthood journey, including attending EHCP reviews and supporting individual career planning. Careers education is further enriched through our assembly programme, visiting speakers, and meaningful engagement with employers and external providers, alongside visits out of school, including links with local colleges and training providers. This structured and aspirational approach ensures that all students develop the knowledge, skills, and confidence needed to make informed decisions about their futures, in line with our ethos of ‘Together We Succeed’. C – Clubs and Societies At Furrowfield School, all students participate in weekly Clubs and Societies, which form an important part of our wider curriculum offer and contribute significantly to personal development and engagement. Students select a club each half term, promoting independence, ownership and the ability to make informed choices about their interests. This also allows students to experience a broad range of opportunities over time and develop new skills. Clubs and societies include a wide and varied offer, such as Football United, Sculpture, Performing Arts, Culture Club, Music, Lego Development Club and Bake Off. These activities are carefully planned to ensure that they are inclusive, engaging and accessible to all students. Through participation in these activities, students develop key skills including teamwork, communication, problem-solving and creativity. They are also provided with opportunities to build confidence, form positive relationships and experience success in a supportive environment. Clubs and societies play a vital role in enhancing students’ overall experience of school life, supporting their social development, emotional wellbeing and sense of belonging, and ensuring that learning extends beyond the classroom.
Page 9 C – Curriculum at Furrowfield School At Furrowfield School, our curriculum is underpinned by the work of Costa and Kallick on the Habits of Mind, focusing on the key attributes that make individuals successful in learning and in life. From this research, we have identified five core skills that form the foundation of our Furrowfield Way Vision and Values: being imaginative in our thinking, working collaboratively, being inquisitive, being resilient, and being reflective. These skills are explicitly embedded in every lesson and are central to curriculum planning across all subject areas. Within our SEMH specialist provision, students follow a broad and ambitious academic pathway, studying the full National Curriculum, including Computing and a modern foreign language. From 2026-2027, we are proud to introduce Spanish to further enhance our curriculum offer. Our academic subjects include English, Maths, Science, Reading, Geography, History, Food Technology, Physical Education, Art, Spanish, and Music, supported by high-quality facilities such as our Avril Music Room, Cardio Therapy Room, Fitness Suite, and Reading Room. For some students, a more personalised approach is required, and we offer a hybrid curriculum, which combines academic study with vocational, nurture, and therapeutic provision. Our Therapeutic Assessment and Support Centre (TASC) is central to this offer, providing a wide range of support including counselling, art, LEGO and music therapy, hair salon experiences, nature and cooking therapy, and access to our developing Forest School. In addition, students benefit from physical therapy opportunities within our cardio facilities and our TASC Active Plus programme, which promotes wellbeing through activities such as swimming, cycling, and climbing. Across both the formal and informal curriculum, our highly trained staff provide tailored support to meet the complex SEMH needs of all students, ensuring that every individual is supported to achieve, thrive, and fulfil their potential through our ethos of ‘Together We Succeed’.
Page 10 D – Destinations for the Future At Furrowfield School, we are proud that 100% of our students move on successfully to college, apprenticeships or the world of work. This is a reflection of our strong curriculum, high expectations and the personalised support provided to every student throughout their time with us. Preparation for adulthood is embedded across all aspects of school life. Students are supported to develop not only academic knowledge and vocational skills, but also the essential personal qualities needed for success, including confidence, independence, resilience and communication. Through a combination of curriculum pathways, careers education, enrichment opportunities and pastoral support, students are guided towards opportunities that match their interests, strengths and aspirations. This ensures that every student is able to progress confidently into their chosen pathway and achieve the best possible life chances. E – Emotional Development At Furrowfield School, we place a strong emphasis on supporting every student’s emotional development, recognising that emotional wellbeing is essential for learning, behaviour and long-term success. Our students have Social, Emotional and Mental Health (SEMH) needs, and therefore our approach is carefully designed to ensure that these needs are fully understood and supported. Emotional development is embedded throughout the curriculum and daily school life. Students are supported to recognise, understand and manage their emotions, enabling them to respond appropriately to a wide range of situations both in school and beyond. Staff use consistent, relational approaches to help students identify triggers, develop coping strategies and build resilience over time. Support is provided through a combination of structured curriculum opportunities, pastoral care systems and therapeutic interventions. Our PSHRE (Futures) programme explicitly teaches emotional literacy, self-awareness and relationship skills, while daily interactions with staff reinforce these learning opportunities. Additional support is available for students who require it, including access to the Be Kind Mentor, counselling provision and targeted therapeutic interventions within TASC. These supports provide safe spaces for students to explore their feelings, reflect on experiences and develop strategies to manage emotions effectively. Through this comprehensive approach, students develop increased confidence, improved relationships and greater emotional resilience. This enables them to engage more fully in learning, regulate their behaviour effectively and make sustained progress both academically and personally.
Page 11 E – Enrichment at Furrowfield School At Furrowfield School, enrichment is a fundamental aspect of our provision and plays a central role in supporting students’ personal development, engagement, and wider life experiences. Our enrichment offer is carefully designed to complement the formal curriculum, providing meaningful, structured opportunities for students to explore interests, develop new skills, and experience success beyond the classroom. All enrichment activities are inclusive, aspirational, and tailored to meet the diverse social, emotional and mental health (SEMH) needs of our students. Through a broad and carefully curated enrichment programme, we ensure that every student is able to participate fully, develop confidence, build positive relationships, and regulate effectively within a safe and supportive environment. All students at Furrowfield School actively participate in a wide range of enrichment activities, which include clubs and societies on a Wednesday, Health and Wellbeing activities on a Friday and daily break and recreational activities. A key strength of our enrichment offer is the integration of therapeutic provision through our Therapeutic Assessment and Support Centre (TASC) within enrichment activities, ensuring that students are supported holistically. These therapies are delivered by trained staff including counsellors and form part of our wider therapeutic offer, including provision within specialised environments such as the Avril Music Room, Reading Room and our Cardio Therapy Room which supports both enrichment and therapeutic development through Music and Sport. All activities are carefully planned to ensure that they are accessible, engaging and supportive, enabling all students to experience success regardless of their starting point. Enrichment at Furrowfield School is strongly influenced by student voice, ensuring that activities remain relevant and meaningful. Students are actively involved in shaping provision through: • Smart Council, where students contribute to decision-making and help shape school life • Tutor Time, which provides daily opportunities for reflection, discussion, goal setting and relationship building • Debate Sessions, allowing students to express their views and develop confidence in communication Through the extensive and carefully planned enrichment offer, Furrowfield School ensures that learning extends beyond the classroom. Enrichment supports: • Emotional regulation and wellbeing • Social development and positive relationships • Independence and life skills • Confidence, resilience and aspiration By providing a rich and varied programme of opportunities, including therapeutic approaches and creative development we ensure that every student is able to discover their strengths, develop new interests and achieve success in a supportive and inclusive environment. Enrichment plays a vital role in preparing students for their future pathways, enabling them to leave school as confident, capable and well-rounded individuals, equipped with the skills, experiences and attributes needed for the best possible life chances
Page 12 F – Facilities at Furrowfield School At Furrowfield School, we are proud to offer a wide range of high-quality facilities that support our ambitious, inclusive and personalised approach to education within our SEMH provision. Our fully equipped classrooms, specialist science lab and Reading Room provide engaging environments where students can access a broad and balanced curriculum, supported by carefully designed break-out spaces and lighting which enables regulation, reflection and targeted intervention. Students benefit from access to a state-of- the-art fitness suite, cardio therapy room, Sports Hall, as well as extensive outdoor provision including a Multi- Use Games Area (MUGA) and sports pitches, promoting physical wellbeing, resilience and positive engagement in line with the Furrowfield Way. Our therapeutic provision is a significant strength of the school and includes dedicated spaces for art therapy, counselling, music, LEGO-based therapy and emotional regulation, alongside the Avril Music Room, which supports both curriculum delivery and therapeutic engagement through music. We also provide a hair salon, supporting vocational development and the acquisition of essential life skills. Outdoor learning is an integral part of our provision, with an outside classroom, nature therapy areas and an expanding Forest School offering opportunities for practical learning, reflection and emotional development within a calm, nurturing environment. In addition, we provide highly specialised facilities including our Girls’ Values Programme bungalow, reading room and nurture support bungalow, ensuring that students receive personalised academic and pastoral support in environments tailored to their individual needs. Our dining facility, Latitude 55, provides a welcoming and structured environment where all meals are freshly prepared on site by our highly skilled chef, supporting healthy lifestyles and positive daily routines. This is complemented by our Food Technology room, where students develop independence, confidence and an understanding of nutrition through practical learning. Through this extensive and carefully designed range of facilities, and in line with our ethos of ‘Together We Succeed’, we ensure that every student has access to environments, resources and opportunities that enable them to regulate, engage, achieve and thrive both in school and beyond.
Page 13 F – Forest School, Nature Therapy and Gardening Club At Furrowfield School, we are proud to be developing our own on-site Forest School, providing a rich and engaging outdoor environment that supports both learning and wellbeing. This provision plays a key role in enhancing our Nature Therapy offer and Gardening Club, allowing students to connect with the natural world in a meaningful and therapeutic way. Through carefully planned activities, students develop resilience, confidence, and practical life skills while engaging in outdoor learning experiences such as planting, growing, exploring, and caring for the environment. The Forest School approach supports our SEMH provision by promoting calmness, reflection, and positive engagement, enabling students to regulate, re-engage, and succeed. This exciting development further strengthens our commitment to holistic education, ensuring that students can learn, grow, and thrive in a nurturing, inclusive setting in line with the Furrowfield Way – ‘Together We Succeed’. F – Free School Meal Changes from September 2026 At Furrowfield School, we are fully committed to ensuring that all students are able to access a healthy, nutritious meal as part of a supportive and inclusive school environment. In line with updated national guidance from September 2026, changes to Free School Meal (FSM) eligibility are designed to widen access and ensure that more families receive the support they are entitled to. We strongly encourage all parents and carers to apply if they believe they may be eligible, as this provision not only supports students’ health and wellbeing, but also contributes to improved engagement, attendance and readiness to learn. Our administration team is available to support families with the application process and to provide guidance where needed. Through our ethos of ‘Together We Succeed’, we are committed to working in partnership with parents and carers to ensure that every student benefits from the support available, enabling them to thrive both in and beyond the classroom. Please do contact the main office on 0191 4954700 for additional advice and support regarding this. F – Furrowfield – Student Goals for the Future At Furrowfield School, students work collaboratively with staff to set personalised goals that support their academic, social and emotional development. These goals are regularly reviewed and used to ensure that students remain focused, motivated and aware of their progress over time. We place a strong emphasis on key indicators that support successful outcomes, including: • Attendance of over 95%, ensuring students access learning consistently • Positive effort in lessons, supporting engagement and progress • Sustained progress in learning, reflecting improvement over time • Emotional development These expectations are made clear to students and are reinforced through daily practice, assemblies and tutor support. By focusing on these key areas, we support students in developing the habits, attitudes and commitment required for success.
Page 14 F – Furrowfield Way (Vision and Values) – Student Version The Furrowfield Way is at the heart of everything we do and underpins all aspects of school life, including teaching, learning, behaviour and relationships. It reflects our shared commitment to improving life chances for all students by developing key characteristics that support both academic success and personal development. At Furrowfield School, we want our students to be: • Imaginative in their thinking, approaching challenges creatively and with open-mindedness • Collaborative, able to work effectively with others, share ideas and learn together • Inquisitive, showing curiosity, asking questions and seeking deeper understanding • Resilient, able to persevere through difficulty and learn from setbacks • Reflective, thinking critically about their learning, behaviour and how they can improve These characteristics are embedded consistently across all areas of school life. They are reinforced through teaching, pastoral systems, behaviour expectations and enrichment opportunities, ensuring that students have regular opportunities to develop and apply these skills. Staff model these values in their interactions with students and with each other, creating a culture where these behaviours are visible, expected and celebrated. Students are encouraged to reflect on how they demonstrate these characteristics and set goals for their own development. Through the Furrowfield Way, we ensure that students are not only supported academically, but also develop the personal qualities needed to become confident, independent individuals who are prepared for their future and able to achieve the best possible life chances.
Page 15 G – Governors Alongside this, Furrowfield School is supported by a strong and effective Governing Body, which plays a vital role in both challenging and supporting school leaders. Governors work closely with the senior leadership team to ensure that high standards are maintained across all areas of school life, including teaching and learning, safeguarding, behaviour and outcomes. Governors regularly review school performance, hold leaders accountable and ensure that statutory responsibilities are met. They also support the school in driving continuous improvement, ensuring that all students receive a high-quality education. Through this combination of clear student goals and strong governance, we ensure that the school continues to improve and that all students are supported to achieve their potential and secure the best possible life chances. H – Health and Wellbeing Activities – Friday Afternoon Health and Wellbeing is a key feature of the Furrowfield School curriculum and plays an essential role in supporting students’ personal development, engagement and overall wellbeing. Dedicated Health and Wellbeing sessions take place every Friday afternoon, providing structured opportunities for students to engage in rewarding and motivating activities that support their emotional, social and physical development. Throughout the week, students are awarded points for demonstrating the core values of the Furrowfield Way, including being resilient, reflective, inquisitive, imaginative and collaborative. These points are carefully recorded and totalled at the end of the week, before being converted into a percentage score. Based on the percentage achieved, students are able to access a range of Health and Wellbeing activities. This system ensures that students clearly understand the link between their behaviour, effort and outcomes, and provides a consistent structure for recognising and rewarding positive engagement. Activities are designed to be inclusive, engaging and supportive, providing opportunities for students to experience success, develop relationships and build confidence. These sessions also allow students to develop important life skills such as teamwork, communication and self-regulation. Health and Wellbeing sessions contribute significantly to students’ overall experience at school. They provide a valuable opportunity for students to reflect on their week and engage in positive experiences that support emotional wellbeing. Through this structured and consistent approach, we promote motivation, engagement, positive behaviour and strong relationships, ensuring that students feel supported, valued and ready to succeed in all areas of school life. We also offer First Aid in school. All staff are fully trained first aiders. We also work closely with the NHS 0-19 Service in regard to, for example, weight management, smoking cessation and NHS vaccinations that are required.
Page 16 I – Inquisitive At Furrowfield School, we actively encourage all students to be inquisitive learners, developing curiosity, independence and a deeper understanding of the world around them. Being inquisitive is a key element of the Furrowfield Way and is embedded across all areas of the curriculum and wider school life. Students are supported to ask questions, explore ideas and seek answers through structured teaching approaches that promote discussion, investigation and critical thinking. Staff plan opportunities within lessons for students to reflect, challenge their own thinking and develop a deeper understanding of subject content. This approach is particularly important within our SEMH context, where students may require additional encouragement to engage fully with learning. Through carefully scaffolded support, students are enabled to develop confidence in expressing their thoughts and opinions, contributing actively to lessons and discussions. Encouraging inquisitiveness supports students to become more independent in their learning. They develop the ability to think critically, explore alternative viewpoints and take ownership of their progress. This not only enhances academic development but also supports the development of important life skills, including communication, problem- solving and decision-making. By fostering a culture of curiosity and enquiry, Furrowfield School ensures that students are engaged, motivated and prepared to continue learning beyond the classroom, supporting their future pathways and long-term success. J – Journey through Secondary Education At Furrowfield School, each student’s journey is unique, personalised and carefully supported. We recognise that all students arrive with different starting points, experiences and needs, and our approach is designed to ensure that every student is able to succeed in their own way. Our curriculum is built around a pathway model, which allows students to access a combination of academic, vocational, nurturing and therapeutic provision. This ensures that education is meaningful, relevant and accessible for each individual, supporting both engagement and progress. Students’ journeys are planned and reviewed regularly, with input from staff, families and external professionals where appropriate. This collaborative approach ensures that all aspects of a student’s development - academic, social and emotional considerations are made. Throughout their time at Furrowfield School, students are encouraged to reflect on their progress, set goals and take increasing responsibility for their learning. This supports the development of independence, confidence and aspiration. Guided by our ethos of ‘Together We Succeed’, we ensure that students are supported to overcome barriers, achieve their potential and prepare for their next steps. This consistent focus ensures that every student’s journey leads to positive outcomes and improved life chances.
Page 17 K – Kindness Kindness is a fundamental principle of the Furrowfield Way and underpins every aspect of life at Furrowfield School. It is not viewed as an isolated value, but as a consistent expectation that shapes our relationships, our learning environment and the experiences of all students, staff, parents and carers within our school community. At Furrowfield School, we recognise that kindness is essential within our SEMH provision, where students are supported to develop positive relationships, emotional understanding and a strong sense of belonging. We explicitly teach, model and reinforce kindness through all aspects of school life, ensuring that it is visible, understood and embedded in daily practice, routines and interactions. Our Be Kind, Anti Bullying Policy sits at the heart of this work and reflects our commitment to creating a safe, respectful and inclusive environment where every student feels valued, heard and protected. This approach is closely aligned with our safeguarding culture and statutory responsibilities, including Keeping Children Safe in Education (KCSIE), ensuring that students feel confident to express themselves, seek support and build trusting, secure relationships with staff and peers. A strength of our provision is our dedicated Be Kind Mentor, who works alongside students to develop empathy, strengthen relationships and promote positive behaviour. Within lessons and the wider school day, staff use a relational and trauma-informed approach that prioritises positive relationships, emotional safety and clear expectations. Kindness is modelled consistently by adults through calm communication, respectful language and supportive interactions, providing students with clear and reliable examples of how to behave and interact with others. Our restorative approach to behaviour ensures that when difficulties arise, they are addressed constructively and with compassion. Students are supported to repair relationships, rebuild trust and learn from their experiences, rather than feeling judged or defined by them. Kindness is also embedded within our wider behaviour systems, including recognition and praise. Positive interactions, respectful conduct and acts of kindness are regularly acknowledged through Applause on the Doors, tutor recognition, assemblies and whole-school rewards. This consistent reinforcement ensures that kindness is seen, celebrated and valued within our school community. Kindness is also closely linked to key aspects of school life such as attendance, behaviour and engagement. By creating a safe and supportive environment where students feel valued and understood, we remove barriers to learning and support improved attendance, consistent engagement and positive outcomes. Furthermore, kindness extends beyond interactions between students and staff. It is reflected in the way we engage with parents, carers, governors and external partners, ensuring that all relationships are built on trust, respect and collaboration. This whole-community approach strengthens our ethos of ‘Together We Succeed’ and ensures consistency in expectations and support. Ultimately, kindness at Furrowfield School is not simply encouraged, it is expected, taught, modelled and celebrated. It is the foundation upon which we build a successful, inclusive and aspirational school community where every student truly belongs.
Page 18 L – Learning and Life Chances At Furrowfield School, our approach to learning is carefully personalised, inclusive and research- informed, ensuring that all students are able to access a high-quality education that meets their individual needs. Our curriculum design draws on the work of Costa and Kallick, focusing on the development of key learning characteristics that support success both in school and beyond. We aim to develop students who are: • Resilient – able to persevere through challenges and maintain effort • Reflective – able to evaluate their learning and identify improvements • Inquisitive – curious learners who seek understanding • Imaginative – creative thinkers who generate ideas • Collaborative – able to work effectively with others These characteristics are embedded across all areas of the curriculum and are consistently reinforced through teaching strategies, behaviour systems and pastoral support. Teaching is adapted to ensure accessibility for all learners, with staff using a range of strategies including scaffolding, modelling, repetition and differentiation to support understanding and progress. Our curriculum also incorporates therapeutic and nurturing approaches, recognising the importance of supporting students’ social and emotional needs alongside academic development. This ensures that students are able to engage in learning, regulate their emotions and develop positive attitudes towards education. Subjects studied include English Language and Literature, Maths, Science, Geography, History, Spanish, Art, Health and Social Care, Childcare and Development, PE, Food Technology, PSHRE (Futures) and Music. Reading development and challenge is also supported within the curriculum including using our Reading Room. British Values and Social, Moral, Spiritual, Cultural Development are also studied throughout the curriculum. Through this personalised, structured and holistic approach, students develop the knowledge, skills and confidence needed to achieve their potential and progress successfully into further education, training or employment, supporting the best possible life chances.
Page 19 M – Mental Health and Wellbeing in the Furrowfield School Curriculum At Furrowfield School, mental health and wellbeing are a central priority and underpin all aspects of school life. We recognise that students must feel safe, supported and emotionally regulated in order to engage successfully in learning and achieve positive outcomes. Our approach to mental health is proactive, inclusive and embedded across the curriculum, pastoral systems and therapeutic provision including our own onsite counsellors. Students are explicitly taught strategies to support their mental health through our PSHRE (Futures) curriculum, where they develop an understanding of emotions, mental health awareness, coping strategies and how to seek support when needed. This learning is reinforced through whole-school assemblies, targeted intervention programmes and opportunities to engage with external professionals who provide both expertise and real-life context. Students are supported to develop emotional literacy, build resilience and recognise the importance of maintaining positive mental health. We actively promote mental health awareness through participation in key national events, including: • Mental Health Awareness Week • Children’s Mental Health Week • Recognised campaigns from the Mental Health Foundation These events provide opportunities for students to engage in focused learning, discussion and reflection, helping to normalise conversations around mental health and reduce stigma. Our therapeutic provision, including TASC, further enhances this approach by providing targeted support for students who require additional help in managing emotions, behaviour and wellbeing. Through this comprehensive and consistent approach, students are supported to develop confidence, resilience and emotional stability. This enables them to engage fully in education, improve attendance and behaviour and achieve positive outcomes both in school and beyond. N – Never Give Up (Resilience) At Furrowfield School, we actively promote resilience and a growth mindset, encouraging students to persevere, overcome challenges and learn from their experiences. We recognise that many of our students may have experienced barriers to learning, and therefore resilience is a key focus within both the curriculum and pastoral support systems. Students are supported to understand that setbacks are a natural part of learning and personal development, and that success is achieved through persistence and effort. Staff work closely with students to model and reinforce resilience, providing encouragement, guidance and structured support when difficulties arise. Students are supported to reflect on their experiences, identify areas for improvement and develop strategies to overcome challenges. This approach is embedded across all areas of school life, from lessons and enrichment activities to behaviour support and therapeutic provision. Students are encouraged to take risks in their learning, develop independence and build confidence in their ability to succeed. Through promoting resilience, we ensure that students develop determination, self-belief and the ability to cope with challenges. This prepares them effectively for the demands of further education, employment and adult life, supporting their long-term success and life chances.
Page 20 O – Opportunities in Furrowfield School At Furrowfield School, we provide a wide range of opportunities to support independence, personal development and aspiration. These opportunities are carefully designed to ensure that all students are able to succeed and experience a broad and meaningful education. We deliver a pathway-based curriculum, enabling students to access provision that meets their individual needs and supports their future goals. This includes: • Academic pathways aligned to the National Curriculum • Hybrid pathways combining academic and vocational learning • Vocational pathways focusing on practical skills and career development • Nurture pathways supporting social and emotional development • Therapeutic pathways delivered through the Therapeutic Assessment and Support Centre (TASC) In addition to curriculum pathways, students benefit from a range of enrichment opportunities, including Clubs and Societies and Health and Wellbeing activities. These experiences provide opportunities for students to explore interests, develop new skills and build confidence in a supportive environment. Opportunities are also provided through SMSC experiences and curriculum drop-down days, which broaden students’ understanding of the world and support personal development. Through this comprehensive range of opportunities, students are supported to develop independence, build aspirations and prepare for their next steps, ensuring they are ready for future pathways and able to achieve the best possible life chances. O – Online Safety at Furrowfield School At Furrowfield School, online safety is a key priority and forms an integral part of our whole-school safeguarding approach, in line with Keeping Children Safe in Education (KCSIE). Students are taught how to stay safe online through our PSHRE (Futures) curriculum and wider personal development programme, including understanding risks such as cyberbullying, exploitation and inappropriate content. This learning is delivered in a structured and accessible way to meet the needs of our SEMH cohort. All staff receive regular training and are vigilant in identifying and responding to online safety concerns, which are managed effectively by our Designated Safeguarding Leads. Internet access is filtered and monitored, and students do not have access to personal devices during the school day, ensuring a safe and controlled environment. We work closely with parents and carers to reinforce online safety beyond school. Through this consistent and proactive approach, students develop the knowledge and awareness needed to stay safe online, in line with our ethos of ‘Together We Succeed’ and Belong Together.
Page 21 P – Progress and Praise (including Shine Awards) At Furrowfield School, we place a strong emphasis on recognising and celebrating the progress of every student. We believe that all progress is important and should be acknowledged, regardless of starting point or individual need. Progress is understood in a holistic way and includes: • Academic progress across subjects • Improvements in attendance • Positive engagement in lessons • Development of self-regulation and behaviour • Social and emotional development Staff carefully monitor progress through ongoing assessment, tracking and discussion, ensuring that all students are supported to make sustained progress over time. Achievement is celebrated through a variety of approaches, including Applause on the Doors, whole-school assemblies, tutor recognition and regular positive feedback within lessons. This ensures that students receive consistent recognition for their efforts and achievements. We also have our half termly Shine Awards, celebrating student successes across the curriculum. By celebrating progress in this way, we build confidence, raise aspirations and reinforce positive attitudes towards learning. Students are motivated to continue developing their skills and achieving success across all areas of school life.
Page 22 Q – Questioning At Furrowfield School, questioning is a central element of our specific teaching pedagogy and plays a key role in delivering high-quality teaching and learning. Staff use carefully planned and adaptive questioning strategies to: • Assess students’ understanding • Identify gaps in knowledge • Challenge thinking and extend learning • Promote discussion and deeper engagement Questioning is used throughout lessons to ensure that teachers can respond to students’ needs in real time. This allows for learning to be adapted and supports all students in making progress. Students are encouraged to ask questions, articulate their thinking and contribute to classroom discussions. This supports the development of confidence, communication skills and independence as learners. Questioning also supports the development of the key characteristics of the Furrowfield Way, particularly being inquisitive, reflective and collaborative. Students learn to think critically, consider different viewpoints and engage actively in their learning. Through this consistent use of effective questioning, students are supported to deepen their understanding, retain knowledge and develop the skills needed to succeed both academically and personally. R - Reading at Furrowfield School At Furrowfield School, reading is central to improving life chances, building confidence and enabling students to succeed both in school and beyond. We recognise that many of our students arrive with disrupted literacy journeys, and we are committed to re-engaging, rebuilding and inspiring a love of reading through a personalised and inclusive approach. Our reading provision reflects the Furrowfield Way – students are supported to be imaginative, inquisitive, resilient, reflective and collaborative in their reading. Through high expectations, strong relationships and a therapeutic approach, we ensure all students feel safe and able to succeed. We use a research-informed approach to reading, including targeted phonics support for those who require it, alongside explicit teaching of fluency, vocabulary and comprehension. This ensures students develop secure foundations and can access the full curriculum. The Reading Room at Furrowfield provides a calm, welcoming environment where students can read independently, take part in guided sessions and develop positive relationships with books. Reading for pleasure is actively promoted through dedicated time, staff recommendations and a wide range of engaging texts. Our carefully curated reading offer includes: • High-interest, accessible books for reluctant readers • Graphic novels, comics and visual texts • Picture books for older students • Texts designed to engage boys and reluctant readers • Dyslexia-friendly and inclusive literature • Books linked to careers and future pathways, supporting students to explore different industries, roles and aspirations Reading is also closely linked to future success, with students developing the literacy skills required for further education, training and employment, in line with our careers programme. At Furrowfield School, reading is more than a skill – it is a gateway to opportunity, wellbeing and lifelong learning. Together we read. ‘Together We Succeed’.
Page 23 R – Remembrance Day At Furrowfield School, Remembrance Day is a significant and meaningful whole-school event that plays a central role in our commitment to SMSC (Spiritual, Moral, Social and Cultural) development and the personal development of all students. This important occasion provides an opportunity for students, staff, governors, parents and carers to come together as a united school community to reflect and remember those who have been affected by war, both past and present. Through this shared experience, we promote a strong sense of respect, community and collective responsibility. Remembrance Day is carefully planned as a whole-school curriculum focus, where all subject areas contribute to exploring themes related to conflict, remembrance, sacrifice and the impact of war on individuals and societies. This cross-curricular approach ensures depth of learning and provides students with multiple perspectives on significant historical and social issues. Students engage in a range of meaningful activities, including structured discussion, reflective writing, creative tasks and opportunities to express their understanding. These activities are designed to develop students’ knowledge of history, while also fostering empathy, respect and moral understanding. Through guided reflection, students are supported to consider the importance of remembrance and the values associated with it, including respect, gratitude and responsibility. This enables them to develop a deeper understanding of their role within society and the importance of collective values. Participation in Remembrance Day supports students in developing empathy, reflection, respect and a strong sense of belonging, ensuring they grow into informed, thoughtful and responsible citizens who are prepared to contribute positively to their communities and wider society. At Furrowfield School ‘We Will Remember Them’
Page 24 S – Safeguarding at Furrowfield School Safeguarding is a fundamental priority at Furrowfield School and is underpinned by a strong, embedded culture of safeguarding that permeates every aspect of school life. This culture ensures that safeguarding is not seen as a standalone process, but as a shared responsibility, where vigilance, professional curiosity and proactive intervention are part of daily practice. Our approach reflects the expectations of Ofsted and is rooted in early identification, robust systems and timely support to ensure that every student feels safe, secure and supported at all times. We have three highly trained Designated Safeguarding Leads (DSLs), ensuring that safeguarding expertise is consistently available across the school. Our safeguarding team works collaboratively with students, families, external agencies and the local authority to ensure that concerns are identified and responded to effectively. All safeguarding procedures are fully aligned with Gateshead Council guidance, and there are clear links across all safeguarding-related policies, including Child Protection, Behaviour, Attendance and Online Safety. These are implemented rigorously and reviewed regularly to ensure full compliance with statutory requirements, including Keeping Children Safe in Education (KCSIE). This work is further strengthened through a rigorous safeguarding training programme for all staff, ensuring that knowledge is up to date, practice is consistent and all staff are confident in recognising and responding to safeguarding concerns. Through clear reporting systems and a strong relational approach, we ensure that safeguarding remains everyone’s responsibility. This consistent and embedded culture of safeguarding enables all students to thrive within a safe, nurturing and protective environment, supporting their wellbeing, engagement and success in line with our ethos of ‘Together We Succeed’. S – School Meals at Furrowfield School At Furrowfield School, we recognise that positive nutrition plays a vital role in supporting students’ health, wellbeing, engagement, and readiness to learn. Our school meals provision reflects our commitment to the Furrowfield Way – promoting kind, thoughtful, and empowered choices – while ensuring full compliance with national School Food Trust standards. Students are encouraged to take ownership of their food choices each day. In the morning, students select their preferred option from a daily menu, choosing a main course and a dessert. This structured approach supports informed decision-making, reduces anxiety at lunchtime, and promotes independence. Our service operates a two-sitting model within Latitude 55, ensuring a calm, organised environment where students can eat comfortably. We recognise that large dining spaces can feel overwhelming for some students, particularly in Year 7. As part of our inclusive and trauma-informed practice, some students are supported to eat their lunch within classrooms or smaller, familiar environments where appropriate, helping them feel safe and settled. Student voice is central to our provision. We actively gather feedback through discussion and consultation, and this directly informs our three-week rolling menu cycle. This ensures that meals remain appealing, varied, and responsive to students’ preferences, while always maintaining a strong focus on healthy, balanced choices. In addition to lunchtime provision, we offer a welcoming Breakfast Club, available to all students at the start of the day. This includes a wide range of options such as cereals, toast, fruit, and bagels, ensuring that every student begins the day well-nourished and ready to engage in learning. At breaktime, students can access toast alongside their participation in structured breaktime activities. This supports both energy levels and positive social interaction, contributing to a purposeful and supportive school environment.
Page 25 S – School Office Opening Hours and Contact Number At Furrowfield School, the main school office plays a central role in supporting effective communication and partnership with parents, carers and the wider community. The office is open Monday to Thursday from 8:00am to 4:00pm, and on Friday from 8:00am to 3:30pm, ensuring consistent access to support, information and guidance throughout the school week. Our friendly and very knowledgeable office team provides a welcoming and professional first point of contact, responding to enquiries, supporting attendance and safeguarding procedures, and ensuring that communication between home and school is clear, timely and effective. Parents and carers are encouraged to contact the school via telephone on 0191 4954700 or email furrowfieldschool@gateshead.gov.uk, where a member of the team will be able to assist or direct enquiries appropriately. Our family liaison officer (September 2026) will also be available to support parents/carers especially with all aspects of attendance. Through our ethos of ‘Together We Succeed’, we are committed to maintaining strong, open lines of communication, ensuring that all members of our school community feel informed, supported and connected to school life. S – SMSC (Spiritual, Moral, Social and Cultural) In addition to therapeutic provision, Furrowfield School places a strong emphasis on SMSC development through structured curriculum experiences, particularly through our planned curriculum drop-down days. These include: • Remembrance Day, focusing on reflection, respect and community • Heart to Heart Day, supporting emotional literacy, relationships and wellbeing • International Museum Day, developing cultural awareness and historical understanding • Futures Day, focusing on aspirations, careers and preparing for adulthood These experiences allow all curriculum areas to contribute to shared themes, providing meaningful, integrated learning opportunities that extend beyond the classroom. Through this comprehensive support structure, students are enabled to: • Develop emotional regulation and resilience • Improve engagement in learning • Build positive relationships • Strengthen understanding of themselves and the wider world This integrated approach ensures that students are supported holistically, enabling them to succeed academically, develop personally and achieve the best possible life chances.
Page 26 S – Sport at Furrowfield School At Furrowfield School, physical education and sport are a key part of our curriculum, delivered by an exceptionally talented and dedicated team of staff who are committed to developing students’ confidence, resilience, and overall wellbeing. Students have regular opportunities to engage in physical activity throughout the school day, including access to sports at breaktime, after recreation periods, and through a wide range of clubs, societies, and Health and Wellbeing activities. Our students also benefit from representing the school in competitive sport, including participation in the National Panathlon Games, as well as swimming galas, basketball and bowling competitions, athletics meetings, and football tournaments. We are extremely proud that Furrowfield students are recognised as North East Champions in many of these events. Alongside this enrichment offer, students follow a broad and engaging PE curriculum, including football, cricket, athletics, swimming, trampolining, basketball, and cardio and weight training. Our facilities further enhance this provision, with a state-of-the-art cardio therapy room, fitness suite, sports hall, MUGA, and outdoor pitches, ensuring that all students can work, train, and play collaboratively while developing lifelong healthy habits. S – Support (Including Therapeutic, Assessment and Support Centre (TASC)) At Furrowfield School, we provide a high level of structured and personalised support to ensure that all students are able to regulate, engage and succeed in their learning. This support is central to our provision and is designed to meet the complex social, emotional and mental health needs of our students. Tutor and tutor groups are integral to providing support for students. In addition, a key element of this support is our Therapeutic Assessment and Support Centre (TASC), which provides a wide range of carefully planned therapeutic interventions tailored to individual needs. These interventions include: • Art therapy, enabling students to express emotions creatively • Brick-by-Brick programmes, supporting communication, problem-solving and social skills • Music-based therapeutic activities, supporting emotional regulation and engagement • Nature-based provision, promoting calmness, reflection and connection with the environment • Counselling and one-to-one support, addressing individual emotional needs TASC provides a safe, nurturing environment where students are able to reflect, regulate and develop strategies to manage their emotions and behaviour effectively. This support has a direct impact on students’ ability to engage in learning, build relationships and make sustained progress.
Page 27 T – Team Teach – Positive Handling At Furrowfield School, we use a Team Teach approach to behaviour support, ensuring that all students feel safe, understood, and supported at all times. Our highly trained staff, including to Advanced Level, prioritise de-escalation strategies as the first and most important response to any situation, using calm, consistent, and trauma-informed approaches to support students in managing their emotions and behaviour. Positive relationships are at the heart of our practice, and staff are skilled in recognising triggers and intervening early to prevent escalation. Where necessary, positive handling techniques are used safely, proportionately, and always as a last resort, in line with Team Teach principles and safeguarding procedures. This approach ensures that students are supported with dignity and respect, helping them to develop self-regulation, resilience, and positive behaviour for learning. T – Timings of the School Day at Furrowfield School At Furrowfield School, the structure and consistency of the school day play an important role in supporting students’ engagement, wellbeing and readiness to learn. The school day runs Monday to Thursday from 8:30am to 3:00pm, and on Friday from 8:30am to 2:30pm, providing a clear and predictable routine which is particularly important within our SEMH provision. All students are able to access our free Breakfast provision each morning from 8:20am to 8:45am, ensuring that every student begins the day settled, nourished and ready to engage positively in learning. This time also provides valuable opportunities for students to transition calmly into the school environment, build positive relationships with staff and peers, and establish a strong start to the day. Through our structured approach and our ethos of ‘Together We Succeed’, we ensure that the organisation of the school day supports attendance, engagement and the overall wellbeing of every student.
Page 28 T – ‘Together We Succeed’ ‘Together We Succeed’ is at the heart of everything we do at Furrowfield School and reflects our commitment to collaboration, inclusion and shared success across the entire school community. We believe that success is achieved through strong partnerships between students, staff, parents and carers, governors and external professionals. By working together, we are able to understand each student’s individual needs, provide appropriate support and remove barriers to learning. This collaborative approach underpins all aspects of school life, including teaching and learning, behaviour, wellbeing and personal development. Staff build strong, trusting relationships with students, creating an environment where students feel safe, supported and able to succeed. A key feature of this approach is the role of TASC and therapeutic support, which enables students to regulate their emotions, develop coping strategies and engage positively in learning. Through these structured interventions, students are supported to overcome challenges and build resilience. Students are encouraged to work collaboratively with their peers, contribute positively to the school community and take responsibility for their own development. This supports the development of independence, confidence and a strong sense of belonging. Through this shared ethos, we create a positive, inclusive and aspirational environment where all members of the school community play a role in supporting success. This ensures that every student is supported to achieve their potential and develop the skills needed for their future pathways and the best possible life chances. T – Tutors and Tutor Groups At Furrowfield School, the role of the tutor is central to ensuring that every student is fully supported to succeed both academically and personally. Each tutor group benefits from two dedicated tutors, providing a consistent and nurturing structure where students are known, understood, and supported as individuals. Tutors play a key role in promoting personal development, building positive relationships, and modelling the values of the Furrowfield Way each day. They are responsible for upholding safeguarding, ensuring that students feel safe, secure, and listened to, while also closely monitoring academic progress and achievement in partnership with subject staff and families. Through daily contact, structured tutor time, and ongoing pastoral support, tutors help students to set goals, reflect on their progress, and overcome barriers to learning. This strong relational approach ensures that every student is supported to thrive within a culture built on our ethos of ‘Together We Succeed’.
Page 29 U – UNICEF and Furrowfield School At Furrowfield School, we are committed to embedding the principles of the UNICEF Rights Respecting Schools Award across all aspects of school life, ensuring that students understand, value, and actively promote children’s rights. Through our curriculum, daily interactions, and wider school culture, students are supported to develop respect, empathy, and a strong sense of responsibility as global citizens. We are currently progressing through the assessment process to become a Rights Respecting School, working collaboratively with students, staff, and the wider school community to ensure that children’s rights are understood and lived out in practice. This includes promoting student voice, ensuring that students feel safe, heard, and valued, and creating an inclusive environment where every individual is treated with dignity and respect. By embedding these principles, we are further strengthening our commitment to the vision and values within our Furrowfield Way and preparing students to be successful citizens in the future. U – Uniform At Furrowfield School, our uniform has been carefully designed to reflect our commitment to inclusion, comfort, and the individual needs of our students. We have moved to a sensory-friendly uniform, recognising the importance of supporting students with SEMH needs to feel comfortable and ready to learn. Working in partnership with a local company, we are introducing sports-material polo shirts, available to purchase directly from school from September 2026. In addition, we have developed a softer, sensory-supportive jumper, also available through the school, to ensure students feel at ease throughout the day. It is a requirement that students wear black trousers, alongside black socks and black shoes or trainers, all of which must be fully black in colour at Furrowfield School. For Physical Education, students are expected to wear black shorts or tracksuit bottoms, and a white T-shirt or a shirt representing a sports team they support, ensuring comfort and flexibility for all activities. To maintain a consistent, focused, and safe environment, leggings and jewellery are not permitted in school. This approach ensures that our uniform remains smart, practical, and, most importantly, supportive of student wellbeing in line with the Furrowfield Way. U – Unique At Furrowfield School, we recognise and celebrate the unique qualities that every student brings to our school community. We understand that our students arrive with a wide range of strengths, experiences and needs, and it is this individuality that enriches our school and shapes our inclusive culture. Through our personalised approach, strong relationships and commitment to the Furrowfield Way, students are supported to develop a deep sense of self, confidence in who they are, and pride in their achievements. We actively promote an environment where differences are respected, valued and celebrated, ensuring that all students feel seen, heard and understood. By nurturing individuality alongside a strong sense of belonging, we enable every student to belong, to flourish and to develop their potential and achieve success in a way that is meaningful to them, truly reflecting our ethos of ‘Together We Succeed’.
Page 30 U – Understanding and Inclusion At Furrowfield School, we place a strong emphasis on understanding each student as an individual. We recognise that every student is unique, with their own strengths, needs, experiences and barriers to learning. To support this, we use a range of assessment approaches, including Boxall Profile profiling, to gain a detailed understanding of students’ social, emotional and behavioural development. This allows staff to identify areas of need, monitor progress and implement targeted support and interventions. Each student is supported by a dedicated tutor, who plays a key role in building strong, positive relationships. Tutors provide daily guidance, monitor progress and ensure consistent communication between school, students and families. This supports continuity, stability and a strong sense of belonging. Through this structured pastoral system, students feel known, valued and understood. Staff are able to respond quickly and effectively to individual needs, adapting approaches where necessary to ensure that all students are supported appropriately. We also ensure that all students are provided with appropriate challenge alongside structured support, enabling them to achieve their goals regardless of their starting points. High expectations are maintained, while ensuring that students feel supported, encouraged and able to succeed. Guided by our ethos of ‘Together We Succeed’, this personalised and informed approach ensures that students are well prepared for their future pathways. Students develop confidence, resilience and independence, enabling them to achieve the best possible life chances when they leave Furrowfield School.
Page 31 V – Values At Furrowfield School, our values are at the heart of everything we do and are embedded across all aspects of school life, including the curriculum, teaching and learning, behaviour systems and relationships within the school community. Through the Furrowfield Way, we aim to develop students who are imaginative, inquisitive, resilient, reflective and able to work collaboratively. These key characteristics underpin our curriculum and ensure that students are equipped with the essential skills required to succeed both academically and personally. We place equal importance on developing strong personal values alongside these learning characteristics. Students are supported to become kind, thoughtful and empowered individuals, capable of making positive contributions to the school community and wider society. This includes developing empathy, respect for others, a sense of responsibility and an understanding of their role within a community. These values are not only taught explicitly through the curriculum, particularly within PSHRE (Futures) and SMSC provision, but are also reinforced consistently through daily interactions, assemblies, restorative practice and staff modelling. Students are given regular opportunities to reflect on their behaviour, consider the impact of their actions and develop a strong moral framework. Through this consistent and embedded approach, students develop into confident, respectful and responsible individuals who are well prepared to become successful citizens of the future, equipped with the knowledge, skills and attitudes needed to thrive in modern society and achieve the best possible life chances.
Page 32 W – Wellbeing (Students and Staff) Wellbeing is central to everything we do at Furrowfield School. We recognise that both students and staff must feel safe, supported and emotionally regulated in order to engage successfully in learning and contribute positively to the school community. For students, wellbeing is embedded across all aspects of school life. Through our Health and Wellbeing curriculum, pastoral systems and therapeutic provision, students are supported to develop the skills needed to manage their emotions, build resilience and maintain positive mental health. Our Therapeutic Assessment and Support Centre (TASC) plays a key role in this provision. Through targeted interventions such as art, music, nature-based activities, counselling and relational work, students are supported to regulate their emotions, reduce anxiety and re-engage successfully with learning. These interventions are tailored to meet individual needs and form part of a structured approach to supporting mental health and wellbeing. Strong relationships between staff and students underpin all aspects of wellbeing provision. Staff provide consistent support, guidance and encouragement, ensuring that students feel listened to, understood and valued. This relational approach supports emotional security and creates a safe environment where students can take risks in their learning and personal development. We also recognise the importance of staff wellbeing as a key factor in maintaining a positive and effective learning environment. At Furrowfield School, we actively promote a culture where staff feel valued, supported and able to access help when needed. Through collaborative working, strong leadership support and a focus on professional development and workload management, we ensure that staff wellbeing is prioritised. By promoting positive mental health and wellbeing across the whole school community, we support improved engagement, attendance, behaviour and outcomes, ensuring that both students and staff are able to thrive in a calm, supportive and aspirational environment focused on achieving the best possible life chances.
Page 33 X – Xylophone (Music Development and Qualifications) At Furrowfield School, music plays a significant and valued role in supporting students’ confidence, creativity and emotional wellbeing. Through a carefully planned, inclusive and therapeutic approach to music development, students are provided with opportunities to explore sound, rhythm and self-expression within a safe, structured and supportive environment that reflects the ethos of the Furrowfield Way. Our music provision enables students to access a wide range of instruments, including bass and acoustic guitars, piano, ukulele, electric drum kits, xylophones, singing bowls and ocean drums. These resources support both structured curriculum delivery and therapeutic engagement, allowing students to interact with music in ways that are personalised to their individual needs, interests and developmental stages. Music at Furrowfield School is delivered through a combination of formal curriculum pathways, enrichment opportunities and therapeutic provision. For many students within our SEMH provision, music provides a powerful and meaningful outlet for emotional expression. Where verbal communication may be challenging, music supports students to process emotions, reduce anxiety and develop self- regulation strategies. • In addition to curriculum delivery, students are provided with opportunities to work towards recognised and meaningful qualifications in music. Depending on individual pathways and readiness, these may include: Functional Skills-based creative qualifications, vocational arts-based awards linked to performance, sound production or creative media • Accredited short courses and unit-based awards that recognise practical engagement, creativity and skill development These qualifications are carefully selected to ensure accessibility for all students, while maintaining ambition and providing clear progression routes. They contribute directly to students’ Preparing for Adulthood pathways and support future opportunities in education, training and employment. Music development is further enhanced through wider enrichment and cross-curricular opportunities. Students engage in: • Clubs and Societies focused on music performance and production • Whole-school events such as assemblies, celebrations and commemorations where musical skills are showcased Our Therapeutic Assessment and Support Centre (TASC) also integrates music as part of its wider therapeutic offer. Music-based interventions are used to support emotional regulation, develop social communication skills and provide structured opportunities for reflection and engagement. Through participation in music, students develop a wide range of transferable skills, including resilience, communication, collaboration, concentration and creativity. This inclusive, aspirational and therapeutic approach ensures that music development at Furrowfield School supports not only artistic expression, but also positive mental health, engagement in learning and preparation for future pathways. In line with our ethos of ‘Together We Succeed’, every student is supported to explore their potential, develop their talents and achieve the best possible life chances.
Page 34 Y – You Matter At Furrowfield School, every student matters. We are committed to ensuring that all students feel valued, respected and understood as individuals within our school community. We recognise that each student brings their own unique experiences, strengths and challenges. As such, we work hard to create an inclusive environment where every young person feels a genuine sense of belonging. Strong, positive relationships between staff and students are central to this approach, ensuring that students feel safe, supported and confident to express themselves. Student voice is a key part of our practice. Students are provided with structured opportunities to share their views, reflect on their experiences and contribute to decision-making within the school. This ensures that students feel heard and that their opinions are valued, helping to build trust, confidence and mutual respect. Through our personalised approach, including the role of tutors, pastoral systems and therapeutic provision, students receive consistent support both academically and emotionally. This ensures that individual needs are recognised and addressed effectively. We maintain high expectations alongside care and understanding, supporting students to achieve their potential while feeling supported in their learning and development. By fostering a culture where every student feels important and respected, we support the development of confidence, self-esteem and positive relationships. This enables students to engage fully in their education, contribute positively to the school community and achieve the best possible life chances. Z – Zebra Crossing and Start of Day Procedures At Furrowfield School, the safety and wellbeing of our students is paramount and is embedded in all aspects of our practice, in line with statutory safeguarding duties and Keeping Children Safe in Education (KCSIE). Our procedures reflect a culture where safeguarding is everyone’s responsibility and is consistently prioritised. A clearly marked zebra crossing within the school grounds ensures that students move safely as they arrive and depart each day. The majority of students travel to and from school via taxis commissioned by Gateshead Council; parents and carers must apply for this provision, which is allocated in accordance with local authority distance criteria. We operate rigorous and highly structured procedures for all arrivals, whether by taxi, private transport, or bus, ensuring a safe, calm and orderly start and end to the school day. All students enter through the designated student entrance, where they deposit mobile phones, keys, jewellery, and electronic devices in secure wallets. As an additional safeguarding measure, all students are wanded on entry to ensure nothing has been overlooked, supporting our duty to maintain a safe and secure environment for the entire school community. Students quickly become familiar with these routines, which reflect our consistent application of clear expectations and boundaries. Coats and bags are stored in a secure locker room, which remains locked throughout the day, ensuring belongings are kept safe whilst students focus on their learning within a protected and well-regulated environment.
Page 35 Furrowfield School Whitehill Drive Windy Nook Felling Gateshead NE10 9RZ © Furrowfield School 2026