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In creating a new school which opened in 2001, the staff of Chafford Hundred Campus had the opportunity to re-think conventional approaches to teaching and learning, the curriculum, ethos and structures. Many of our decisions were quite radical and early results (Ofsted in 2003 and first Key Stage 3 and early entry GCSE results achieved by Year 9 in 2004) indicate a high degree of success.

Our central focus is personalised learning. Our aim is to treat each child as a unique individual and offer pathways and curriculum choices at every stage. We put this into practice by starting the day with 1:1 personal tutoring. For LSTs (learning support tutors) and teachers this operates every morning. For each child it means a 30-minute session once a week at 8.30 a.m. This opportunity for discourse about learning focuses on personal learning styles, personal learning plan, learning journal and the development of the skills and strategies which will enable the student to manage his/her own learning. Pupils meet in very small mixed-age groups, to encourage peer and social learning.

To extend this approach, the Campus has helped to develop Connetix, a learning environment which puts the student at the centre and gives them access to all the learning tools they need, from lesson plans and resources to assessments and targets. This learning platform is equally accessible on-line, to involve parents and facilitate home-based learning. In 2004 the Campus pioneered e-reporting and we continue to deliver our pledge of immediacy in the reporting of pupils’ assessments.

The Campus also delivers a person-centred approach through our Campus Council, Youth Action group and pupil Governor representation. In 2004-5 we are developing our student services through involving pupils in the delivery of hospitality, learning support and practical help. From our existing practice of pupils as technicians and hosts, this will mean pupils taking on the running of our reception and other services on a hotel or business model.

The curriculum also personalises learning, through offering options from Year 8 and creatively catering for individuals’ needs. For example, we have run mixed-age (11-14) groups for more able mathematicians. In practice we prioritise flexible timetabling and achieve this through a two-hour lesson with rolling breaks and lunches.

Our Key Stage 3 curriculum is competence-based and was developed from the RSA 21st century curriculum pilot. Each class in Years 7-9 is a mixed-ability “home group”, where children have one teacher for a large proportion of the week. The topics are thematic and cover a range of subjects. As pupils mature, they spend less time in home groups and more time in options which they have chosen. In Year 8 there is an option afternoon, with a choice of about eight different options each half term. In Year 9 there are five free-choice options which last all year and allow fast-track GCSEs in subjects such as Sociology, languages and vocational courses.

Opportunities for enterprise are threaded throughout the curriculum and include mini-enterprise in Year 8 and virtual market in Year 9. The Year 9 integrated curriculum in particular is built around the business model and all pupils take early vocational GCSEs in Business Studies and ICT.

At Key Stage 4, there are twelve option choices from a very wide range of courses, including vocational GCSEs and non-examination courses, such as Young Enterprise, Key Skills and the Duke of Edinburgh award scheme. These are fitted into four days of the week to allow Friday to be devoted to work-related learning. All pupils experience internships during this time, one per term, covering a range of businesses, to link with their vocational courses and interests. This year the Campus is leading a DfES enterprise pathfinder project with four other local schools, to explore further internships, innovative vocational course delivery and e-mentoring.

The Campus staffing structure is designed to support innovation. There is no pastoral-academic divide, no year or house structure. Personal tutors, including learning support staff, link directly with parents and oversee progress. The Campus has a flat management structure, with a management group of four and a large strategic planning group consisting of three leadership groups. The leadership groups focus on strategic priorities and involve staff at all levels, as well as pupils. In terms of the workforce reform agenda, there are almost as many LSTs as teachers. ICT, resources and admin staff all play a role in supporting pupils’ learning. Our library is also a public library, with a professional staff. Adult and community education staff share our building and they, as well as LSTs, assist in delivering options. The Campus is open to the community at all times and is a venue for wedding, parties, residents’ meetings, local clubs and business events as well as adult education classes. Our Business and Enterprise Manager and our Enterprise Officer are key non-teaching roles.

The building and resources are appropriate for the 21st century. The Campus has received several architectural awards and is cited as an inspiring example by organisations like Continyou, as well as being a DfES exemplar school for the future. Wireless technology supports pupils’ learning, with extensive availability of laptops and Year 7 in 2004-5 pioneering personal PCs (PDAs). Details such as swipe-operated lockers with re-charging stations enable pupils’ use of ICT to be self-managing and curriculum-led.

As a case study school for various organisations and now a Futures Vision key school, we are enthusiastic about sharing our ideas and experiences with others and also learning from your innovative practice.