Our intention is to:
Our non-negotiables/curriculum drivers share our intent where all learning is:
Our proposed site links well to our ethos and values by enabling us to offer a secure, safe and nurturing environment where therapeutic practice can flourish. To establish our authentic Nurture Groups, the school is divided into four distinct areas, each with 1:1 space(s) and a shared activity area. Each zone also has its own specific outdoor/exploration area as well. These small and secure spaces instil a sense of safety and trust. Pupils are grouped carefully and linked to a specific area for the majority of their learning. Science, Technology and PE are in different areas to facilitate resourcing.
Staffing ratios will always be very high at 1:1.5 to allow instantaneous intervention for any student who shows signs of anxiety or dysregulation. Our 1:1 rooms, outdoor space and Therapy Area ensure that students have immediate access to regulatory space and activity. High staffing is important for student journeys to and from school too. When students are transported to and from home by one of their trusted adults, it is a crucial time for relationship-building and wellbeing observations.
Our experience has taught us that the engagement and motivation of any student suffering SEMH, trauma or attachment can deviate without warning for a vast array of reasons. It is for this reason that we use experiential, activity-based methods with a ‘stage not age’ approach; one that is guided by N.C. content and a cultural calendar to structure the thematic methodology. Our curriculum offers a broad and balanced range of subjects which are adapted from National Curriculum Programmes of Study.
Thematic curriculum: The curriculum is structured in half-termly themes. Each subject explores the theme using adapted versions of the National Curriculum. Subjects following the thematic curriculum include English, Science, Technology, Art, Humanities, SMSC, PE and Math are taught discretely, making links where possible. Curriculum drivers of improving outcomes for children are expected across all subjects as well as numeracy, literacy, SMSC and British Values.
For learners with English as an additional language, we will endeavour to support and use appropriate resources to include young people in the learning journey. We will get to know them as quickly as possible to establish an effective relationship from which to build engagement and regulation. We will include learners in small group activities as well as support with 1:1. We will implement a buddy system where possible to help build trust and offer peer support. CPD for staff will take place to ensure needs are being met.
As all our learners have EHCPs, we will use appropriate and differentiated resources based on both their academic and therapeutic needs, as identified in their Health and Care Plan.