The education we provide gives our young people the experience of achievement as well as the qualifications they need to get on in the world. We operate our own independent school registered with the Department for Education and Ofsted, which offers a range of academic and vocational studies.
The school promotes a safe and supportive learning environment in which pupils are valued and can clearly see our high expectations of them.
Older pupils have the opportunity to access our specialist vocational training courses to pursue nationally accredited qualifications, such as textiles, motor mechanics catering, and hairdressing and holistic beauty therapy within a purpose-designed learning environment.
We operate an integrated approach to care, education and clinical services ensuring that all staff know exactly what’s going on in a young person’s life and can tailor their approach accordingly.
In the classroom, we use praise, positive role modelling, behaviour management techniques and intervention strategies. Our young people work towards individual educational targets which are reviewed and monitored on an ongoing basis.
Our extensive curriculum is balanced, flexible and varied, covering subjects as prescribed in the National Curriculum. Young people have a full timetable delivered in a safe and structured learning environment.
We provide an extensive range of nationally-recognised and approved programmes of learning.
These programmes are carefully selected to promote higher levels of pupil motivation, and establish clear learning targets, striving for qualifications that are widely recognised by colleges of further education and prospective employers.
Special educational needs
Targets for pupils with a ‘Statement of Special Educational Needs’ reflect the specified objectives within the statement and are regularly monitored and reviewed by our own Special Educational Needs Coordinator.
“Children want to be respected, their views to be heard, to have stable relationships with professionals built on trust and for consistent support provided for their individual needs. This should guide the behaviour of professionals. Anyone working with children should see and speak to the child; listen to what they say; take their views seriously, and work with them collaboratively when deciding how to support their needs”. WT 2015