We provide a broad and balanced curriculum and tailor it to the pupils’ specific needs. We design timetables, where necessary, for individual pupils. We aim to ensure that pupils’ health does not adversely affect their education.
Progress is monitored carefully and targets are designed to challenge and provide opportunity for progression back into mainstream. For all pupils who are in-patients for longer than a week we aim to obtain data from the mainstream schools in order to ensure that work is provided at the correct level.
We teach young people of all ages and all abilities. Every pupil is welcome in the schoolroom, which is open during term time. Those who are unable to access our facilities in the school room will be taught in the ward or at bedside in cubicles.
We work closely with the pupils’ home schools and wherever possible their work is similar to that of their peers in order for them to have less disruption to their education. Primarily we concentrate on the core subjects, but include foundation topics too. We also focus on art which helps the pupils therapeutically. All of our interactions include SMSC and PSHE with strong focus on self-esteem and self-confidence.
Each term we have a cross curricular theme which encompasses all aspects of the timetable. Those pupils who are short stay or have no work from their own school will work on this theme. Examples of this topic based learning include themes of Space, World War Two, Textiles and Weaving and Transport.
We take into account the child’s illness but do not let it define the child. We teach the child not the illness. Thus, we provide a normal, non-clinical environment in which the pupils can feel comfortable and secure. We set the pupils realistic targets and as each is fulfilled they are encouraged to continue.
Those pupils able to work in the school room can access their home schools’ virtual learning platforms.
Social, Moral, Spiritual and Cultural Education
Social, Moral, Spiritual and Cultural Education is an important part of our teaching and themes are woven through the curriculum. Sessions include moral and ethical decision and discussion, and visits to local religious centres and fund raising activities are included in this area.
Our aims for SMSC education are:
Education for Cultural Development:
- challenge racism and value race equality
- recognise and understand own cultural values
- give respect of other’s beliefs and values
- willingness to participate in sporting, art and cultural activities
- appreciate cultural diversity
- understand British democratic systems and how history has shaped the present
Education for Moral Development:
- desire to explore own and others views
- respect own and others needs, interests and views
- ability to make responsible and reasoned decisions and judgements
- ability to think through own and others consequences of actions
- willingness to express own views on ethical issues and personal values
Education for Spiritual Development:
- respect for self and others
- an increased ability to reflect and learn from reflection
- an appreciate of beauty, love, truth, goodness, order and mystery
- an understanding of feelings and emotions and their likely impact
- a sense of empathy, concern and compassion
Education for Social Development:
- resolve conflict and work towards inclusion and unity
- work responsibly as a member of a group or team
- relate well to other people’s social skills and personal qualities
- share views and opinions with others and work towards agreement
- able to cope with a range of social contexts by appropriate and sensitive behaviours
Fundamental British Values
As part of the SMSC work, and through other subjects, we are required to teach our pupils about the four fundamental British Values which are:
- Individual liberty
- Rule of law
- Mutual Respect and the Tolerance of those with different Faiths and Beliefs
Although much of our teaching is implicit in our wider learning programmes, we explicit teaching these values through:
|Rule of Law||PHSE|
|Mutual respect and tolerance of those with different faiths and beliefs||PHSE / RE|