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Achievements to be proud of


Steve Snook discusses the importance of recognising and celebrating the individual achievements of learners at the most profound end of the learning difficulties spectrum.


The mission of The School for Profound Education, formerly St Margaret’s, in Tadworth, Surrey, is to put learners first and promote intellectual, emotional, physical and social development. As those attending the school have profound and multiple learning difficulties (PMLD), the challenge has been how to provide a suitable and relevant education which at the same time records and celebrates achievements, no matter how small.


The School for Profound Education is the only school I have worked at that has developed and published its own specialist curriculum, The Profound Education Curriculum, which is widely used in other special schools, both in the UK and abroad. This curriculum is specifically designed for learners who have PMLD compounded by a high degree of dependency, and who require very specialised management for physical disabilities, sensory impairment and complex medical needs.


The Profound Education Curriculum emphasises sensory awareness, the importance of developing precursors to learning, intentional communication and interactions. It is a 24-hour developmental curriculum which promotes the integration of on-site therapies: physiotherapy; speech and language therapy; occupational therapy; music therapy; and aromatherapy. Extending and developing the national curriculum P Scales 1-3, it embraces five key areas of development: sensory cognitive; communication; social; motor; and life skills. These are enriched by music, creative skills, leisure activities and religious education.


When working with learners who have PMLD it can be difficult to identify when you should praise achievement and how much emphasis should be placed on that praise. The Profound Education Curriculum breaks down and cross-refers objectives that were previously difficult to relate into ones that are manageable, both for the learner to achieve and for the teaching staff to recognise. This enables staff to respond in a motivating and rewarding fashion and ensures it is possible for them to set challenging, but also achievable, aims for learners.


For example, having specific aims helps you to really focus on what you would like a learner to achieve during a particular session or activity. You use the learner’s individual education plan (IEP) to choose an aim, such as for Bill to use his voice to request more of an activity, then decide which sessions you would like to incorporate this into. Using record sheets you can track whether Bill is achieving this every time it is offered, and if he achieves a learning aim consistently, or for the first time, you can celebrate it. Once these aims have been explained to the teaching staff, therapists, parents and carers who work with Bill, his achievement can be identified and celebrated every day, reinforcing his success.


Outside the classroom, an extensive range of leisure activities is offered. Learners have great fun on outings that provide an opportunity to apply the skills they have been working on in class and in therapy sessions to the world around them. A typical curriculum aim for a learner might be to stay calm and relaxed in an unfamiliar environment or when something unexpected happens, which will be a development and extension of a learning aim within the school environment. Taking learners on new and adventurous outings also helps them to generalise these skills beyond the classroom – something that will be very important when they leave school or move on to further education and college courses.


As The School for Profound Education strongly believes in the importance of working towards achievement, rather than focusing on what a learner is unable to do, staff celebrate every learner’s success in many of the same ways as other schools (for example, using praise, reward systems, star of the week and certificates for achievement or participation in activities). There are assemblies for families and carers, sports days and carousel days, which allow everyone to enjoy and take an active part in recognising success.


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Steve Snook is class 4 teacher at The School for Profound Education, part of The Children’s Trust, Tadworth. The trust provides education, care and therapy for children with multiple disabilities and complex needs, and rehabilitation services for children with acquired brain injuries.

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