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Achievements to be proud of (CONTINUED FROM PAGE 4)

This becomes even more apparent when learners move on to further education and college courses at the school. They are offered access to the same curriculum as the rest of the school, but the modules are available in a more flexible timetable with an emphasis on creativity, personal autonomy and independence, together with opportunities to participate in community life. College students have their own common room and are given the chance to take part in evening as well as daytime activities. Learners can also take part in accredited national award schemes that support their learning aims and afford recognition for their achievements.

The school has been running the Accreditation of Life and Living (ALL) award scheme – a qualification moderated by the national exam body OCR – for over nine years. In addition, students can take part in the Duke of Edinburgh’s award scheme. The certificates they attain are exactly the same as those of their peers who will have been completing GCSEs, A Levels and NVQs, and are a source of pride for families and carers.

The modules within these awards focus on the development of practical skills and community participation, which provide an age-appropriate extension of The Profound Education Curriculum. For example, as part of their volunteering module, learners have spent time at The Children’s Trust’s Chessington charity shop and have helped run a weekly coffee shop on-site for staff and volunteers. For the outdoor and physical activity modules, groups have travelled to Northumbria and taken part in sailing, horse riding, abseiling and archery.

Another popular activity was the production of a film No Space Like Home for the national Oska Bright Film Festival, which fitted within the creative arts module and was an ambitious and highly successful project.

Each year the school organises a prize-giving ceremony where learners are awarded their certificates in front of families, carers and friends. Not only are their achievements recognised within school, but The School for Profound Education has also been selected as an example of best practice for the ALL Award Scheme, so their work has been used to instruct other schools that have adopted the scheme.

My experience at The School for Profound Education demonstrates that when working with learners who have such complex needs, it is essential that staff focus on providing specific, measurable and achievable learning aims within rich and varied learning experiences. Together this provides a holistic education that recognises and celebrates each learner’s achievements, which is invaluable.

For more information please visit our website: www.thechildrenstrust.org.uk.