VIEW FROM THE CLASSROOM
activities that develop attributes and skills, provide opportunities for success and contribute to the development of well-rounded individuals prepared for future life. A creative and flexible approach to the National Curriculum is intended to re-engage learners, stimulate interest in learning and address deficiencies in basic knowledge and understanding. Lower School caters for students from Year 3-7
and also includes a nurture group for children who are not yet ready for the classroom. All work with our younger students is highly creative and child centred. Year 8 students move to Upper School which includes separate Key Stage 3 and 4 areas, as well as a class run on a primary model for our more vulnerable students. Year 10 and 11 students follow a wide range
student. We help students to regulate their emotions so that they learn to interact well with others. As their behaviour improves, they can focus on learning and have fewer incidents, and they make significant progress. We work together as a team with the students’
families and carers as well as external agencies involved in their lives. One third of our students do not live with their birth parents, they live with other relatives, adoptive parents, guardians or are Looked After Children. Creating these partnerships helps ensure that there is wrap- around care for all our students, and their needs are met whether at school or at home. Communication is key - every parent or carer
has a specified contact at the school, relationships are built, and parents and carers feel they can openly discuss challenges and frustrations, and we can help develop strategies to support their child’s development at home. An open dialogue ensures they know what has happened during the week at school and we know about the student’s experiences over weekends and holidays.
How does therapy fit into your offering? Many of our students have a range of social, emotional and mental health issues which prevent them from thriving in their academic and personal life. To help them manage their feelings and work through specific issues, therapy is an integral part of our timetable. We have a dedicated psychotherapist heading up a multi- disciplinary team including a speech and language therapist, occupational therapist and two general child therapists. All staff are trained in therapeutic parenting and nurturing. Students who come for therapy have been
referred by either a GP, social worker, teacher, their family or carer, Child and Adolescent Mental Health Services (CAMHS), paediatrician, and sometimes themselves. We carefully select a therapist whose skills and experience match the needs of each individual. Therapists also play an active role in communicating with the wider network of outside agencies involved in the lives of our students – Youth Offending teams, CAMHS etc. A dedicated pastoral team is always available
for those students who may need some time out or a place to reflect. The Pastoral Care Workers primary focus is to support and influence the
December 2021
‘learning climate’ of the school day. They are front line interventionists and work with students experiencing problems. They pass information to their professional colleagues to ensure that communication channels are maintained across the disciplines, and record and monitor incidents. Trends in incidents are highlighted by the
pastoral team, patterns of behaviour are identified and intervention or support strategies are put into place. We encourage students to share, they are listened to and respected. Incidents or concerns are always followed up with key-worker sessions which are carefully planned so students can reflect on any issues of concern without feeling stigmatised.
How many residential students can you accommodate? The Grange has 15 boarding places. Residential students stay with us from Monday-Friday during term time and benefit from our 24 hour curriculum. Our care team makes sure that home feels like home and not an extension of the classroom, students help out with chores and make dinner – just like a family. Regular house meetings ensure the residents have a voice, they offer suggestions and ideas to improve the home. Clear boundaries and house rules give them the sense of security they need. We also have ‘no question too silly box’ so students can raise questions or concerns for peer group discussions. Residents have rich and varied experiences
during their stays. We provide them with challenges and enable them to take managed risks within a nurturing environment. As they learn new skills, they grow in confidence and develop their self-esteem.
Tell us about the curriculum The curriculum is designed to enable all our young people to become successful learners, confident individuals and responsible citizens. We offer a wide range of learning experiences covering different areas of skills and knowledge. We provide a broad and balanced curriculum with an emphasis on English, maths, science and ICT. These core subjects are timetabled in the morning when the students are more focussed and able to concentrate, with afternoons offering practical, active choices - PE, art and design, music, and outdoor pursuits. With realistic targets for each student, learning
of GCSE, BTEC and vocational qualifications and all students also participate a work experience placement that is relevant to their interests and ambitions. Year 11 can be extended to Year 12 and 13 for students who still need support – they continue to study English and maths and attend vocational college placements. The school’s well-resourced Outdoor Education
programme provides students with the opportunity to experience an exciting range of activities including – mountaineering, forest school, climbing (indoors and outdoors), mountain biking, sailing, canoeing, fishing, orienteering, hill walking and the Duke of Edinburgh Award. These activities provide challenge and are geared towards developing social skills and teamwork. Students have the opportunity to go on one of
our annual residential trips. So far, we have visited the Outer Hebrides, North Wales, West Wales, the Lake District and Central France. These visits help develop the close relationships and mutual that is a key component to our success. All our students either go on to further
education or into employment and we carefully manage the transition from school. In Year 8, an independent careers advisor starts encouraging them to think about the future. Life skills classes help develop the skills they’ll need to live independently - budgeting, cooking, navigating public transport and taking care of themselves and their home. Our Year 10 students start attending lessons at
the Melton Learning Hub in Melton Mowbray, which gives them a taster of college life. Initially, we provide transport, but over time, we help them to get there by themselves on the train. We have exceptionally good links with local
colleges and businesses in the area – many come and visit us, and we also take our students to open-days. Colleges often give our students the option of staggering their entry, by gradually increasing their attendance as they gain confidence. Providing a holistic and therapeutic
environment where education, care and therapy are part of daily school life, ensures we can fully support the students who come to us, and they can become independent, self-sufficient young adults who make good decisions about their future. Our students are proud to be a part of our community, and many keep in touch, sharing their experiences and the challenges and triumphs of their adult lives.
uwww.thegrangetherapeuticschool.co.uk www.education-today.co.uk 17
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48
