CRISIS INTERVENTION
We provide education via our independent school adjacent to
one of our homes. A further educational facility is being developed
alongside the development of a new home.
We provide education through the KS3 of the National Curriculum
and encourage where possible attendance at mainstream educational
facilities for the more able. We have, and are continuing to
develop close and mutually beneficial links with a range of schools
and colleges within our area.
The young persons' attending our school have in many instances
encountered previous negative educational experiences as a consequence
of their life styles, and serious disruptive and or aggressive
forms of behaviour they often display. This has had the consequence
of them undergoing expulsion or other forms of exclusion. This
inevitably has lead to serious disruption to their educational
attainments in varying degrees.
 Many if not all of the young persons'
we accommodate require some form of remedial input in the initial
stages of their education. The degree to which this is necessary
is assessed in a variety of ways, past history, individual educational
plans which accompany them into residence, prior school reports,
psychological assessment and educational assessment undertaken
by education staff. The remedial action thus identified will
be undertaken according to need utilising a variety of strategies,
i.e. ASDAN, Skills for Life and direct teacher contact and support.
In planning cognisance is taken of all aspects of the young
persons' prior experiences in respect of behaviour, age, concentration
and levels of interest and attainment, together with their hope
and apparitions for their future. We work closely with the young
person's home staff, social workers, therapists and psychologist
in an endeavour to provide an educational programme suited to
the individual needs of the young person.
In the delivery of all educational programmes we perceive
a need to be flexible and responsive to the young persons' requirements
but also recognise the necessity to be sensitive and consistent
and provide firm boundaries in which to work. Lessons need to
be imaginative and diverse if we are to provide a stimulating
learning environment.
In the delivery of the learning activities, as well as in
the planning we intend where applicable to integrate those aspects
of the curriculum that are suitable to do so. This approach we
believe should provide a more interesting, beneficial and effective
strategy in the provision of our educational programmes.
Educational staff at our School are dedicated, creative, imaginative
and tenacious in addition to being "committed" traits
which I'm sure will allow us to meet the requirements and needs
of the organisation and the young persons' and ensure that we
maximise the full potential of the learner.
Educational staff are supported in the school by staff who
accompany the young persons' from their homes. They remain with
the young person providing additional support, encouragement
and help when required. A programme of training is presently
being developed to assist the staff from the homes to be clearer
regarding the important contributions that they make to the educational
process and the continuity they provide for the young person
between home and school.
As part of the curriculum activity we provide a range of certificated,
structured outdoor educational programmes which not only encourage
physical fitness but also develop team-building and skills for
life.
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