Our Education
Amberleigh school is composed of three discrete yet interlinked elements namely care, therapy and education. All work together holistically. The central focus is the student, a unique individual who requires a unique inclusive response. Part of that response, our aim in education, is to enable the student to realise their full potential and through worthwhile activities and experiences help support them in finding a secure and full life in society. As with therapy and care our curriculum though ostensibly based on accreditation is firmly rooted in the therapeutic approach. The curriculum reflects the composition of the student body in terms of age, ability and interests. The department sees great value in the accreditation model, the students have a wide range of abilities, skills and talents so we want them to achieve recognition for this. The effect on their self-esteem and feeling of self worth is very pleasing indeed it also has value with potential employers and other educational institutions. We offer the National Curriculum at KS3 and KS4 as reflected in the following courses; GCSE, Entry level, AQA units ,CLAIT, NVQ and OCR Basic skills in a range of subjects. We also address the needs of students who present with their own special educational needs ranging from emotional and behavioural difficulties, ADHD to students with learning difficulties.
Accreditation is achieved not only within these formal subject areas through examination boards but also in non formal areas such as ASDAN and the Duke of Edinburgh’s award scheme. Our curriculum reflects the mix between the educational demands/needs of each student with our inclusive approach of matching these to appropriate experiences. The Learning Pathways model is relevant here as it also recognises that each learner’s ‘pathway’ should have a combination of formal, non-formal and informal elements, the balance between these elements varying as the needs of the students develop. We develop an individually tailored programme of formal, non-formal and informal elements in conjunction with the care activities manager, Careers Wales, Key workers and especially the student who is central to the decision-making process
INDIVIDUAL EDUCATION PROGRAMME
Each student has an individual education programme. This IEP is based on the statement of educational need, the recommendations from the Educational psychologist , previous reports and assessments as well as our own assessments. These recommendations are then interpreted as SMART targets that are cross-curricular. This document plays an important part in our educational responses to the student. The student also has a responsibility in achieving these targets . The student, key worker and education department monitor and evaluate progress in a variety of ways. The student sets himself a daily target based on the IEP, the monthly and termly report is based on its continual assessment, an educational representative meets with the key worker on a rotation basis and the IEP is cross-referred with the care plan. Progress is monitored closely through continual evaluation of the IEP as well as formal assessments annually , accreditation and achievement within other areas of the curriculum.
VOCATIONAL STUDIES
We have a vocational studies department. This is part of our provision for transition. Students are offered a placement at a college either as a Further Education ‘taster’ or as a discrete course. The value of this is threefold. The extension of our curriculum to embrace new areas, the student branching out into the community with appropriate support and their opportunity to develop social skills. We also offer a work experience placement, again with appropriate support both within our extensive grounds and in the community. The vocational studies department has strong ties with the students’ mini-enterprise
SOCIAL EDUCATION
The mini-enterprise is based on running a business. With an original loan from the education department the students have successfully made investments in activities to make a profit and have re-invested in other projects. So far they have done a range of projects from growing and selling food to organizing and running a Christmas Fayre having made everything that was sold . This mini-enterprise is one of three decision-making formats run by the students the others are the Eco-group and the Student Council. Each reflect the democratic process through a committee system the roles are rotated through the group this has proved very successful for collaborative learning.
SOCIAL and EMOTIONAL ASPECTS of LEARNING
A central focus for our activities in education is to enable students to successfully integrate into society. Increasing independence, responsibility and trust is encouraged as a first step in this. We give support to each student by encouraging them to increasingly take responsibility for their work, their learning, their behaviour and ultimately for themselves . Students set their own target for the day from their IEP, this is to encourage ownership of the goal for the day. Difficulties that may emerge are approached in a supportive manner and is an opportunity for a learning curve. We have a ‘time–out’ system where students can go and have a chance to reflect with support on issues that are causing them concern. These issues are followed through. Our evaluation of the teaching and learning day is through our BEST points system where the students and staff equally assess the days activities. Positive challenges are continually set for each student to achieve and build self esteem .These challenges are individualized including learning study skills, writing and performing songs, growing plants from seed, making a coffee table each achievement was significant and celebrated and recorded in their records of achievement . The timetable can be flexible to accommodate emergent needs of the students.
In education we work explicitly and implicitly to achieve SEAL outcomes. Through our language and inclusive strategies in all activities we continually address self-awareness, management of feelings, motivation, empathy and social skills. This is one aspect of our therapeutic approach where education enables the student to take ownership and internalise perceptions, attitudes and values that serve as a basis for their development.
The therapy, care and education departments work as one together through formal and informal consultation and liaison to ensure good communication. This is essential for education to effectively deliver the programme tailored for each student
