10 minute read
About the School
What we do well
Over the last 25 years, we have provided for the educational, emotional and social needs of children aged between 7 and 16+years, of average and above average intelligence who experience Specific Learning Difficulties (Sp.L.D.) and/or experiences which cause them to become delicate and vulnerable in a mainstream setting.
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Pupils are placed by several Local Authorities (LAs) and also privately by parents. They all fall within the SpLD continuum from mild to severe. There are often multiple diagnoses from various medical, social and educational professionals and associated support agencies. In many cases, the complexities and extended timeframes (some over many years) have made the diagnoses very difficult, resulting in cross-over/s (comorbidity) and linkages between the various diagnoses.
The diagram opposite is the ‘reality’ of pupils placed in the school. All have failed (some over many years) in the mainstream educational environment and this situation has made them delicate and vulnerable or anxious. The majority of pupils arrive with a very low self-esteem/self-concept.
OUR VALUES STATEMENT
Personal development, including the spiritual and moral development of our pupils, is key to their positive self-esteem that will enable them to learn and become valuable members of the school and their wider ‘life-circle’ communities. The values and attitudes that we instil in our pupils, include our core British and ‘radicalize-never’ values and the celebration and tolerance of differences and equality. These aim to help our young people become ‘rounded’ citizens, who are able to take an active role in the community and have a yearning to become ‘givers’ to society rather than ‘takers’.
‘DELICATE’ CHILD
No matter what the diagnoses, the key is what should be done to meet the child’s needs so that he/she can reach his or her true potential.
It is important to recognise the additional needs of delicate and vulnerable children. We place a high priority on providing a learning environment that caters for the diversity of emotional and learning needs in order to help children achieve their potential.
Ofsted 2018:
The headteacher and all staff demonstrate an unswerving commitment to providing a second chance for pupils who have often been failed by their previous experiences in education. They radiate a passion to provide the very best for the pupils of Red RoseSchool. As a result, they have continued to improve this outstanding school.
Children having a Specific Learning Difficulty or Difficulties all show different intellectual and emotional profiles, strengths and weaknesses, learning styles and life experiences. SpLD can be identified as distinctive patterns of difficulties, relating to the processing of information, ranging from very mild to severe. This results in restriction to literacy, language and number skills, in addition to discrepancies in motor function and social and organisational skills.
Amongst nations and organisations there are variations in definitions. However, the key is not about the precise definition, but what professionals do to offer appropriate strategies to meet the child’s needs.
This is especially true when co-morbidity of learning difficulties is seen to be ‘the rule rather
than the exception’.
Ofsted 2018:
By the time pupils leave the school they are exceptionally well prepared to move on to the next stages of their education. Older pupils receive excellent careers advice, and some gain meaningful work experience. The school works in partnership with parents and carers to ensure that pupils are fully aware of the options available to them when they leave the school.
Important Caution
An IQ showing MODERATE LEARNING DIFFICULTIES
When a full-scale IQ is calculated for students who may have a ‘spiky profile’ of strengths and weaknesses (as in SpLD), it often over-rides subtest strengths to give a single overall low score that may be associated with Moderate Learning Difficulties.
Where this occurs, it is more relevant to look at individual subtest scores of the IQ test and observe the student in an educational setting. In cases where students have been admitted to Red Rose School with a full-scale IQ indicating Moderate Learning Difficulties, such students have successfully integrated and transitioned to College and, in some cases, University.
Ethos...Training Eagles!
Just as the eagle shields and cares for its young, the school shields and cares for the pupils in its charge.
All of our pupils have felt previous ‘failure’ caused by their learning difficulties, so it is important that they feel safe and unthreatened in their new school environment.
It is just as important for our pupils to learn to trust again – this can only be done by staff establishing a loving and caring relationship with each child in their charge.
When the eaglet reaches maturity the mother eagle ‘stirs up the nest and hovers over her young’: She takes the nest out from under her eaglet. It tumbles down, but before hitting the ground, she catches it and carries it back to safety.
This process is repeated until nature takes over and the eaglet spreads its wings and flies for the first time. Soon the young eagle can soar high above the storms. This is the analogy that represents our ethos: Once our pupils feel safe and ‘strong’, we will start to challenge them until the time comes when they can ‘fly’ on their own. – Then our job is finished, our pupils can re-enter mainstream school or go on to College and the workplace!
Our job done…the child finds their wings and flies ...
The school’s ethos of care, support and personal growth is championed by the headteacher, who demonstrates great passion in striving to provide an outstanding experience for every single pupil. She leads by example. Staff are inspired to do everything they can to help pupils grow and develop.
Ofsted 2018: The school’ s ethos of care, support and personal growth is championed by the headteacher, who demonstrates great passion in striving to provide an outstanding experience for every single pupil. She leads by example. Staff are inspired to do everything they can to help pupils grow and develop.
OUR PACKAGE
The behaviour of pupils is outstanding. Expectations of how pupils should behave are unwaveringly high.
The school is calm and orderly. Pupils cooperate very well together during lessons and during breaktimes.
Ofsted February 2018
Take a dedicated Head Teacher, highly experienced and with specialist expertise in Specific Learning Difficulties, Autism Spectrum Conditions and ‘delicate’ children. Add the ongoing expertise of the Founding Director and previous Head Teacher, Dr. Sionah Lannen, chartered Educational Psychologist, acknowledged for her extensive experience in Learning Difficulties/Disabilities. Include the skills and management of the Founding Director and Principal, whose recent skills led to an ‘Outstanding’ large-scale project introducing SpLD e-Training for EU Teachers and Specialists (EU 2018). Mix in a careful blend of experienced teaching staff and dedicated assistants, seasoned with current research, resources and an ethos of Christian love and care. Pour into a multi-sensory container and there you have the ingredients to ‘crack the code’ of each child’s difficulties. Allowed to cook for a year or two, the wonder of ‘self-esteem’ grows.
Then it happens! Difficulties are overcome, coping strategies and skills are developed and the child learns the values of respect and kindness to others. Parents have regained their son or daughter, with the self-worth, confidence and motivation to look ahead to college and beyond. Our job done, the child spreads their wings and flies in the anticipation of many good tomorrows. That is our package and is what we are dedicated to each day!
Ofsted 2018:
Teachers use their expertise to excellent effect. They are attuned to the very specific needs of every pupil in their class. Teachers constantly monitor the response of every pupil to the work they are set, and know precisely when to celebrate success or encourage a pupil to extend their work even further. As a result, teachers are adept at getting the very best out of pupils.
PERSONAL DEVELOPMENT
PERSONAL DEVELOPMENT IS A FUNDAMENTAL VALUE
Ofsted 2018: Personal development and welfare
• The school’s work to promote pupils’ personal development and welfare is outstanding • This aspect of the school is at the heart of its success. The needs of every child are fully understood and fully met. Care systems can be as simple as a reassuring smile, to a programme of well-targeted therapies.
Personal development in our school is how our pupils are supported in their spiritual, moral, physical, emotional, cultural and intellectual development according to their needs, and regardless of their social and/or economic backgrounds. It promotes their wellbeing and enables them to develop their potential as healthy, enterprising and responsible citizens in our society. It provides our pupils with a sense of identity in a diverse world and informs their academic and Personal Learning and Thinking Skills (PLTS).
‘Pupils flourish in this environment. They quickly begin to rebuild their self-belief and confidence. Pupils are very grateful to all the staff within the school and say they are ‘ being given a second chance’
Ofsted Feb 18
Within our curriculum the personal, learning and thinking skills of our pupils are also integral to their personal development and the roles they take on in life – as family member, friend, neighbour, partner, parent, employee, employer, citizen and member of communities.
Our students understand 'Values', including:
✓ the importance of having a vision for their life and the need for action to make it a reality ✓ love of others is more important than love of self ✓ that life is to be enjoyed but being unselfish and having a 'giving' heart is better than a 'taking' heart
✓ the importance of being a good citizen with an awareness of ‘British Values’ and what this means in terms of racial harmony, cultural diversity, religious freedom and each person’s right to a full and happy life within this democracy. ✓ ‘radicalize-never’
BEING SAFE
We place a high priority on providing a structured and caring learning environment that caters for the diversity of our pupils’ emotional and learning needs. Many of our students have felt previous 'failure' or may have experienced isolation or bullying. It is essential that they feel safe and unthreatened in our school.
Ofsted 2018:
Staff are highly tuned and sensitive to any indication that something might not be right with a pupil. Pupils have considerable faith in all staff members and trust them enough to share their worries and concerns. These factors are critical in contributing to a very strong culture of ensuring that pupils are safe and happy.
GOALS
Ofsted 2018:
• The highly personalised curriculum ensures that all make excellent progress, including the most able pupils • Teachers have excellent relationships and communicate very effectively with parents • Pupils feel very proud of their achievements and enjoy their learning.
The goals of Red Rose School are to help children realise their full potential within a pastoral environment through:
✓ A small school environment. ✓ Small Class sizes (9 pupils) with at least 2 adults in each class. ✓ Individual pupil programmes. ✓ Continuous building of self-esteem and independent learning. ✓ Developing the necessary skills through the application of proven educational strategies.
Ofsted 2018:
• The school is calm and orderly • Sometimes for the first time in their education, Red Rose pupils begin to experience success in their learning.
This motivates them and many develop a great desire to improve and to achieve • Parents praise teachers for their dedication and the highly positive effect they have on their children.
