Our Vision & Values
Our leaders, therapists and educationalists work seamlessly together to teach and proactively support pupils who have endured (and endure) adverse childhood experiences, including trauma, toxic stress and associated mental health difficulties.
Drawing upon innovative methodologies, our effective and consistent provision aims to break the cycle of adversity for pupils and their families.
- The safety of our pupils is our absolute priority; it always comes first
- Our multi-disciplinary team works together as one, supported and challenged by an expert governing body
- Our therapy-centred, values-driven curriculum facilitates pupils' holistic progress over time
- Our endlessly positive, 'structured but flexible' approach improves pupils' behaviour over time
- As a responsible, ethical and aware organisation and employer, we are committed, including as Stonewall Champions, to equality for all.
KEEPING OUR PUPILS SAFE
Mrs Evans leads
Nothing is more important than the safety and well-being of our pupils. Our 'designated safeguarding lead' is Joanne Evans. As a child protection specialist, she is the senior point of contact across our schools and oversees our effective approach to all aspects of keeping pupils safe, including child protection.
The three key pieces of statutory guidance our keeping children safe policy is based upon are:
OUR LATEST INSPECTION
- To say that staff know the pupils well, have high aspirations for them and are highly committed, is to understate the quality of the school’s work.
- The curriculum is well-thought-through and central to the success of teaching and learning over time.
- Pupils thrive in response to what is on offer, often achieving skills and qualifications that had not been thought possible.
- A calm and purposeful environment is evident on each site.
- Pupils trust and respect staff, and talk openly about their worries and successes.
OUR THERAPEUTIC APPROACH
Ms Barlow leads on our therapeutic approach
Our seamless approach to the provision of therapy means that therapists and teachers work as one to maximise impact on pupils' social, emotional, behavioural and learning outcomes
Audra Williams is an art therapist. Art therapy is a form of expressive psychotherapy that uses the creative process of art-making to improve a pupil’s physical, mental, and emotional wellbeing. In art therapy the pupil has the opportunity to express themselves using art materials such as paints, clay, drawing on paper, mask-making and sand play.
Sarah Steadman is a drama therapist. Drama therapy works with the pupils' creativity, imagination and personal expression. It aims to encourage confidence, self-exploration, social communication and to realise potential. In these sessions pupils can express themselves and explore experiences in an indirect way using sand, role-play and storytelling, using objects, art materials, poetry and creative writing.
Tim Hudson is a play therapist. Play therapy is a form of psychotherapy that uses play to communicate with and support pupils in their self-expression, to explore their thoughts and feelings and make sense of life experiences. Play therapy sessions may include using sand, arts and crafts and a range of toys including animal and human figurines and sensory toys.
SPEECH & LANGUAGE THERAPY
Our speech and language therapist conducts assessments of pupils’ communication skills and plans personalised one-to-one and classroom interventions as needed. Speech & language therapy focuses on areas including attention and listening, social communication, emotional literacy (using words to express feelings), receptive language (understanding spoken language), expressive language (using words to express ideas), speech production (pronouncing target sounds/words accurately) and speech fluency (speaking without hesitations or stuttering).
Occupational therapy can help pupils with various needs including their physical, sensory, cognitive and motor skills. This, in turn, can work to enhance their confidence and self-esteem. Occupational therapists look at the skills needed for pupils to learn and complete everyday tasks. They assess and address any issues that might be getting in the way. This includes, for example, one-to-one and whole-class interventions to support pupils’ handwriting, their processing of information or being able to stay calm and concentrate.
Dance DANCE& MOVEMENT THERAPY
Anna Wood is a dance and movement therapist, and an attachment specialist. Dance and movement therapy is the use of movement to support the emotional, physical and social integration of pupils. In a dance and movement therapy session, pupils explore their own movements and physicality - they may choose to use props and toys, soft play and sensory objects to assist them.
- Integrative Therapy
Louisa Webster is the lead therapist at Vauxhall, she is a trained drama therapist and works in an integrative way with pupils and staff. She offers a flexible therapeutic approach based on the needs of the individual pupil. Louisa works in a child-led way and may use either creative approaches or more direct interventions to help pupils express themselves in the best way for them. Louisa works across classrooms, in scheduled sessions and on a drop-in basis.
Becky Hills is our educational psychologist. She works with both therapists and teachers in order to assess our pupils’ needs, develop strategies to address them, and helps staff implement these strategies. Becky regularly meets with our families, providing another vital link between home and school and encouraging the consistent use of successful techniques with individual pupils.
CHILD & ADOLESCENT MENTAL HEALTH SERVICES
Child & Adolescent Mental Health Services (CAMHS) offer assessment and treatment when pupils experience emotional, behavioural or mental health difficulties. We work very closely with CAMHS, including with their specialist psychiatrists and psychologists.
Anna Wood is an attachment-informed therapist and is trained in family-based assessment and interventions. Attachment-informed therapy offers a systemic approach to understanding the strategies and methods people use when forming relationships. This includes 1:1 and group work with pupils, parents and staff to support attachment, social, emotional and mental health needs
Mr Foster leads on the quality of education
Our schools provide a broad, balanced, relevant and