The Caldecott School is a non-maintained special school catering for young people with social, emotional and mental health difficulties, including a range of communication needs, between the ages of 8 and 18. Governors, senior leaders and all staff teams work tirelessly to provide a safe, stimulating and nurturing learning environment where boys and girls can develop their full potential.
In helping children build a future, we are committed to developing support networks and strategies that young people will require in today’s society. Through a personalised curriculum offer, underpinned by a holistic approach to therapeutic interventions we aim to re-engage each and every learner. Our approach supports rapid improvements in pupils’ behaviour and builds the key competencies and skills pupils need for the next stage of their learning, be that moving between a key stage, re-integration to a new school or transition to college or work.
Together, the staff teams at the Caldecott School are helping children with a variety of complex social, emotional, and mental health needs and communication difficulties needs build a future.
Robust and effective arrangements for Safeguarding and child protection are in place across the school. Staff follow clear policies and procedures and are vigilant to ensure that the welfare, health and safety of all our pupils are given the highest priority.
Governors, senior leaders (including those with designated responsibilities for safeguarding) and staff are fully trained. This includes the use of physical intervention, administration of first aid and the management of risk across the school.
“Safeguarding of pupils and the school’s work to promote pupils’ emotional well-being are very effective.” Ofsted, March 2017
Autism (or ASD) is a lifelong developmental disability that affects how a person communicates with, and relates to, other people. It also affects how that person makes sense of the world around them.
Autism Spectrum Disorder (ASD) is the name for a range of similar conditions – so while all people with ASD share certain difficulties, their condition will affect them in different ways. People with ASD may also experience over-or-under-sensitivity to sounds, touch, tastes, smells, light or colours.
At the Caldecott School, we have two ASD leaders who support the teaching staff in creating ASD friendly spaces. The pupils are supported to achieve academically and socially through tailored lessons; understanding and educated staff; and an environment conducive to their needs. Our ASD classrooms meet sensory needs using low-stimulus with carpeted and adapted, well-labelled structured areas. Provision is always reviewed and updated in response to the developmental changes of the pupil.
All members of staff provide individualised planning to meet each pupil’s specific learning needs in relation to four core areas:
The ASD Leaders, a Clinical Psychologist and a team of therapists support our pupils, staff and families in relation to ASD. Our aim is to:
By providing ASD friendly environments and tailoring our lessons and strategies to each individual, we are creating the best learning opportunities for our pupils and preparing them for their future.
A range of therapies is a central and integrated aspect of our offer and is provided on an individual, group and sometimes whole-class basis. Therapy is an essential driver of pupils’ progress and is organised in accordance with pupils’ Progress Plans and Education, Health & Care Plans. Our therapists are fully qualified and experienced professionals who work collaboratively and seamlessly with teaching & support colleagues to maximise impact on improving pupils’ social, emotional & mental health.
Whilst we employ or commission all our therapy services directly, we work with the multitude of agencies in as joined-up, efficient and effective a way as possible. This includes local authority SEN & EHC teams, NHS colleagues and social care services
Our therapy offer includes:
OTClaire Farnham is our Occupational Therapist, registered with the Health and Care Professions Council (HCPC). Occupational Therapy helps pupils with various needs, including their physical, sensory, cognitive and motor skills. This, in turn, can help enhance pupils’ confidence and self-esteem and support them to learn and complete everyday tasks. Claire works with a young person’s parents and teaching staff as well as the individual pupil themselves. She assesses their needs to develop their skills, or suggests changes to the environment so that they can fully participate in the classroom.
ArtSarah Gorry is our Art Therapist, registered with the Health and Care Professions Council (HCPC). Art Therapy is a form of psychotherapy where art can be used as a means of expression and communication. Art Therapy can help pupils to explore feelings and thoughts that can be confusing and hard to put into words. Pupils have the opportunity to express themselves using materials including paints, clay, and pencils on an individual or group basis.
SALTJan Wright is our Speech and Language Therapist, registered with the Health and Care Professions Council (HCPC). Speech and Language Therapy (SALT) in school focuses on supporting teaching staff and families to meet our pupils’ needs with speech, language and communication difficulties. Jan assesses, diagnoses and delivers interventions on a one-to-one basis or within the classroom.
MusicJudith Nockolds is our Music Therapist, registered with the Health and Care Professions Council (HCPC). In Music Therapy, pupils work with a wide range of accessible instruments and their voices to create a musical language, which reflects their emotions, thoughts and physical responses. The therapist supports the pupils to achieve their therapeutic goals through music making. Judith offers individual, group and classroom sessions.
Therapy LeadDr Floriana Reinikis is our Therapy Lead and Clinical Psychologist, registered with the Health and Care Professions Council (HCPC). Floriana overviews the planning, development and implementation of the therapies at the Caldecott school. She works closely with teachers and therapists to assess our pupils’ needs, develop therapeutic plans and help staff implement the strategies. Floriana also offers regular support to the families of our pupils, helping them with difficulties they may experience at home. This provides another vital link between home and school, giving our pupils a consistent approach to their needs.
Clinical Psychology Dr Floriana Reinikis is our Clinical Psychologist, registered with the Health and Care Professions Council (HCPC). Clinical Psychologists look at how psychological problems develop over time and how protective and risk factors interplay across areas of a person’s life (genes, physical health, temperament, coping styles, family relationships and social environment). Detailed assessments using classroom observations; psychometric tests; clinical interviews with pupils, parents/carers and teachers are some of the tools used to formulate and understand the nature of pupils’ difficulties and plan an appropriate therapeutic process.
CAMHSChild & Adolescent Mental Health Services (CAMHS) offer assessment and treatment when pupils experience emotional, behavioural or mental health difficulties. We work exceptionally closely with CAMHS, including with their specialist psychiatrists and psychologists. This enables us to ‘fast-track’ assessment, support and treatment for our pupils and their families.
NVRNon-violent resistance (NVR) is an approach to working with children who exhibit behaviours that challenge (including violent and aggressive/destructive behaviours), allowing staff and parents/carers working/living with such young people to gain the strength to challenge the unwanted behaviours in a calm way from a position of strength.
We offer a personalised curriculum model that is broad, balanced and relevant to the stage of learning of each pupil. Termly projects provide opportunities for pupils to access core subjects, develop skills for life and experience vocational alternatives to the traditional academic subjects. Throughout the year teachers will provide enrichment activities linked directly to the specific topic.
Therapy is woven into this curriculum model, which is also underpinned by a ‘values based approach’, whilst pupils are given every opportunity to develop their spiritual, moral, social and cultural understanding and gain a deeper understanding of British values, preparing them for life outside of school in a diverse and modern Britain.
Academic Year 2017-2018
The Caldecott School’s residential boarding provision, Garden House, offers weekday boarding and education for children from the age of 7 to 16 years. Our Primary and Secondary schools are just a short walk from the home.
Garden House
We are delighted that you may be considering our 38 week therapeutic residential special school for your child and welcome you to Garden House.
We know that the right placement really can help children to thrive. Our school and residential boarding staff have persistently high expectations for children and what they can achieve: our aim is to give children both a great education, along with the specialist support to meet their individual needs. We want your child to feel as though Garden House is a home from home, and that they can look forward to making new friends and having lots of fun.
The children are cared for by experienced, dedicated house parents with an excellent team of tutors, nursing staff and qualified teachers.
We also provide Forest School programmes for our young people and have fully trained Level 3 Forest School practitioners who are able to offer opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment.
Our therapeutic staff are supported by our own in house:
Clinical Psychologist
Occupational Therapists
Art Therapist
Speech and Language Therapist
Music Therapist
Psychotherapist
Ofsted comments: “Residential pupils enjoy their boarding experience, the structure and routines, together with committed staff who enjoy their company, provide a warm, friendly and supportive environment. Residential pupils are seen to be relaxed in the company of staff and there is an ease of communication and mutual respect – pupils report feeling safe and secure living in the boarding provision.”
The children are part of our extended family and their voice is of utmost importance to us. Pupils are supported and guided with much patience and care. Your child will be given many opportunities to develop their talents and learn new skills whilst benefiting from an enriching and happy environment.
Please come and visit us, we would be proud to show you around our Garden House home along with our Primary and Secondary schools provisions. Join our House Parents and Therapists for a coffee morning and get to know us.
If you’d like to discuss a potential placement at Garden House please click here