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.
There is a strong correlation between improvements in pupils’ behaviour, the school’s excellent work to promote pupils’ personal development and welfare, and the good and improving outcomes now evident for the majority of learners.’ (Ofsted HMI, 7 March 2017)
Suits the needs of its pupilsThe school’s curriculum suits the needs of its pupils well. Teaching staff know their pupils well and provide excellent pastoral support. Because of this, most pupils enjoy coming to school. (Ofsted HMI, 7 March 2017)
Spirit Moral Social CulturePupils' spiritual, moral, social and cultural education is woven through the curriculum and day-to-day life of the school. (Ofsted HMI, 7 March 2017)
Build success and self confidenceMany pupils who join the school have had negative experiences of education in the past. The school’s work to build success and repair pupils’ self-confidence is a particular strength. (Ofsted HMI, 7 March 2017)
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.
We are proud of the outcomes the learning community achieve at the Caldecott School and the ever-growing number of pupils, parents/carers and commissioners who recognise our success in working with some of the most vulnerable children in the south-east.
I hope you’ll enjoy finding out more about Caldecott School as you navigate the website and look forward to welcoming you to our school in person.
HEAD OF EDUCATION
Vision and Values
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.
Through conversations and actions we build and model relationships that impact on each pupil.
“The most important thing in communication is hearing the unsaid” Peter Drucker
We take that one step further and teach how to voice the unsaid.
Learning ways to have the inner strength to keep going through the struggles life sends and believe in yourself. Each day is a new day having learnt from the last.
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
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:
Learning & Progress
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.
Pupil Outcomes and Progress
Exam results for Year 11 pupils (2016)
4 pupils completed examinations in the academic year 2015-2016
100%100% of Year 11 pupils leave TCS with at least 1 recognised qualification and a post 16 placement offer (Academic Year 16/17) Year 11 Qualification
72%72% of Year 11 pupils achieved an English and Maths qualification (Academic Year 16/17) Year 11 English and Maths
100%100% of Year 10 pupils achieved a pre-GCSE recognised qualification (Academic Year 16/17) Year 10 Qualification
48%48% of Key Stage 2 and 3 pupils are exceeding or making expected progress in English, Maths and Science. (Academic Year 16/17) KS2 & 3 English, Maths & Science
44%44% of pupils made progress in at least one area of the Behaviour Competencies Framework (Academic Year 16/17) Behaviour Competencies Framework
The Governing Body of the Caldecott School has applied to the Department for Education (DfE) to make available to commissioners, parents and carers 10 residential boarding places.
As a parent or commissioner our prospectus will help you to get a strong sense of the unique learning environment, facilities and resources of the school. However, should you need more detail please contact us by telephone, email or via the website.