Claire 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.
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)
Spiritual Moral Social CulturalPupils' 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.
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
Autism Spectrum Disorder
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:
- social and emotional needs
- language and communication
- flexibility of thought
- sensory processing needs
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:
- Support teachers to enable them to raise attainment and progress for students with ASD by demonstrating and sharing good practice.
- Analyse the functions of behaviour and identify effective strategies to implement at home and school.
- Develop a holistic approach in meeting all the needs of the student, including their sensory needs.
- Support families/carers/guardians with educational, social and leisure needs.
- Work collaboratively with families and professionals from other disciplines in meeting individual needs.
- Provide bespoke training for staff and parents within the School to enable full support of our pupils.
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:
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
Academic Year 2017-2018
83%83% of Year 11 pupils leave TCS with at least 1 recognised qualification and a post 16 placement offer (Academic Year 2017/2018) Year 11 Qualification
96%Qualifications achieved against total number of qualifications entered for Qualifications
100%100% of Year 10 pupils entered for examinations achieved a pre-GCSE recognised qualification in Maths Year 10 Qualification
100%All KS 2/3 pupils were identified as working towards their individual Education, Health and Care Plan Targets at 'Expected Level Or Above.' 48% of KS 2/3 pupils were working towards/achieving one or more Education, Health and Care Plan Targets at 'Good Level or Above' KS2 & 3 Targets
44%44% of pupils made progress in at least one area of the Behaviour Competencies Framework (Academic Year 16/17) Behaviour Competencies Framework
100%All Year 6 pupils were entered for SATs Academic Year 2017-2018
The Caldecott School’s residential boarding provision, Garden House is located in a separate building on the main site.
Pupils can board for up to 38 weeks of the year, during the week, Monday to Friday. There is accommodation for up to ten pupils from the ages of 7–16 on admission.
A newly furnished room is available to each individual and pupils are encouraged to personalise their bedrooms.
Our aim at Garden House is to develop students’ communication skills across all areas of residential and school life. We teach our young people to communicate their basic needs; to show us when they are unhappy or worried; and to use communication to make effective choices. This serves to maximise their independence and minimise their behavioural difficulties. We offer our young people new opportunities to discover skills that have been masked by their autism and learning difficulties. Life can bring greater pleasure through better relationships and a cycle of continuous improvement can begin.
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.