We believe that understanding and managing behaviour is the key to promoting safety, independence and mutual respect. Our approach to behaviour at Grace Garden School is multifaceted and holistic.
Ongoing collaborative work as a multi-disciplinary team is essential when supporting positive behaviour as is the close working relationship between staff, parents/ carers, social workers and outside agencies.
When a child or young person joins Grace Garden School, we complete a full multi-disciplinary assessment, involving professionals across Therapy, Land, Education and Care, as well as drawing on the expertise of our colleagues in the Health and Nutrition teams.
Pupils have positive behavioural plans to ensure agreed approaches and strategies are upheld. Staff are trained in preventative and de-escalation strategies such as how an environment might impact on the individual and the relationship between communication needs and behaviour. Staff follow consistent communication strategies with ongoing support from the speech and language therapist and all pupils have clear outcomes to ensure consistent practice.
The Senior Leadership Team, including Designated Safeguarding lead and Student Engagement Manager, regularly analyses data to ensure there is a dialogue between behaviour and safeguarding.
At Grace Garden School we value an environment that fosters healthy relationships. This is celebrated through our curriculum: pupils are encouraged to work together and staff role model positive social interaction. We promote the importance of social learning within group activities such as storytelling, music, food and festivals. Central to our approach is the importance of rhythm. Rhythm provides stability and good health and leads to positive impact on behaviour and well-being.
Activities are drawn from crafts, land and nutrition to support healthy development and wellbeing. Our rich practical Curriculum aims to develop a sense of purpose, achievement and confidence. Working with materials are opportunities for resistance and challenge which fosters self-awareness and emotional resilience. As the pupil encounters a wide range of processes and materials from the natural world they experience and progress in their sensory and emotional regulation. Personal development is also encouraged in staff because we believe the quality and sensitivity of approach is of utmost importance to enable positive behavioural outcomes.
- Green woodwork
- Weaving and felting
- Preserving and bottling
- Living skills
- Art history
- Performing arts
- Complementary therapies
- Sharing in community
Grace Garden School is a facility for children with special education needs and will need to facilitate and deliver vocational qualifications, Functional skills qualifications and GCSE. The OCN frameworks will be embedded alongside the Ruskin Mill method and provide meaningful outcomes and a rewarding progression for our 14+ pupils with additional needs.
Practical skills therapeutic education is central to our practice which incorporates our crafts (green woodwork, clay, wool, preserving), and land-based work (learning in the garden and animal care). Our curriculum fully embeds the independent school standards and Steiner ethos.
The OCN frameworks will provide:
- necessary outcomes in English and Maths, working towards functional skills and GCSEs.
- learning progression in areas which support our curriculum such as Catering, Food hygiene and health and safety.
- support the social and emotional development of our pupils with areas such as wellbeing, staying safe in the wider community (safeguarding related topics) and a healthy lifestyle (healthy mind, body, nutrition, awareness of substances and sleep).
- Give a framework which develops confidence and ability post 16 in vocational areas.