Who we are
- We are a place where pupils can practise learning and life skills relevant to current business need and employment, behaviour and emotional aspects of learning through an emotional quotient curriculum and project -based programme of problem solving.
- We support pupils who are finding being in mainstream classroom challenging, to practice and develop learning behaviour and strategies, for being in class successfully, so they can learn and stay in school.
- Where is the evidence for this approach?
- Bowlby and Ainsworth work around relationship and attachment
- Marjorie Boxalls work with Nurture, understanding behaviour as communication, learning developmentally, classrooms as safe spaces, developing language and transition work
- Dan Siegal’s theory of the integrated brain supporting good problem solving in learning and life
- Maslow’s Hierarchy of Needs. We need to feel safe and belong before we can develop our academic learning
- UK Skills Partnership Framework for meeting the skill needs of international clients in the work place including creative problem solving, collaboration, communication and self management
- Education 4.0 and the world Economic Forum White Paper present the findings for the need to develop AI use for the future and promote and practice skills for business including interpersonal, collaborative and creative skills. It also looks at how to make learning more self-paced and inclusive
- To ensure pupils know that they belong and are part of the Trust family which will support them to remain within the trust.
- Early intervention
- Therapeutic environment
- Different and innovative approach to learning
- Facilitation and project model
- Preparation for life in 21st century
We practise I CAN CARE with pupils, in order to develop skills for the classroom including:
- Conflict resolution
- Active listening
As a Trust we believe the best measure of a civilised society is how inclusive it is. As such the most inclusive Trusts are also the Trusts driving socio-economic progress in the communities they serve.
We intend to provide an inclusive environment for pupils where they remain part of the mainstreams school and to belong both to their school and the Trust family as a whole. We do this by having pupils in the School of Solutions 2 days of the week for a limited period of 2 terms. We know that through this structure, where they take part in the whole school curriculum for 3 days of the week, we can ensure that they have a broad and balanced curriculum. We add to the mainstream curriculum through a therapeutic approach, by offering activities, learning and skills practise that involves the development of emotional quotient skills. These are the foundation for being able to be ready to learn. Our curriculum adds to and enriches the school curriculum on the other 3 days of the week.
We intend this provision, to be a school secure base, for pupils, where we support, facilitate and promote a capacity to tolerate frustration and uncertainty, a sense of self- worth, a capacity to relate to others with sensitivity and respect, a sense of personal agency.
We want to ensure that these students have access to creative and innovative approaches to learning and will use programmes that support and promote the facilitation of the ‘finding of meaning’, in everything that is offered, whilst preparing them for learning and life beyond the school. It will promote cooperative relational interactions. This will include project based learning and playful learning. A therapeutic approach integrates emotional and academic learning in order to support students to understand and express their emotions in more appropriate ways, see the school as a secure base and so be intrinsically motivated to adjust their behaviour, for the long term. This will lead to students being ready to learn more often and facilitate achievement in all areas and life.
For students to be ready for their futures in the work place and world, there are fundamental steps in their emotional intelligence that must be developed and sustained. These will be the foundation of positive relationships and experiences, that will mean they can go into the world as well-rounded adults, who can positively contribute to society and lead fulfilling lives. The School of Solutions aims to address developmental gaps that may exist for pupils in order to support this foundation.
At the School of Solutions we encourage student autonomy, especially during the project phase, which is entirely interest-led and that translates into one of TEEP's most important learner behaviours.
We intend to ensure we also support primary academic need, by knowing where they are in core skills of English and maths and supporting development of these areas, at the stage they are at, through learning opportunities in the SoS. We will have an English and maths target for each pupil to work on in the SoS.
To support pupils to be in class successfully we also know that transition work is important and so offer a variety of transition interventions. Some include English and maths specifically, where appropriate.
Average attendance for students who have attended School of Solutions has increased in their home schools by 21.2% (this would be considered significant by OFSTED). (June 2021)
“SoS staff are really good at following up with children after they have been in the SoS.”
“X is managing much better since he was in the AP.”
“I wanted to pass on a huge thank you for having us over at SOS. Right from the get go this has been a positive experience for us all.”
“I went over with X to support her on the first day at SOS. I was so impressed with the whole day. I am super proud to be part of a Trust which has this amazing provision available to some of our most vulnerable pupils. This really demonstrates we know our pupils well and are putting the provision in place.”
“The offer from SoS is so much more flexible than what we had previously.”
“It is really good here, it has taught me life skills, about respect and how to talk to people.”
“It has helped with my anxiety and confidence. I enjoyed it, I like being with less people. It might make me more confident in the main school.”
“Because I get taught life skills. It has made me be nice and I get mad less easily. I used to get randomly annoyed.”
“I really want to come back next term, can I be referred again?”
“I have found more ways to relieve anxiety about coming in. I found I have less panic attacks about coming in.”
“It is good, it helps people if they need it. If you don’t come to school it does what you like so you are more likely to come in. I can ignore people making the wrong choices.”
“I am really grateful, you have put in lots of support to get him into school, I really appreciate everything.”
“I have always been onboard with what you are doing there, he really likes it. Even that day when he was refusing to come in, you spoke to him on the phone and within a couple of minutes he was out of bed and getting ready to come in.”
“I really like the communication we have with you, it is much more than I get with the school and you always involve me.”
“I have noticed a difference she seems much happier getting her up in the mornings, I don’t have to convince, she is less anxious. I have noticed she is less anxious in the car coming in, in the morning.”
“There has been a big difference, she seems much happier, more confident. She is not suffering as much with her anxiety.”
“Thank you for always coming to visit and trying to get her in to school.”
“I see my happy girl again.”