020 8946 8330
020 8946 8330
We plan the curricula carefully, beginning with therapy needs, then choosing generative topics for engagement and cross curricular opportunities so there is coherence and full coverage of all aspects of our learning goals, IEPs and requirements set out in EHCPs. There is planned evidenced progression in all curriculum areas. Continual assessment informs and drives the development and flexibility of the curricula and the individual education plans.
To accomplish these goals, we provide
We build a provision of components addressing each student’s needs
Our Therapy Staff consists of
A student’s therapy needs inform and determine the ever-changing individualised provision for that child at The Chelsea Group of Children. An excellent team of therapists and teachers deliver a uniquely integrated and blended provision addressing the developmental levels of abilities, the cognitive functions, the specific barriers to learning, and the social challenges of each child.
Qualified therapists are involved in all aspects of the student’s day; in the classroom, the lunchroom the playground, local shops and businesses and public transport empowering the child with the skills necessary to be part of school, family life, and the community. There is a strong emphasis on inclusion throughout the school and this underpins each child’s therapy provision and plan.
The effectiveness of the intervention, support and therapeutic provision for each child is continually monitored and analysed by the teaching and therapy team who meet throughout each week
There is a constant interactive process of
Assessment and reporting provision The developmental levels of abilities, the cognitive functions and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different; even children with identical diagnosis can present a range of differing complex needs. Each child is unique in neurological, developmental and emotional makeup.
An individual and child-centred approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula.
Project Based Learning: Project Based Learning is a dynamic teaching method
allowing differentiation for the widely varying abilities and challenges within small groups of special needs learners. In Project Based lessons both teaching and learning is
The curricula are presented as over arching projects from which teachers create activities. The projects integrate multiple subjects and each activity offers a range of opportunities for extended periods of engagement and enjoyment. The lessons are highly structured but flexible enough to allow child led enquiry.
Relationship Based Curricula: Many of our students have experienced failure in previous academic settings and come to us with diminished self-esteems and fear of school. Learning is not seen as an enjoyable activity. Our first task in dealing with children who have failed academically and socially is to alleviate the anxiety associated with school and /or social interaction allowing him to voice his difficulties and areas of distress. The teacher acknowledges the child’s feelings in a supportive way, often demystifying the struggles he experiences and helps him to develop his own strategies to empower himself with the modifications needed to overcome challenges in learning and in life. The staff provide as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school.
Dr. Stanley Greenspan states that “teaching children to become independent thinkers enables them to do anything.” The way to do that is to “respect the child’s excitement while challenging her to become more logical and better adept at abstract thinking” (Greenspan/Wieder 1998). More rigid approaches focus on changing specific behaviors, or teaching very specific skills. Children may memorize the skills taught but if they cannot ‘think on their feet,’ their ability to use and generalize these skills will be limited. “Children with developmental challenges often favor rote ways of thinking, and rote learning only compounds the problem” (Greenspan/Wieder 1998).