The way we work

Collaboratively with families and carers

  • The relationships that parents and carers have with their child is respected by staff
  • All parents and carers should have access to the professionals involved with their child as soon as is possible upon request
  • All parents and carers have the right to contribute to the education of their child, and be listened to
  • Parents and carers should always feel assured that their child is safe
  • Parents and carers are considered key members of the team around the child
  • Parents, carers and others that have significant relationships with the children and young people we support are always welcome to visit
Megan, a pupil at The Children's Trust School, with her grandmother during a music therapy session.

Megan's Journey

Name: Megan Age: 15
Favourite activity: Musicals Music is a big part of 15 year old Megan's life and because she has Rett Syndrome it is one of the main ways that she communicates with those around her. During music therapy classes she has learnt that by hitting something or banging a drum she can let others know what she would like more of what she is listening to. Rett Syndrome is a rare condition that affects the development of the brain and causes severe physical and mental disability that begins in early childhood. Since 2012 Megan has lived at The Children's Trust and attends The Children's Trust School where music therapy is a key part of the curriculum. "Megan will respond extremely well with one to one attention and she has an incredibly infectious giggle. It really is so lovely to hear Megan make sounds, as it is her way of talking to us. The teachers at The Children's Trust School know how much to push Megan so it is great to see her developing as she goes into her teenage years." Lynda, Megan's Grandmother

Personalised learning

  • Every task offered starts with knowledge and understanding of the needs of the child
  • The child's needs are viewed holistically
  • Every child is made to feel safe and secure
  • Every task offered is presented to the child in a meaningful way, taking account of their communication, visual, physical and cognitive level/needs
  • Work is presented respectfully, taking into account the child's chronological age, alongside their cognitive stage of development
  • When presented with tasks, each child is given adequate time to respond, react and initiate
  • All adults working with the children and young people we support, whether employed by the school, volunteers or visitors to us, respect them as individuals and seek to know them as a person, being responsive to them as they require
  • motivators and favoured learning styles are planned to maximise interest
  • Personalised planning is available as appropriate for all children and young people
  • All tasks seek for the child to actively develop a sense of agency, understanding and opportunity to communicate with the world around them
  • All of our learners have rights as described in the charter
Balloons - a brand symbol of The Children\'s Trust
"Learning sessions focus on pupils' preparedness for learning and their social and emotional wellbeing, and include the development of cognitive skills, physical and communication skills and the use of 'environment control technology', such as switches. The curriculum is successful because it is highly personalised for each pupil, with routine assessment based on small steps in learning." - Ofsted, May 2017

The learning environment

  • An accessible learning environment is crucial for the children and young people we support. We plan for them to, first and foremost, be as comfortable as possible with good positioning, suitable resourcing, lighting and approaches according to needs identified by the functional visual assessment
  • The learning environment stimulates, excites and uses motivators whilst being mindful of overstimulation which can hinder learning opportunities
  • Children and young people are offered a range of learning environments across the school
  • Increased control within a range of environments is encouraged
  • All environments are safe and, where necessary, risk assessed

Play and leisure

  • Children and young people are provided with opportunities to develop interests, hobbies and socialise
Eve, at The Children's Trust, loving her job playing with a child

Working with outside agencies

  • Parents and carers are always informed of any request for or from outside agencies to visit their child prior to the visit taking place
  • Parents and carers are always advised of the outcomes of involvement from outside agencies
  • Staff will always ensure that visitors from outside agencies are working appropriately with learners
  • The School and class teams will always ensure that visitors from outside agencies are maintaining the child's safety and not placing them at any harm or risk
A hot air balloon in The Children's Trust illustration style
"The newly rolled out activities involving therapy and care staff now offer a rich variety of appropriate stimulating learning activities." - Surrey County Council monitoring visit, February 2017
The Children's Trust School Latest Ofsted Report'Good' with outstanding features, May 2017.

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