The three schools are sharing their innovative best practice with each other to build a Trust-wide approach specialist education, which is firmly grounded in proven research. The approaches being deployed are Thrive, SCERTS and Behaviour Watch.
The Trust has invested in the Thrive model for assessment of need and the organisation of learning. Thrive is a systematic approach to the identification of emotional developmental needs in children and adolescents so that differentiated provision can be put in place. It is preventative and reparative. Thrive principles are applied in the daily routines of teaching, learning and social interactions.
The Albany have led the adoption of Thrive and demonstrated how with this approach children and young people can be grouped according to their social and emotional developmental needs, alongside their learning needs and curriculum entitlement. There is a ‘stage not age’ flexibility to the timetable and curriculum for each pupil. This also encourages the implementation of peer support for learning, with older pupils working with younger pupils to support their academic, personal and social development. The Thrive model is being adopted by the other schools in BEST.
The use of is embedded at the Albany. Bespoke enhancements are being discussed with the provider so that can become even more effective in recording, assessing and supporting students with their personal development. Once these bespoke enhancements have been implemented the use of will be expanded from the Albany to be used across all of the Trust’s schools.
Riverwalk has led on the training in SCERTS, which is now fully embedded alongside the training and mentoring of Expert in the Classroom for both Teaching and Non-Teaching Staff. Albany will be undertaking this SCERTS training programme next; followed by Warren. They Albany have been developing their curriculum ready for the implementation in September 2019 to better support students with ASD. SCERTS training will enhance their use of Thrive with clear understanding of adaptions required to meet the needs of pupils with ASD.
The objective of adopting and enhancing these approaches is to enable the Trust’s schools to be more effective in supporting every child and young person with their skills , learning and personal development This in turn leads to our schools’ curricula being highly personalised and tailored to the individual needs of the children and young people. The aim of all three schools is to provide each pupil with a ‘passport to success’.