Health and Therapy
Professional Support:
The Promise School will, in time, have on site an Occupational Therapist, a Speech and Language Therapist, a Counsellor and a Family Liaison Officer. This will hopefully ensure prompt access to these services as needed and ongoing support for the children and young people as needed. Support and advice for in the classroom will form part of the role of our therapy practitioners, meaning they can, for example, devise the sensory diets for a pupils/students and oversee their effect implementation.
Sensory Circuits:
Some of our learners may struggle in PE lessons due to their lack of progression through the early developmental stages. They may have a lack of experiences and a neurological impairment as the positive connections and pathways have not been formed in the brain. During sensory circuits, activities will be planned that aim to revisit early stages of physical development through positive experiences, making neurological pathways and bridging the gap in their physical abilities. T
Spiritual, Moral, Social and Cultural Development:
The curriculum will be designed to move learners through the learning of facts and the retention knowledge toward developing an understanding of the wider world beyond that which they experience every day. Key will be developing more positive attitudes and building aspirations around self-worth, personal contribution and spirit. The need for learners with a diagnosis of SEMH to see themselves as contributors to wider society is very important as they can often see themselves as very distanced from it. The curriculum will rehearse learners for real life and the chosen themes and stories will be planned as such so they resonate with them. The themes will offer opportunities for exploration of the area of spiritual, moral, social and cultural development, for example, cause and consequence, right and wrong, responsibility and rights, difference and understanding. We will also support students with their SMSC development by embedding the cooperative values into our teaching and how students interact with each other and members of staff.