First WRAP back after half term was a success. We focused on the importance of a good routine and positive habits and the benefits this has on our overall health and well-being and how to incorporate our wellness tools in our every day lives. @CentreSullivan

Miss Wainwright & Mrs Wade enjoyed our training this morning learning all about the Health & Social Care sector. We looked at how they are using AI and the different job roles within the NHS (there are over 30) they even use VR to help support post op experiences @CentreSullivan

This week in WRAP we covered the key concepts of WRAP: Hope, Personal Responsibility, Self-advocacy and Education. We discussed what each were, what it means to us and what it looks like for students. We then created our own character to take on our WRAP journey "Abs".

Students practiced the Executive Functioning skills of planning and prioritising as they made a plan for our afternoon at the museums. It was agreed to walk around Streetlife museum then have a picnic on the grassed area. Students enjoyed the sun and the film about Alan's bike!

Students in Larkin were learning about the link between stress on an object and weight and surface area. We made indentation in sand with different shaped objects and discussed how the surface area effected the depth of the indentation.

This afternoon, Evie, Alexa and Agris enjoyed a daily mile in support of mental health awareness week. We enjoyed a small walk with an ice pop (to cool us down!) and then spent some time on the park playing class games to build up our friendship and communication skills.

Today our students helped Rachel plant potatoes which will hopefully be ready to harvest after the May half-term break. All students thoroughly enjoyed their afternoon session - Vicky led Dexter (the trusty sheepdog)  around the farm whilst others chose to cuddle the chickens.

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“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted