Key Stage 2

Introduction

The Heights nurture provision is a small specialized unit catering for key stage 2 students. It provides a safe and structured environment in which students are given opportunities to develop emotionally and socially. We build on and develop students’ strengths and interests in order to cultivate a sense of achievement and success.

Our aim is to encourage our students to become successful learners, confident individuals and responsible citizens. We adhere to the guidance stated within the PLT,s (Personal Learning and Thinking skills) framework.

Curriculum planning in the unit begins with the students. We use various assessment processes to identify individual needs. Rather than planning leading to assessment, we focus on assessment leading to planning. As in all nurture work, the area of Personal, Social and Emotional education takes priority, but students attending on a full time placement have access to extra curriculum subjects, work will set to the student’s ability.

Students who attend the provision from their mainstream school access the unit’s curriculum which meets their individual needs.

Curriculum

KS2

 

Programs delivered within the unit

Anger Management
This program is aimed at young people who are experiencing difficulty in managing their anger. The focus is on helping young people to identify and recognise their triggers and then support them in developing strategies to manage problems that they may be regularly experiencing.

We work to empower young people to manage their behaviour and feelings positively, and enable them to avoid situations of conflict. We promote the belief that young people can effect change and that it is possible to resolve difficulties and achieve a positive outcome.

We aim to:

  • Enable/encourage students to become reflective regarding their own behaviour and the consequences of that behaviour.
  • Encourage students to develop self-help strategies in order to manage and control anger.
  • Encourage young people to identify situations which may lead to them loosing control.
  • Give young people the opportunity to practice anger control techniques.
  • To raise self-esteem and enable students to appreciate the perspectives of others such as empathy.

Social/Life Skills
Within the unit we define social skills as being a range of behaviours you need to have available to you in order to access relationships and behave appropriately in social situations. We feel social skills are important because: We live in a society where we have to relate to others in order to meet our needs, both materially and emotionally.

By developing social skills a young person’s self esteem, confidence and sense of achievement are enhanced. New skills are learnt thus increasing their ability to achieve; this in turn shapes their future interactions and outcomes of contact and relationships with others.

We aim to;

  • Provide the participating students with the skills to begin to form positive relationships with peers and adults.
  • Create an awareness of the views and feeling of others.
  • Provide a caring environment for children to learn by experiment, experience and praise.
  • Allow the students to have their developing skills positively acknowledged and rewarded.
  • Make young people aware of other relevant issues (e.g. Drugs, Alcohol, Bullying.
  • Make young people aware of appropriate behaviour in different settings.

Building Self-Esteem
Self-esteem is a major key to success in life. The development of a positive self-concept or healthy self-esteem is extremely important to the happiness and success of all children.

Low self esteem can make children blame themselves for things that aren’t there fault, they underestimate their abilities and they expect things to go wrong. All children have a right to feel good about themselves.

We aim to help children develop a positive self-esteem by:

  • Helping children act independently
  • Assume responsibility
  • Take pride in their accomplishments
  • Tolerate frustration
  • Attempt new tasks and challenges
  • Handle positive and negative emotions
  • Offer assistance to others

Building children’s self-esteem will affect all areas of the child’s life work, social and most importantly, their relationship with themselves.

Creative Therapy
Play is now widely recognised as being beneficial in the emotional development of children.

Play can help young people to:

  • understand their own feelings better.
  • become able to express their feelings more appropriately
  • become more confident and skilled in solving problems as well as asking for help when needed.
  • reduce their problem behaviours.
  • have a more healthy self esteem and increase their self esteem.

Within the provision we allocate time in the timetable where the young people have time to actually play, we encourage children to use a range of different resources:

  • Paint
  • Drawing materials
  • Lego
  • Clay
  • Plasticine
  • Books
  • K nex 

We promote the four different types of play

  • Solitary Play – Play in which a child can play on their own
  • Parallel Play – Children are playing next to each other but not talking or doing the same activity.
  • Associative Play – Children are playing the same game, but they are not working or connecting together.
  • Co-operative Play – Children working together.

Personal Safety
The sessions within Personal Safety are designed to stimulate discussion and draw out young people’s fears, prejudices and concerns. Our vision is to increase a young person’s ability to express and understand their feelings, make choices and solve problems, to help young people to develop a strong sense of themselves and an ability to express their wants and needs.

We aim to:

  • Encourage young people to develop strategies for staying safe
  • Help young people to identify risks
  • Help young people identify their own personal safety support network
  • Develop levels of self-esteem and confidence in young people
  • Enable young people to explore and express their feelings
  • Inform young people of their right to feel safe at all times
  • Inform young people of the law relating to personal safety strategies
  • Encourage young people to seek help and support
  • Explore how choice of behaviour can affect the feelings of others
  • Explore how choice of behaviour can have legal consequences

Literacy
Within the provision staff are committed to developing Literacy skills to all students. All students will be encouraged to work to the limits of their abilities.

We aim to:

  • encourage students to become confident speakers in a variety of contexts
  • listen, understand and respond to others, building on their ideas and view constructively.
  • encourage student’s to enjoy reading
  • use reading efficiently for varying purposes
  • understand that reading is necessary in all aspects of life
  • help students to communicate clearly and confidently in writing
  • provide opportunities for a range of writing exercises.

Numeracy
Within the provision staff are committed to developing Numeracy skills of all students. All students will be encouraged to work to the limits of their abilities. Mathematics is a tool for life. To function in society, we all need to be able to communicate mathematically.

We aim to:

  • help raise the numeracy levels of all students
  • inspire an enjoyment and love of maths
  • enable students to have opportunities for mathematical thinking and discussion
  • provide opportunities for students to demonstrate and use their mathematics
  • provide a role-model by using mathematics for practical purposes, organisational and administrative tasks
  • give students opportunities to use mathematics in everyday situations
  • instil confidence at using mathematics

Food Technology
Food and nutrition is taught through Food Technology and Life skills, and is at an appropriate level for the individual student. Through Food Technology and Life skills the student can develop their understanding of healthy eating issues and appropriate skills and attitudes to assist them in making informed decisions.

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