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Ethos & Vision

We are a happy, positive and hard-working day special school for learners aged 4 -19 with complex learning difficulties. 60% of pupils have an additional diagnosis of Autistic Spectrum Disorders or have additional physical and sensory disabilities.

Our pupils come from all parts of the local and neighbouring boroughs. We work closely with our colleagues from Educational Psychology, Health and Social Care to ensure that our learners receive all the support and challenge they need to achieve.

 

STRATHMORE SCHOOL: OUR MISSION

At Strathmore School we provide a happy, safe, supported and structured environment in which each member of our learning community will flourish.

As an organisation, our school strives to meet both the educational and care needs of every individual within a climate of friendship, trust and with opportunities for development.

We bring a culture of experience combined with contemporary understandings to provide a learning environment that inspires and caters for each individual.

Our aim is that every pupil will leave Strathmore with communication skills that enable their needs to be met, and with a greater level of independence in order to contribute in a meaningful way to their local community.

 

OUR AIMS AND VALUES

1.   Enhanced learning and communication

For each individual:

  • To develop his or her abilities, matching high expectations with specialised and appropriate support. Our staff are trained in current methods such as TEACCH, PECs and Makaton, and we have a team of therapists including speech and language, play, music, physiotherapy, occupational therapy and more.
  • To develop means of communicating to their full potential, using multi-modal means such as sign, symbol and voice output to enhance speech and literacy.
  • To access a fun, flexible and personalised creative curriculum in which meaningful learning opportunities are provided in real- life contexts. We adapt the national curriculum so that pupils develop broad understandings at their own levels and make connections between areas of learning.
  • To make measurable progress, both towards individual academic targets and as a whole person functioning in his or her community with confidence and self-esteem. We provide holistic individual education, behaviour and therapy plans that are flexible and regularly reviewed.Our annual reviews are well attended by external partners so that transitions are planned well ahead.

2. Safety, dignity and value

  • We value the integrity of every pupil, seeking to understand, motivate and enable them to follow their own path. Class groups provide a safe pastoral environment and pupils are grouped flexibly across classes for learning according to needs and interests.
  • We acknowledge the value and contribution of all pupils, staff, families and visitors to our school. We welcome a rich mix of people across cultures, ages and experience to share our community.
  • We aim to provide a rich quality of life for every individual, to include relationships, rights, responsibilities and access to opportunities.
  • We promote the highest standards of physical and emotional health for all, in our provision of therapies, behaviour support and care plans. All people in our community are DBS checked and all activities risk assessed, so that we are able to support pupils to take well managed risks.
  • We acknowledge and promote a rich spiritual life for each individual within the multiple cultures of our community, celebrating themes and festivals of the year in our assemblies, in our local participation and in our curriculum.
  • We aim to involve all individuals in decision making at every level from the student council to our leadership decisions.

3. An outward-looking learning community

  • We aim that all of our pupils will live as independently as possible as members of their communities. This begins when pupils take responsibility within school and beyond, leading towards greater opportunities planned individually in later years.
  • Our curriculum reaches into the local community, with a mix of well-prepared links and visits, with a focus on social cultural and spiritual enrichment. We welcome a thriving team of peers from other schools to join pupils in their learning.
  • Our staff work as a trans-disciplinary team with families and with other professionals to plan for best practice for pupils during their time at school, and for transitions into supported work, further education, supported leisure and living into adulthood.
  • Our pupils and staff are members of a learning community within and beyond the school, in which all are encouraged to share and develop knowledge, skills and understanding through formal and informal contacts. We are involved in research dialogues with universities and relish our role in the wider community of learning.

A programme of continuous professional development (within and beyond school). All members of staff receive core training in our ways of working, and have the opportunity to share expertise with others, developing their own future potential.