Description of  Pupil Cohort

Pupils who fall into the category of SEMH have a range of complex and varied needs. However, typical and frequently occurring features are: 

• Lack of academic achievement and disengagement from learning 

• emotional dysregulation 

• mistrust of adults and peers 

• extremely low self-esteem and academic and personal self-concepts 

• hypervigilance with resulting difficulties in attention 

• very low resilience to disappointment, change and perceived academic failure 

• avoidance of new situations, unfamiliar experiences and academic  

• low motivation and aspiration 

These all accompany an academic profile which typically feature: 

• significant gaps in learning and performance several years below and sometimes significantly below actual potential.

• at times social interaction or speech, language and communication difficulties 

• an impoverished experience of the broad curriculum other mainstream peers will have experienced at school

The range of young people who are encompassed within the broad category of SEMH, fall approximately into the following groups, with these conditions often combining for many pupils creating further complexity in presentation and need: 

• Pupils who have experienced significant trauma and who have experienced attachment difficulties

• Pupils with autism 

• Pupils who live in disorganised and sometimes complex and challenging family circumstances 

• Pupils with a range of diagnoses and conditions  

As a consequence, pupils struggle to exist and learn alongside each other without extreme anxiety and resulting confrontation.  

A therapeutic environment, a range of trusted and skilled adults, a small number of peers and a well-matched curriculum are required for these pupils to succeed.

Pupil Requirements and Justification for the Curriculum

Empirical research and anecdotal evidence demonstrate quite emphatically that to make any significant impact on social inclusion, achievement and future employability these pupils require the following to thrive and achieve: 

• A sense of safety and secure base with consistent adults operating a consistent approach in a safe and predictable routine, timetable and environment

• A curriculum which addresses gaps in knowledge and skills and also engages and develops the appropriate range of skills, knowledge and attributes necessary to equip the pupils moving into adulthood thus closing the social disadvantage gap.  This means active learning in very small groups in a variety of activities as well as core and foundation subjects. Precise and regular assessment and knowledge of pupils will identify the most appropriate learning pathway to offer tailored solutions for learning.  Pupil and family views will be integral to pathway planning. 

• Opportunities to access varied approaches to learning and accessing education through other professional expertise offered on site with opportunities for some pupils to access off site, such as from Youth Service, Rallysport and YMCA. 

• Multi agency support to engage all families, many of whom are hard to reach and have barriers to positive engagement. For example, family support workers will offer support and guidance in tandem with school strategies and a specific careers or transitions officer will signpost and offer specific direction moving out of the school

• A well developed and comprehensive transitions programme into the next stage of education

The Curriculum Offer

The end point of continued education, employment and social integration depends on a curriculum which can develop the four core areas outlined above, i.e. accreditation, personal skills, aspiration and understanding of employment, emotional resilience and mental health.

Central to the core purpose of Langham Oaks is to be ambitious for our pupils and to support them in developing their own self-belief and aspiration for the future.

The curriculum will focus on:

• The core skills of English and Maths

• a broad but select offer of subjects which have clear pathways to accreditation

• active learning

• Development of social skills, life skills and emotional intelligence

This curriculum will incorporate and have at its heart:

• a will to continually adapt to individual need

• therapeutic approaches

• outdoor and active learning

• varied and flexible approaches to learning

• A focus on re-engagement and building self-esteem

Organisation and Outline of The Curriculum

Pupils typically enter Langham Oaks at Year 6 or Year 7 from schools where they have: been isolated from peers, working closely with a single adult, had reduced opportunity and success working with peers in groups, reduced experience of the full curriculum and limited positive interactions within school.

The initial task of the school is to regroup and refresh pupils’ attitudes to self, others and learning through to leaving the school with confidence and a renewed attitude and experience of learning. The school will structure this journey in 3 phases: