Our intention is to create a curriculum and environment that allows students (14-18) with SEMH and associated needs with the following overview:
This policy has been developed to take account of the changing landscape for developing a process that ensures inclusion access and engagement to meet the needs of the SEMH students at VTC School.
At VTC we develop the idea of cultural capital within the framework of SMSC alongside the holistic SEMH curriculum. Within this every student who is enrolled at VTC will have a specific target in relation to cultural development from a personalised point taken from their EHCP:
Spiritual: We encourage students to explore and challenge their beliefs and attitudes to obtain an accurate image of who they are and what they stand for. Then within this their spirituality can be developed though a range of learning experiences which respect faiths, feelings, and values; enjoy learning about oneself, others, and the surrounding world; use imagination and creativity.
Moral: To understand their own moral compass and develop ongoing dialogue and moral dilemmas to recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Social: To use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer, and cooperate; resolve conflict; engage with the ‘British values’ of democracy, the rule of law, liberty, respect, and tolerance.
Cultural: To experience and appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect, and celebrate diversity. To understand the impact of a culture on ‘you’.
Within the concept of cultural capital, we encourage all students to think beyond their current circumstances to achieve and succeed and not be limited by their current beliefs and situations.
At VTC we develop the idea of cultural capital within the framework of spiritual, moral, social and cultural development (SMSC) alongside the holistic SEMH curriculum. Within this every student will be encouraged to reflect on ‘who they are and how they interact within their world’ through the lens of SMSC.
All students should aspire to be:
• Successful learners who can recognise their strengths and make progress in order to access higher levels of achievement.
• Confident individuals who know their own worth and values and regulate their behaviour accordingly.
• Responsible citizens who are accountable for their actions and can work alongside others in their communities.
• Effective contributors who can participate, involve, support and work within a range of contexts and disciplines.
Creating a culture and environment which is positive, supportive, and non-judgemental. Ensuring all needs (Learning, Social, Emotional and Wellbeing) are met through a range of interventions and strategies allied to an accessible curriculum. Placing a heavy emphasis on understanding the reasons for the way’s pupils present themselves and staff being able to relate positively. The school will offer specific curriculum which aims to put ‘transition into work’ as a key priority. The ethos will be underpinned by the values set out below but also the following principles:
• An outstanding, relevant, and inclusive education delivered appropriately.
• Help to build strategies to support individual needs and overcome personal barriers.
• Staff trained to work effectively with students to actively build confidence and resilience and enable personal effectiveness within school and their local communities.
• An environment that places high value on emotional wellbeing, recognising individuals’ emotional needs and placing emphasis on safeguarding and good mental health.
• Individualised and relevant transition planning.
• Close working relationship between family and external agencies.
• Specialist support from an experienced professional team of staff
The following groups of values are key to VTC
• Compassion including respect, empathy, tolerances
• Resilience including capacity for change, integrity, fortitude
• Innovation including personal responsibility, creativity, problem solving, solution focused activity, collaboration.
These values promote high behavioural expectations that all are intended to follow:
• Responsible for their behaviour and accountable for their actions
• Others and their needs
•To the learning process
•To school and others property
•To yourself (self-respect)
• Involved and participating in your educational plan.
• Safe and ensuring others are kept safe.
• Participating in your agreed personal pathway