Our aims

Aims of Residential Programmes

The school residence aims to provide high quality care and to promote educational opportunities to achieve independence at each individual’s level. Goals within the residential provision are therefore planned with regard to the young person’s planned outcomes and are considered a priority. We therefore provide:


    • A safe, supportive environment while away from home with an appropriate peer group and a caring staff all of whom are able to communicate effectively with young people.
    • A happy home life in which there are clear boundaries and routines and in which mutual respect is promoted at all times. Parents are consulted on appropriate bedtimes and with regard to routines that will support family life at weekends and during holidays
    • A wide range of opportunities to help stimulate personal, social, spiritual, moral, cultural, intellectual and physical development and in which young people are able to make choices and take part in the planning of activities. For children who have specific religious or cultural requirements (for example attending church should the child take part in a respite weekend or a specific diet) then this is taken into account and planned accordingly.
    • Positive learning opportunities through which personal, social and leisure skills can be developed and extended both on and beyond the school site. This includes activities at an individual level that young people may choose to take part in for example football training or attending football matches; or being a member of the local scout or guide group. Parents are consulted as to whether they give permission for specific activities. Young people are encouraged to understand the need to respect guidelines with regard to their age (for example attending age-appropriate films at the local cinema) and where necessary young people of different age groups will attend different activities.
  • The development of appropriate skills for self care and healthy living with support given to individuals as required. Young people are encouraged to eat a healthy diet and take part in a range of sports and leisure activities. Where necessary additional advice will be given by the school nurse or the child’s dietician. Parents are again consulted with regard to dietary requirements such as a young person being a vegetarian or having certain religious or cultural requirements. Some young people have medication which is carefully stored and given out by staff according to the prescription requirements. As young people get older it may be appropriate for them to learn how to manage their own medication however this would be carefully planned in conjunction with family members and with the school nurse.
  • The development of money management skills as appropriate. Most young people bring pocket money, the amount of which is agreed with individual families. Young people are supported to use their money to fund special activities or to buy things such as magazines or sweets. Pocket money is kept safely by staff until such point as the young person is able to manage this independently.
  • The development of personal skills in relation to self-discipline, co-operation, independence and self-sufficiency including opportunities to learn about independent travel including public transport. Young people are encouraged to work together to plan their weeks activities considering the needs of each other. This might include planning of a special birthday or a specific event.
  • An appropriate preparation for independent or supported living with well-planned transition programmes towards the end of school life.
  • An understanding of equality and diversity under our equality and diversity policy (particularly with regard to ethnic, religious, disability and gender issues) and we actively promote consideration and respect for the views of individuals.Close links are maintained with school staff and other professionals to ensure consistency in approach. The principles of tolerance, respect and fairness are reinforced in all activities and staff’s expectations of residential children are based on those which operate in school.