I started out my career lecturing in further education and it was here that I developed a passion for working with children and young people with social emotional and behavioural difficulties. After working in several specialist schools I am proud to call Bettws Lifehouse home, and I’m currently based in the Kingsland Grange Upper School as a teacher, interventions, outreach and designated mental health lead. I am passionate about young people’s mental health and wellbeing and in trying to develop myself and deepen my knowledge, I also became a fully qualified person-centred counsellor and a registered member of the British Association for Counselling and Psychotherapy. I am passionate about creating the right conditions for every child to be able to access their education in order to thrive and achieve their true potential. No child is unreachable, and I am proud of how the Lifehouse work to cater for the individual needs of each child. Outside of school, I run my own private practice specialising in children and young people and I devote the best of my time to my family life. I love to travel, explore the great outdoors and I’m a long term lover of the wizarding world of Harry Potter.
The curriculum in Upper school is based around the Preparing for Adulthood (PfA) framework and the National curriculum programmes of Study for Keys Stage 4. The PfA pathway reflects the SEND reforms and supports young people to achieve fulfilling lives in their communities and career aspirations There are 4 main strands:
pupils are supported to chose subjects which will enable them to follow their career aspirations into employment. This may include standard and vocational qualifications alongside work experience and life skills. Post 16 pupils may then progress to additional higher level qualifications, into Further Education, supported Internships, apprenticeships, employment or University. Clear careers advice and guidance enables them to investigate and experience opportunities to help with their decision-making.
pupils are supported to investigate housing options and gain the skills that they need to live independently. This includes travel training, accessing services and ultimately contributing to their local communities and the wider world
Pupils are supported to spend time with their peers both in school and in their communities. They are encouraged to maintain friendships and relationships and access their community in ways that keep them safe and increase their confidence.
Pupils are supported to manage their own health and live active and healthy lifestyles as they progress into adulthood. They are encouraged to develop the skills to ensure they can access health professionals and hence live health active lives. All pupils are required to participate in ‘HAL’ (healthy Active Lifestyles) activities within their individual timetable programme.
The curriculum is developed to encourage pupils to become active learners by ensuring it makes them feel safe & secure, releases their motivation, unlocks their curiosity and increases their participation. Each pupil has an bespoke curriculum which is identified in their lifehouse Learning Pathways document (LLP)
KS4 LLPs will normally prioritise: Emotional wellbeing & personal growth · Developing secure attitudes to Learning through identified relevant learning experiences · Preparation for a successful transition into adulthood and the next stage of education, training or work · Gaining a good range of highly relevant and useful qualifications and accreditation in line with their ability The curriculum consists of appropriate skills and levels of learning depending on the individual Learning pathway:
Pupils working at Therapeutic Level follow a personalised curriculum and are working towards E4L goals, Lifehouse Attitude to Learning Levels & identified personal outcomes
Pupils have opportunity to develop Skills across the curriculum including: · Speaking & Listening Numeracy Literacy & Reading Digital Literacy Physical, creative and practical skills Personal skills needed for future life, including social skills Vocational skills Independent living skills
Pupils work towards subject level outcomes: The National Curriculum Levels or Lifehouse Curriculum Levels
Pupils in KS4 work towards Entry Level, Level 1 & Level 2 outcomes (Both Standard and Vocational options) Post-16 pupils work towards Entry Level, Level 1, Level 2 & Level 3 outcomes (both Standard and Vocational options) in addition they may be engaged in supported Internships or work experience
Subjects within the curriculum offer are organised under 9 curriculum areas of learning Experience:
This area of subject learning strives to inspire learners at Bettws Lifehouse with a lifelong love of expressive arts, including both art and design and performing arts We aim to equip all pupils with the spoken, written and expressive communication skills necessary to succeed in the modern world and we work hard to provide a supportive learning environment to ensure that our pupils achieve their full potential in all areas of this vital and exciting subject. We encourage pupils to experiment, invent and create their own pieces of art and performance.
Using the Programmes of Study from the National Curriculum combined with our aim to provide individual learning pathways, which include therapeutic education, our aim is to develop pupils’ abilities within an integrated programme of speaking & listening, reading & writing, performing and creative art and design. Learners are encouraged to: Develop creative work, exploring ideas and recording experiences Acquire skills in drawing, painting, sculpture and other art, craft and design techniques Evaluate and analyse creative works using the language of art, craft and design Explore historical and cultural aspects of art, artist and creative performers Develop the habit of reading and performing widely and often for pleasure and information Communicate their ideas and emotions to others Gain the ability to develop culturally, emotionally, intellectually, socially and spiritually through experiences of literature and performance Become competent in the arts of speaking, listening and performing by participating in a variety of activities e.g., discussions, presentations, performance and rehearsals
Bettws Lifehouse School believes that it is important for learners to understand how to maintain a healthy lifestyle and where to access help, advice and appropriate guidance to participate in their local communities. This Subject Learning Pathway directly links with the areas of Wellbeing and Physical.
Using the Programmes of Study from the National Curriculum combined with our aim to provide individual learning pathways, which include therapeutic education, our aim is to develop pupils’ abilities and enthusiasm to maintain healthy and active lifestyles. Learners will be given opportunities to develop their skills in cooking alongside optional subjects areas such as food and nutrition, hair and beauty and a programme of physical activity / HAL (Healthy Active Lifestyles) Specifically, the aims of Healthy Living are to: Develop skills in cooking Apply the principles of healthy eating and nutrition Equip learners to live safe, healthy lives Develop confidence and skills for social emotional and personal wellbeing Encourage a love of appropriate physical activity towards HAL Empower learners to feed themselves and others affordably and well throughout their lives Prepare learners for the challenges, choices, and responsibilities of work and adult life’.
The Human and Social subjects provide foundations for understanding the world. Learners are encouraged to understand the significance that these have on what is occurring in the world they live in and how they enable us to predict how things behave and change. This Subject Learning Area Pathway currently combines the following individual subjects:Humanities History Geography Psychology Criminology Classical Civilisations Citizenship
The overall aim for this subject learning area is to enrich learning for all pupils and to ensure that they develop confidence and competence to understand how these individual subjects are related and to set the foundations for them to understand how they relate to the world in which they live. Develop foundation knowledge and understanding through specific subjects and if appropriate use this to further their knowledge at higher levels Develop an interest in a variety of subject areas to enable them to take responsible commitment and participation in learning and gain and understanding of the world Ensure learners are equipped with the appropriate knowledge required to understand the importance and implications of these subject areas on a global basis today and for the future sustainability of the wider world
This area of subject learning strives to inspire learners at Bettws Lifehouse with a lifelong love of Language and literature from a variety of authentic sources, to encourage creativity and imagination. We aim to equip all pupils with the spoken and written communication skills necessary to succeed in the modern world and we work hard to provide a supportive learning environment to ensure that our pupils achieve their full potential in all areas of this vital and exciting subject. In addition, we believe that where appropriate learning a foreign language encourages understanding and provides an opening to other cultures. In turn this can deepen understanding of the world and provide a foundation for them to study and work in other countries.
Using the Programmes of Study from the National Curriculum combined with our aim to provide individual learning pathways, which include therapeutic education, our aim is to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing. Learners will be given opportunities to develop their use, knowledge and understanding of spoken and written English and literacy within a broad and balanced curriculum, with opportunities to consolidate and reinforce taught literacy skills. We are committed to developing: Reading and writing with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct Develop a habit of reading and a desire to read for enjoyment Acquire an interest in words and their meanings, developing a growing vocabulary in spoken and written forms. Understanding a range of text types, media types and genres Able to write in a variety of styles and forms appropriate to the situation Using their developing imagination, inventiveness and critical awareness Having a suitable vocabulary to articulate their responses. Use speaking and listening to enable participation in the community around them
Mathematics, numeracy, and statistics are tools for everyday life. They are a whole network of concepts and relationships which provide a way of viewing and making sense of the world. They are used to analyse and communicate information and ideas and to tackle a range of practical tasks and real-life problems. They also provide the materials and means for creating new imaginative worlds to explore. This Subject Learning Area Pathway can be divided into 3 inter-related strands: Mathematics Numeracy Statistics
Using the Programmes of Study from the National Curriculum, which may be modified, combined with our aim to provide individual learning pathways, we are committed to developing: A positive attitude towards mathematics, numeracy and statistics and an awareness of the fascination of mathematics Competence and confidence in mathematical knowledge, concepts and skills An ability to solve problems, to reason, to think logically and to work systematically and accurately. Initiative an ability to work both independently and in collaboratively with others An ability to communicate mathematics An ability to use and apply mathematics, numeracy and statistics across the curriculum and in real life An understanding of mathematics and statistics through a process of enquiry and experiment Appropriate individual mathematics, numeracy and statistics learning pathways which provide pupils with appropriate skills and qualifications which provide them with the skills to be successful in their future lives and / or for them to progress either into further education or employment. Underpinning knowledge for a wide range of subjects including science, technology and engineering
Bettws Lifehouse School recognises the advantages of providing encouragement to support pupils to engage in physical and outdoor activities. The therapeutic advantages and the opportunities to engage in Healthy Active Lifestyles (HAL), in a way which supports pupils health and fitness, also helps to embed values such as fairness and respect.
Using the Programmes of Study from the National Curriculum combined with our aim to provide individual learning pathways, which include therapeutic education, our aim is to develop pupils’ abilities within an integrated programme of Physical. Learners will be given opportunities to develop their emotional, Social and economic skills alongside informed knowledge as appropriate. Specifically, the aims of Physical are to: Develop learners’ self-esteem and a sense of personal wellbeing Promote self-respect, respect for others and celebrate diversity Equip learners to live safe, healthy lives Empower learners to participate in their schools and communities as active responsible citizens locally, nationally and globally Promote and support Healthy Active Lifestyles (HAL) Prepare learners for the challenges, choices and responsibilities of work and adult life.
The sciences provide foundations for understanding the world. Learners are encouraged to understand the significance that sciences have on what is occurring in the world they live in and how they enable us to predict how things behave and change. This Subject Learning Area Pathway is divided into individual subjects: · Biology Chemistry Physics Astronomy Applied Science
The overall aim for this subject learning area is to enrich learning for all pupils and to ensure that they develop confidence and competence to understand how the sciences are related to the world in which they live. Develop scientific knowledge and conceptual understanding through specific subjects · Develop understanding, processes and methods of science through different types of enquiries that help them to answer questions about the world around them Ensure learners are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future
The growing importance of ICT skills is well documented. The CBI report ‘Working on the three Rs recognises ‘the steadily growing significance of IT in so many aspects of working life’. The Leitch Review of Skills final report: ‘Prosperity for all in the global economy-world class skills’ acknowledges skills that were once seen as high level are increasingly seen as basic skills. The ability to use a computer is one of the most visible and widely used generic skills. The past few decades have seen a rapid expansion in the need for IT skills across all occupations and sectors This Subject Learning Area Pathway can be divided into 3 strands: · Computer Science Information Technology Digital Literacy
The overall aim for this subject learning area is to enrich learning for all pupils and to ensure that teachers develop confidence and competence to use Information and Communication Technology in the effective teaching of their subject as well as understand the importance of ‘computer science’ as a bespoke subject. The 3 inter-related strands offer opportunities for pupils to: Develop their ICT capability and understand the importance of information and how to select and prepare it. Develop their skills in using hardware and software so as to enable them to manipulate information. Develop their ability to apply ICT capability and use ICT to support their use of language, communication and support other subjects Explore their attitudes towards ICT, its value for themselves, others and society, and their awareness of its advantages and limitations. Develop good Health and Safety attitudes and practice. Be able to write programs and algorithms and find mistakes and fix ‘bugs’ in programs Use kinaesthetic activities to help develop logical reasoning Use technology safely and keep personal information ‘private’ and understand the use of social media and how to treat people with respect
The overall aim for this subject learning area is to enrich learning for all pupils and to enable them to experience and value different routes into the workforce through a more practical skills route. The subjects offer opportunities for pupils to: Develop the creative, technical and practical expertise needed to perform everyday tasks, Develop their skills to participate successfully in an increasingly technological world, Develop, test and evaluate their ideas and products, Explore their attitudes towards technology, its value for themselves, others and society, and their awareness of its advantages and limitations, Develop good Health and Safety attitudes and practice and use kinaesthetic activities to help develop logical reasoning
The overall aim for this subject learning area is to enrich learning for all pupils and to enable them to experience and value different routes into the workforce through a more practical skills route. The subjects offer opportunities for pupils to: Develop the creative, technical and practical expertise needed to perform everyday tasks Develop their skills to participate successfully in an increasingly technological world Develop, test and evaluate their ideas and products Explore their attitudes towards technology, its value for themselves, others and society, and their awareness of its advantages and limitations. Develop good Health and Safety attitudes and practice. Use kinaesthetic activities to help develop logical reasoning
Bettws Lifehouse School takes its responsibility to provide relevant, effective and responsible relationships and sex education (RSE) and personal, Social, Health and Economic education to all its pupils curriculum very seriously. The school wants parents and pupils to feel assured that sex education will be delivered at a level appropriate to both the age and development of pupils, and safe to voice opinions and concerns relating to the sex education provision PSHE overall prepares learners to be personally and socially effective by providing learning experiences in which they can develop and apply skills, explore personal attitudes and values, and acquire appropriate knowledge and understanding.
Using the Programmes of Study from the National Curriculum combined with our aim to provide individual learning pathways, which include therapeutic education, our aim is to develop pupils’ abilities within an integrated programme of PSHE and RSE. Learners will be given opportunities to develop their emotional, Social and economic skills alongside informed knowledge of RSE as appropriate. Specifically, the aims of PSHE are to: · Develop learners’ self-esteem and a sense of personal responsibility Promote self-respect, respect for others and celebrate diversity Equip learners to live safe, healthy lives Prepare learners for the choices and opportunities of lifelong learning Empower learners to participate in their schools and communities as active responsible citizens locally, nationally and globallySpecifically, the aims of RSE are: Ensure that the needs of all learners are taken into account Address equally the emotional, physical and social aspects of RSE Address equally the emotional, physical and social aspects of RSE Ensure the school will work closely with and involve parents / carers
All pupils follow individual Learning Pathways, which wherever possible, include both a core subjects and a selection of individual options. Core Subjects The Core subjects are studied by all pupils at a level appropriate to the individual. This may be to qualification or for subject learning. Pupils in discussion with their Parents / Carers, Lead Teacher and the Head of Lower School can make one selection from each column. In addition, all pupils will follow a programme of PSHE, Health and Wellbeing.
Optional Subjects The optional subjects are selected from the 5 areas of the Pathways to Adulthood (PfA) framework and from pupils own Individual interests. They are selected at a level appropriate to the individual. This may be to attain a qualification or for skills and personal interest. The overall pathways section is aimed to allow the pupil to gain the necessary skills and qualifications to progress into a variety of ways. This may be into Further Education vocational study, supported Internships, apprenticeships, further academic qualifications or into employment. Pupils can select up to TWO choices from each column. Please identify choices 1 and 2, as a preferred choice and reserve choice in each column. Wherever possible and subject to timetable constraints the school will attempt to offer all choices identified. Please note some subjects may require a minimum number of pupils to be offered.
Bettws Lifehouse is a school that believes in a truly person-centred approach to learning and personal growth across all its settings. In the Upper School, an essential, well-balanced relationship between academic learning and wellbeing support leads to successful outcomes for our pupils. To be truly person centred in our provision we make sure the young person sits in the middle of all provision planning from the first visit. We creating a relaxed atmosphere for the initial meeting and subsequent conversations so that the young person can explore the multitude of options we offer and also share their personal challenges, needs, interest, desires and aspirations. This information from the pupil complements their education health care plan to inform the truly person-centred provision package for each young person. Timetables and curriculum plans remain flexible working documents, adapted as often as half-termly if required to meet changing individual needs. As well as academic success as an outcome for all pupils, we strive to prepare young people for adulthood. Becoming increasingly independent, Life skills sessions, group activities (indoor and outdoor) and individual wellbeing sessions are central to this goal. .
Annual Reviews of Education Health Care Plans are used to identify and review person-centred plans that address relevant aspects of preparation for adulthood for each young person. Person-Centred Plans identify personal outcomes which are relevant to the young person’s aspirations, needs and wants. Pupils are supported in 1:1 Wellbeing sessions with highly skilled mentors, who work in partnership with the pupils to overcome fears and challenges that may hold young people back. Sessions provide opportunity to look back at progress and to inform changes to their support or teaching going forward. Pupils learn that their voice matters and is heard, and that there is a place for all of us in the adulthood that is just around the corner for them. Along with the wellbeing sessions, every young person will have a number of PFA (Preparation for Adulthood) sessions each week in which life skills and independence are developed to support the independent living of adulthood, from making decisions, planning a leisure activity, budgeting, washing clothes to basic car maintenance. The list is almost endless.
Pupils create a useful portfolio which they can take with them to refer back to during their emerging independence and life after school. We also spend time every week exploring strategies and services that support us to manage our own personal physical and mental health and developing self-awareness. We learn more about the numerous diagnoses that so many of us have to learn to live with and develop coping strategies that give us the confidence and belief that we can live independently and find enjoyable work that ultimately makes us feel part of the society we live in. We are truly blessed to have managed to build a team of teaching and support staff that is second to none. Caring, supportive, understanding, patient, hard working and always looking at new ways to understand the ever-changing complexities of young people and the challenges they bring. It is the fine and carefully considered balance of our provision that has seen young people we have worked with move into all sorts of employment, further and higher education with their heads held high and the tools they need to explore and enjoy the life that is unfolding in front of them.