What We Do
Teaching and Learning
We deliver a broad and balanced curriculum which enables learners to make progress within a nurturing environment. Since many of our learners have experienced significant gaps in their schooling we provide small class sizes and an after school homework club and catch-up class twice a week,tailored to individual support needs.
Emotionally based school refusal leads to a cycle of anxiety and further lack of engagement with education. It is paramount that our learners develop the resilience to address any barriers to attendance . We offer
- Designated spaces within the school setting for short-term intervention work
- Dedicated on-site attendance officer
- Support for families through school or multi agency network
- The opportunity for students to access additional 1:1 support from SEaDS team or drama -therapist
- Half termly rewards for outstanding attendance
- Regular letters to families to celebrate progress with attendance
At Cotelands PSHE is an oppportunity for the whole school to join together for tailored workshops which support our students to develop self esteem , self management skills and resilience.The sessions widen the students knowledge of how to keep themselves safe and healthy as well as developing their sense of themselves as important and useful embers of both their school community and the wider world.
To prepare for future progress beyond Cotelands we offer
- 1:1 Information and guidance sessions to support with Post 16 options
- Work-skills lessons delivered as an integral part of our curriculum offer
- Opportunities to attend mock interviews and work experience placements
- Support with college applications
- On site Best Start worker to offer practical guidance around Care to Learn grants for schoolgirl mums preparing for Post 16
- Ongoing support for schoolgirl mums from our Teenage Pregnancy Re-integration Officer
Behaviour for Learning
All teachers at Cotelands contribute to establishing positive environment for learning through developing the social and emotional skills of our learners and ensuring students have clarity about what they need to do to make progress.
We have individual termly meetings with parents and students in which we set targets that are built around progress, both in terms of academic levels and skills for learning.