Children placed at Amicus are encouraged to access activities and clubs within the community. Individual and group activities are specifically geared towards each child’s own choice. The children learn responsibility, choice and compromise through planning and sharing activities. Achievements are recognised and celebrated with the children in placement.
One of the main objectives of The Amicus DfES registered School is to work with the children’s profound anxieties and disturbances which so often hinder their ability to learn. The school staff are trained to work with these emotional obstacles and corresponding behaviours as they arise during the actual process of learning. Here they can be worked with and eventually overcome. At the same time this work is integrated with approaches in the Residential Care provision as a holistic Therapeutic Care, Treatment and Education programme.
The Amicus School offers small learning groups providing the essential opportunity for the children to have their disturbances worked with and negotiated in optimum (and therefore less threatening) group sizes. This work is intended to enable the children’s eventual integration into larger and possibly mainstream learning situations.
The Amicus School delivers the National Curriculum at KS1 and KS2 working with principles set out in the EYFS. This reflects the developmental delays and possible traumatic experiences which children placed at Amicus may have had. Although the children are all chronologically aged above those stated in the EYFS (0-5 years), we adapt their learning according to their individual special educational needs. If the child manages to progress beyond KS2 level we offer learning pitched at KS3, secondary education, such as ASDAN or an NVQ based qualification.
The Amicus School is developing links with local mainstream schools to ensure children’s learning can be integrated into mainstream settings as appropriate. At all times we keep at heart the developmental age of the child and their readiness for learning – ability to be on task and the emotional response to the classroom environment.