Our Day
Our day is carefully structured into flexible units of time, designed to meet the individual needs of every child. We blend academic learning with targeted therapeutic interventions, ensuring that each pupil receives a personalised balance of support. This may include a combination of one-to-one sessions, small group work, and whole-group activities.
At the heart of our provision is a relational approach, informed by the principles of TISUK. We recognise that positive, trusting relationships are fundamental to learning and wellbeing. Our staff prioritise connection, emotional safety, and co-regulation, supporting children to understand and manage their feelings so they are ready to learn.
Our timetable provides a consistent and predictable structure, helping children feel safe and secure, while maintaining the flexibility to respond to their changing needs. When a child joins us, we work closely with parents/carers and professionals to create an individual timetable tailored to their needs, which may gradually build over time.
Each session typically lasts around 30 minutes, allowing for a focused yet manageable pace of learning.
| Time / Session | Activity |
|---|---|
| 9.15 - 9.45 | Nurturing breakfast |
| 9.45 – 10.00 | 1:1 with EAA / Mentor time |
| Session 1 | Therapeutic: Lego Therapy to support friendship and relationship building |
| Session 2 | Academic: Reading |
| Break | Break |
| Session 3 | Academic: Maths |
| Session 4 | Academic: Creativity – Art linked to the current theme e.g. ‘The World Around Us’ |
| Lunch | Lunch |
| Session 5 | Physical Activity |
| Session 6 | Academic: Creativity – Cooking linked to the current theme e.g. ‘The World Around Us’ |
| Session 7 | Academic/Therapeutic: PSHE, based on The Story Project, using social stories. |
| 14.00 – 14.30 | 1:1 with EAA / Mentor time |
A Relational and Responsive Approach
Our daily structure provides containment, certainty, and predictability, which are essential for children to feel safe and regulated.
We adapt our approach throughout the day based on each child's emotional state, readiness to learn, and individual profile. Learning opportunities are delivered at a time, pace, and level appropriate to each child's age, ability, interests, and needs.
Recognition, Engagement and Enrichment
We place great importance on celebrating success and building self-esteem. Children are supported and encouraged through:
- personalised praise and recognition
- meaningful rewards tailored to individual motivators
- opportunities to reflect on and take pride in their achievements
Learning extends beyond the classroom. We actively support children to:
- access the local community (e.g. parks, shops, and enrichment visits)
- develop independence and social skills in real-life contexts
- engage with a wide variety of resources and experiences
Our provision is designed to be engaging, relevant, and purposeful, ensuring that every child feels valued, understood, and motivated to learn.
