Junior Education

 

Springboard are specialist schools which cater for pupils with emotional, behavioural, social and communication difficulties, who have found it difficult to achieve their full potential in other environments. Junior and Secondary pupils are taught in separate schools.

Springboard provides children with a therapeutic, nurturing and structured learning environment, with opportunities to succeed.
 
 

Springboard has facilities to teach small groups of young people in Key Stages 2, 3 and 4 (aged 5 to 13) and Post 16-18. Our programmes are designed to benefit pupils with Emotional and Behavioural Difficulties, Attention Deficit Disorders and Asperger’s Syndrome. Alternative education packages are tailored to the needs of individual pupils and may be linked to the National Curriculum. These enable a smooth transition to mainstream or special schooling, further education or employment.

Springboard has a proven history of responding successfully to the needs of pupils, parents and Local Authorities, providing for current needs and planning positively for the future. Springboard is confidently used and recognised as a valuable and trustworthy provision by a range of Education and Social Service Departments. We have close working relationships with the Child & Adolescent Mental Health Service, MIND, The Autistic Society, Connexions, Time Out Fostering and Youth Offending Teams.
 

    • A therapeutic, nurturing and structured day with an aim to bridge the gap between home and school, reintegrating pupils’ into a supportive learning environment

    • An ethos and promotion of strategies to develop pupil awareness, sense of responsibility and respect for themselves and others

    • Links with the community to support pupils’ social, emotional and physical welfare including the local community police, youth centre, local businesses and healthcare providers

    • Opportunities and support for pupils and parents/carers to be involved in the educative and therapeutic process, building successful partnerships between home and school

    • Coordinated and holistic support by meeting and communicating regularly with other agencies and welcoming other agency workers on site to provide valuable linked support for pupils

    • An introduction to the world of work through visiting speakers and topics such as “Choices”
    • Opportunities to develop physical, creative and social intelligence and confidence through daily afternoon activities including those involving sports, music, nature and community activities

    • A high challenge / low threat environment

    • An assessed and differentiated core curriculum in literacy and numeracy to support individual learning needs

    • A high staff:pupil ratio with daily 1:1 support in order to rebuild pupils’ confidence and identity as learners

    • An Individual Education Plan and a set of regularly reviewed pupil friendly and pupil owned personal targets

    • A broad, balanced and differentiated curriculum delivered through weekly stand alone topics enriched through guest speakers, trips and activities
    • Progressive basic skills programmes to enable pupils to gain confidence and further develop self esteem through functional literacy and numeracy

    • A structured, consistent and transparent system of rewards and sanctions supporting positive behaviour management

    • Coordinated and holistic support by meeting and communicating regularly with other agencies and welcoming other agency workers on site to provide valuable linked support for pupils

    • Supported reintegration into longer term inclusive education, supporting and accompanying visits, taster sessions and dual placements

    • An environment and curriculum to meet the objectives of their Statement of Educational Need, or an assessment process to assist in the preparation of a Statement.