Students’ spiritual development:
The curriculum at Enrich is designed in order to raise awareness and understanding of different beliefs, religions, feelings and values in order to develop pupils’ empathy, tolerance and acceptance. Opportunities to immerse students in learning and bring the out there into the here and now, enable pupils to have new genuine learning experiences and widen their perspectives.
Students’ sense of enjoyment and fascination learning about themselves, others and the world around them is developed through:
- Engaging ways of teaching to generate curiosity and motivation
- Opportunities for visits and visitors coming into the schooStudents’ willingness to reflect on their experiences:
Being reflective about experiences can be a challenge for some of our young people who have experienced trauma and shame. At Enrich we use Restorative Practise. This is where we take a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right. At Enrich we will use a range of methods and strategies which can be used both to prevent relationship-damaging incidents from happening and to resolve them if they do happen. This can only be learned in an environment where pupils are given unconditional positive regard and where staff continually model positive moral behaviour.
The incorporation of reflection times throughout the day, from using the mood board at the start of the day, to reflections with key workers on how the day is going gently develop the ability to be reflective about themselves, their own actions and those of others. Weekly assemblies also provide an opportunity for reflection on an aspect of SMSC, as well as on the achievements of the week. The CLEAR Learning Cycle has further supported pupils’ ability to become more reflective and resilient.
Students’ social development
Students can arrive at Enrich with underdeveloped social skills and can struggle to communicate positively in pro-social ways. The curriculum has therefore been constructed in order to address fundamental gaps in social skills development. This is achieved through planned, structured social interaction time. Lunchtime involves staff modelling positive behaviours, expectations and conversation around social eating to support students in learning the appropriate behaviours.
Our young people struggle with any change or new faces because of their high levels of anxiety. Staff prepare children to welcome new people through preparing them in advance and through PSHE exploring feelings and how to make people feel accepted.
Empathy is also taught to students in order to support pupils to develop positive social behaviours. As some students feel little empathy when they come to Enrich, as they haven’t experienced much, they are all shown empathy in order for them to begin to develop empathy for others.
By putting all these aspects in place, our young people can then begin to show kindness to others, be accepting and welcoming rather than mistrusting and fearful. They can then begin to work co-operatively with each other.
Students’ cultural development
Enrich provides a range of opportunities to enrich the pupils culturally. These include visits and the involvement in Enrichment days. The curriculum at Discovery provides many enrichment opportunities.
Developing respect for other religious, ethnic and socio-economic groups locally, nationally and globally will be developed through continual awareness raising, such as making films for assemblies and social media.
