What is the curriculum and how is my child taught?
At Eagle House School (Sutton), we provide a broad, balanced and appropriate curriculum that befits each pupil’s talents using a combination of nationally recognised award schemes including Functional Skills, BTEC, Entry Level and GCSEs. As pupils grow older, we work to find a balance between best educational outcomes and their ability to manage exams. We believe every pupil has the ability to gain a portfolio of carefully selected accreditations and support pupils and families in choosing the right route. When selecting accreditations we have a ‘small steps’ approach to ensure that the rigours of continuous course work or end of year examinations are manageable and allow the pupils to steadily build both confidence and skills.
Pupils access a zestful curriculum that is designed to celebrate prior learning and experiences and individual needs. It allows pupils to develop at their own pace to maximise their potential. The goal is to prepare pupils for the next stage in their journey by giving them access to appropriate qualifications and independence skills.
The ability to access learning is underpinned by the teaching of functional skills, communication and interpersonal skills, knowledge, concepts, and preparation for the world of work; all set within a nurturing environment centred on shared values. We use enrichment to promote positive attitudes to learning which reflect the values and skills needed to promote resilience, creativity, responsibility for learning, and future success.
We use a variety of strategies to blend practical skills, and worldly knowledge within a nurturing structure that supports pupils in their holistic development. Programmes are borne out of the National Curriculum and recognised accreditations.
These are highly personalised, allowing pupils to express and evidence their learning in ways that suit their individuality. Teachers are specialists in their field and skilfully interweave academic, functional and personal development curriculums to ensure pupils are appropriately stretched and challenged.
Our pupils are at the heart of this and nurturing person-centred planning, in conjunction with parental partnership, guides this process.
Pupils develop self-regulation and independence skills at an appropriate level to ensure readiness for the next stage of their journey whether that is continued or further education, the world of work, or supported living.
Pupils are resilient and valued members of their community, who understand their rights and responsibilities and are proud of their academic and personal achievements.
In order to meet all of our pupils’ educational needs, we design a curriculum to suit your child ensuring an exciting and meaningful experience, which we deliver through practical and visual learning. Our aim is to encourage your child to participate in class and enjoy learning, perhaps for the first time.
Our pupils are taught in small groups averaging 6 in a class, depending on that group’s need. All learners follow an adapted National Curriculum delivered at their level of ability and
We place great value on the arts and all our pupils can gain accreditations in the Arts Award or higher level arts and music qualifications. Despite being situated in an urban location we are keen for our pupils to experience nature and the great outdoors. We have a number of teachers who are qualified Forest Schools/ Bush Craft practitioners and Duke of Edinburgh Award Leaders. Pupils therefore enjoy learning outside of the classroom in regular timetabled sessions.
Life skills and personal development are key elements in our curriculum. All pupils are supported to become more independent, experience the world of work and be active members of our school and the wider community. Our pupils benefit from the real life experience of going out in to the community and leaving the classroom behind. This offers fresh opportunities to practise new skills and different activities personalised to develop each pupil’s language, social communication, independence and self help skills. This flexibility is essential in order for the curriculum to remain relevant and exciting for pupils through the different stages of their school career.
How will the curriculum be adapted to meet the needs of my child?
Curriculum planning is highly personalised and your child’s profile informs us as to how best to meet their individual needs.
In order for your child to learn, they will need to have the ‘tools’ to effectively manage their autism. We do this using the Eagle House Approach with the support of the Curriculum Access Team (CA Team), who work together with every teaching team. This approach uses strategies and therapies that will support your child’s precise needs.
These strategies focus on their academic and personal development looking at their social skills, their behaviour, independence, communication, thinking and their learning. Through this approach they will learn to start managing their anxiety and to begin to understand how to cope with the confusing world they live in.
How flexible can teachers be in meeting the needs of my child?
Our teams are flexible in meeting your child’s needs through the following:
- Many staff having degree level qualifications and above including Master’s degrees or other postgraduate qualifications in special educational needs or autism
- Each class has a high staff to pupil ratio with at least 2 learning support assistants
- The CA Team, who embed the Eagle House Approach in to the curriculum
- Individual or small group sessions for those pupils who need a different or specific approach, particularly for reading and writing
This combination allows maximum flexibility within the classroom.
Each teacher plans lessons meticulously ensuring that your child’s individual targets are central to their learning. All learning outcomes are then assessed and evaluated by staff on a daily basis and this keeps their learning on track.
Is there any additional support available to help my child reach his/her expected outcomes?
Additional support is available for pupils throughout the school day both in and out of the classroom. In the classroom, there is a high staff to pupil ratio to ensure that your child receives the support they need to achieve their learning outcomes.
The in-house CA Team underpin every class team embedding a range of therapeutic approaches, teaching methods, techniques and styles within a ‘total communication‘ environment to support your child’s learning. This includes visual strategies and communication aids such as PODD (Pragmatic Organisation Dynamic Display), which is an alternative augmentative communication (AAC). This ensures that your child’s additional needs are supported and their learning outcomes are on track.
The use of AAC approaches such as PODD is now widely accepted and used as a means for facilitating language and communication for individuals with autism. We use a wide range of visual support across the whole school which benefits the understanding and expression of language for those with difficulties in these areas.
The CA team works with all pupils in the school but if your child’s Education, Health and Care Plan (EHCP) stipulates a greater level of support is needed, then they will work with them accordingly. We have 3 different levels of therapeutic engagement with pupils adjusted according to the requirements of their EHCP and their individual needs at any given time.
We hold weekly meetings to discuss pupils who may be struggling and will look at raising the level of support for as long as necessary. This will always be discussed in partnership with parents and carers.
Eagle House School (Mitcham): 020 8687 7050
Head Teacher: Lorraine Titchener
Eagle House School (Bramley): 01483 912 080
Head Teacher: Tom Milson
Eagle House School (Sutton & POST 16 Department): 020 8661 1419
Head Teacher: Francesca Arocas
Eagle House School 6th Form (Strawberry Lodge): 020 3745 8760
Head Teacher: Francesca Arocas
Out of term: 020 8770 7788
Schools' Business Office
Eagle House Group Ltd
Ground Floor Suite
St Nicholas Way