Salmons Brook Principles of Learning

Salmons Brook School delivers a differentiated age 11-18 curriculum which is closely aligned with our student’s levels of ability, interests, and aspirations. It is broad, balanced, relevant to needs and is designed to have integrated therapeutic support as necessary and a focus on developing resilience and preparing young people for the next stage in their lives. A combination of theory and practical learning opportunities is employed as appropriate both on our purpose-built site within the community.  

This specialist curriculum is tailored to our student's individual needs and based on a person-centered planning framework. There is an underlying focus on improving literacy and numeracy skills alongside the development of personal and social skills and resilience in all subjects.  

To enable our curriculum to be a success we have a unique approach to teaching and learning which allows us to meet the needs of all students, as identified in their EHCPs. 

To best meet our young people’s needs and promote the highest possible standards of Learning we have developed our Principles of Learning.  

Cognition and Learning  

We define these principles as how we cultivate learning and support progression. Our cognition and learning principles enable us to meet the varied learning needs of our students and enable student and whole group progression in individual lessons, series of lessons and over time.  

Principles 

So that 

 

Staff design coherent instruction reflecting the teacher’s knowledge of content and students. 

 

 

Teaching takes into account the specific learning needs of each student. 

 

Staff ensure formative assessment is woven throughout lessons and that pre-planned and timely feedback is given.  

 

 

Students can address misconceptions, know their next steps and make swift progress.   

 

Staff model knowledge and skills and show students how to achieve tasks.  

 

 

Students have clarity around what they are learning and what success looks like.  

 

Staff make adjustments during teaching in response to changing conditions. 

 

 

 

When students encounter difficulty in learning, teachers persistently seek alternate approaches to help them succeed.  

 

Social and Emotional Mental Health

We define these principles as how we nurture engagement and build stamina for learning. Our social, emotional and mental health principles enable us to embrace the strengths, talents and interests of our students and use these to develop their emotional literacy, confidence, self-esteem and resilience.  

Principles 

So that 

 

Staff cultivate ‘strengths-based’ learning environments that foster aspirations. 

 

 

Students share positive emotional experiences that support their ambitions.  

 

Staff heal dysregulation by employing trauma-sensitive approaches. 

 

Students develop the ‘emotional literacy’ to understand their needs and how to self-regulate. 

 

 

Staff design opportunities to build stamina for learning.  

 

Students develop a growth-mindset and resilience. 

 

  

Staff embrace and provide opportunities for individual choice. 

 

 

Students develop an intrinsic motivation which encourages curiosity in learning. 

 

Communication and Interaction

We define these principles as how we support and develop student’s communication and interaction skills. Our communication and interaction principles enable us to create a cohesive community that, through our use of language, routines and restoration, develops secure and lasting relationships.  

Principles 

So that 

 

Staff plan how information is given to young people, giving effective explanations with clearly defined outcomes.  

 

 

Students have enough time to process what has been said and construct a ‘considered response.’ 

 

 

Staff communicate consistent expectations and develop routines. 

 

 

Students feel secure within predictable routines and are able to develop trusting relationships. 

 

 

Staff adapt language to ensure that it is accessible for all and appropriate for the individual. 

 

 

Students understand and participate in ‘active communication’ and interact with kindness. 

 

 

Staff recognise behaviour as a means of communication to express an unmet need. 

 

 

Students are encouraged to ‘use their words’ and engage honestly to reach a fair restoration. 

 

Literacy across the curriculum

We define these principles as how we support and develop our student’s key literacy skills and reading fluency. Our literacy principles enable us to have a consistent approach to the teaching of vocabulary, reading, writing and classroom talk.  

 

Principles 

So that 

 

Staff pre-teach vocabulary by breaking it into parts and putting it into context. 

 

 

Students’ working memory has the capacity to access learning. 

 

Staff model ‘reciprocal reading’ strategies and responses to texts. 

 

 

Students have the confidence to apply comprehension strategies to what they read. 

 

Staff establish routines around how and why young people talk for learning. 

 

 

Students are prepared to use discussion as a means for learning. 

 

Staff use metacognitive strategies to explain the conventions of writing. 

 

 

Students understand the purpose and form of different types of writing. 

 

 

Generated with Avocode.