Key stage 3 and 4

 DofE is open to any young person aged 14-24. Participants build their own programme, choosing activities and a cause to volunteer for. The DofE is structured into three levels of Award which increase in challenge and duration: Bronze, Silver, and Gold. The main differences between the Award levels are the minimum length of time it takes to complete the programme, how challenging it is, and the minimum age you can start. There are four main sections of a DofE programme: Volunteering, Physical, Skills, and Expedition. At Gold, participants will also complete a Residential section. 

 One-to-one tuition is a style of teaching between one tutor and one student. 

These sessions are typically held outside of the standard school curriculum and can be used to cover a wide range of topics, tasks and skills. 

There are multiple reasons why you might consider one-to-one tuition. 

 Work experience is an enormously valuable part of your education. It allows pupils to spend time in a workplace and experience working life in a real-world setting. It looks great on your CV, allows you to hone your skills, and gives you a chance to try out a line of work to see if it’s for you. Children at Kaleidoscope may do work experience in house or at a placement dependent of the child's needs. 

From year 10, students will have the opportunity to participate in a college links course. Courses available include Hair & Beauty, Motor Vehicle, Hospitality & Catering, Engineering, Construction and Media. This could be for 1 or 2 days of the academic week with the remainder having a focus upon the core subjects. This will be offered for children who have shown a keen interest in a vocational area that is offered.

For children who are also struggling with engagement with school (e.g. Emotionally based school avoidance) and it has been highlighted that there is an interest within a vocational area; vocational courses may be offered from year 6/7 to support their engagement.

 To support the SEMH development, a trained ELSA practitioner will provide individualised sessions for pupils who have been identified as requiring additional support within these areas. An ELSA is not there to fix problems but to help them find their own solutions and offer that important support to a child or young person. Relationships are key in helping children and young people to feel safe and nurtured. ELSA is about creating a reflective space for the child or young person. 

We aim for all our students to develop functional skills for living so each of them is able to lead a fulfilling and substantially independent life. We recognise that for young people with special educational needs, every experience may provide a learning experience. Our approach to teaching functional skills and life

skills is at the core of our curriculum where our framework can be taught within the programmes of study and the schemes of work. The life skills curriculum is not seen as linear learning, rather, it is a broad framework in which each child works. The pathways will be determined by each individual’s; outcomes on their EHCP, strengths and areas of development and own need as assessed by the parents, staff, therapists, professionals and where possible, the student. Our curriculum includes ample opportunity to develop life skills through the experience of daily activities both on and off site.

 We value the importance of enrichment activities to our students; not only does it help them deepen their understanding of what they are learning in class, but it also encourages them to explore new and exciting activities that may lead to them developing a leisure interest or hobby. Some of our enrichment activities are planned to support students to meet their EHCP targets, to develop key self-regulation skills or to work towards growing independence and life skills. Each child will have their own enrichment timetable that will meet their identified individual outcomes. 

  Drawing and Talking therapy allows individuals to discover and communicate emotions through a non-directed technique, setting it apart from existing solution-focused and cognitive-based therapies and interventions.