An independent specialist school and registered ... - Ruskin Mill Trust

An independent specialist school and registered
children’s home for children and young people aged 7-19
Day / Residential / Respite

Contents
Welcome
Joanna’s story
Curriculum
Stephen’s story
Living away from home
Preparing to leave
Ruskin Mill Trust’s vision, values and purpose
Building self-esteem
Our objectives
Admissions and contacts
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“The team has shown incredible kindness towards my son and are keen to know everything about
him and ensure that this knowledge is utilized in supporting him in every part of his school day.”
Parent
“My daughter is no longer judged by the things she supposedly ‘can’t’ do, rather her strengths are
embraced and celebrated.”
Parent
“As a parent I also feel very well supported by the Brantwood Team. Daily conversations mean that
we are working together in partnership to support learning”
Parent
“Really amazing, the teachers are full of life and fun….they listen to you, loving and kind, nothing
like an ordinary school, it’s way better!”
Student
“The staff have made an excellent start in establishing a warm, welcoming ethos which pervades thewhole
school community. Relationships between staff and between staff and students are excellent.”
Anne Hayward, School Improvement Partner, former Ofsted Inspector

Welcome
to Brantwood Specialist School
Our school provides children and young people (7-19) who
experience complex learning and behavioural difficulties,
opportunities to learn and grow within a holistic and inclusive
educational framework. Informed by the core principles of
Practical Skills Therapeutic Education, the Steiner Waldorf
curriculum is underpinned by the content and assessment criteria
of the National Curriculum and individual therapies.
We believe that education is about developing the whole person,
by meeting the physical, emotional, spiritual and social, as well
as their academic needs. Education can and should be enjoyable,
even if pupils have not experienced this in the past. We are
committed to making a positive impact on young people’s lives
and helping them to become the person they want to be and
valued and valuable members of society. As headteacher, I feel
privileged to lead students and staff on this journey.
Constantin Court
Constantin Court, Headteacher
‘Our highest endeavour must be to develop free human beings who are able of themselves to impart
purpose and direction to their lives.’ (Rudolf Steiner)
Brantwood Specialist School has very close links with
Freeman College, another post 16 provision of Ruskin Mill
Trust and can provide a seamless transition if that is in the
best interest of the young person.
Freeman College is widely recognised within the City
of Sheffield and beyond and by Ofsted for delivering a
high quality, innovative, student-centered curriculum that
empowers each young person to develop all aspects
of their lives, whilst achieving nationally accredited
qualifications. Ofsted reported in 2010 that:
Sterling Works at Freeman College
‘Outcomes for learners are good’ and they ‘achieve a good range of qualifications in vocational
skills and personal development and progress well into Further and Higher Education, training and
employment.’ (Ofsted 2010)
3

Joanna’s
story
Joanna came to Brantwood after several unsuccessful school placements and a period of home
schooling. She has a diagnosis of Asperger Syndrome and can become upset in certain situations,
especially those associated with being part of a large and busy mainstream secondary school,
which had led to her becoming a ‘school refuser’.
When starting at Brantwood, Joanna was accompanied in school each day by her mum. This
is part of the transition process, and over time her Mum has been able to leave the building
for increasing periods of time. Joanna has now gained in confidence and is now happy to be
supported during the day by school staff.
‘Given that my daughter was adamant that she would never, ever go to any school
ever again just a few months ago I am amazed how quickly she is settling in…’
Along with other staff and students, Joanna has planted her own rose in the school garden and
watched it grow and blossom over the first term. This helped to give her a sense of identity
within the school community. Joanna was also involved in making and filling a time capsule with
an item of personal importance to be buried in the garden to mark the historic opening of the
school. This gave her, the other students and staff a strong sense of belonging and emotional
investment in the physical environment of the school.
Joanna has learned to knit and make items with felt and finds these activities relaxing. She is
passionate about animals and animal care. Brantwood has invested in six chickens, a cockerel and
two guinea pigs for the students to care for and cuddle. Joanna took part in a shopping activity
with another student and staff to choose and then name them. The animals have helped motivate
her to come into school and provide a calm and ‘homely’ atmosphere.
Joanna helps to clean and feed the animals and provides them with very adept care. On Friday
afternoon’s, she goes horse riding with another student and with members of staff. These two
young people are developing a good relationship with each other through the shared interest, fun
and practical experience that this activity provides them with.
‘We have been met with nothing but warmth, understanding and acceptance.
There is a real sense of community here, a shared vision and everyone involved
with Brantwood Specialist School is passionate about it’
4

‘My
daughter is no
longer judged
by the
things she
supposedly
can’t do,
rather her
strengths are
embraced
and
celebrated.’
5

The Curriculum
at Brantwood
Curriculum
Grounded in a thorough understanding of the normal stages and milestones of child development, four
distinct strands are braided together to form the unique Practical Skills Therapeutic Curriculum of
Brantwood Specialist School.
1. Steiner Waldorf Education
Steiner Waldorf education adopts a holistic and inclusive approach to the developing child. Rudolf Steiner
emphasised the importance of achieving a balance between the distinct ways in which humans relate to
the world: through thinking, through the life of the emotions and through physical activity.
2. Practical Skills Therapeutic Education
Brantwood draws upon the expertise and experience of Ruskin Mill Trust in providing work related
learning, vocational qualifications, social and cultural programmes and living skills, all of which are
distinguishing features of the Trust’s Practical Skills Therapeutic Education. Through building meaningful
relationships and undertaking real-life purposeful activities, young people can gain skills and confidence
both in school and the wider community, whilst achieving a wide range of qualifications according to
their interests and aptitude. Brantwood also draws upon Ruskin Mill Trust’s experience in providing
excellent transition and support at ages 16 to 19, enabling students to progress and set the direction for
a fulfilling life.
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3. The National Curriculum
All Brantwood pupils and students will access the National Curriculum so that
they can achieve appropriate, nationally recognised and accredited qualifications,
e.g. GCSEs, NOCNs and Btechs.
4. Therapeutic Care, Health and Wellbeing
At Brantwood Specialist School an emphasis on the social, physical and
emotional wellbeing of students, as well as the promotion of healthy lifestyles are
incorporated into each student’s Individual Care, Health and Education Plan.
The school’s nurses and visiting doctor, working closely with key staff, parents
and carer’s, will provide a range of guidance and support services, including
monitoring medication and any health concerns that may arise.
Diet and nutrition form a central role in developing healthy lifestyles and
students will learn about their importance, whilst also enjoying a wide range of
healthy, organic food.
A diverse range of fun and enjoyable activities will be available to enhance
students’ fitness, stamina and strength through exercise, sport and team projects.
At Brantwood all students can access the following therapeutic activities:
Speech & Language Therapy
Music / Art and Drama / Movement Therapy (Eurythmy)
Counseling and Anger Management
Art Therapy / Medical Advice
Massage Therapy
These four aspects: Steiner Waldorf Curriculum in content and method, Practical
Skills Therapeutic Education in method and application, National Curriculum in
assessment and Therapies, are combined to inform individualised, tailor-made
programmes for each student, and shapes the uniqueness of the Brantwood
Curriculum.
‘Fine art is that in which the hand, the head, and the heart
of man go together.’ (John Ruskin)
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Stephen’s
story
Stephen started at Brantwood when he was eleven years old. He previously attended a different special
school. Stephen has a diagnosis of Asperger Syndrome, ADHD and Anxiety. Stephen has difficulty with
expressing his emotional needs and can often misinterpret people’s language. Stephen is also a very warm
and caring boy, who has a fantastic sense of humour and fun.
Stephen appeared to be very anxious when he first attended Brantwood School. Through reassurance
and encouragement from Brantwood staff and his mum, he steadily increased his time in school and
reduced the amount of time that it was supported by his mum. Stephen took part in lots of games and
activities in the first few weeks of school. His energy and enthusiasm really came out when playing games
and the staff helped to draw out his great personality from his shy start to the year.
Stephen has taken a particular shine to the resident guinea pigs at Brantwood which he helped to choose
and name following a visit to the pet shop to purchase them, accompanied by a fellow student and staff.
This gave Stephen enormous motivation to come to school to see them and a sense of belonging and
responsibility.
Stephen has shown increased insight into his at times difficult behaviour. He is developing well in this area
through appropriate reassurance and encouragement and now spends considerably longer periods of
time doing an activity.
Stephen has certain likes and dislikes surrounding food and eating and staff took these into account when
designing daily menus. Involving him in some of the preparation and cooking of the meals has helped him
enjoy a new range of foods as well.
Stephen has some multi sensory issues yet he has made some very positive progress in his work in
Textiles. He has shown resilience when working on detail and even though he is experiencing difficulties
with touch, he has completed several pieces of work involving knitting, felting and mask making.
Stephen has successfully worked in Music, Art and crafts. He has shown a high level of skill in the idea
process of his work and is growing more confident each week. He is beginning to develop more written
pieces of work and has finished several projects including writing and producing his own comic and
planning an enterprise event. He has also developed skills in IT through making and producing a stop
frame animation film.
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‘As a parent
I also feel very
well supported
by the
Brantwood
Team. Daily
conversations
mean that
we are working
together in
partnership
to support
learning’
9

Living away
from home
Brantwood’s residential provision, available up to 52 weeks a year and
supported by a wide range of leisure time and outdoor activities, is
registered by Ofsted as a children’s home and externally quality assured.
Structured access to the local community, as well as opportunities for
independent recreational activities are key features of this provision.
Students will be encouraged to continue or start new interests and
hobbies. Working with staff and other students they will also be
encouraged to plan cultural events and celebrate festivals, creating
opportunities for social interaction as well as an atmosphere of warmth
and mutual appreciation.
We provide
Placement in small house groups according to a student’s needs
and levels of skill and independence.
Opportunities to develop and improve living skills and promote
independence include: shopping, budgeting, cooking, cleaning,
independent travel, developing personal relationships and living
with others.
Appropriate levels of support.
Access to the local community and help in planning leisure time and
outdoor activities.
Healthy diet and nutrition.
Access to festivals, other celebrations and social and cultural events.
“Practical and craft based education develops a more general
capacity to function and work in other areas: competencies are
‘transferable’ in a broad sense.” (Practically Minded, Dr Aric Sigman)
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Preparing to leave
and transition
The Brantwood curriculum is designed to develop transferable and functional skills at each stage of the
student’s journey. Individual progress and transition are supported by the acquisition of vocational
qualifications and social and independence skills, with each major transition point in the student journey
being planned carefully and managed expertly.
Key staff will work with each student, their families and relevant professionals to prepare for these major
points of transition and change. At each Transition Review, all key stakeholders, including the student, will
be involved in preparing an aspirational and realistic plan of action.
The model for transition is based closely upon that used at Freeman College where Ofsted reported in
2010 that;
Post -16 opportunities within Ruskin Mill Trust
Ruskin Mill Trust operates three specialist colleges of Further Education: Ruskin Mill College located in
Nailsworth, Gloucestershire; Glasshouse College, located in Stourbridge, West Midlands and Freeman
College in Sheffield, South Yorkshire. Freeman College and Ruskin Mill College have received positive
feedback in the National Review of Safeguarding.
Clervaux Trust in Darlington is a sister organization to Ruskin Mill Trust and provides education and
training using a therapeutic practical life skills curriculum on a day or residential basis to young and
mature adults with learning difficulties, including those with complex social needs.
Plas Dwbl is a 100 acre biodynamic hill farm at the base of the Preseli Mountains in Wales and offers land
based learning including animal husbandry, gardening, forestry and ancillary crafts to young people from
all over the world. This new project is a satellite to Ruskin Mill College.
Freeman College and Ruskin Mill College have been named as examples of outstanding practice in
the national review of safeguarding practice by Ofsted. Ruskin Mill College have been graded as
‘Outstanding’ by Ofsted and has ‘Beacon’ status. The other colleges have been graded as ‘good’ with
outstanding features.
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Ruskin Mill Trust’s Vision
Values and Purpose
Our Vision
Each individual experiences meaningful relationships with universe,
earth and people and has the potential to shape their own future.
Our Values
We value inclusive learning and living activities that develop and
integrate the intellectual, relational and practical.
We value respecting and striving to understand all people’s
differences and uniqueness.
We believe all people have the potential for positive change and
development.
We value relating with openness, goodwill, tolerance and treating
individuals with dignity and respect.
Our Purpose
We provide students with a holistic learning experience through
arts, crafts, commerce, agriculture, nutrition, living skills and the
environment.
We operate social enterprise and commercial activities that involve
students, staff and the community.
We provide education, training and research opportunities for staff.
We provide cultural events and festivals for the students, staff and
the community.
•
“A
Staff
curriculum
feel fulfilled.
rich in the manipulation of materials, creativity,
experimentation and design is linked to positive employment
outcomes for craft based students.”
(Practically Minded, Dr Aric Sigman)
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Building self-esteem
at Brantwood
The Hand
By participating in practical, hands-on activities, children and
young people work with and engage their whole body, building
essential foundations for their future academic, emotional and
social development. In addition, the joy and enthusiasm that are
experienced in learning practical, hands-on skills are vitally important
and highly motivating for young people who may not previously have
flourished or experienced success in more traditional classroom
settings.
The Heart
Engaging in practical activities with others not only builds individual
self-esteem and self-confidence, it also fosters the development of
social skills in an entirely natural and inclusive way. At the same time
as children learn in this self-directed and imaginative fashion, they
begin to make positive connections with those around them, building
a sense of community and the foundations for the development of
social capacity and emotional intelligence.
The Head
By engaging with natural materials in the craft process, the hand
works in harmony with the head. As a result, problem solving skills,
thinking and imagination are stimulated as the child works creatively,
manipulating matter and responding in a disciplined and thoughtful
way to the specific demands of different natural materials and tasks.
‘A healthy manner of play is necessary in order to have
a healthy manner of work’ (John Ruskin)
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Objectives
at Brantwood
We will support young people to grow and develop personally by providing them with appropriate
challenges and holistic experiences, so that they engage creatively and confidently with life’s challenges
and opportunities.
We will support and encourage young people to become as independent as possible, so that they can
become more self-confident and self-aware by developing positive relationships with family, friends and
the wider community.
We will enable our students to achieve appropriate and nationally recognised qualifications, so that they
are well prepared for adulthood and are able to make a positive contribution to society.
We will support young people to work through any difficulties they may have experienced in the past, so
that they can rediscover meaning in their lives and develop trust in the future.
We will support young people to move successfully and with confidence beyond Brantwood Specialist
School by ensuring a smooth and carefully planned transition whether that is to an Ruskin Mill Trust
college, to other colleges of further education, to independent living or to other appropriate provision.
We will make every effort to secure the welfare and safety of our young people and maintain provision
of the highest quality, so that the needs of each young person are met.
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Admissions
at Brantwood
The Brantwood admissions process is designed to ensure that the needs and difficulties of each young
person are assessed appropriately. The assessment process consists of the following stages:
Call the school office and arrange for a visit
Free 2 day assessment for day students or
7 day assessment for residential students
Assessment report is completed
During assessment, your child will be included within the normal school day alongside other students,
participating in all art, craft, music, drama and practical activities supported appropriately by Brantwood
teaching and support staff. There will also be fully supported unstructured times such as activity and
lunch breaks and informal observation by staff.
We also offer a comprehensive, specialist Speech and Language Therapy Assessment of Receptive and
Expressive Language skills; the social use of language; informal language observation during session and
break times and general social communication skills. Admissions to Brantwood Specialist School are
ongoing throughout the year.
Further to this there is a first term follow-up assessment and report including further specialist
assessments where appropriate.
Currently the assessment process for day placements, including a comprehensive report, is offered
completely free of charge. (subject to availability).
Open Evenings and School Tours
We hold frequent open evenings during every month throughout the school year, term time only, which we
warmly welcome you to join. If you would like more information about these events or anything else, please
contact the school office, details below.
Contact us
For all enquiries please contact the school office on 0114 258 9062 or e-mail admin@brantwood.rmt.org
Alternatively, visit www.rmt.org
“A curriculum primarily based on craft activities cultivates precisely the cognitive and physical
experiences necessary for full intellectual development.”
(Practically Minded, Dr Aric Sigman)
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Brantwood Specialist School
1 Kenwood Bank
Kenwood
Sheffield
S7 1NU
01142 589 062
admin@brantwood.rmt.org.
www.rmt.org
School registration number
373/6002
Children’s home registration number
SC423753
Brantwood Specialist School is a
wholly owned subsidiary of
Ruskin Mill Trust
Registered Charity Number 1137167
Company Number 7481656
Chair of the Board of Directors: Reg Milne
If you would like some
information in Braille,
audiocassette, large print, or
another language please call
01142 589 062