Children with physical disabilities are entitled to therapy services as well as their educational provision however for many children this is not fully integrated. Conductive Education shows the child the importance of movement skills when learning mathematics; sitting skills when learning to read and write; or transferring skills when studying science. The daily programme also includes opportunities to learn and practise self-care skills such as dressing, eating and toileting as well as specialised sessions to help with the development of fine motor skills and speech.
Each day starts with activity; this sets the expectation from our pupils that they will always use movement at the heart of every lesson. Learning to move around and gain greater control over movement is just as important as learning academic skills. We pride ourselves on providing a fully active environment for our children where they can start the process of overcoming some of the challenges they face in everyday school whilst simultaneously receiving a high quality teaching which differentiates tasks and activities according to their special needs.
Children may attend Red Boots full time or part-time (up to 3 days per week) alongside their local mainstream or special school. 1-2 week blocks of attendance are also possible during the academic year. These blocks will provide your child with an intensive physical programme whilst ensuring their continued academic development.
Download a PDF prospectus here
At Red Boots School we believe that every child needs to recognise the importance and relevance of their movements and communication in order to understand the world they live in. Through structured movement programmes we are able to ensure that each child learns to play, explore, be creative and most importantly be active in their own learning journey. We have a strong ethos of working with parents and other professionals to ensure a co-ordinated and consistent approach for each child.
Our active curriculum is unique and combines Conductive Education and aspects of the National Curriculum via creative topic based projects. It is designed to address individual targets detailed within each Educational Health Care Plan developed in conjunction with the child and their family. Please see our curriculum statement and policy. It comprises of three pathways:
This supports ‘The Engagement Model.’ It has been created for pupils working below the pre-key stage standards who aren’t engaged in subject specific learning.
Early Years – Early Years Foundation Stage (EYFS) and Early Learning Goals (ELG)
This covers the range from birth to the ELG. The framework links to the EYFS 2021 Framework and the new 2020 Development Matters
This supports pupils in primary schools that are either working below year 1 or out of their year group. It supports teachers to show progress and identify next steps
An overview of our Long term Plan can be seen here. Our children are assessed termly using the Bsquared assessment tool specifically designed to monitor small steps of progress. We also use the Gross Motor and Fine Motor assessment tool.