The Linnet Independent Learning Centre is an independent special school for pupils with behavioural, emotional and social difficulties. The majority of our students have significant attachment disorders. All of our pupils are taught on a 1:1 basis throughout the school week to enable them to develop effective working relationships. The school caters for boys between the ages of seven and sixteen. Most pupils stay with us until the age of sixteen. After that, the pupils move onto a college placement, or onto a special school sixth form provision. There are places for 15 pupils at the school. There are currently 14 boys on roll. However, the number varies from time to time since few of our pupils join us at the normal entry dates.
We offer a blend of therapeutic education and care for pupils who have experienced difficulties within mainstream and often also within other special educational provision. At The Linnet the focus is on empowering pupils to realize their intellectual and social potential by presenting mainstream curriculum and community responsibilities in a manner that enables individuals to understand that their experiences are relevant, their feelings validated and their contributions important. The school motto: “Well-being, Involvement, Support and Challenge” illustrates well the school’s emphasis upon development of the ‘whole person’, within a context that promotes learning independence.
Our school has strong multi-agency and community links and responds with enthusiasm to the Government Strategy “Every Child Matters”. We work hard to ensure that pupils see the relevance of what they learn in the classroom to real-life through visits and visitors that are part of each pupil’s weekly learning entitlement. The curriculum is based upon the National Curriculum, but is adapted to meet the particular needs of young people who, in most cases, are operating well below age-related expectations.
The Linnet Independent Learning Centre aims to:
1. Promote pupils as independent and successful learners (Enjoying and Achieving)
2. Encourage pupils to be proactive learners who acquire a sense of satisfaction and enjoyment from their achievements (Enjoying and Achieving)
3. Challenge pupils to be the best they can be, to make good progress in all aspects of their learning and development and to make a positive contribution to the learning communities of which they are a part (Positive Contribution).
4. Provide an experiential learning environment that reflects the specific needs of each individual pupil, supporting their interests, promoting their engagement and raising their expectations. (Enjoying and Achieving; Positive Contribution)
5. Create a learning community in which pupils can learn comfortably alongside and with other children and adults in meaningful contacts and real-life situations (Enjoying and Achieving; Positive Contribution).
6. Promote healthy living and healthy lifestyles (Being Healthy)
7. Provide a safe and secure environment in which all pupils feel able to take sensible risks to further their learning development (Keeping Safe)
8. Encourage pupils to take responsibility for their own health, safety and welfare within a secure and supportive environment that gives each pupil the opportunity to develop a sense of belonging and collective responsibilities (Being Healthy; Keeping Safe)
9. Broaden pupils’ knowledge and understanding of their world, so that they can begin to aspire to roles and responsibilities that will secure their future personal, social and economic well-being (Economic Well-being).
10. Promote in all pupils a respect for self and others, an appreciation for diversity and a recognition of and tolerance for others’ needs and interests. (Being Healthy; Keeping Safe; Positive Contribution)
Pupils are offered a wide and varied curriculum that reflects an individual’s particular needs and interests and builds upon each pupil’s preferred learning styles. Within a selection of practical workshop areas, pupils are encouraged to be active learners and to investigate, explore, experiment and research. Timetables are flexible and introduce new experiences and new ways of learning as well as new information and skills. Literacy and numeracy are given emphasis through activities that have relevance and meaning in real-life situations.