The Nottingham Children’s Hospital School
The Children’s Hospital School supports pupils from 8 main groups across 12 wards of the Children’s Hospital, each with very discrete needs:
- Oncology, childhood cancers in all its forms;
- Neurological conditions including brain injuries both medically and accidentally incurred;
- Cystic Fibrosis and other respiratory conditions
- Gastro conditions e.g. Crohns disease
- All types of injuries and surgery both acute and elective (including orthopaedic);
- A variety of medical conditions including those with unexplained symptoms;
- Acute episodes of Mental ill Health;
- Renal conditions, including those receiving regular Dialysis treatment.
The Children’s Hospital School offers education for children and young people from Early Years Foundation Stage 2 to Post 16. The pupils range in their educational needs from pupils with PMLD to Year 13 students studying for A’ levels.
Teaching takes place at the bedside, in side rooms and in classrooms in the School Area, which also has use of an outside space. Teaching and learning at the Hospital School is highly personalised and takes place mostly on a 1:1 basis. A strong professional relationship with the NHS teams ensures a connected holistic approach.
At CHS we intend to provide our pupils with a rich and varied curriculum which enables them to develop and maintain a love of and success in their learning whilst preparing them to transition as seamlessly as possible into their next educational setting or challenge.
Each pupil receives an individualised, well-planned and considered curriculum, which whilst taking full account of their medical, social, emotional and academic learning needs, focuses on overcoming their individual barriers in order for them to progress to their current potential. (See curriculum pathways below).
At the Hospital School, a variety of additional opportunities are provided through the wider curriculum. These opportunities include activities and events delivered by visitors to school; examples include drama, filmmaking, music, theatre, storytelling and art. Further curriculum experiences are delivered by CHS staff, which are tailored to the individual pupil’s circumstances and may provide a vehicle to engage them with Hospital School. These sessions help to develop pupils’ security in learning and readiness to learn, examples of this may include working towards achieving an arts award and engaging with special events and days. We believe that these additional curriculum opportunities can support and encourage pupil participation in a wide variety of circumstances. They are often key to initial engagement with pupils whose well-being and motivation is affected by their current situation. Additionally, they develop a range of personal skills, attributes and learning behaviours, for example, confidence, self-esteem, resilience, organisational skills, problem solving, creativity and social skills.
Children’s Hospital School – Curriculum Pathways
Pupils may move between pathways depending on their needs at any one time.
CHS Engagement Pathway
Initial curriculum for many pupils.
For pupils who may not yet be ‘ready’ (physically/emotionally/mentally) to participate in a formal, academic approach.
Teachers will focus on relationship-building, engagement activities that develop security in learning and the learning environment. Learning may be planned around pupils preferred subjects, areas of interest or developing life skills.
Home School Liaison Pathway
For pupils who are ready to participate in age/stage appropriate learning and are likely to transition quickly or regularly between Home School and Hospital School. Hospital School staff will establish positive and effective liaison links with the pupils own School.
Teachers will focus on learning activities based upon the curriculum of the pupils own school and the teaching will be personalised to the needs of pupil.
Alternative Individualised Pathway
For pupils who are ready to engage in learning beyond the engagement pathway but for whom their Home School curriculum is not currently appropriate, for example those out of education for a protracted period; those likely to be with HHELC for an extended period or whose current emotional/educational need makes this the most suitable approach.
Teachers will plan a personalised approach, making strong links where appropriate to the National Curriculum at the stage appropriate to the individual using a text, theme or area of interest as a vehicle for engagement and learning.
