Most, if not all other providers will split care, education and health up into separate components. SES does not. Learning is a life-long process not just a ‘home’, ‘classroom’ or ‘school’ process. SES starts with the child; learning should fit around the child, not the child made to fit a narrow or rigid model.
Each child receives a highly tailored curriculum to suit their specific needs and requirements. There is a large emphasis placed on the core skills of literacy, numeracy, computing and personal development, as well as a broad exposure to stimulating spiritual, moral, social and cultural experiences.
SES provides highly specialist, integrated therapeutic care and education for children with complex behavioural, emotional, and social difficulties and associated learning needs.
Both locations are in peaceful and relaxing rural location within 20 minutes of the facilities of Norwich, Lowestoft and Great Yarmouth. The nearer small market towns and easy access to the Norfolk and Suffolk coastlines and countryside give many options for responding to children’s needs.
SES has created a holistic therapeutic milieu available through the total care given to the young people by all the staff in the team. It brings the work of Dr Marjorie Franklin and David Wills with Planned Environment Therapy, into the 21st century.
The experience of living in a supportive and caring community, is also fundamental to the therapeutic process. The stable and familiar environments provide children with surrounding akin to familial living.
At SES we have fundamental beliefs that characterise an innovative approach to the nurture and personal development of the young people in our care. We create a synergy of health, care and education with a 24hr positive personalised learning culture and a philosophy that imposes ‘no limits’ on our aspirations for our children and their potential for positive change and development.
Our sole aim is to promote positive outcomes and change for our young people and every experience at SES is designed to help achieve this.
Young care leavers often find their transition to adulthood is far more challenging than that of their peers, sometimes having to deal with the adult world at an earlier age than most, and without the support of a family. It is therefore extremely important that SES supports a positive transition by ensuring our young people have access to the best quality careers, information, guidance and advice (CIGA) to help them navigate their future path.
Fundamental to the SES ethos is that our young people are supported in developing aspirations and identifying ways to make these a reality. Our “No Limits” thinking represents this philosophy. We aim to offer independent careers advice and guidance from Year 7 to Year 13 in order to inspire young people to reach their full potential. We create strong links with local employers, training providers, colleges, apprenticeship providers and universities, and provide clear, impartial, up to date Careers, Information, Advice and Guidance for all abilities. Our CIGA delivery also offers the opportunity to develop entrepreneurial and enterprise skills.
Our illustration below, maps out the journey we plan for all of our young people whilst they are with us:
Each young person creates their own Career Action Plan depending on their personal interests, skills and age. We review our progress for each young person and for the combined Learning Centre with Compass Careers Programme each year.
For examples of careers plans for individual children across an academic year, please download the overview:
The experience of living in a supportive and caring community, i.e. a group living experience more akin to familial living and domesticity as compared to institutionalisation, is also fundamental to the therapeutic process.
Learning is a life-long process not just a ‘home’, ‘classroom’ or ‘school’ process. We take advantage of all opportunities open to us for extending learning across the 24 hour cycle. This means that all adults are ‘educators’ in the broadest sense and that all experiences relating to individuals can be planned, monitored and evaluated and used to ‘accredit’ learning. Indeed there are valuable skills and experience across the whole adult team. We take full advantage of this when planning and accounting for the learning ‘curriculum’, however this does not mean a woolly or diffuse approach to learning.
We start with the child: learning should fit around the child, not the child be made to fit a narrow or rigid model of learning.
Our Belief in a Positive Psychology
At the centre of our approach is a ‘no limits’ highly personalised learning recovery package developed from the child’s Portfolio of Achievements and Needs. Our students need an holistic framework of care, nurture, support and guidance for them to start to re-engage in the learning process. Avocet House provides such a framework of high quality care and specific therapeutic interventions embedded in a highly personalised learning experience.
We accept no barriers to innovation, creativity and response in order to reawaken a passion for learning in each student.