We use a relational/attachment based approach based on providing our children and young people with:-
- Safe and consistent learning and living environment.
- Positive parental/adult role models.
- Quality range of learning experiences appropriate to their needs.
- Clinical support and oversight.
If our pupils experience these principles, we believe they will achieve the following outcomes:-
- Build a positive sense of self.
- Develop positive and trusting relationships.
- Develop more effective coping strategies.
- Achieve relevant and worthwhile skills and qualifications.
Our approach also includes a comprehensive wellbeing curriculum designed to promote pupils’ social emotional and health needs. Our wellbeing curriculum involves a multi-level approach which includes regular assessments and evaluations of a pupil’s social and emotional development, along with a range of whole school approaches, which include:-
- Therapeutic Crisis Intervention (TCI)
- Nurture Groups
- Student Assistance Programme (SAP)
- Personal, social & health education and drama based workshops.
- Consultant Clinical Psychologists who provides clinical oversight and guidance to staff.
The culture we aim to create and sustain at Headlands is:-
- Welcoming, open friendly.
- Supportive of a mix of needs and backgrounds amongst young people in the houses.
- Accepting of diversity for young people and staff at Headlands.
- Open and engaged with whatever the young people bring.
- Respectful of each individual (young people and staff).
- Flexible in order to create a family environment wherever possible.
- Promotes and supports significant relationships wherever possible.
- Challenging negative beliefs around gender, race, culture etc. whilst also accepting that young people will have reasons for holding these beliefs.
- We believe in being truthful, even when this can be painful. We believe children have the right to know what is happening in their world.
- Taking responsibility for mistakes.
- Making a genuine commitment to relationships, sharing personal experiences when appropriate, committing to bringing our own selves into relationships.
- Personal connections with young people are recognised and supported.