Philosophy

At the heart of our philosophy is the intention to provide an education which enables young people to develop self-awareness, well-being and happiness leading to positive health, accessible education, employment, and meaningful lives.

​

By building educational provision which is neurodiverse-inclusive in its design, we create something which works for everyone. 

To be the best that we can be, we want to create a learning environment where curiosity is applauded, and that approach will be underpinned by a commitment to academic research and learning as a core component of the way we do things. We intend to use our learning to support our neighbouring schools, to create positive change within the wider community.

​

We will foster a culture of mutual trust between the wider community which includes partnering schools, pupils, families, professionals, employers, academics, trustees, and volunteers. We will create and embrace opportunities for dialogue and connection to enhance this.

We describe pupils as future leaders to signal how we view their current and future potential. We will take an asset based, person centred approach to build self-confidence, independence and social networks. When we talk about pupils as future leaders, one of the things we mean is that we expect that when they leave us they will be able to assert their needs and contribute to the creation of a society which is Neurodiverse-inclusive.

We believe our children will benefit from a school staff group who are neurodiverse and will work hard to recruit and retain a neurodiverse workforce and evaluate the impact on outcomes for children. Through learning from and with our colleagues, pupils, and wider community we will become an evidence informed school and lead change by example.

We aim to build a staff team that reflects the neurodiversity of the general population and values individuals’ unique contributions to the team.