Education
A unique education
EDUCATIONAL PROGRAMMES
Camphill uses Waldorf teaching approaches and the Waldorf curriculum. The principles of Waldorf education are closely aligned to those of Curriculum for Excellence.
The curriculum facilitates the learning potential in each phase of child development. The curriculum is holistic in that equal relevance is given to the development of knowledge and understanding, values and attitudes, and skills. Our curriculum is broad and balanced, providing opportunities for problem solving, creative thought and activity, individual study and collaborative learning. The subjects available to the pupils include mathematics, language, sciences, expressive arts, religious and moral education, health and wellbeing, social studies and technology. There are opportunities for traditional classroom-based activity, outdoor learning and experiential learning in practical work environments including garden, farm, craft workshop and kitchen. There are strong links with the local community and pupils have opportunities to attend clubs and local groups to extend their learning.
All pupils have the opportunity to be registered for SQA units, Access 1 and 2. Access 3 courses are also available in maths and English in partnership with local SQA centres. Camphill will become a registered SQA centre in 2011. Camphill also offers pupils the option of entering Duke of Edinburgh Award schemes and The Royal Caledonian Horticultural Society Awards Scheme.
SHORT, MEDIUM AND LONG-TERM EDUCATION AND CARE
Camphill offers bespoke programmes to meet the needs of individual children and young people. Commissioning bodies can purchase a programme with agreed outcomes and for an agreed length of time. The child or young person would be offered a short, medium or long-term stay in Camphill as a full boarder, weekly boarder or day pupil. This package will be reviewed at agreed intervals to ensure the outcomes are being reached and to adjust the timing of transition as needed.
Our longstanding commitment to our values, with active engagement with children and parents integral to these, is put into practice by highly trained and well-supported staff making full use of our unique setting.
Programmes will commence with a careful transition process ensuring that the child or young person is fully prepared for a change of provision and to give opportunity to all professionals involved with the child to have input into the assessment of the individual’s needs. This will be followed by an assessment period where the child/young person begins his/her placement and receives a comprehensive assessment including therapeutic inputs and medical care, and social and educational needs. The child’s/young person’s views will form a key part of this assessment process and will influence all further plans and interventions.
The assessment informs a smart action plan of desired outcomes which will enable the child/young person to achieve the level of resilience necessary to return to mainstream, local community or home environment. These outcomes will inform the intervention package that incorporates education, care and medical intervention and therapy, and will be reviewed by all professionals involved with the child and family at frequent intervals. Full account is taken of Curriculum for Excellence and of GIRFEC, and children pursue recognised qualifications.
A transition process preparing the child or young person to move back into mainstream school, foster placement or home environment will be timed to suit the needs of the child and to allow a smooth, supportive and sustainable process of change. The transition plan will be drawn up in a review meeting at least 6 months prior to the child/young person moving on. Camphill will prepare reports for lead professionals and family, including assessment, observations and evaluations of the child/young person’s progress along with suggestions for next steps and continued support.
