For availability of places

contact Angela 07906330697

Registration form BELOW this information

5 - 7 week terms in line with BANES

8 - 16 years

Monday 10-3pm @ Field Mouse Meadow andOld Printworks, Radstock BA3 3HA

Tuesday 10-3pm @ Field Mouse Meadow and Old Printworks, Radstock BA3 3HA

Wednesday 10-3pm @ Field Mouse Meadow and Old Printworks, Radstock BA3 3

Drop-off 10.00am prompt!

Term  dates 2025

Term 1 8 September to 24 October

 Term 2 5 November to 17 December

 Term 3 12 January to 11 February

Term 4 23 February to 1 April

Term 5 20 April to 20 May

Term 6 8 June to 15 July
Honesty Box:

Cost to EHE parents per day for 6/7 week terms:

@ £270 (£45 per day - benefits & unwaged)

@£300 (£55 per day - with low income)

@£360 (£65 per day - with regular income)

Cost for EOTAS, EHCP, LA, organisations:

Sliding scale of £170 - £250 per day (may include 1-2-1 and/or transport)

Who

Children and young people from 8-16 years old (Key Stage 2/3/4)

With or without EHCP.

Home educated children.

Schools unable to meet needs of pupils.

ASD, ADHD, school-trauma friendly.

Flexi-schooling - child stays on role in original setting.

One-to-one or

Small group 2-6 children/young people.

When 

Mondays KS 2/3/4 ages 8-15

Tuesdays KS 2/3/4 ages 8 -15

Wednesday KS 3/4 ages 8 - 15

Times 10-3pm

How

Transport can be arranged as part of EOTAS/EHCP/parent-funded package.

Good bus links on A37 with 10 minute walk.

Costs

LA, EOTAS, EHCP, school and private funding accepted.

See above.

School of Curiosity welcomes children and young people with SEN and/ orSocial, Emotional and Mental Health challenges and those without. All children are treated as individuals with uniques interests, skills and challenges. We support each to become a successful and curious learner,  leaving behind negative narratives and discovering themselves as creative and confident people.

Cognition and Learning

We provide bespoke learning programs for KS2/3/4 based on targets, EHCP outcomes, individual needs, aptitudes, interests, abilities and assessments.

🦉 Daily Maths and English -  tracked and evidenced

🦉 Project-based learning: History, Geography, Sciences, Politics - project chosen by the learners, taught experienced teachers.

🦉 Philosophy - Ethics, Critical Thinking

🦉 Outdoor Learning - daily fire cooking, survival skills

🦉 Art and DT @ The Old Printworks

🦉 Workshops - Screen printing, Glasswork, Metalwork @ The Old Printworks

🦉 Enrichment - Exhibitions and Field Trips eg: Banksy Trail, SS Great Britain

🦉 Animal therapy at local farm and including the school dog - Raoul.

Weekly Reports for school class teachers/LA reporting progress, engagement, challenges with academic aspect of curriculum alongside social

Parents welcome to visit and stay for sessions

Social, Emotional and Mental Health

The ability to self-regulate and understand one's own 'emotional weather' and other people’s is key to enabling the children/young people become more resourced, regulated and resilient.

Priority and space is given to exploring, recognising and understanding our own emotional states with highly skilled and patient teachers.

Learners also have the opportunity to discuss and express views on ethical questions which helps them to think about their own identity and feelings towards themselves and others.  This provides a bridge between 'the self' and 'the other'.

Ideas of friendship, responsibility and community can be born from this kind of thinking and sharing.

Independence

When the children/young people first arrive their parents are often unsure if they will manage the level of independence required. But then they notice that not only do they manage without comment to change clothes, footwear and wet or muddy clothes at school but they are making those choices at home too.

The young people will often help each other, share clothes or shoes and work collaboratively to keep everyone warm, dry or cool.

A similar process often occurs with food; young people who will not eat in front of others and have very limited repertoire of 'likes' lose their self-consciousness as there is a very self-directed attitude to eating and the fire-cooking. Each person eats when they would like to and what they would like to with little comment or apparent interest from the adults.  This gives the responsibility to the children/ young people and they take the opportunity to be independent and pretty sensible around their own nutrition.

Sensory and Physical

Parents often wonder if their child will cope with the physical nature of the day and the waterproofs, wellies and unpredictability of nature of weather.  The children really embrace the practical and physical demands possibly because they are embedded and implicit in the nature of the day - it is very rare there is any complaint about anything! Possibly the existence of a number of sensory experiences simultaneously blends them into something less challenging overall? Or the activities are absorbing and the physical and sensory elements are less pronounced for them?

Whatever the reason the outdoor and challenging nature of the day helps the young people to experience strong sensory happenings without the discomfort they might normally experience and builds a sense of being able to 'cope' and feel strong.

Overall Mission

To offer a setting that helps children/young person fulfil their potential with a holistic and therapeutic approach to learning.  The outdoor, natured-based and classroom sessions allow for children’s physiological, emotional, social and intellectual needs to be met. We have small inclusive groups. We provide one-to-one support and teaching with very experienced teachers. We work closely with families and schools to create a trusted and inspiring relationship that fosters children’s confidence to learn.

Methodology - Developing Curiosity

We recognise that for a child to learn their physiological and psychological needs must be met. We believe kindness, consistency and creativity help to develop a child's trust and confidence. In an environment of mutual respect curiosity can grow and children can learn (Maslow, A. H. 1954). We observe that creating a balance between indoor The Stable classroom and outdoor learning motivates and engages the children (James, M 2018). 

Our space includes Field Mouse Meadow a 6 acres wildlife haven and The Stable classroom and our art room at The Old Printwork Art Centre in Radstock.  This amazing place also has ceramic studio, music studio, metal workshop besides our own art room space.  Having access to these distinct spaces can help a child access different learning states and provides incredible opportunities to learn creative and practical skills.

We keep a balance between positive social opportunities that promote calm, focused discussion and create the environment for learning alongside the outdoors and lots of physical movement.  Stimulating the senses in a way that is not overwhelming, but is enjoyable can greatly increase the potential for learning, for example: painting, walking,*** relaxing with Raoul the dog, drawing, fidget toys or slime. Each child is different - what revolts one child can bring comfort to another.  Respect for the children's uniqueness and sensibilities contributes to gaining their trust - which in turn allows us to create learning opportunities for them.

We value everyone's mental and physical health, developing and supporting curiosity about the natural world encourages this overall wellbeing.  In allowing opportunities for collaboration the other key ingredient which is kindness has the opportunity to come into play. Being out in the meadow means that the children will frequently work together to solve a problem, this often involves an act of generosity or kindness;  for example by lending clothes or sharing food or giving someone something they really want. This grows the atmosphere of trust  that children sometimes need to re-learn after traumatic school or home experiences (Louv, R. 2010) it is simple humanity really. Feeling safe and trusting is the precursor learning (Louv, R. 2010) without trust it's just survival. School of Curiosity is a place to more than just survive.. but to thrive and be happy.

Activities and Pace

We begin in the classroom in the morning, walk 10 minutes to the woods for cooking at lunch time and return to the classroom for the latter part of the afternoon.

The pace of the day reflects the children who are present and their needs. As they see that their ideas and feelings are valued they develop the confidence and motivation to try new things.  The physical and emotional space around them means that on any day they can be brave or not, they can choose when to take risks and try something challenging, or not.  There is no judgement or pressure rather support and opportunities.

The children learn that they are safe, that they have agency, that they can ask for the help and there is no shame in not knowing something.

The School of Curiosity is an inspiring place for children to learn, whilst having the patience and faith to let them chose to.

* For further understanding of this principles please have a look at:

https://brooksandkirk.co.uk/understanding-maslows-hierarchy-of-needs-in-education/

https://www.growthengineering.co.uk/maslows-hierarchy/

** file:///Users/Angela/Desktop/SCHOOL%20of%20CURIOSITY/The-Leuven-Scale-of-Active-Engagement-in-Learning.pdf

**https://2023.eeceraconference.org/ferre-laevers/

*** https://www.forestresearch.gov.uk/tools-and-resources/fthr/biomass-energy-resources/fuel/woodfuel-production-and-supply/woodfuel-production/forestry-for-woodfuel-and-timber/social-benefits-of-woodland/

Angela's number is 0790 6330 697

I am always happy to listen and share any helpful contacts or ideas.

You are not alone.