For availability of places

contact Angela 07906330697

Registration form BELOW - please fill in for more information and call back

5 - 7 week terms in line with BANES

8 - 14 years

Monday 10-3pm @ Rockaway Park, Temple Cloud

Tuesday 10-3pm @ Rockaway Park, Temple Cloud

Wednesday 10-3pm @ Rockaway Park, Temple Cloud

Drop-off 10.00am prompt!

Term  dates 2024

Term 1 10 September to 24 October

 Term 2 5 November to 18 December

 Term 3 6 January to 14 February

Term 4 24 February to 4 April

Term 5 28 April to 23 May

Term 6 2 June to 22 July

Honesty Box:

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

@ £240 (£40 per day - benefits & unwaged)

@£270 (£50 per day - with low income)

@£330 (£60 per day - with regular income)

Cost for EOTAS, EHCP, LA, organisations:

Sliding scale of £160 - £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 ages 8-14

Tuesdays KS 2/3 ages 8 -14

Wednesday KS 3/4 ages 8 - 14

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 and private funding accepted.

See above.

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 classroom and outdoor learning motivates and engages the children (James, M 2018). 

Our space includes an ancient woodland and Rockaway Park’s classroom, art studio, music studio, terrace and library each offer a contrasting atmosphere for learning. Being able to move between these spaces can help a child shift from a challenging psychological state to one of calm or curiosity.

We Keep a balance between positive social opportunities that promote calm, focused discussion and create the environment for learning,  the outdoors and physical movement is a huge part of this.

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 children's sensibilities contributes to the trust required for them to learn.

We value supporting mental and physical health, as well curiosity about the natural world but also allowing opportunities for collaboration. Being out in the woods means that the children will frequently support each other for example by lending clothes or sharing food or small acts of kindness. This informs the atmosphere of trust  that children sometimes need to re-learn (Louv, R. 2010) and which is the precursor to focused and formal learning (Louv, R. 2010).

Curriculum

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

🦉 Project-based learning: History, Geography, Sciences, Politics.

🦉 Philosophy - Ethics, Critical Thinking,

🦉 Outdoor Learning - daily fire cooking, survival skills

🦉 Art and DT

🦉 Daily Maths and English -  tracked and evidenced.

🦉 Workshops - Screen printing, Glasswork, Metalwork

🦉 Enrichment - Art Exhibitions, Banksy Trail, Field trips

🦉 Animal therapy

🦉 Half Term Reports included for school/LA

🦉 Daily Reports available for school/LA

RSHE/PSHE - Building a Sense of Self

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.

Psychological well-being and the children's engagement is tracked through observations and Leuven Scale (or equivalent) where appropriate.

Discussion, debate of contemporary issues creates opportunities for the children to express their views and ask questions, they learn the difference between fact and opinion and how rhetorical techniques work.  This offers a myriad of  opportunities to think about their own identity and feelings about the world.

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.