Our School Vision and Values provide a strong structure for our personal development work. Inspire – Grow – Achieve permeates all our work.
DurationPersonal Development
Our School Vision and Values provide a strong structure for our personal development work. Inspire – Grow – Achieve permeates all our work. Relationships between staff and pupils are excellent and supportive, giving pupils safe opportunities to try and fail, then try again. Staff know the needs of every pupil very well. They demonstrate great care for all the pupils and are quick to intervene if any pupils need personal care or emotional support.
How this is built into our Curriculum
All Lancasterian curriculums include aspects of developing each and every person; from the Pre-Formal, to the Semi-Formal and onto our Formal curriculum.
In the Pre-Formal curriculum we encourage our pupils to become active learners in all aspects of the school day. For example in the pre formal ‘My communication’ strand pupils are given planned opportunities to develop their interaction skills and the ‘My care and Independence’ strand, provides planned opportunities to develop independence and taking ownership and the lead on their own wellbeing e.g. communicating their own needs, directing their own personal care.
In our Semi-Formal curriculum are a number of strands that focus specifically on this area. For example ‘Understanding Me and My relationships’, ‘My Communication’ and ‘My physical Development and Care’. These provide a framework for systematically developing skills, through structured activities, to further develop pupil’s independence and resilience.
The Semi-Formal curriculum also provides real life experiences within school and the local community in which to learn and develop. For example, weekly visits to the park, to the local café, shops, the school office and using a telephone.
In the Formal Curriculum, the lessons have planned opportunities for pupils to develop their collaborative learning skills in all areas of the curriculum. This targets their motivations to learn, team working skills, positive communication, independent learning skills within the context of each subject.
Each curriculum encourages puils, where possible to evaluate their own learning within each lesson (for more information, please see our 'Curriculum' pages).
Our enrichment curriculum gives pupils extra opportunities to develop social skills, self-esteem and confidence. There are also opportunities to experience activities in school and in the wider community, that will identify and nurture their talents.
Our curriculum is highly personalised and extends far beyond our academic pathways, helping them to become confident, resilient individuals.
About Us
Who are we?
We are a maintained special school, which has recently undergone a number of very positive and exciting changes, including a changing and increasing population of pupils. Our school now meets the needs of children aged 3-16 who have a range of SEND.
All pupils arrive at the school with attainment levels significantly below that of their mainstream peers. Every pupil has an Educational Health Care Plan (EHCP), or is under assessment. In terms of attainment on entry, all pupils are working significantly below their age-related expectations, but the progress they make, both academically and in their personal development, are both exceptional.
What are the needs of our pupils?
All of our pupils have moderate to severe learning difficulties. They are achieving at below expected levels for their age and would have difficulty coping in a mainstream school. They may find reading and writing a problem or have difficulty with communication or fine and gross motor skills. Sometimes they are socially immature or they may experience health problems.
A proportion of our pupils also have significant physical disabilities as well as communication difficulties. A large number of our pupils have autism, many of whom are taught in specialist classes.
Some of our pupils have profound and multiple learning difficulties, with severe physical and sensory disabilities. These pupils are highly dependent on adults for all aspects of their learning as well as their self-care and mobility.
Where do our pupils come from?
Our pupils live all across Manchester as we are a city wide provision. Some of our pupils join us in Reception year however admissions can happen in any year group and at any time of the year. Some pupils join us at the beginning of High school when moving to a large high school is not for them.
Admissions
As a special school, all decisions about placement at Lancasterian are made by the Local Authority. The Statutory Assessment Team for children with learning difficulties and disabilities liaises with the school regarding the appropriateness of placements. The telephone number for this team, based at Universal Square, Ardwick, Manchester is 0****** – 7445
Prospective Parents/Carers are very welcome to visit school on a Thursday morning during the course of the year (by appointment). You may wish to come with your child or alternatively to visit first on your own and then return with
your child for a second visit.
For some Parents/Carers, we appreciate the decision to consider the possibility of a special school is a difficult one. The Headteacher, Alison Randall, will be pleased to discuss with you the individual needs of your child and any concerns
that you may have. Alison, or another member of the Leadership Team will show you around school so that you can see at first-hand our children at work and at play. Please telephone the school office to make an appointment.
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We embrace diversity and want to ensure that our sessions are fully inclusive for all. Please let us know any requirements or needs you have in relation to age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, caring responsibilit...
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