We believe that each of our students is uniquely and wonderfully made, and as such will also learn in a unique and individual way. This is a view that is shared by all who work at VLC, and it is one of the cornerstones of our approach to teaching and learning. We have students with a variety of complex and varying needs, and historically these needs may have formed barriers to their learning.
At VLC we believe in embracing these individual needs and learning styles, working alongside children to engage them in a way that is creative and bespoke to them. Our ultimate aim is to not only help your child reach their full potential, but to help them reach beyond what they had previously thought possible.
Our motto for the curriculum is ‘stage not age’. This means our focus should be on a child's ability level, rather than their year group. There is more information about this here. We believe that we should celebrate all success and recognise achievement continuously.
At VLC we have four ‘stages of growth’, and each stage informs a different approach for each child in the above core areas. Please remember for each child, it is their stage and not their age that is most important.
VLC seeks to offer students who cannot access mainstream education a safe, nurturing and inspirational place where they can thrive in their learning. Our curriculum is continually adapted and developed to meet the needs of our students and our approach and content is reflective of this, however there are core beliefs that underpin our curriculum, which is a response to the complex needs and experiences of our children:
Holistic education
We at VLC believe that education that connects the person to the world, should start with the person. Recognising that each person is a dynamic constellation of experiences, feelings, ideas, dreams, fears and hopes. The responsibility of staff at VLC is to respond to each individual with an open, inquisitive mind and a sensitive understanding of the world he or she is growing into.
VLC ‘s approach to curriculum is built on the philosophy of Holistic Education that ‘each person finds identity, meaning and purpose in life through connections to the community, the natural world and to spiritual values, such as compassion and peace’ This means that our curriculum takes a ‘big-picture view of learning’ and is not limited to academic learning, but the development of the whole person - intellectually, emotionally, physically, creatively and spiritually. Our students at VLC encounter a broad, in depth and meaningful curriculum, which captures the individual's unique needs, talents and interests and recognises that children learn best when their individual needs are met.
trauma informed education
In response to this, staff at VLC have an empathetic and sensitive recognition of prior experiences and often in most cases, trauma for each of our students. Taken from a data harvest in January 2023, over 85% of VLC students have experienced previous or ongoing trauma or Adverse Childhood Experiences and more than 80% of students have had or still have external professional support from Children’s Services. Whilst also taking into consideration the effects and trauma of living through a Global Pandemic, it is likely that all students will have experienced some form of trauma or adverse experiences. VLC understands that the neurological effects of trauma can result in difficulties with executive functioning and decision making, and often affect academic and behavioural outcomes for children. The staff at VLC create an environment of connection and compassion at all times, patiently ensuring that children overcome barriers to learning in order to maintain their capacity to learn despite difficulties.
For this reason VLC creates a safe and nurturing environment, which empowers our students to manage their emotions. We support and journey with our students with our core offer for Social, Emotional and Mental Health and Communication and Interaction (see SEMH & Communication and Interaction Maps) using common approaches such as PACE Approach (Hughes 2017) and Talkabout for Children, Teenagers and Adolescents (Kelly 2009) to help make sense of their experiences and feelings. For some students, bespoke interventions are offered such as Draw and Talk, Lego Therapy, Counselling, Play Therapy etc. We aim to go above and beyond, and will also seek to facilitate external support through psychologists and therapy.
attachment awareness
Following on from the understanding that children who have previously suffered from trauma or ACES, it is widely accepted that these children also struggle with making and maintaining secure attachments. In addition to this, 30% of VLC students have been previously or are currently looked after children, many of these students have been identified as having Attachment Disorder. Bowlby (1988) described secure attachment as the capacity to connect well and securely in relationships with others . We adopt the belief that in order for children to successfully learn, these attachments need to be built upon first. A common theory used is Maslow's Hierarchy of Needs (1943), at VLC in order to see true transformation, we place a high emphasis on meeting initial core physiological needs, such as food and warmth. Food is vital for the success of our curriculum, ensuring that all students (no matter their entitlement to Free School Meals) have access to breakfast, lunch and snacks. A healthy menu is offered every day, however we also recognise that for many students they might have specific sensory and dietary requirements - and we would rather them be full rather than hungry; therefore each week students take part in discussing their likes for food for the following week. VLC has been awarded a Grade 5 in Food Hygiene.
When core physiological needs are met, the safety and belonging needs of the students are then built upon, ensuring that students feel connected to a key member of staff initially, and then eventually broadening their scope of trusted adults to ensure that there is always a member of staff available to support the individual student. Key staff champion their students, advocating for and building relationships with families and external professionals, in order to give each individual child the support they need at the right time, in the right way - suited to them. Day to day, pastoral care is vital, and our Head of Pastoral Support is on hand to help support both staff and students in ensuring that those connections are consistent, thus helping to secure these attachments.
praise and relationships
Following on from our approach to securing attachments, it is then important to consistently uphold these attachments even in tricky or difficult situations. VLC staff do all they can to de-escalate and help regulate students' emotions and feelings, yet we recognise that there are occasions when students do not uphold the values at VLC. In line with a Trauma Informed approach, sanctions and punishments are not an effective way of dealing with tricky behaviour. As previously stated ‘all behaviour is a form of communication’ and at VLC we seek to address the cause and unmet need which often triggers difficult responses from students. Child Psychologist L.R Knost, states that ‘When children are overwhelmed by big emotions, it's our job to share our calm, not join their chaos.’
restorative approach
In a recent study commissioned by the Department for Education, it was identified that restorative practices were one of the most effective ways of reducing bullying in schools. In addition to this when restorative approaches are values-based and needs-led, it can create a positive culture that builds on strong, mutually respectful relationships, on which good teaching and learning can flourish and where students and staff feel safe and respected.
At VLC, this approach is reflected in how we handle conflict and tricky behaviour. Restorative discussions are a vital strategy and are used consistently as a way of communicating with students, the effects of their actions on others and the consequences of their choices. Together with their Key Worker and a member of the SLT, students engage in a reflective discussion, ultimately working towards identifying strategies and support should they find themselves in a similar situation in the near future.
The VLC values are part of the common narrative at VLC and are continually referred to throughout the day and during these discussions. These form the basis of student and staff expectations at VLC, and are the crux of the students' day to day life at VLC.
vlc values
We have high expectations for VLC students, both academically and socially and emotionally and as such all students and staff become part of the VLC community, and we seek to foster and embody these core values.
Belonging – At VLC, we are stronger together I know that, at VLC, we are all needed and valued and each person is important. I know my life makes a difference, and I am committed to being a positive impact on those around me and in the world.
Care – At VLC, we understand that my life can make a difference I am growing in my understanding and awareness of myself and how my actions impact others. I work to demonstrate care for myself, for those around me and for the environment through my understanding of my impact upon them.
Perseverance – At VLC, we keep going even when things are tough Life can be really difficult. I’m learning to try really hard with integrity and diligence, and a knowledge of why I am doing it. If I’m finding things hard, I will talk about it and ask for help. I believe that with the right support at the right time, I can achieve, even when I thought I couldn’t.
Respect – At VLC, we talk with respect I am learning to take responsibility for my own development, for the way I treat those around me and the way I care for the environment I live in. I am a responsible and respectful member of my school community, as well as the nation I live in and our wider world.
Integrity – AT VLC, we tell the truth I am learning to always tell the truth and to do the right thing, even when nobody's watching. I will stand up for what is right even when it is hard.
Helping Others – At VLC, we look for ways to help others in our community I am learning that my life and my actions matter and have an effect on the way other people feel. I look for ways to help others, just as others help me. In this way I can make a positive difference in the world.
In line with our core beliefs, these values form part of our common narrative at VLC. At VLC we believe that as a community at VLC, if we work together to embody and show these values consistently, we will not only be the best version of ourselves, but also the best version of ourselves for others and our wider community. We believe that these values are so important, our curriculum springs from these values.
hope for the future
Antoine de Saint-Exupery famously said “If you want to build a ship, don’t drum up the men to gather wood, divide the work and give orders. Instead, teach them to yearn for the vast and endless sea.” At VLC we believe that every teaching moment is an opportunity to encourage our students to ‘yearn for the vast and endless sea’ and as such dream big dreams and ignite hope for their futures. Woven into the everyday approaches to teaching and learning, staff encourage metacognition in planning, assessing and reflecting on students' learning, processing and thinking. We believe that these transferable skills will give our students the confidence to apply their own processes and thinking to other opportunities later on in life.
In addition to this, all students engage in Preparation for Adulthood sessions and Careers coaching, working alongside students to identify areas for development in their preparation for adulthood, and actively seeking to embed these opportunities throughout their curriculum experience. For some students this might involve more targeted outcomes taken from their EHCPs.
We also encouraged our KS4 students to engage in some form of work experience. Partnering with a local organisation called Making Learning Work, they work alongside local businesses and organisations in offering ongoing work experience opportunities for our students. For some students, this work experience has led to post 16 apprenticeship placements, such as a mechanics apprenticeship at Rolls Royce and local children's nurseries.
"I hope to see you again soon to remind you how good you are at what you do and how important it is!" - Y11 leaver