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Cherry Oak is a special day school for pupils aged 4 to 11 years who have special educational needs and/or disabilities arising from cognition and learning difficulties including severe learning difficulties and speech, communication, and language difficulties. We are part of a Federation with Victoria School and College which gives us many opportunities for collaborative work and sharing good practice. We are very proud of our fantastic pupils and are very fortunate to have such a dedicated, skilled, and creative staff team which includes teachers, classroom support staff, administrative support staff, ICT staff, site staff lunchtime supervisors, and bus guides. Pupils are supported by NHS health and therapy services. Judged as ‘outstanding in all areas at our last Ofsted inspection, we are constantly striving to make further improvements to benefit our pupils and the broader school community. Every child truly does matter at Cherry Oak and is at the heart of all we do. Cherry Oak is a small school and we develop close relationships with our pupils and their families so that we can work together to meet the needs of individuals. We are lucky to have a dedicated team of adults working hard to support children in all aspects of their school life. We believe in working hard to give our young people the very best we can and we value everyone as the individual they are. We have a strong focus on developing pupils’ spiritual, moral, social, and cultural awareness and pride ourselves on the care and guidance we offer to our families. Our vision is To increase each pupil's knowledge and understanding of the world, so that his or her full potential may be achieved. We value every pupil as an individual. We treat them with respect and dignity and support them to achieve and build their self-esteem. We include our pupils and their families in decision-making that will affect them and strive to support the development of the whole person. Whilst embracing the national curriculum frameworks for the different age groups, the school’s main priority is to address the specific barriers to learning so that the pupils’ sense of well-being is improved and they can take advantage of learning opportunities and achieve their potential. Communication and language, social interaction and imagination, and independence skills are taught through a range of teaching and learning approaches across the school. The pupils’ sensory difficulties are addressed by the staff with the support of the occupational therapy team a sensory profile assessment is carried out which informs individual pupils’ sensory diets. Awareness and understanding of the sensory issues related to autism have enabled us to make huge improvements to the well-being of individual pupils. Pupils of all ages at Cherry Oak enjoy a wide range of physical and sporting opportunities both in school and out in the community. We believe that regular and frequent exercise can allay some of the difficulties and frustrations young people with learning difficulties and autism experience and has a positive benefit on communication, interaction, and learning. Regular activities include swimming, horse-riding, and PE. Extending our pupils’ learning into the community and increasing awareness and coping skills in a range of environments is very important to us. Regular and frequent visits support the transfer of skills across different settings and increase opportunities for pupils to socially interact with a wider group of people. In addition to using local facilities, pupils visit leisure and soft play venues, farms, the city-center, cinemas, and restaurants. The Department for Education has reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” We value each child’s communication whatever the mode. We have an extremely active School Council, the members of this are elected by the pupils each year, meet regularly and influence aspects of school development. Rule of law At Cherry Oak good behavior is an expectation. Staff provides a consistent environment throughout the school day helping pupils to understand that actions have consequences. We believe that education extends beyond the school building and that it is important to facilitate opportunities for our pupils in the community. We also encourage our parents to be part of school life as much as they are able. Tolerance of different faiths and beliefs Cherry Oak is a very diverse community and we value and respect everyone within our community equally regardless of their ability, race, gender, faith, or culture. We celebrate diversity by providing curricular opportunities to broaden our pupils’ experiences and awareness of others. Our assemblies encourage our pupils to find out about other cultures and communities as well as their own. They follow themes which include helping others, friendships and working together we also celebrate national and world events as well as religious festivals from a variety of cultures. At Cherry Oak, we all work closely with parents, carers, and other professionals to ensure that our pupils are happy, well cared for, and are helped to learn the skills they need to live a fulfilling life as part of their community. View full school

Cherry Lane is a happy caring school where hard work and good behavior are expected. We encourage children to develop their talents and seek excellence in all that they do. We expect our children to support each other and to celebrate each other’s achievements. The life of the school is driven by enthusiasm and a desire to achieve. We aim to bring learning alive, making it exciting and stimulating. We want to give our children a thirst for learning that continues with them throughout their future school experiences and life. We believe a strong partnership between school and parents is essential in providing the best possible education for your child. In this partnership. The school will ensure that: All children have equal access to learning and a broad and balanced curriculum. Parents are made to feel welcome and informed of the teaching and learning program. There are regular opportunities to find out how your child is progressing. Parents are given an early indication of any problems with their child’s work or behavior. There is a secure, caring, and stimulating environment in which each child will develop his/her unique potential, academically, spiritually, and morally. High-quality teaching, positive learning, and accurate assessment are at the heart of our school ethos, and our inspiring, enthusiastic and dedicated staff are committing to providing this for every child. We have a program of weekly professional development for all teachers. This is delivered in-house, supplemented by occasional sessions drawing on wider educational expertise. We have the highest expectations for every child, not just to achieve strong academic results, but also to become highly successful learners. We aim to provide rich learning experiences that allow every child to master basic skills, discover and develop talents, deepen interests, learn to relate to others, and succeed in ways they did not imagine possible. At Cherry Lane pupils are actively encouraged to make independent choices (particularly around learning choice and within social times), knowing that they are in a safe, secure and supportive environment – developing the children’s autonomy and responsibility for their learning. The staff educates and provides boundaries for students to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely - through our E-Safety (computing) and PSHE lessons. Cherry Lane has a robust anti-bullying culture and has in place a comprehensive Behaviour Policy. Whether it be through choice of challenge, of how they record, or participation in extra-curricular clubs and opportunities, pupils are given the freedom to make choices. Our behavior policy states that ‘We believe good behavior means that everyone in school is careful and kind, polite and friendly, helpful to each other, quiet and hardworking and respectful and tolerant.’ Students learn that their behavior affects their rights and those of others. All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments... Displays around the school promote respect for others and this is reiterated through our classroom and learning rules, within assemblies, PSHE lessons as well as our behavior policy. Mutual respect is embraced throughout the curriculum by providing the opportunity for students to express their views in a safe environment. View full school

Cherry Garden School is an outstanding special school for pupils from 2-11 years old in the London borough of Southwark. We are committed to providing individualized learning, support, and opportunities for pupils with severe learning difficulties, complex needs and autism, and to meet individual needs. In June 2015, the school once again had a very successful Ofsted inspection. The school was judged to be Outstanding. Our vision for ‘Nurturing success’ is embedded in the school’s DNA. We are constantly striving to create the right balance of ingredients to maximize the potential of every child. High expectations are set within a nurturing and fun environment where children are motivated. We aim to become a center of excellence by: Providing a learning environment that is professional and caring, encouraging continuous improvement for all, including schools in partnership with us and the local community, thereby promoting positive attitudes: Providing children with an appropriate curriculum that has communication at the forefront and that Enables all children to achieve their potential Raises self-confidence Provides learning experiences that are child-centered, stimulating, challenging, and enjoyable Providing a professional and caring learning environment which: Is calm and welcoming Is safe and secure, and adapted to meet individual needs Promotes equality of opportunity, tolerance, and respect for others Promotes strong teamwork Is energetic and enthusiastic Encouraging continuous improvement for all by: Promoting the sharing of expertise in the community Welcoming the community in shared experiences Promoting a collaborative approach with partner schools and other agencies Cherry Garden School is a Primary School for Pupils with Special Educational Needs, from 2-11 years of age. We aim to provide motivating, challenging, and relevant education to all pupils with a range of disabilities, including Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD), and Autistic Spectrum Conditions (ASC). We respect that many pupils with SLD/PMLD typically experience a diverse range of unique qualities that can present barriers to their learning. Schools such as Cherry Garden must implement a curriculum that pays sufficient attention to addressing these barriers which may inhibit pupils’ access to, and progress within, the National Curriculum. Following the guidance from the White Paper, and with consideration for the Statutory Framework for the EYFS, we have reviewed our school curriculum to create a child-centered curriculum, with a focus on planning and delivering a curriculum that suits every individual child. Aims and Objectives: MOTIVATING RELEVANT CHALLENGING FOCUSED Our child-centered curriculum promotes respect for each child as an individual, emphasizing the four core development areas of Communication, Personal, Physical and Cognitive skills. As far as possible, Individual Education Plan Targets are integrated into these curriculum areas to meet the needs of the individual pupils. At each key stage, the curriculum holds the child at the center of the curriculum, with each child having four core areas of development, which are taught through six Areas of Learning. Each pupil’s four core areas of development should be planned for and developed through these Areas of Learning across the school day, with a teaching approach and content that reflects the age and learning style of the individuals in the group. The Individual Area of Learning Subject Policy will give more information on the provision of these Areas of Learning, however, we aim to deliver a broad and balanced education that is adapted to meet the needs of every pupil, and overcome any barriers to learning using a range of specialist interventions. View full school

Established in 2013, Wild Cherry School offers holistic education from Prep through to Class 6 based on the Australian Steiner Curriculum Framework. The school is situated in Bairnsdale, the commercial capital of East Gippsland and gateway to the Gippsland Lakes, in a beautiful iconic building surrounded by established gardens. Wild Cherry School also offers weekly Playgroup sessions and an affiliated 3-year-old and 4-year-old Kindergarten managed through Uniting Gippsland. Our Prep Transition Program is designed to assist you and your child with starting school. The program offers children and families an authentic experience of the school day with two Come and Play sessions and four Transition Days for building a sense of familiarity to help children feel confident and happy in readiness for their learning journey. The tone of Wild Cherry Playgroup is one of joyful activity enfolded in a calm and rhythmic atmosphere. Children and their parents/carers are gently guided through the morning by our playgroup leader, helping develop confidence, trust, and a sense of well-being. At Wild Cherry Kindergarten, the children are encouraged to follow their interests and learn through imaginative play. The challenges of learning through imaginative play strengthen problem-solving, language, cognitive, social, gross, and fine motor skills. The play also allows the children to learn about their interests and talents and provides opportunities for the positive growth of social graces in leadership and sharing. The teachers provide regular activities such as crafts, gardening, painting, and cooking. Children help with daily duties, such as cutting up fruit for morning tea, setting the table, and packing away before lunch and at the end of the day. These practical activities are continually building the foundation of numeracy skills. Singing seasonal songs and the recitation of poetry and verse is part of the daily rhythm. The teachers model the beauty of speech, and stories are told and some dramatized by the children. This emphasis on oral and aural practice forms a strong foundation for the later development of literacy skills. View full school