01582 866972
In Phase 2, our goal is to deepen pupils’ skills, knowledge, and confidence by providing opportunities to apply and practice them across different areas of the school. We also focus on fostering meaningful relationships with staff beyond the classroom, supporting pupils in managing change and building the resilience needed for adulthood. This journey is supported with tailored approaches that recognise individual strengths and challenges.
We focus on developing independence, communication, and life skills in a way that suits each pupil’s needs. We also understand that adolescence brings emotional and physical changes, and we provide a supportive environment where every young person feels valued, understood, and equipped to navigate these transitions.
Some classes will access teaching from specialist teachers, taking their learning into some of our specialist spaces, like Creativity, Physical Development or Horticulture. They may also engage in vocational learning, developing essential skills for independence and preparing for life beyond school. As part of this journey, pupils may access bespoke learning opportunities to help them and you make informed decisions about their next steps in education and about their future.
Pupils in Phase 2 will generally be considered to be in the secondary age stage of education (Key Stage 3 and 4). Pupils continue to be grouped according to their stage of development, we also use their communication Band and Sensory style to help us determine which class would be best for your child. Most pupils will stay in Phase 2 until the end of year 11, where after careful assessment and observation of their learning needs and progress, they move on to Post 16 education, which may not be at The Chiltern School. However, for individual pupils this can be a quicker process depending on their needs and progress made.
In Phase 2, there are 3 bespoke curricula which pupils are grouped into according to needs and ability. These are Explore, Evolve and Establish. Pupils often remain in these curriculum groups, however, there is flexibility to move between where necessary.
The intention of the Explore curriculum is to enable pupils to develop positive, interactive relationships with others, establishing early communication and cognitive skills. Pupils will access lessons which aim to develop:
- Communication
- Physical Development
- Functional Skills
- Understanding of the world
- Creativity
The intention of the Evolve curriculum is to enable pupils to develop the core skills they need to take their place in the wider community as confident and independent communicators, with a strong sense of self.
The intention of the Establish curriculum is to enable pupils to generalise and transfer skills, whilst establishing their sense of self, independence and life skills.
Both the Evolve and Establish curriculum will aim to develop skills and knowledge in the following areas:
- English and Communication
- Physical Development
- Maths
- Understanding of the world
- Creativity
- Essential Skills development through Food Technology, Horticulture and Careers Education
RHSE is embedded throughout all curriculum areas and is delivered in a variety of ways. This is a vital part of our curriculum for every child with a real focus on supporting independence.
At The Chiltern School, we integrate a therapeutic approach into all our classrooms using the expertise of our multidisciplinary therapeutic team. These include two Speech and Language Therapists (SALTs), two Sensory Integration Occupational Therapists (SI OTs) and a number of Therapeutic Learning Support Assistants. This means that there is a common language between teaching staff and therapists, this shared vision means everyone in school is working towards the same shared goals for your child.
Every child has access to a ‘Total Communication’ approach, communication rich classrooms encourage, model, accept and reward all forms of communication. This approach gives the children the best chance in being able to both understand others as well as express themselves through whatever means they find most effective. Pupils also benefit from sensory rich learning.