Our Approach

We use a relational/attachment based approach based on providing our children and young people with:-

  • Safe and consistent learning and living environment.
  • Positive parental/adult role models.
  • Quality range of learning experiences appropriate to their needs.
  • Clinical support and oversight.

If our pupils experience these principles, we believe they will achieve the following outcomes:-

  • Build a positive sense of self.
  • Develop positive and trusting relationships.
  • Develop more effective coping strategies.
  • Achieve relevant and worthwhile skills and qualifications.

Our approach also includes a comprehensive wellbeing curriculum designed to promote pupils’ social emotional and health needs.  Our wellbeing curriculum involves a multi-level approach which includes regular assessments and evaluations of a pupil’s social and emotional development, along with a range of whole school approaches, which include:-

  • Therapeutic Crisis Intervention (TCI)
  • Nurture Groups
  • Student Assistance Programme (SAP)
  • Personal, social & health education and drama based workshops.
  • Consultant Clinical Psychologists who provides clinical oversight and guidance to staff.

The culture we aim to create and sustain at Headlands is:-

  • Welcoming, open friendly.
  • Supportive of a mix of needs and backgrounds amongst young people in the houses.
  • Accepting of diversity for young people and staff at Headlands.
  • Open and engaged with whatever the young people bring.
  • Respectful of each individual (young people and staff).
  • Flexible in order to create a family environment wherever possible.
  • Promotes and supports significant relationships wherever possible.
  • Challenging negative beliefs around gender, race, culture etc. whilst also accepting that young people will have reasons for holding these beliefs.
  • We believe in being truthful, even when this can be painful. We believe children have the right to know what is happening in their world.
  • Taking responsibility for mistakes.
  • Making a genuine commitment to relationships, sharing personal experiences when appropriate, committing to bringing our own selves into relationships.
  • Personal connections with young people are recognised and supported.