Teaching at Royal Manchester Children’s Hospital

• Teaching takes place one to one at the pupil’s bedside on a hospital ward.
• We start teaching pupils once they have been in hospital for 5 days. 
• Each ward has a key teacher who is responsible for ensuring all pupils on that ward have timetabled lessons and information is shared regarding the pupil’s medical conditions with relevant members of staff.
• The key teacher completes an ‘All About Me profile‘ to gain an understanding of the pupil’s needs and interests. For longer stay pupils the key teacher will contact the pupil’s home school to gather any additional information. 
• We teach pupils a broad range of National Curriculum subjects.
• The number of lessons a pupil receives is dependent on their length of stay in hospital and the pupil’s medical condition. 
• At the start of a pupil’s learning journey we complete a baseline assessment. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point. 

HIVE (Home and Innovative Virtual Education)

• Pupils are taught one to one, or small group lessons, online, in the home or in an agreed venue with five lessons in the school week.
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests. We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into our home and innovative virtual education provision. A Mental Health Functioning for Education (MHFE) assessment is completed on admission to the school. The results of this assessment support intervention, teaching adaptations and approaches which will support pupil progress.
• We teach pupils a broad range of National Curriculum subjects with an aim to ensure pupils have opportunities to continue with their learning whilst being supported to manage challenges around their mental health. For some of our pupils we use the AQA Awards to re-engage pupils with their learning.
• A baseline assessment is completed at the start of a pupils learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

Teaching at Leo Kelly School

• Pupils at Leo Kelly are taught in form groups depending on their age, ability and SEMH needs. There are five lessons in the school day with planned breaks in the morning, mid-day and afternoon. 
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests. We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into the Leo Kelly School. A Mental Health Functioning for Education (MHFE) assessment is completed on admission to the school. The results of this assessment support intervention, teaching adaptations and approaches which will support pupil progress. 
• We teach pupils a broad range of National Curriculum subjects with an aim to ensure pupils have opportunities to continue with their learning whilst being supported to manage challenges around their mental health.
• In addition to the National Curriculum we provide our pupils with opportunities to develop life skills through our Preparation for Adulthood curriculum which supports development in the core skills outlined in the SEND code of practice for employment, independent living, health and society and community participation. 
• Additionally, pupils have access to Music, Speech and Language and Art therapies and we also work in collaboration with Manchester United who provide coaching and mentoring sessions to support pupils’ physical development and mental health.
• A baseline assessment is completed at the start of a pupil’s learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

HIVE (Home and Innovative Virtual Education)

• Pupils are taught one to one, or small group lessons, online, in the home or in an agreed venue with five lessons in the school week.
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests. We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into our home and innovative virtual education provision. A Mental Health Functioning for Education (MHFE) assessment is completed on admission to the school. The results of this assessment support intervention, teaching adaptations and approaches which will support pupil progress.
• We teach pupils a broad range of National Curriculum subjects with an aim to ensure pupils have opportunities to continue with their learning whilst being supported to manage challenges around their mental health. For some of our pupils we use the AQA Awards to re-engage pupils with their learning.
• A baseline assessment is completed at the start of a pupils learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

• Teaching takes place in our school room during the course of the 6 week treatment.
• Pupils are generally taught one to one but on occasion can be taught with other pupils in small groups.
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests.
• We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into The Christie School.
• We teach pupils a broad range of National Curriculum subjects.
• The Christie Hospital admits patients from all over the world so in recognition of this we also teach our Manchester Curriculum which provides pupils and families an opportunity to learn about Manchester linked to the National Curriculum. 
• A baseline assessment is completed at the start of a pupil’s learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

• Pupils are taught one to one, or small group lessons, online, in the home or in an agreed venue with five lessons in the school week.
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests. We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into our home and innovative virtual education provision. A Mental Health Functioning for Education (MHFE) assessment is completed on admission to the school. The results of this assessment support intervention, teaching adaptations and approaches which will support pupil progress.
• We teach pupils a broad range of National Curriculum subjects with an aim to ensure pupils have opportunities to continue with their learning whilst being supported to manage challenges around their mental health. For some of our pupils we use the AQA Awards to re-engage pupils with their learning.
• A baseline assessment is completed at the start of a pupils learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

• Pupils at Galaxy House are taught in 2 groups depending on their age, ability and medical condition. There are four lessons in the school day with planned breaks and meal times.
• On admission, an ‘All About Me profile‘ is completed to gain an understanding of the pupil’s needs and interests. We work closely with the home school, parents and medical professionals to gather information relevant to the individual to enable a successful transition into Galaxy House. A Mental Health Functioning for Education (MHFE) assessment is completed on admission to the school. The results of this assessment support intervention, teaching adaptations and approaches which will support pupil progress and inform the Care Programme Approach (CPA) meetings where a multi-disciplinary team meets to discuss the progress of individual pupils.
• We teach pupils a broad range of National Curriculum subjects with an aim to ensure pupils have opportunities to continue with their learning whilst being supported to manage challenges around their mental health.
• Where pupils’ health needs mean they are unable to access school full time within our classrooms, functional goals towards learning will be set alongside an occupational therapist. This phased approach begins on the ward, transitioning incrementally to the classroom.
• A baseline assessment is completed at the start of a pupils learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.

• Teaching takes place one to one at the pupil’s bedside on a hospital ward. We teach pupils who have been in hospital for 5 days. 
• Each pupil has a key teacher who is responsible for ensuring all pupils on that ward have timetabled lessons and information is shared regarding the pupil’s medical conditions with relevant members of staff.
• The key teacher completes an ‘All About Me profile‘ to gain an understanding of the pupil’s needs and interests. For longer stay pupils the key teacher will contact the pupil’s home school to gather any additional information. 
• We teach pupils a broad range of National Curriculum subjects. The number of lessons a pupil receives is dependent on their length of stay in hospital and the pupil’s medical condition. 
• A baseline assessment is completed at the start of a pupil’s learning journey. This gives a clearly defined starting point to enable the teacher to build on prior learning and work towards a defined end point.