Supporting   Aspiring   Achieving

The basic principle that underpins the work of our school and its associated values is that we are a child centred school. We accept that every pupil is unique and has their own individual set of needs – we work towards identifying and meeting those needs through personalised support so that they can unlock their potential.

Introduction

Autism is a life long condition but we strongly believe at Pilgrim that, will the right support and mental attitude, it does not need to stop young people being who they want to be. We recognise that pupils need, above all, to learn coping strategies by gradually expanding their comfort zones, and to build positive relationships. This is achieved at Pilgrim via an individual bespoke curriculum that includes social skills learning and training, and work experience. This sits alongside the more traditional school curriculum which allows pupils access to a wide range of GCSE and BTEC qualifications.

Supporting

At Pilgrim we understand that pupils may not have had positive learning experiences in their previous schools. However, we believe that a person’s history is not their destiny and that with personalised teaching and support, each child is capable of making outstanding progress. Every pupil is assigned a support member of staff before they even join the school. This person will make arrangements to carry out an initial home visit to meet the family and to get to know the pupil .In addition to the Education, Health and Care Plan (EHC plan) or Statement of Special Needs, a Pilgrim Needs Analysis and sensory profile will be completed so that staff can make appropriate adjustments in preparation for the start in school. Risk assessments will also be carried out where appropriate; all before pupils engage in our school community in order to give them the best chances of success. A personal designated support member of staff, Reintegration Support Officer (RSO) will introduce the pupil to our school gradually. A special welcome pack will be provided with visual information about the premises and photographs of the staff. Visits to the school will be arranged and timetables can be introduced in an incremental way to build confidence and trust.

The RSO will not be working in the classroom with pupils but will be located on the premises and will remain in contact with the family via telephone to offer on going support and will conduct periodic face to face reviews. In addition to this, RSO’s can offer ‘Time to Talk’ sessions for pupils and sessions with a fully qualified Psychotherapist specialising in teenage anxiety can also be arranged where appropriate.

Within the teaching environment, a Learning Mentor and a Higher Level Teaching Assistant will be with the pupils at all times. This will be a key relationship for pupils and a consistent one as they may interact with different specialist teachers to allow them access to specific courses.

Aspiring

We want all our pupils at Pilgrim to believe in themselves; that they can not only survive but thrive in 21st century society. Our school curriculum has been designed to:

  • Promote positive relationships by encouraging pupils to share ideas and feelings and to be able to respect the ideas and feelings of others.
  • Facilitate independence through  life skills programme.
  • Foster personal growth so that pupils can understand themselves and develop a strong sense of self worth.
  • Encourage transition through engagement in the wider school community and supported work experience.

Achieving

In addition to the National Curriculum at KS3, we offer a range of accredited courses for pupils in KS4 so that they are equipped, not just with relevant skills, but with recognised qualifications which increase self esteem and have a valued currency in the wider community. These include a wide range of GCSEs: English language; English Literature; Maths; Statistics; Science; History; Geography; Religious Studies; Psychology; French; German; Art and vocational qualifications including BTEC ICT; Music; Child’s Play and Development; Health and Social Care; Business Studies; Travel and Tourism. We recognise that ‘not one size fits all’ and therefore approach curriculum in a flexible way according to need and to ensure all pupils have an equal chance of succeeding.  This is best demonstrated through the following case study:

             

    Pupil A

Pupil A  joined Pilgrim in year 9 with low self esteem and chronic anxiety having had negative learning and social experiences in mainstream school with issues related to his Statement for ASD with complex needs and Specific Learning difficulties. He began with significant one to one support but quickly made the transition to working alongside other pupils in a small group. He was offered a bespoke package to support his dyslexia which improved his reading abilities and subsequent access to other courses. He engaged in a bespoke Pilgrim course called ‘Resilient Me’ to build his confidence and self esteem and later, with support, was able to access a work experience placement. This led to an interest in animal care and Pilgrim responded by offering a BTEC in Animal Care. Pupil A was unable to complete a GCSE in English but successfully achieved an alternative qualification, Functional Skills Level 1 English, to accompany his success in GCSE Maths and Science and other qualifications. He left Pilgrim at the end of year 11 and secured an Apprenticeship working with animals.

   
   

 

 

Latest News

Awards Evening 'Amazing'

The Awards Evening was absolutely amazing.  Pupils, parents, staff, Governors and LA representatives celebrated the success of our pupils both pastorally and academically.  Very touching, personal stories, were shared by pupils, that outlined challenges, worries, concerns etc. that with the right environment and individualised support had lead onto personal success. Many a tear shed but with lots of laughter too! 

Pilgrim Staff 'Reach Out to Share Good Practice about Mental Health'

BL and HS jointly presented to Minster Teaching Alliance about mental health. They originally were expecting around 30 people but ended up delivering to two cohorts of around 50 each. We have heard lots of positive things about this and it has already generated interest in more delivery and training as part of the Minster teaching alliance. Congratulations this week therefore goes to BL and HS for their success on their first outing into new territory and we look forward to hearing more successes as Pilgrim spreads the word about mental health in the future.

Awards Evening

Staff and pupils are gearing up for another fantastic 'Awards Evening' on 19th October at the Sleaford Rugby Club, when the Pilgrim family celebrate the pastoral and academic success of our young people that have worked so hard throughout the year/s to overcome personal challenges to ultimately succeed.

It is our way to acknowledge and support pupils with their transition from Keystage 4 onto Post 16 provision.  Our thoughts, best wishes and support for the child does not simply stop with doing exams, we support, encourage and reassure pupils and their families to make appropriate choices for Post 16 that will ensure the best future prospects and life chances as they can.

Educate Against Hate

Messages of hate can take many forms. Extremist groups use them to recruit young people. Here you will find Q&A and resources to help you protect your child

http://educateagainsthate.com/parents/

Celebrating Success:

This summer the school achieved the best  GCSE and BTEC outcomes for our year 11's than we ever have before. Even with new, more demanding GCSE specs in English and Maths, our pupils did brilliantly.  The results are even more impressive against a background that sees more and more complex young people joining our school. Congratulations to the entire school community for these achievements. It is team work that makes the magic happen within our young people.