Tel:

01454 412 194

Address:

Sheiling School
Park Road
Thornbury
Bristol BS35 1HP

Email:

mail@sheilingschool.org.uk

  

 
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Each house-community works as an extended family. Each household has an experienced resident houseparent. Supervision from a resident Senior Care co-ordinator ensures a high quality of care.

Boarding pupils live in one of our residential houses on the school grounds, and day pupils are welcomed into one of these houses.  A resident Care Co-ordinator supervises the general care of all children. 

Each house-community works as an extended family, under the care and guidance of houseparents. 

 


Named co-workers in each house are responsible for the daily care of the pupils and for education and training towards independence in social and self-help skills (sometimes referred to as the 24 hour curriculum).  Everyone in the house contributes towards making home life safe, respectful, warm and lively.


Each day is well ordered and follows a familiar routine, which gives the children a feeling of stability and security.   Songs, verses and graces mark the various points in the day, such as meals or the beginning of a lesson, and help to give form and meaning to the timetable in a way which is of particular value to an insecure pupil whose orientation in daily life has not developed.  For example, coming together in a circle to light a candle and hear a verse provides a brief but important moment of stillness. 

Common mealtimes are opportunities for lively conversation and for learning generally expected social behaviour. Special dietary needs are accommodated.  


By carrying out household duties pupils can gain satisfaction from seeing that their actions are useful and valued.  This is empowering and helps to develop responsibility and maturity.   Duties around the house, as well as those to do with meeting personal care needs, give countless opportunities for occupational therapy through the development of skills. 

The pupils can learn skills at their own pace.  Basic skills can be transferred from the classroom to real situations, such as journal writing or setting a table for a particular number of people.  In the learning and practice of such tasks the pupils are supported and accompanied by care staff who are well known to them.  Where possible, pupils progressively take on more difficult tasks, such as helping in the kitchen and in the laundry.

 

 

 

 

 

 

 

 

 

 

Human interaction is at the heart of curative education.  The quality of relationships between community members creates a well knit social environment in which the pupils feel safe andrecognised and in which self-confidence and a sense of their place amongst others is fostered. 

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