Executive Principal: Robert Grice
Head of Care: Vikki Keenan
Designated Safeguarding Lead: Robert Grice
Director of Schools: Tara Gratton
Chair of the Board of Trustees: Helen Kippax
Proprietor: Clervaux Garden School
Age range: 10-19
Local Authority: North Yorkshire
Local Offer: Download the Local Offer document
Policies: View the school’s policies and procedures
Address: Clow Beck Centre, Darlington, DL2 2TF Telephone: 01325 729860
A unique and exciting new school
Clervaux Garden School is an innovative and exciting new school. Situated on our 100 acre biodynamic farm, our holistic curriculum provides the skills, experience and context necessary for young people aged 10-19 years with complex social, emotional, behavioural, learning differences (including Autism Spectrum Conditions (ASC)) and other disabilities to flourish and thrive in modern society. Our school is a place of therapeutic learning and growing which brings together hand, heart, head, and place to support personal development and progression.
Our vision , values and educational method resonate through everything we do at Clervaux Garden School.
We believe that each individual has the potential to shape their own future through experiencing meaningful relationships with universe, earth and people.
- Inclusive learning and living activities that integrate practical activity, thinking, our emotions and mutual respect; we strive to understand all people’s differences and uniqueness.
- The capacity for re-imagination present in all people, towards positive change and development.
- Openness, goodwill, tolerance and treating individuals with dignity and respect.
All pupils are taught and cared for through Ruskin Mill Trust’s research-based method, Practical Skills Therapeutic Education (PSTE). Practically applied principles, known as the Seven Fields of Practice, underpin PSTE and guide each pupil’s journey. These are: genius loci (spirit of place), practical skills, biodynamic ecology, therapeutic education, holistic support and care, holistic medicine and transformative leadership and management. Through PSTE, we aim to help each individual develop their own capacity for self-generated conscious action. Each pupil is provided with an individualised and tailored curriculum such that the practical skills they will engage with are those specifically chosen to meet their own developmental needs.
PSTE also extends into the residential 24-hour curriculum through holistic care and support, contributing to and improving general wellbeing and health. All pupils benefit from our seed-to-table philosophy.
Clervaux Garden School is committed to safeguarding and promoting the welfare and safety of all pupils and staff and expects all staff and volunteers to share this commitment.
We are fully committed to ensuring that consistent, effective safeguarding procedures are in place to support pupils and staff at school.
Any concerns are passed to the members of staff who are part of our school safeguarding team, led by our Designated Safeguarding Lead, Robert Grice.
The school will, in most circumstances, endeavour to discuss all concerns with parents and carers about their children. However, there may be exceptional circumstances when the school will discuss concerns with Social Care and/or the Police without parental knowledge (in accordance with Child Protection procedures). The school will, of course, always aim to maintain a positive relationship with all parents and carers. More information including our Safeguarding Policy can be found on our dedicated safeguarding page.
From the academic year 2020-21, Clervaux Garden School will be using the The Nine Steps Framework to track students’ progress. This offers a robust method to track students’ progress against the core areas of learning in Linguistics, Mathematical and Scientific. Nine Steps also captures progress across other areas of learning that are delivered through craft and land subjects which underpin the curriculum driven by the Ruskin Mill Trust’s Practical Skills Therapeutic Education method.
When students join the school, they are baselined in Maths and English to understand their literacy and numeracy learning ages. We also annually monitor student’s social and emotional progress via our Emotional Literacy tool. Any assessments completed with students are undertaken in a manner that is accessible and ensure they do not cause unnecessary anxiety for the young person.
All student progress is celebrated between staff, students and parents at regular intervals throughout the year. This takes different forms to meet the individual nature of our students’ needs.