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Curriculum and assessment


Our first priority is to motivate pupils to engage in learning either by the bedside, by their dialysis treatment stations or in the atrium classrooms.

Using assessment-through-teaching techniques, we quickly establish if pupils require specialist or one-to-one support to access learning. 

We employ a range of teaching styles and our staff are skilled at modifying the planned curriculum to meet the ever-changing needs of our highly mobile pupil intake.

Since we have small groups or one-to-one teaching, we are uniquely placed to help children develop social, moral, spiritual and cultural awareness (known as SMSC). In particular we have opportunities to allow pupils to express themselves and engage in debate. Click on the link British Values to read our statement.

Our school has different learning areas for early years, primary and secondary classes. We also provide teaching and school services in the hospital Dialysis Unit and on the wards.

School timetables


This year we are following the three broad themes below. (Click on the subheading links for more information )

However, we always tailor the curriculum to address the particular needs and interests of the pupils we are teaching so that each child makes excellent progress and has a positive experience in our school.
Read below to find out more about our approach to different areas of the curriculum.

At Evelina Hospital School we believe that communication, language and literacy skills underpin all learning and are essential tools for life. For some of our pupils this will mean being able to tell an adult about the basic needs, such as needing the toilet or feeling pain, while others may be developing the sorts of literacy skills essential for advanced academic study. We believe that all pupils in our school have the right to be understood and to be supported in developing their language, literacy and communication skills, at whatever level this may be.
This year we are working on a number of exciting priorities to ensure that pupils have great opportunities for developing language, literacy and communication skills.

Makaton – All our staff are undertaking Foundation Level Training for Professionals. The Makaton charity say that ‘Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. With Makaton, children and adults can communicate straight away using signs and symbols. Many people then drop the signs or symbols naturally at their own pace, as they develop speech.’

We are using Makaton in our lessons and many of our pupils enjoy showing us the Makaton skills they have developed in their home school.

Storyteller – We were lucky enough to be given some charitable funding this year, that we have used to employ experienced storyteller Phil McDermott, whose website you can see here: The Story Emporium. Each Wednesday Phil weaves his magic across the school, gripping the children with his stories and working with them to develop stories of their own. He has also worked with our staff to develop our use of stories and teaching and learning of oracy across the Evelina Hospital School.

Readathon – Each half term Readathon send us a new parcel of books to share with patients and pupils in the Evelina. We have a super range of classic and hot-off-the-press books for all ages. Volunteers take the Readathon books out to children who aren’t able to come down into the atrium. If you want to learn more about Readathon or support their work, look here: Readathon.

Readathon in Residence – This year we have been incredibly lucky to work with bestselling children’s author Jeanne Willis. Jeanne will visit the school once a term to bring her stories to life for the children in the classrooms and on the wards.

Living Paintings – Our pupils with visual impairment have benefitted from the fabulous work of the charity Living Paintings. We have borrowed popular children’s books that are specially adapted to be meaningful and accessible to those with visual impairments. To find out more or to support their work, visit their website Living Paintings.

Local School Partnership – Our primary lead teacher has been working with Charles Dickens Primary School to ensure that we are right up to date with developments in the national curriculum and teaching strategies in Key Stages 1 and 2.

Classroom libraries – We have invested in our classroom libraries this year, topping up our book stock to ensure we have modern favourites and ensuring that our books are well organised and appealing to all our readers, from those just beginning to enjoy stories with adults to confident independent older readers.




Assessment is a vital part of any school and forms the basis of good teaching and learning. In our setting at the Evelina Hospital School this assessment will take many forms. The National Association of Headteachers has produced principles that underpin good assessment and we have used these to inform the work we do here in school. Click below to read the NAHT principles and go to the policies page of this website to read our full Communications and Assessment policy.
NAHT Principles  (PDF 59Kb)

Good assessment helps teachers to pitch the work at an appropriately challenging level for each individual pupil. This assessment may be contacting a home school for recent targets, IEPs or pupil passports, it may mean working with professionals and the family to understand how the pupil’s current condition affects their ability to learn and engage or it may be doing a short task to get a picture of the level a pupil is working at. Teachers will continue to assess a pupil’s learning over the period of time we work with them and adapt the lesson and resource to ensure that each child is given the opportunity to reach their potential.


Our assessments are underpinned by a range of tools including:

  • The Early Years and Foundation Stage Profile for children of nursery and reception age
  • P-Levels for pupils working towards the national curriculum levels
  • The interim recommendations of the Rochford Review for those pupils who are even closer to national curriculum levels
  • The National Curriculum and End of Key Stage expectations for pupils in Key Stages 1, 2 and 3
  • Routes to Learning for pupils who are accessing learning through a mainly sensory curriculum
  • A Language in Common for assessing English as an additional language
  • Specific course expectations for those working towards public exams or qualifications
  • Southwark Tracking and Assessment Record for pupils in Southwark schools who use this system


Possibly the most important part of any assessment strategy is making sure that our pupils know how well they are doing. Detailed and timely feedback allows pupils to respond to work while it is fresh and to be responsible for their own learning. In our setting we often only work with pupils for very short periods of time and we work with pupils across the age and ability spectrum, so here are some ways that we make this feedback effective:

  • In many instances verbal feedback is most appropriate. We aim to write VF on the piece of work or on the reverse and the name of the person giving feedback’s. Ideally a pupil will still be given a chance to respond to this by editing or developing their work.
  • We aim to mark within the lesson unless working with a longer term pupil who we know we work with again.
  • It can be excellent practice for pupil’s to self and peer assess. If it is sufficiently modelled, pupils can use the same marking code as the adults.
  • If working with a pupil we know well, there will be a specific learning objective, the marking therefore should relate to that. With a new student, the objective may become clear within the task.
  • We will only highlight one positive and one improvement point from each piece of work to avoid overwhelming a pupil.


Detailed and timely feedback allows students to respond to work while it is fresh and to be responsible for their own learning. In our setting, here are some recommendations for making this effective:

  • In many instances verbal feedback is the most appropriate method, so simply write VF on the piece of work or on the reverse and the name of the person giving feedback’s. Pupil’s should still be responding to this.
  • It is advisable to mark within the lesson and leave time for pupils to respond unless working with a longer term pupil.
  • It can be excellent practice for pupil’s to self and peer assess. If it is sufficiently modelled, they can use the same marking code.
  • If working with a known pupil, you will most likely have a specific learning objective, the marking therefore should relate to that. With a new student, the objective may become clear within the task.
  • Only highlight one positive and one improvement point from each piece of work to avoid overwhelming.


Above all, the purpose of marking is for pupils to progress in their learning, so we use our professional judgement about how, when and in what level of detail the marking is best done.

In school we have a marking code for written work. Click below to read the marking code.
Marking code  (PDF 103Kb)



Multiply fractions, Year 5

Mock GCSE, Year 10


2-D shapes creating star constellations, Year 4

Mathematics

Maths is a beautiful subject that is all around us, in everything we do, providing a way of viewing and making sense of the world in which we live.
Mathematics at Evelina Hospital School is taught wherever possible in conjunction with the student’s home school to minimise the interruption to a student’s education. This helps us to provide personalised, enjoyable, challenging work for students which builds upon and consolidate work done at their home school. We have a wide range of practical resources including: concrete objects; measuring tool; text books covering most exam boards; access to online content and applications. In addition to written work students are supported in developing accurate mathematical vocabulary, strengthening mental maths and problem solving. Each half term we organise a problem/puzzle solving focus day culminating with a range of activities in the Atrium with both Primary and Secondary students.

In Key stages 1 and 2 numeracy is taught in accordance with the National Curriculum.

In Key stage 3 mathematics follows the National Curriculum and the programs of study.

At Key stage 4 and Key stage 5 Students receive specialist support with: GCSE; A level or any other accreditations specific to their examination board.


Numbers pairs up to 20, Year 1

Number bonds to 20, Year 1

Resit student with maths teacher supplementing work with MathsWatch software, Year 12


Solving fractions, Year 11

Completing maths homework, Year 5

Learning times tables, Year 3


Learning about 3-D shape, Year 4

Creating and learning the properties of 3-D shape, Year 6




Computer Science is the new term used to cover what was previously known as Information Communication Technology (how to use common office software effectively), digital literacy (how to use a computer and the internet effectively and safely) and computing (programming and understanding how a computer works). These three strands are all important and feature in lessons either taught discretely or in cross curricular projects. They are key if we want our children to be ready for the workplace and to be able to participate effectively in the digital world.

Learning and Teaching

  • Students develop an understanding of how computer systems work, are designed and programmed
  • They learn to use computational thinking skills to better understand today’s technology
  • Computing is a practical subject, in which invention, creativity and resourcefulness are encouraged
  • E-safety and cyber security skills are taught so that children are aware of the impact that modern technology has on our lives
  • Students are taught Information Technology skills so that they have the tools and understanding they need to use IT purposefully preparing them for the next phase in their education
  • Students have access to the latest technology including: iPads; laptops; touchscreen computers; video conferencing; digital video equipment; sound recording equipment; animation equipment; motivating online resources; software and programming languages
  • Early focus on play and use of programmable toys and simulators
  • Consolidation by investigating concepts of computer science and computational thinking
  • Students are introduced to programming, graphic design and website building etc
  • Fostering strong links to STEM (Science Technology Engineering and Maths) subjects across the curriculum


In the Evelina School a new topic is introduced in science termly and activities are planned and designed to develop all pupil’s cognitive needs. The nature of our children’s learning dictates that they need access to multi sensory experiences thus much of our Science teaching and learning focuses on sensory activities such as experiencing scents, listening to music and exploring ICT.


In Key Stage 1 and 2 Investigations are taught within the thematic primary curriculum. Each term pupils concentrate on a particular topic which is followed across many different subjects. Investigations are taught through exploration of the world around them eg through play and cause and effect: all of which encourage sensory exploration. Pupils are encouraged to continue to develop their exploratory skills and start to question the world around them. Pupils start to learn more about their bodies and how they can affect their environment. Sensory experiences are still a major feature and pupils are encouraged to explore a wide range of different materials.


In Key Stage 3 Investigations are taught in a variety of ways incorporating the PMLD and ASD curricular. The pupils follow a topic based curriculum and each topic covers a variety of different exploratory areas such as art, world of sound and other multi sensory sessions Pupils continue to be encouraged to question the world around them and learn about how different things work.


In Key Sage 4 and 5 students continue to develop and build deepening understanding of the three sciences: Biology, Chemistry and Physics. The curriculum focuses on content and application of ideas as knowledge for scientific content and skill is higher. To promote confidence during written assessments, exam questions are used within our lessons. The variety of exam questions used vary from multiple-choice questions to even 6 mark questions with extended writing.


Home school
Where possible we try to follow the curriculum of our students home school. We do this by providing students with access to technology, revision resources and to a specialist science teacher.


Working scientifically
This is a very important part of the science curriculum, which we try to incorporate into our teaching. We contextualise scientific phenomena and informing students of the role of science in understanding the causes of and solutions for some of the challenges facing society, such as climate change, food security, water supply, health and energy issues.



The Sensory Curriculum

At Evelina we teach many children who need a multi-sensory approach to access learning. We are able to provide individualised teaching, and often start by talking to parents about their child’s likes and dislikes in order to make a quick assessment of where to start. We also carry out a sensory audit, trying out a variety of sensory activities to find what will stimulate and engage our pupils and noting their responses. These initial sessions will lead to the creation of a ‘pupil passport’, a brief summary of the child’s likes and dislikes with a few areas to work on while he or she is working with us. For pupils who are here over a longer term, we contact their home school to ascertain targets or areas to work on once the child is well enough.

We are developing our sensory curriculum over the year. Activities include:

Stories with sensory props and effects

7-sentence sequences- stories or information with sensory props or activities to help children build up their experience of a particular subject

Massage stories

Makaton songs

We are all having training in Makaton to help us supplement the learning and support children with visual cues. This goes alongside ‘Communicate in Print’ – using symbols or photos to support visual learners.

Over the next year we will be looking for opportunities to extend and develop the sensory curriculum to support children on the autistic spectrum and those with other sensory needs.


Music at Evelina

At Evelina Hospital School we value music very highly. Music speaks to many of our pupils, for whom other forms of communication are more difficult. We are lucky to have several expert musicians who visit, as well as staff who turn their hands to singing and playing, integrating music into the lessons.


City of London Sinfonia
Over the years, we have developed a partnership with musicians from the City of London Sinfonia. Each Wednesday afternoon, two musicians come to play to children on the wards and they then lead a workshop for Primary and Secondary Classroom in the Atrium. This gives parents a chance to join in too! Three times a year, this workshop-based approach is extended into a day-long project, allowing the children to compose and perform a piece on a theme which is related to the school topic.

Singing Hands
We have been delighted to welcome Singing Hands to our school this year. Their fortnightly visits are greatly enjoyed, and many children recognise them as they have the DVDs! Singing Hands are a singing duo who use Makaton to accompany songs, supplemented with colourful and interesting props.


Physical Education and Sport at the Evelina School
Here at the Evelina Hospital School we encourage and enable all children to participate in and enjoy a wide range of physical activities. We are committed to helping every child develop an active lifestyle within their individual situations and provide them with a broad exposure to a range of inclusive sports and activities. We are committed to enabling all pupils to overcome barriers and enjoy the benefits of PE and sport.

Our Provision
We offer twice weekly PE sessions with our highly experienced and specialist sports coaches, Ray and Denise, from Capital Kids Cricket who work on key skills including co-ordination, control, throwing, catching and jumping. All our staff have had recent training in Inclusive PE activities, including Boccia and New Age Kurling, and we have strong links with the London PE and School Sports Network. We also provide inspiring and creative dance workshops held by animateurs from the world famous Rambert Dance Company. And we’re going to have a visit from a Paralympic athlete in the Summer term!

Have a look at some of the photos of our pupils enjoying their PE and dance sessions.


The Early Years Foundation Stage at the Evelina School
The time when your child is aged from birth to five, and until the end of their Reception class year, is called the Early Years Foundation Stage. At the Evelina School, we work with children from the age of 2. If your child is well enough, s/he can come here, to the Sun Centre classroom, to learn and play. We provide a safe, stimulating learning environment where all children feel included, secure and valued, and where we encourage children to make choices and develop independence. We offer a play based, imaginative, motivating curriculum based on your child’s needs and interests and building on previous learning. We place a strong emphasis on the three Prime Areas of Learning – Communication and Language, Physical Development and Personal, Social and Emotional Development – and give your child opportunities to develop key skills such as speaking, listening, concentration, persistence and co-operation. Please talk to a member of our team who will be happy to help you if you need more information. We also work with children on the wards who are not well enough to come to school.
Where appropriate, we will contact the child’s home school or nursery to discuss their learning and development, and plan their next steps, and for long term children we make a record of achievement to celebrate progress.

Daily Routines
The morning session starts at 10.00 and finishes at 12.00, and the afternoon session begins at 1.30 and finishes at 3.00. However, please feel free to bring your child any time within these hours that fit in with your child’s medical requirements and appointments. Please bring and collect your child from school if they are 5 and under, and if they are the sibling of a patient then please bring them 10 minutes later and collect them 10 minutes earlier than the above times so that we have time to settle in the patients.

Supporting Pupils with SEND
Our classroom is an inclusive environment and we have pupils with a wide range of special educational needs and disabilities. We have a range of multisensory resources to use with pupils and all staff are receiving ongoing training in supporting children with SEND, including Makaton training. We create pupil passports in consultation with parents to identify and respond to children’s needs and create personal plans and targets.

The EYFS team
Our members of staff who may work with your child in our early years setting are:
Barthola, EYFS teacher
Francesca, EYFS teacher
Doreen, EYFS teaching assistant
Other adults who may work with your child are.....
Ray and Denise, Capital Kids Cricket Coaches
Cristina, primary Class Teacher
Louise, primary teaching assistant
Danny, musician
Volunteers and students

How Parents and Carers Can Support Learning
Talk, talk, talk! Use every opportunity to talk to your child about everything that is going on around you. Try to share some special time together every day to look at books and read stories, play games (eg pretend play tea parties or spaceships) and sing rhymes and songs together.


EYFS Maths Number 30-50 Months
We have been busy learning about number through song, and had to help the Mummy duck keep track of her adventurous ducklings. We have been beginning to understand the concept of more and less though singing the song "Five little ducks".

EYFS Number 30–50 Months
pupil A, aged 4 used her magic counting finger to quantity count to 6.

5 Little Ducks went swimming .....

But only 4 little ducks came back “Quack”
EYFS Number 30–50 Months
pupil B age 3, counted to 5 making 1 to 1 correspondence and is beginning to understand the concept of subtraction, as well as more and less.

ART CURRICULUM

The Art curriculum aims to provide opportunities for children and young people to develop the skills needed to express ideas and feelings, record observations and design and make images and sculptures.
Our Art curriculum is accessible to all and personalised according to individual need and preference. Children have access to a wide range of creative opportunities including water colour painting, printing, modelling and collage. We have run successful projects with the National Gallery and the National Portrait Gallery. We display students' art work in our teaching spaces and in the atrium and our students are involved in poetry, dance and music collaborative projects. Students are currently creating art work for a display at the Florence Nightingale Museum attached to the Hospital which will be open in May 2016.


The MFL programme at the ECH school aims to give children an enjoyable experience learning a language in primary KS2. The two languages available are French and Spanish as these are the most in demand and because we have two native Spanish speakers and one native French speaker. The available topics for the year are “greetings, numbers, colours, family, animals, weather, food, sports and hobbies“. Younger children can also join in French songs. On the Day the children choose the topic out of a few suggested by the teacher. They may want to revise a topic from their home school, or they may want to learn a new topic that interests them. Children in secondary, who have chosen a language for GCSE, can be taught in French and Spanish, and supported in Italian and possibly German.

Children have the opportunity to express themselves in the target language using greetings and words such as thank you and please.

Some lessons are task based where children will learn the names of the ingredients and actions to make play dough for instance, or to mix colours.

There are a lot of interactive games to strengthen learning the vocabulary.

ICT: We use two main websites to teach our languages and also have access to more general websites such as BBC bite sizes.

Here is an example of speaking where the children learn a structure and transfer the vocabulary they have learned. They learned the topic “As tu des animaux?”, which is about pets.




While Evelina Hospital School is a 2-19 provision, we teach relatively small numbers of young people post-16 as many will have transitioned to adult services by then. So, the curriculum and teaching for pupils in the age group is entirely personalised. Some will need support with work for exams or course from a home school or college while others may be working on specific targets, perhaps from a special school or residential provision. We make sure that all young people have access to support and guidance around transitions and are in appropriate placements.
As with all pupils, 16-19 year olds are welcomed into the main school to take part in a broad and balanced curriculum or taught on the wards or dialysis as appropriate. Pupil voice is more important than ever as pupils in this age group prepare for adult life, and we ensure that the pupil is involved in the planning for their education and goals for the time they are with us.


PSHE (Personal, Social, Health and Economic)

Education and Wellbeing Education are closely linked with SMSC (Spiritual, Moral, Social and Cultural) development. (See further information under SMSC in our curriculum area)

At Evelina Hospital school PSHE/Wellbeing is at the forefront of all our teaching experiences to ensure that our pupils achieve positive educational outcomes and feel valued, nurtured and respected in a safe inclusive environment, as is stated in our school mission.

We do not follow a standardised framework as our pupils are with us for varying periods of time, have different ages, emotional, academic and physical needs, as well as belonging to a variety of educational settings in both Britain and abroad. We feel that in order for our children to flourish, despite having varying medical needs and/or SEND needs, it is vital that we endeavour to meet the child’s need at that particular moment in time. We therefore work very closely with parents, other professionals and educational settings in order to enable progression within PSHE to be made.

Areas of PSHE and Wellbeing education offered are:
  • Health and Wellbeing
  • Relationships
  • Living in the wider world – Including, Economic wellbeing
  • Citizenship and careers education (long-stay pupils only)
We offer our pupils a wealth of educational experiences relating to personal and emotional development, equipping them with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.

Our approach is inclusive and we foster pupil participation through pupil voice, reflections, collaboration between peers, parents, staff, governors, different professionals and education providers, discussions, suggestions and through the diverse and multifaceted experiences we and Evelina Hospital offer the patients and their families. This ensures that we are able to agree positive outcomes for all our children. This is necessary in order for them to feel secure, equally included and become respectful citizens recognising diversity and their own active role in our complex society.

SMSC (the Spiritual, Moral, Social and Cultural) development of pupils at Evelina Hospital School.

SMSC is closely linked with the teaching of all aspect of the curriculum.

At Evelina Hospital school we are passionate about developing the pupils’ spiritual, moral, social and cultural development through the school’s curriculum in developing the “whole child”. This underpins the government’s advice in promoting fundamental “British values”.

We understand that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.

The curriculum in all phases offers broad and balanced opportunities where SMSC is being promoted both explicitly and inexplicitly.

We aim to develop the:

Spiritual Development through:
  • Ability to reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • Sense of enjoyment and fascination about learning about themselves, others and the world around them
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences

Moral Development through:
  • Ability to recognise the difference between right and wrong and readily apply this understanding in their own lives, recognise legal boundaries and, and in so doing, respect the civil and criminal law of England
  • Understanding of the consequences of their behaviour and actions
  • Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Social Development of pupils is shown by their:
  • Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • Acceptance and engagement with the fundamental “British values” of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

The cultural development of pupils is shown by their:
  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.


We promote fundamental British Values through SMSC:

  “British Values” have been identified as:
    • Democracy: 
    • The ability to understand and communicate are the most important areas of learning. We ensure that pupils are given a ‘voice’ to communicate. This voice’ could be using sounds, words, objects, photographs, pictures, symbols, touch cues, eye pointing, signs or body language.

    • We empower our pupils by giving them opportunities to make choices about the things that they believe to be important. By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.
  •  
    • Rule of Law:  
    • We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school and hospital community and society at large.
       
    • Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predictable environment within the school and beyond. We can help some pupils to understand the connection between actions and consequences. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.
  •  
    • Individual Liberty:
    • Pupils are encouraged to become good and valued citizens. We do this by supporting each pupil to become as independent as possible. We endeavour to demonstrate that everyone has rights; this includes the right to say 'Yes' or 'No' to ideas or activities. Some pupils will be able to take ownership for particular roles and to understand that with certain rights comes a level of responsibility. We emphasise for pupils to express their needs and to do things creatively in promoting their independence as long as it does not compromise others. This is an important part of learning to understand oneself, in order to make positive and informed choices. We are encouraging the pupils to reflect upon their learning and their learning needs/goals. We naturally consider other people’s needs and differences in recognising and celebrating our similarities and differences. We believe that engendering a caring and helpful environment and to be independent can boost and nurture a healthy self-esteem.

    • Mutual Respect:
    • We promote each pupil’s inclusion in activities, settings and locations that are appropriate to them individually to meet their needs. Within the school, pupils work with a range of different people and interactions with others are always positively promoted on a personalised basis for each individual. This may include working with students from other schools, coaches, volunteers, students, dance groups etc. The curriculum is personalised to suit the need of the pupils, though they are encouraged to become cooperative learners with compassion and empathy for others and being able to recognise and communicate own needs. These qualities are the foundations of promoting mutual respect, which mean the pupils become comfortable working with a variety of peers and staff, whatever their differences in background and prior achievement. Children are supported in receiving and giving praise to others in order for them to recognise strengths and achievements.
       
    • We believe it is important to facilitate opportunities to be part of the hospital community as well as their home education community, as the pupils, families and staff have much to offer in the development of community cohesion.
    •  
    • Tolerance of different faiths and beliefs:
    • We are part of a school and local community where each person is respected and valued equally without regard to ability, gender, age, faith, heritage or race.
    •  
    • Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others.

    • Our whole school gatherings, (this can be through a video link) help all pupils to find out about themselves and others linking their lives to the communities in which they belong. The themes cover areas such as: friendships, helping others and celebrations from a range of faiths and world events. Each week a focus is promoted to share with the pupils, which will provide opportunities for the pupils to share, reflect upon and become more informed about important issues regarding faiths and beliefs.  
    • Pupils are encouraged to experience British Culture through our curriculum themes and different school/societal calendar foci. We give the children opportunities to collaborate with different people to instil ‘fair play’ and engender a ’team spirit’.

    • Although some of our pupils may find it difficult to articulate their feelings and concerns; staff are attuned to changes in demeanour and well-being that may indicate anxiety. If they are concerned about a pupil our accepted practice links to the Safeguarding Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children.
       
    • The staff work closely with parents, carers and other professionals to ensure that the pupils at Evelina Hospital School are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.

    • British history, heritage and traditions:
    • We aim to celebrate and teach children about the full calendar of traditional British events as well as events going on in the hospital and in the school. We have celebrated Black History Month to ensure that the British heritage and history of everyone in contemporary Britain is represented. We have learnt about main religious celebrations and customs, as well as historical events, international foci days such as; International Women’s day, World Book day etc. We have had visitors in, representing different aspect of history or cultural/religious beliefs.

    • We believe not to promote “Britishness” as superior in its values or its outlook to other nations or cultures. We want to encourage our children and young pupils to believe, that by taking pride in the contribution they make to modern British life in all its colour, vibrancy and diversity, they become better citizens of their school, community, country and the world.

    • Our Children’s pupil voice and Children’s Safeguarding  
    • We do not have a school council due to the varying medical needs and placements at Evelina Hospital School, but we do encourage our pupils to express their needs and feelings about their education, their general wellbeing and suggestions for change. These topics could reflect upon experiences and feelings in the children’s home education settings. The children are encouraged to make choices and reflect upon their school day in terms of how content they felt with being a part of it and what could be better for them and their learning.
  •  
    • We will talk with our children regarding sensitive topics such as:
    • Anti Bullying
    • E-safety
    • appropriate interactions 
     
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    • A far reaching Curriculum
      We are committed as a school to developing SMSC through our multifaceted inclusive curriculum. This is enriched through:
    • Art specialist, Musicians, PE specialists, Storytellers, Charities, Actors, Weekly Food Technology sessions and Cultural Specialists’ visits to the school over the year
    • We want for lessons to give pupils an opportunity to explore aspects of SMSC
    •  
    • Impact
    • We engage governors, families and community
    • Hear our student voice
    • Observe staff and pupil interactions
    • Reflect upon lessons
    • Support Social Behaviour
    • Complete learning walks reflecting on resources and practices