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Mission Statement

“Inspired by the example of St Vincent, we work together in a safe and caring atmosphere, where a high standard of education and care are provided.

We encourage a sense of achievement, self worth, moral responsibility and mutual respect, honouring all faith traditions and beliefs. Each one of us in our community is special and unique. Gifts and talents are valued and nurtured through all our work.

We are outward looking in our approach to the wider educational and social community and we encourage all our young people to become independent and to integrate fully into society.�

Objectives by which we achieve this mission

A. General and Social

1. School is a safe, secure and subsequently should be a happy environment enjoyed by all, in which pupils may realise their full potential. Good staff/pupil relationships are vital in achieving this goal.
2. School is a caring community that exercises concern and respect for the welfare of each other, with an emphasis on the quality of relationships. Every opportunity will be taken to emphasise this aim to pupils. This will be developed across the school at all times and re-inforced in the residential operation of the school.
3. The school fosters opportunities to put these values to practical use by seeking ways to serve the community within and outside the school and to recognise such service when it is achieved. The school's admission policy is such that supportive partnership with parents is essential.
4. Education at St Vincent’s is a shared participative experience whereby pupils are encouraged to join in all activities, and to collaborate as a team. To this end pupils will be provided with opportunities to show initiative, take responsibility and exercise individual judgement as and when appropriate to enhance their development.
5. The school is a well ordered, disciplined environment. All schools require general guidelines on discipline but the main emphasis should always be on encouraging pupils' self discipline. Good habits of self discipline, punctuality and attendance will constructively influence work habits, pupil appearance, social behaviour and pupils interaction with school environment. Every effort will be taken to prevent any form of bullying or racial harassment, and to eradicate it wherever it is found.
6. Great attention is given to the environment of the school both within and without the classrooms to provide an attractive safe and stimulating environment which encourages respect for property and a pleasant working ethos.
7. The school seeks to promote equality of opportunity for all its members regardless of gender, race, culture, nationality, religion, class and exceptional need, including access to the whole curriculum, qualifications and equal treatment in terms of organisation of the learning environment appropriate to their capabilities. The staff of the school have a key role to play in positively enforcing these values and influencing the confidence, aspirations and education of all young people at St Vincent’s. The delivery of the curriculum should seek to develop respect and understanding for different viewpoints, cultures and societies.
8. Through the curriculum and particularly with the support of the Connexions Education and Guidance programme we will ensure that pupils have equal access to information on courses, training, employment and guidance regardless of aptitude, ability, gender or ethnic or social background. In addition we will encourage all pupils to have realistically high expectations to maximise their potential.
9. The school is managed through clearly defined structures in which staff have a clear understanding of their roles. Opportunities exist through the Management, Departmental and Residential structures for staff and pupil consultation which will ensure that all have a part to play in the ongoing development of the school.
10. The school will monitor and review the effectiveness of its management systems.
11. The school is committed to the continuing professional development of all staff to enable them to enhance and develop the delivery of its 24 hour curriculum to both day and residential pupils.

B. Curriculum

1. In accordance with the 1988 Education Act the curriculum should be balanced, and broadly based to: "promote the spiritual, moral, cultural, mental and physical development of pupils"; and "prepare them for the opportunities, responsibilities and experiences of adult life."
2. The curriculum will not be static, and change must be managed. Priorities need to be organised in careful, detailed co-ordinators reports which must integrate into the school development plan. This will require ongoing evaluation and redefinition of changing objectives.
3. The school seeks to instil into the pupils and staff the value of hard work and determination and the concept that learning is a continuum across the Key Stages. Staff have a key role in ensuring progression at all points along the route and pupils must be encouraged to see learning as a 'lifelong process'. Within this process pupils will be encouraged to be both adaptable and flexible.
4. The academic curriculum followed is broad and balanced and reflects the demands of the National Curriculum. Where possible attempts should be made to show the inter-relationship between subjects and learning experiences. All staff must be aware of the wider curriculum and integrate the cross curriculum issues into the programmes of study when possible. Some of these areas will be tackled through a programme of personal and social education including careers education, health education, environmental education, citizenship and economic and industrial understanding.
5. In subject teaching there is sufficient differentiation to ensure individual pupil needs are appropriately met. Teaching groups, schemes of work and the use of homework will be geared to this end.
6. It is our hope that pupils will be interested and successful in their studies and that the school can maximise their talents wherever they are displayed. To this end the school will develop monitoring and assessment procedures designed to review the progress of the individual pupil.
7. Staff are encouraged to make classrooms and residential areas stimulating by good use of display material. Pupils own work will be displayed around the school wherever possible and residents will be encouraged to take ownership and responsibility for the ambience of their own living areas.
8. Co-ordinators regularly review the relevance of teaching programmes afforded to pupils and should seek to relate these to the world outside of school.
9. Links with business and industry are encouraged and work experience plays a vital role in the education programme offered.

C. Behaviour

1. The overriding principle regulating a code of behaviour is that pupils should behave with respect, courtesy and consideration for others. The principle of self-discipline will always be encouraged. Rules will be kept to a minimum but must be enforced uniformly and consistently by all members of staff. Set within this framework it is, however, essential to have some degree of flexibility which will take account of individual circumstances and individual pupils.
2. Staff are encouraged to strike a balance between rewards and sanctions when dealing with pupils and it is expected that the use of merits rather than reprimands will be a feature of the school. In the normal course of the 24-hour curriculum this can be reflected by an emphasis on the positive rather than a reinforcement of the negative value. We seek to progress by encouragement.
3. Within this framework there will clearly be occasions when sanctions have to be used. The selected sanction should always reflect the degree of seriousness of the offence as well as the appropriateness to the individual concerned. Incidents are recorded in the appropriate school log book.
4. It is the responsibility of all staff to ensure that the pupils who are in their care have a clear knowledge of the rules and procedures which apply in the school. This is detailed in the schools admissions documentation.
5. Where possible the intention of the procedure employed at the school will be that of early skilled intervention to avoid potentially greater conflict arising.
6. Through the care and supervision offered at the school an atmosphere conducive to learning and the promotion of quality relationships based on mutual respect is achieved.