The ethos of the school
The school has evolved from the ideals of its founder Dr Arthur Fitch. He believed that young people who had problems could be helped by putting them in a safe, peaceful and secure environment, where they could be given space and time to address their difficulties by their own intellect and skills.
Today the ethos is based on Quaker values and the application of conflict resolution skills. Support is based on a good professional understanding of the pupils. This understanding results from having an experienced, committed staff who are supported by a Psychologist. However a relaxed and spontaneous reaction to circumstances remains a powerful and important part of the ethos.
That of good in everyone
The core of the work at Breckenbrough is based on the Quaker belief of that of ‘good in everyone’. Many pupils have not had their needs met in mainstream education. Some of the young men in our care have not been understood by others. Their behaviours and actions have often been interpreted negatively and have in some cases been labelled as ‘bad’ which has only resulted in exacerbating the problems. In many cases our boys find it difficult to understand and make sense of the world around them.
We build on the good and celebrate individuality, encouraging boys to be themselves and to enjoy what they are good at. We help them to understand themselves and the world around them. We use their wit, charm and intellect to build their confidence to appreciate opportunities in life.
We do not look upon diagnosis of Asperger Syndrome or other labels as a stigma or a problem. We look at each person as an individual. By understanding them and enabling them to understand themselves we are able to help them move forward. In particular we identify the causes and triggers of our pupils’ anxieties. Once the triggers are identified we support our pupils to control and reduce their fears and therefore be more confident in increasingly wider social scenarios.
Education provision – individuality with an academic focus
There are high expectations with all pupils being expected to attend lessons and engage in their education. For the most part there is an academic focus; the majority are expected to take at least seven GCSEs and to aim for a Grade C or above. Within this framework the more able are given accelerated programmes of learning where pupils take GCSEs as early as in Year 8 and A/S levels in Years 10 and 11. The accelerated programmes of learning are particular prevalent in Maths where a number of pupils have a real talent.
In contrast, some pupils who are less academically focused are offered a more vocational and practical curriculum. Outdoor Education is an important part of the provision where there is an emphasis on developing personal and inter-personal skills in a challenging and dynamic environment.
Care provision - an integral part of our 24 hour curriculum
Accommodation is primarily in the main building. An important part of the provision is to respect pupils’ need for privacy and their own space; as a result all boarding pupils have their own bedrooms. Pupils are encouraged to make their rooms as homely as possible and bring in their own equipment. There are a number of social areas with a range of facilities.
A wide range of activities are offered in the evenings, some educational, others social. The care provision is seen as an integral part of the educational provision by providing support for the personal, social and health education including life skills.
The school is situated in the Vale of York between the Yorkshire Dales and the North York Moors National Parks.
These uniquely beautiful areas are an important benefit to our boys.
Therapeutic Provision
The school employs a full time Psychologist and a part time Counsellor. They work directly with pupils and parents. They support teachers, teaching assistants and care staff in developing strategies and plans for pupils. They are also available to support pupils in their transition away from Breckenbrough.
The ethos of the school also provides a therapeutic environment. This is particularly fostered in the Art Department which has a garden attached for quiet and reflection.
All staff are skilled in understanding and are sympathetic to the issues related to the behaviours of the pupils.
Where appropriate additional therapeutic support, such as occupational and speech and language therapy is bought
in to address particular needs of pupils.
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