Croydon (Parliament Politics Magazine) – A South Korean education delegation visited a special school in South Croydon to explore its inclusive teaching practices and progressive learning model.
Because of its distinctive teaching environment for youth with severe and multiple learning difficulties, the Rutherford School was one of just two educational institutions the group visited throughout its British tour.
Rutherford School, Croydon, innovative curriculum integrates education, therapy, and nursing to provide education to students who are unable to pursue mainstream opportunities because of their physical and medical needs.
This allows students to be in a school environment more frequently, pushing the boundaries of their disabilities.
A key player in determining policy is the Korea National University of Education, which is South Korea’s top university for teacher research and education. The delegation’s visit was intended to investigate efficient facilities and methods for enhancing the environment.
Dr Diane Elleman, Rutherford’s head, said:
“Rutherford School occupies a highly specialised but vital place in the education market. There are very few meaningful educational and care options for young adults with PMLD. We’re leading special education from the front.
We take a holistic view as it’s not just what happens in the classroom, but the environment in which it is delivered. It is both a joy and honour to share what we do at Rutherford School with an international delegation”.
The guests were given a tour of the school and seen how student Sai used touch, verbal, and visual signals in Rutherford’s multisensory room under the guidance of Visual Impairment and Sensory Specialist Sarah Hanmer.
Additionally, the delegates were exposed to sensory-based instruction, technology-assisted communication, and music therapy, aqua treatment, and rebound therapy.
The Gardwood Foundation charity, which also runs a day center and residential home, is the owner of Rutherford School on Melville Avenue.
Lindi Paterson, Rutherford School’s teaching and learning lead:
“Rutherford School inspires truly differentiated learning, nurturing every student to grow, connect and flourish. Here, they find a place where they truly belong — a space where they can thrive and be their best selves. It’s really rewarding that our work is being recognised in this way.”
In an effort to improve the educational experience, Rutherford School is now constructing a new classroom, a modernized hydrotherapy pool, and a meeting room that is open to both the school and the neighborhood.
What are the key educational strategies Rutherford School uses for students with profound disabilities?
The curriculum that each student follows is customized based on their individual requirements, skills, and Education Health and Care Plan (EHCP). The Rutherford Assessment Pack, which covers communication, sensory, cognitive, visual, physical, social, and engagement domains, is used to identify core competencies.
To make learning accessible and interesting for every student, skills are taught through themed activities that make use of multisensory and whole communication techniques.
The program offers a well-rounded educational experience by incorporating the creative arts, movement, communication, math, independence skills, and “finding out” activities.
A multidisciplinary team comprising nurses, occupational therapists, speech and language therapists, and physiotherapists provides close support for education. This guarantees that in addition to academic learning, physical, communication, and health demands are satisfied.