Travancore National School

Our school offers an outstanding special educational programme that is committed to its vision, robust in its academic aims, innovative in instructional approaches and rigorous in its pursuit of excellence. The School has been the precursor of the much desired change to stress free based education and has become a world class institution within this short period.

The School employs a fine blend of proven teaching and instructional approaches based on the experiences of past years. Our highlight is the exclusive methodof remedial teaching.We recognize that an increasing number of children have special educational needs of varying degree which is the result of general learning difficulties, specific problems or the need to be able to make full use of a specific ability. Sometimes learning problems can be lengthy and complicated and in other cases they can be overcome in a short period of time, through individual help and guidance.

It is our school’s policy that all students have full access to all the opportunities, we offer and achieve the best possible standards using their full potentials. Our school systems, teaching methods, learning approaches and materials meet the range and complexity of individual needs.

Our dynamic associations and partnerships with international institutions bring together the best global initiatives to make learning a passion for our students and schooling a wonderful experience.

At Travancore National School, we redefine education in its most literal sense, meeting the needs of every special need kids.

Our therapeutic model recognises that all the people we support are individual and our provision is tailored to meet their needs and wishes from the point of admission andthroughout their journey with us.

Clinical support is led by the Head of Clinical Services and is delivered by a core team of clinicians to include Psychiatrists, Clinical Psychologists, Forensic Psychologists, Psychotherapists, Occupational Therapists and Speech & Language Therapists.

Each service’s designated team will reflect the needs of the children, young people or adults that live and learn within the schools and or home, however additional support can also be accessed from other specialists within the wider Clinical Team. This enables us to be responsive to the newly identified, time limited or changing needs of an individual throughout their placement with us.

Offering highly specialised assessment, consultation, reflective practice supervision and bespoke training, the Clinical Team work directly with education and care staff teams to develop a shared understanding of the skills, resources and practices in place. This ensures that we deliver the highest quality provision which maximises each person’s quality of life and personal achievements.

Within our children’s specialist schools the clinicians aim to reduce potential barriers to learning and educational success by working directly with the children and young people.

Our evidence informed models are based on best practice guidance and are governed through the Outcomes First Governance Framework.

A highly trained multi-disciplinary team uses evidence-based approaches to plan, deliver, monitor and evaluate a meaningful, relevant and ambitious personalised curricula of academic and social learning, including behavioural supports that are the least restrictive and most effective possible. Transitional support will be provided into and away from each school placement.

We pride ourselves on creating close liaison with family members and placing authorities. Progress and attainment data is collected and continuously evaluated using the Travancore National School Methodologies to evidence learning, adjust learning plans, and set new goals. Learning outcomes span academic, well-being, self-help, communication, relationships, and behaviour change. Moment-to-moment decisions are framed to enhance belonging and connection, autonomy and control, gifts and talents, speaking and listening skills and sense of self.

The entire workforce are verbally and theoretically fluent in how to create the most effective and positive learning environments possible and be practically expert in running those environments.