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The Lodge

The Lodge (previously called LINCs) offers alternative curriculum support for individuals and groups of students who may be experiencing challenge or barriers to learning and engagement. The provision supports students with a combination of a taught academic curriculum alongside support and intervention focusing on emotional regulation and wellbeing, executive functioning skills and support for academic success as part of their whole education provision. 

Your child may be referred to The Lodge if staff feel that they need some extra support with their learning, behaviour, wellbeing or attendance. The Lodge offer will be reviewed half-termly and the aim is to reintegrate to a full-time main school timetable with support over time.  

The Lodge building is on the school site to the right-hand side of the car park, between Asda and Chaucer School main building. The building consists of two classrooms, an intervention space, a sensory room, a calm room, a recreation room (used for Arts & Crafts and at social times), a computer suite, two offices and a kitchen.  

Support or interventions offered through The Lodge

From September 2024, a full-time Year 10 provision called Cornerstone will be running from The Lodge building. This will run alongside the Stepping Stone Back into Education provision for students struggling with attendance. We will continue to offer interventions such as student support mentoring and sessions for students with Social, Emotional or Mental Health difficulties. All interventions are timetabled and visible on Bromcom. Please contact The Lodge staff if you have questions about your child's bespoke intervention and offer of support. 

Examples of support or interventions offered through The Lodge: 

  • Social time support 
  • Catch up/keep up for core subjects  
  • Stepping stone back into education – Attendance provision 
  • Functional Skills English AQA Qualification 
  • AQA Unit Award Scheme 
  • Social skills 
  • My community and me 
  • Nurture support 
  • National Literacy Trust programmes – Represent and Empower. Communication and oracy skills to re-engage learners  
  • Drama/team building 
  • Life skills 
  • Therapeutic art 
  • Zones of regulation 
  • 1:1/small group mentoring with an experienced support practitioner  
  • Referrals for support from external agencies such as Unravel 
  • Support with emotional well-being 
  • Boxall Profile assessments and learning plan 
  • SRE
  • Anxiety/wellbeing
  • Managing ADHD symptoms
  • Emotional literacy
  • Coping with change
  • Resilience
  • Self-esteem
  • Working memory/focus/listening and concentration skills

A lot of the work that happens in nurture groups is underpinned by a psychological theory known as attachment theory. This theory states that children learn age-appropriate behaviour through interaction with trusted adults.

Nurture group activities can include:

Building bonds: Building trusting and mutually respectful bonds is all about trusting others and being responsive to an individual child’s needs. 

Cognitive Restructuring: This is about recognising things that may trigger emotional outbursts from children and helping them to deal with these feelings and spot the difference between helpful and unhelpful thoughts and feelings.

Modelling: When children see role models demonstrating appropriate behaviour and social skills they are more likely to participate in these skills themselves. 

Goal Setting: When children start attending a nurture group staff may talk to them about what they would like to get out of the group, as then progress can be tracked. 

Emotional Literacy: Emotional literacy is about being able to understand, identify and label the emotions that we feel. Children with strong emotional literacy skills will also become fluent at recognising the environmental and physical cues of different emotions. To help develop these skills, children will need opportunities to practise verbalising their emotional experiences.

Emotional regulation Techniques: Nurture groups can help children to learn different techniques that they can use to calm during high pressure or emotionally charged situations.

The Lodge Curriculum


Learning objective 


Emotional regulation 

Therapeutic Art 


Learning about emotional regulation 

Emotional literacy 

Coping strategies for managing stress 

Positive engagement in learning 

Speaking and listening

Zones of regulation: 

Blue Zone: low level of arousal; not ready to learn; feels sad, sick, tired, bored, moving slowly. 

Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused. 

Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control. 

Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control. 

  • Forming positive relationships 
  • How to treat other people 
  • Reflecting on behaviour 
  • Reflecting on barriers to success 
  • Change and personal development 
  • Impact of behaviour on others 
  • Developing a support network and asking for help 
  • Emotional literacy – Focuses on the many words that describe feelings. 
  • Understanding that there are six basic feelings: anger, sadness, happiness, fear, surprise, disgust. 
  • What I get angry about – Identifying situations, people or physiological conditions that trigger anger and look at ways to respond to them. 
  • What I can do when my anger is building up –a range of strategies to use when they feel angry. 
  • Stress management and self-talk 
  • Emotional overload 
  • Personal targets

Managing Anxiety 

Learn what stress is and how to manage it 

Coping strategies for managing stress 

Understanding emotions 

How does anxiety affect the body and brain? 

Strategies to manage anxiety 

Talking about worries and concerns. Look at thought stopping and worry time and practice these techniques at home and in school.  

Awareness of thought patterns – thought, feeling, behaviour cycle 

Adapting to stressful times in life

How relationships are affected by difficult times

AQA Unit Award Scheme 


Gaining certification for demonstrating key reading, oracy and writing skills 

Core subject catch up 

CV/planning for Post-16 

Positive engagement in learning 

Recognising feelings and emotions 

Art project 

Emotional Awareness and understanding mental health 

Creative writing 

Transactional writing 

Reading different texts 

Reading comprehension 

Personal Social Development 

Community Action – why do we need rules, reasons behind criminal behaviour, preventing crime, personal responsibility, role of the police, organised crime, fairness and justice, youth crime, safe and unsafe places 

Identity and culture  

Environmental awareness 

Food safety in the home and community 

Healthy Eating 

Healthy Living 

Individual rights and responsibilities  

Leisure Time 

Managing money 

Parenting awareness 

Preparation for work 

Managing social relationships 

Learn Sheffield SRE/LIFE 

Gaining independence 

Healthy relationships  

Transition – starting secondary school 

Making new friends 

Dealing with change 

Study skills, resilience and managing stress 

Basics of mental health 

Managing mental health/self-harm 


Thinking about the future 

Staying healthy 

Introduction to relationships 

Conflict and resolution 

Past, present and future 

Stress bucket 

Feeling blobs 

Healthy family relationships/friendships 

Romantic relationships 


Relationships online 

Unhealthy relationships, boundaries and consent 



Online wellbeing 



Unsafe relationships 

Gender stereotypes 

What kind of person do I want to be 

Ending or improving relationships 



Peer pressure, exploitation 

Knife crime 

Discrimination and prejudice 

Norms, values and behaviour 

What is a community? 


Body image 

Body awareness 



Personal safety 

Healthy choices – eating, sleep, hygiene, drugs, alcohol, online safety 

Managing stress 

Mental health linked with difficult times 



Key reading and writing skills 

Accuracy and precision SPAG 

Working as a group 

Learning about emotional regulation and emotional literacy 

Building self esteem 

Reciprocal reading 

Reading short stories and creative writing 

Functional Skills 

AQA Step Up to English Functional Skills Entry Level Qualification

The course will enable students to develop skills in reading, writing and spoken language. Students will engage with creative, as well as real and relevant, texts to develop critical thinking skills. They will be encouraged to read fluently, write effectively and demonstrate a confident control of spoken English. 

Core subject catch up – alternative curriculum – ESBA or AP 

Maths – sequences, angles, percentages, fractions, triangles, area, perimeter, decimals, averages, shapes 

English – short stories by Edgar Allen Poe, Roald Dahl 

Creative writing – responding to an image stimulus, a setting, using symbolism, narrative writing, descriptive writing, developing character 

KS4 – English Language Paper 1 and Paper 2  

Planning for Post-16 

Life and Art lessons  

Speaking and listening 

Reciprocal reading 

Non-fiction writing challenges 

Reading and comprehension 

Writing to inform, describe or persuade

National Literacy Trust Represent Programme 

Oracy and expressing your opinion 

Reading and understanding extracts  

Learning about: 

Body image/social media 

Activism/social justice 





National Literacy Trust Empower Programme - Digital Literacy 

10 session programme to give students to make empowered choices on the internet 

Welcome to The Lodge video

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Please contact (Teacher and The Lodge Leader) if you have any questions about this provision at Chaucer School