Brantridge School Live, Laugh, Learn Local Offer School Overview March 2015 Staplefield Place, Staplefield, Haywards Heath, West Sussex, RH17 6EQ. T: 01444 400228 E: [email protected] [email protected] W: www.brantridge-school.co.uk Welcome A very warm welcome to Brantridge School and thank you for considering our school. At Brantridge we accept and celebrate difference; and make a difference. We aim to live, learn and laugh together as a community. In this brief introduction, we share our special approach and passion that is enabling our pupils and students to achieve ambitious goals and to live life to the full. About Our School We are a learner and family centered, non-maintained special school (NMSS) meeting the complex educational, health and care needs of boys aged 6 to 13 typically with a primary diagnosis of social, emotional and mental health (SEMH) difficulties and / or autistic spectrum condition (ASC). We offer up to 41 placements, either day or part residential (Monday to Friday), depending on the need of the child. Our pupils are all state funded. We are one of three RADIUS Trust schools and have an independent governing body made up of trustees, parents, staff and governors. Meeting Your Needs Brantridge School supports the statemented needs and education, health and care plans for children and young people with a wide range of ability levels and complex special needs. For example, our current cohort has the range of needs shown below. However, we will consider the needs of any child and assess whether we are able to meet them. It is our firm belief that families and family life play an important role in meeting the needs of our children, hence the term time offer only. Each child benefits from the skills of specialist teachers, therapists and support staff as well as an in-house nurse. Our therapists help us to deliver a universal level of therapeutic provision as well as targeted therapy delivered by teachers and others alongside therapists in the classroom as well as providing one-to-one specialist sessions in speech and language and occupational therapies. All our staff members, regardless of their role, are part of a team committed to securing positive outcomes and meeting the education, health and care needs for each child. Our Approach O At Brantridge we accept and celebrate our unique identities and respect and value each other for who we are and what we can achieve as individuals and as a community. We believe passionately in a multi-disciplinary, ‘blended’ approach to meeting each child’s needs, resulting in carefully managed groupings, including specialist intervention work from our in house therapeutic team. The school works closely in partnership with families, referring authorities and external agencies to coordinate the best possible education, care, guidance and support for its pupils. Our Success Rate Our approach and ethos is about delivering exceptional outcomes for our children. The results are evident. Last academic year (2013-2014), on average, our pupils have exceeded national mainstream expectations for progress in reading, writing and maths. National expectations for Key Stage 2 is 3 Average Point Scores per year and at Brantridge School pupils are averaging 5.8. National expectation for Key Stage 3 is 4 Average Point Scores per year and at Brantridge pupils are averaging 5.5. We ensure that all of our pupils develop independence, feel secure and are happy. We support them to manage their own learning and behavior so that they are equipped with the competencies, skills and strategies to take the next steps into continuing their education and achieving their personal goals. Our track record in this regard is exceptional with every leaver in the last three years continuing their education and many going on later to achieve GCSEs and entering further education or employment. Sats results table Waking Day Curriculum Pupils follow a curriculum based on National Curriculum requirements which is adapted to their age, ability and individual needs. Significant emphasis is placed on developing reading, writing, speaking and listening and maths skills. In addition we aim to improve attitudes to learning and behaviour and develop appropriate social skills. The curriculum is individualized for each pupil and targets are set for them to catch up on learning that they have missed with the ambition that they can achieve or exceed age related expectations. The skills learnt are transferable, with appropriate planning and support, into the home, the local community and future placements. Our Waking Day Curriculum is consistent across both education and care teams and provides each pupil with the opportunity to access the whole school curriculum, including the National Curriculum together with individually planned learning programmes linked to continuous monitoring and evaluation of our progress. Space to Learn, Rest and Play Brantridge School is full of tradition and character. The main house is built in the English country house tradition and although originally the home of a wealthy family, it has been a school for over 50 years. New pupils often comment that it is just like Hogwarts! (from the Harry Potter books). It is set in beautiful, wooded grounds which offer plenty of space for gardening, sports and recreational activities as well as a safe and therapeutic environment. All our learning, living and play spaces are on one site creating a homely feel. The children also enjoy many escorted visits and adventures outside the school, either on educational visits or to pursue their hobbies and interests or just for fun. Each year pupils attend a week long residential trip which enables all pupils to experience staying away from home as well as allowing them to take part in a variety of exciting and challenging activities. The school is set in the Sussex Weald, an area of outstanding natural beauty, between the towns of Crawley and Haywards Heath. Brighton and the Sussex downs are close by. Brantridge School is well placed to draw upon a wide range of leisure, recreational and educational facilities, which are either local or within easy travelling distance between the Sussex Coast and London. It is easily accessible by road and by rail. Brantridge School is 35 miles from central London, with excellent access to the nearby M23 and M25 motorways. It is often quicker to reach Brantridge than to travel across London. Trains from London leave London Bridge (45 minutes) and Victoria (50 minutes), passing through Clapham Junction and East Croydon. The nearest station is Haywards Heath(6 miles). Vistors arriving by train can be met and driven to school by a member of staff. What do Others Say? Our latest education Ofsted inspection (January 2015), judged the overall effectiveness of the school to be ‘Good’ because we are good in the key areas of: leadership and management, behaviour and safety, quality of teaching and achievement of pupils. Our latest welfare inspection (October 2014), judged the overall effectiveness of the boarding/residential provision to be ‘Good’ because we are good in the key areas of: outcomes for residential pupils, quality of residential provision and care, residential pupils’ safety, and leadership and management of the residential provision. We embrace the positive feedback from our Ofsted colleagues and have now embarked on our journey to ‘Outstanding’. You may also be interested to know what our pupils say about the school. ‘In other schools you don’t get the responsibility to make the stuff we make – only the ‘good kids’ got to use the equipment.’ ‘Brantridge has helped me share and use teamwork. I never used to pass in football, now I play as part of the team.’ ‘I have made good friends at Brantridge and am not treated as a naughty child.’ ‘I like the staff, they support you when you are angry and don’t shout in your face. They listen to you.’ Recap –So Why Brantridge School? Ten good reasons to consider Brantridge School: 1. Our safe and supportive community, which celebrates difference, the individual and the community. 2. Our vision and drive for every pupil to achieve ambitious goals, enabling them to live life to the full 3. Our specialist skills in supporting children to manage their behaviour and improve their ability to communicate effectively. 4. Our passion for ‘blended’ educational/therapeutic learning. 5. Our small class sizes with high staff-pupil ratio. 6. Our residential option which provides a unique, 24hour curriculum opportunity. 7. Our results showing better rates of educational progress for our pupils than expected in mainstream schools. 8. Our great feedback from Ofsted, parents and pupils. 9. Our beautiful, traditional setting and grounds. 10. Our nurturing approach to developing children and working with families. Want To Find Out More? On our website you will find some pupil and parent Questions and Answers that will tell you more about the school. If you would like to find out more, do not hesitate to contact us. We welcome visits to the school and would be happy to arrange a visit for you. We would enjoy the opportunity of welcoming you to our wonderful school community. Please contact the school office on 01444 400228 or email [email protected] Enquiries & Admissions Governance & Headship Families or the Local Authorities may make initial contact with the school. We will do our very best to communicate effectively and promptly in considering any enquiry or referral. The Governing Body is appointed by the trustees of RADIUS Special Educational Trust Ltd. An assessment, when the pupil visits the school, is carried out which includes formal testing as well as informal observation of the child’s general conduct. Their impact on the wellbeing of the existing pupils and the dynamics of the groups is also taken into account in reaching a decision. A decision is made as to whether the school can meet the educational, emotional, therapy, social and (where appropriate) medical needs of the child on assessment, and consequently whether a place will be offered. This will be with full consultation with parents/carers. Brantridge School has a simple fee structure depending on whether the pupil is day or residential. Fees are a matter between the school and the pupils placing Local Authority. The composition of the school governing body complies with statutory requirements established by the Secretary of State for non-maintained independent special schools. The required composition includes: At least one member appointed by an LA At least one member from teaching employees At least one member to represent parents of children at the school The Trust takes the view that in addition to elected teacher employees at least one further place on the governing body is reserved for representative(s) of residential care and/or support services employees. The Trust Board formally appoints the Chair and Vice Chair of each Governing Body and approves all additional school governors. For further information, please contact the office on 01444 400228 or email [email protected] Senior Leadership Team Parents Questions & Answers What we do What we do We specialise in meeting the needs of pupils with social, emotional and mental health difficulties and autistic spectrum condition. Your child will be supported by a multi-professional team using a ‘blended’ provision of teaching, therapy and care. We offer extended day, and weekly term-time boarding to Key Stages 1, 2 and 3 pupils. The waking day curriculum extends experiences, skills and knowledge from the school day into the social learning environment. This promotes the development of appropriate communication and interaction and independence. Who we provide for Who we provide for Brantridge School provides for boys between the ages of 6 and 13 all of whom have a statement of special educational needs. Until recently, Brantridge School’s priority SEN provision was described as being for children with ‘Behavioural, Emotional and Social Difficulties’ (BESD). In January 2015, the Department for Education released guidance to help schools like ours reflect the ‘Social, Emotional and Mental Health’ (SEMH) difficulties our children and young people may experience. There are many reasons for the change from BESD to SEMH. ‘Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, hyperactive disorder or attachment disorder.’ (Special educational needs and disability code of practice: 0 to 25 January 2015 (S6.32)) This change in how we describe these particular special educational needs has been welcomed at Brantridge School. When children and young people are referred to Brantridge School their statements (or Education, Health and Care Plans) help us to develop plans to meet their needs. At Brantridge we are committed to improving emotional well-being in order to bring about improvements in behaviour and overall positive mental health. In addition to those children and young people with SEMH difficulties we also provide for children and young people with Autistic Spectrum Condition, Speech Language and Communication Difficulties, Social Communication Difficulties, Atypical Autism, Asperger’s Syndrome, Specific Learning Difficulties such as Dyslexia, Attachment Disorder, Attention Deficit Disorder, Attention Deficit and Hyperactivity Disorder, Oppositional Defiance Disorder, Pathological Demand Avoidance, Moderate Learning Difficulties, Fine and Gross Motor Difficulties, Sensory Processing/Integration Difficulties, Emotional Vulnerabilities, and Low self-esteem. The pupils we admit come from varying educational backgrounds including mainstream education and Pupil Referral Units. Many have been out of education for prolonged periods of time because of exclusions. Many pupils have more than one area of difficulty and an increasing number of pupils are presenting complex needs. Visiting our school Visiting our school Parents and/or local authorities can make direct contact with Brantridge School and organise an informal visit by contacting our School Business Manager, Suzanne White. Before an Assessment is considered Before an assessment is considered The school will need to have sight of relevant documentation outlining the needs of the potential pupil including the statement and any other relevant reports including national curriculum attainment levels. While we aim to assess and come to a decision about whether or not to offer a place as quickly as possible, we frequently find that it takes two or three visits before the child feels relaxed and secure enough to take part in learning and social activities. We ask that parents/carers bring the child and remain on-site for the first visit. This gives us all an opportunity to support the child and to discuss and understand how we might begin to work together. After an Assessment After an assessment Following assessment pupils are discussed at a Pupil/Student Panel meeting by the Senior Leadership Team to determine suitability of the peer group and the impact of the pupil/student on the peer group. Parents/Carers/LA will be contacted by the end of the assessment week. Your Child’s provision Your Child’s provision The offer letter will describe the provision that the pupil or student will need. All new pupils complete a range of baseline assessments within two weeks. This will inform the Individual Care and Education Plan and Placement Plan which is written by the sixth week. Provision is reviewed throughout the placement and can be increased or decreased according to need. The school has a robust communication system with an open door policy with the Key Worker as the primary contact. Our Blended Personalised Provision Our Blended Personalised Provision Brantridge School delivers the National Curriculum in a modified and differentiated format to meet the individual learning needs of the pupils and students. Brantridge School is a national lead in the ‘blended’ approach to teaching and learning across the waking day curriculum. The school addresses the social learning needs of the pupils through the use of a Social Communication Programme ©. Contact with Brantridge School and your child’s progress Parents receive informal contact through telephone calls, emails or a home school book from teachers and key workers on a weekly basis. Further information is shared via termly reports and reports for annual reviews, Individual Care and Education Plans and Open Day reports. Parents are invited to an Open Day in the summer term where they can meet staff and discuss their child. Parents are encouraged to join the Parent/Carer Forum for support and to ensure that parent training and learning events are well matched to your needs. For further information, please email our Parent Coordinator, Cathy Lewsey at [email protected] The school tracks and monitors pupil progress each week and evaluates progress half termly, which informs the provision. . Well Being Holistic Provision and Well Being In addition to academic progress, other areas of the pupil’s progress are tracked and monitored, including behaviour, social and emotional development. Brantridge has a registered school nurse who oversees physical and mental well-being, coordinates dispensing of medication, provides training to staff and supports the curriculum in relevant areas. The school has an effective behaviour procedures and teaching and learning policy. All staff members are trained to manage behaviour through MAPA (Managaing Actual or Potential Aggression) which is a nonconfrontational approach which focuses on prevention and de-escalation of behaviours. Where necessary a Positive Behaviour Support Plan is put in place. The school recognises that all behaviour is communication and has the additional strength of having three MAPA instructors on the staff. Staff members also fulfil the role of Behaviour Leads throughout the day so that they are able to address and support difficulties when they arise by removing the barriers to learning. The pupils contribute to their termly reports, their annual review meetings, and their ICEP target setting and reviews. Pupils also elect representatives for the School Council, who meet regularly to discuss school improvement. Our specialist services and setting Our specialist services and setting We employ experienced SEN teachers, a Speech and Language Therapist, an Occupational Therapist, qualified Residential Care Staff, and registered nurse who is able to access other services including a local GP, opticians, dentists and CAMHS. Staff Training and Continuous Professional Development Staff Training and Continuous Professional Development There is an on-going programme of In Service training for all staff, including safeguarding, MAPA, medication, understanding and managing behaviour, autism and how to remove barriers to learning. External links to training include attending conferences and training programmes, such as NAPLIC, and NASS. Education outside the classroom Education outside the classroom The school’s approach to learning includes a comprehensive programme of additional activities that are held after school. Pupils are strongly encouraged to participate in a variety of activities each week. School visits and visitors are an integral part of the waking day curriculum. Residential trips are offered to all pupils every year at Brantridge School. Homework is set twice a week on Monday and Thursday and pupils are encouraged to read every evening, whether they are day or residential pupils. Our Environment Our Environment Brantridge School is situated in a beautiful rural location and has extensive facilities within the grounds. These include lawn areas for games and free play, a hard play surface for ball games and wheeled toys, an allweather sports pitch, adventure trail and a playground. There are 2 house groups for residential pupils each with its own play area, bathroom and lounge for socialising. The younger children benefit from a social games room. The older children and young people have quiet study areas and a fully fitted kitchen and dining room allowing them to develop their independence and life skills. Transition and Future Planning Transition and Future Planning The first introduction a young person has to Brantridge may well come through viewing our website. Viewing the photographs of our extensive grounds, the activities available, and the pupils who come here, can be an ice-breaking introduction to the school undertaken from the safety of their own home. Pupils may join Brantridge School at any time throughout the academic year, subject to a position being available. Before joining the school a number of visits are arranged so that pupils develop confidence, start to get to know other pupils and staff and learn their way around the building so that they are excited and positive about joining us. Parents or carers of our new pupils automatically become members of our parent/carer forum. They are given the opportunity to share contact details with each other, so that children in the same class, residential house group, or even taxi, can make arrangements to meet up with each other, both before the new pupil starts, and as a continuing contact in order to help foster friendship groups after school or through the holidays. Each new pupil is assigned a Key Worker. How do we allocate resources to the pupils’ special educational needs? Hoo we allocate resources o the pupils/students special educational needs? Our blended approach to learning and close working between all departments combined with the continuous internal knowledge sharing of SEN and individual pupils’ needs by our staff ensures we are well positioned to make informed decisions on the allocation of resources. Proposed outcomes are monitored and reported to the Governing Body on the allocation of pupil premium. Pupil portraits which are updated each half term help to inform us of the level of support required by individual pupils and the level of intervention required to meet the pupil’s or student’s needs. The Senior Leadership Team meet every six weeks to review the academic progress, behaviour and well-being of each child and adapt provision and strategies accordingly. Our Wave One provision is blended teaching and therapy which is common to all pupils and students. All pupils will have one teacher and one teaching assistant per class in each lesson, using core resources for each curricular area. All pupils will work on their therapy targets within the classroom setting. Our Wave Two provision is complementary teaching and therapy which includes interventions which are additional to Wave One. This means that teachers will deliver a targeted programme designed by the therapists and possibly use additional staff and resources to meet the needs of pupils. Our Wave Three provision is distinctive from Wave One and Two. Pupils are identified as requiring more individual programmes delivered on a 1:1 basis. This may be identified in Part 3 of the statement in the provision to meet objectives, or may have been identified by the professional judgement of the teaching and therapy team. The experience of our multi-disciplinary team shows that the impact of intervention offered through the provision at Brantridge enables pupils to make progress and, therefore, levels of support are not static and change over time. The high level of support does not remain constant as the success of interventions mean the pupils’ progress is de-escalated through the waves. At each annual review, progress is reviewed against provision and the level of support reassessed. Parental involvement Parental involvement Parents and carers are actively encouraged to be involved in the life and learning here at Brantridge. Parent/carer forum meetings and events, annual reviews, sports day, fund raising, open days and Christmas celebrations are some of the opportunities available for parents and carers to be involved in the life of the school and to see and celebrate the work of the school and the excellent outcomes for our children and young people. Who can you contact for further information? Who can you contact for further information Please contact the relevant member of staff below through the school office or email addresses can be found on the staff contact list. Visiting the school Education Queries SEND Queries Therapy Queries Pastoral care Safeguarding Suzanne White, School Business Manager or Gina Wagland, Headteacher Mark Warner, Head of Education Mark Warner, Head of Education Dafydd Roberts, Senior Leader Carole Johns, Head of Care Carole Johns, Designated Senior Person, Gina Wagland, Headteacher or Mark Smith, Deputy Head of Care.
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