Promoting the health and welfare of young people is a key principle and as such young people are encouraged to access many support mechanisms on offer.  This ensures that their care, health, welfare and safety are always maintained to a high standard.  Young people are encouraged to share their joys and successes, concerns and grievances, and are provided with many means for doing this.

All young people are allocated a Key Worker who acts as an advocate for them.  They manage a small caseload, offer individual support and guidance and report and record progress in a variety of areas.  They liaise closely with parents/carers and other professionals (Social Workers/Family Support and the Young Offending Service etc) to achieve the maximum benefits of multi-agency working.

Key Workers work alongside teaching staff and therapists to support the whole child.  All young people and carers agree an EHCP (All About Me Plan) and a Positive Intervention Support Plan designed to identify specific strategies for addressing areas such as health, communication, leisure and education needs etc.  These are reviewed in consultation with young people half termly.

 

 

All young people are allocated a Learning Mentor Team which consists of students of a similar age, their Learning Group Teacher, a Learning Support Assistant and several care staff.  This ensures that 24 hour 'wrap around care' is provided for all our students.

All young people are registered with a GP, dentist and optician where necessary.  This ensures that young people keep up with appointments and receive regular check-ups.  Some carers opt to keep their own registered practitioners.  Where young people require the attention of any other health service the School Nurse makes the necessary arrangements and liaises with carers and professionals to ensure that all needs are met and that the appropriate course of treatment/support is co-ordinated.

Child Protection is managed by a team led by the Designated Safeguarding Lead who also has a responsibility for managing, delivering and securing training.  The school works in harmony with the Local Authority Designated Officer and this ensures that any concerns are quickly and effectively managed.

From the day each young person arrives at the school he begins working towards moving up the scale of social progress.  Young people start on Induction Level and work through the levels by providing various pieces of evidence; these include witness statements from staff members, merits which show exceptional effort and work booklets that show how a young person views the school community and how they as individuals contribute to it.

After Bronze Level young people are expected to take more responsibility for themselves and appreciate how their behaviour and attitude impacts on others, this secures Silver Level.

By reaching Gold and Platinum Levels there is an expectation that young people set themselves a challenge to do something new; act as a mentor to another student, organise their own leisure time, act as a positive peer when staff are not present, accept the responsibility for improving the local environment and improving their own independent living skills.

CLICK HERE to view the Social Progress Level Poster

 

As well as the school's social progress ladder, young people are encouraged, with the support of their Key Workers, to agree and set small social targets.  These ensure that progress is made in a variety of areas and directly links to the curriculum.  A wealth of rewards, linked to individual need, are in place and these ensure that young people are continually recognised for their achievements.

Young people enjoy a wide range of highly stimulating, fun and energetic learning opportunities.  They are encouraged to take part in a wide range of activities, designed to encourage and develop a variety of social and life skills.

These include:

  • computers
  • go-karts
  • adventure play
  • cooking
  • canoeing
  • sailing
  • football
  • swimming
  • fitness training
  • cricket
  • art and craft and many more
 

Young people are encouraged to take an active part in the local community, visiting and using local recreational facilities and becoming members of local groups, such as army cadets, scouts and judo club.  They are supported to take up membership at clubs such as fitness gyms and local football club.

Bronte House

Bronte house caters for a small group of young people aged 10-13 years where we look at embedding the skills developed in Lowry house and adapting these to new learning experiences. With the support of the schools designated Life Skills Worker, the young people are encouraged to access a variety of different social care activities within the local community and developing a sense of independence, which are all accredited as part of the OCR life and living skills programme that runs throughout the 24hr curriculum. 

As the young people are entering a significant developmental stage in their life we look to embed self-care skills and the importance of good personal hygiene, something that has been significantly helped by the recent refurbishment of the house to produce 11 en-suite bedrooms. 

The house has recently undertaken a significant development in producing an open plan, family environment. The house now consists of all en-suite bathrooms with fitted furniture, an open plan pool room/lounge and a gaming room.

The Admissions and Assessment house offers a period of assessment designed to suit individual needs.  It provides opportunities for students to learn the expectations of the school and form relationships in preparation for transition to the wider school community.  There are currently ongoing developments in Mozart, creating en-suite bedrooms for our residential children.  There is a strong focus on teaching young people to adapt to group living; learning to respect one another is key.  Most young people spend time adjusting to the school environment and this is supported by Janice Hirst, the designated Admissions Support Worker who liaises with parents/carers and other professionals during the transition and induction period.  All young people are also supported by a peer buddy.  They will help the young person settle into their new school, giving them useful guidance in the early days.

Newton House

As young people progress to Newton house they being to learn how to manage more independently their own personal care and are supported to continue their development and interest in a variety of social care activities and other learning opportunities.

Young people are encouraged to work on initiating and maintaining friendships and on developing their own confidence and self-awareness.  There is a continuous focus on helping young people to understand and appreciate how their behaviour and actions impact on others. 

Whilst continuing to work on all aspects of personal care, peer interaction and team membership, developing independent living skills in preparation for life is a central focus.   Young people are supported to consider, and practically apply, more specific skills such as learning how to travel independently, access to local community resources and leisure facilities.

Young people are supported by our designated Life Skills Worker who ensures that, as well as building up a wide repertoire of everyday skills, all areas are accredited under the OCR Life and Living Skills Qualification.

Newton House has undertaken a significant upgrade.  All bedrooms are en-suite and come with a choice of fitted bedroom furniture as standard.  It has its very own Cinema Room and a snooker table for use by all. 

Lowry House offers our younger students an opportunity to build on their experiences in the Admission and Assessment house.  Young people are encouraged to develop stronger relationships with their peers, learning how to play and interact through support from their Key Workers.

There is a strong focus on teaching social skills such as:

  • Survival skills e.g. listening, following directions, ignoring distractions, using nice or brave talk and rewarding yourself.
  • Interpersonal skills e.g. sharing, asking for permission, joining an activity and waiting your turn.
  • Problem-solving skills e.g. asking for help, apologising, accepting consequences and deciding what to do.
  • Conflict resolution skills (e.g. dealing with teasing, losing, accusations, being left out and peer pressure.