Brompton Hall School promotes the personal and intellectual development of pupils who have social, emotional and behavioural difficulties. Pupils are valued as individuals. They are helped to achieve to the full extent of their abilities and they are prepared for the responsibilities of citizenship and for the challenges of life beyond school. High standards of behaviour, honesty, courtesy and endeavour are expected at all times.
"Pupils’ lives are significantly enhanced through the variety of activities and new life experiences they enjoy at school and in the wider community." Ofsted February 2017
Brompton Hall is a North Yorkshire LA Residential Special School for up to around 70 statemented boys whose ages range between 8 and 16 and who have social, emotional and behavioural difficulties that have profoundly affected their academic performance and personal relationships. The school also at times takes pupils from surrounding Authorities.
We are a boarding establishment that provides residential care during the school week for the pupils who are being educated at the school. We open on Monday morning and close on Friday afternoon. All children return to their respective homes at weekends. We have 4 boarding units catering for around 40 residential places and additional extended day and day places. Residential units are well staffed and a wide range of stimulating and developmental activities are available to all pupils. A member of staff sleeps on each unit overnight with additional staff available if needed. As an additional safeguard CCTV records nocturnal movement in the communal areas of each unit overnight, and staff are alerted should anyone leave or enter each unit. Each unit caters for a particular age range. Pupils who attend on a daily basis are attached to age appropriate units.
Staff at the school are experienced in working with children who have challenging behaviour, and are able to offer a wide range of skills managing the pupils. We provide structure and consistent management, along with care, guidance and advice to all pupils. We create a safe environment that allows pupils to come to terms with their problems and to change their behaviour, remove the barriers to their achievement and allow them to make full use of the educational opportunities available to them.
“71% of pupils responded that they know their next steps in learning and what they need to do to improve” The North Yorkshire Children and Young People’s Health & Wellbeing Survey 2020
We operate a very visible sanction and reward scheme that is a major part of school life. Pupils see tangible results for changing their behaviour and for following school expectations. Conversely they also recognize the results of inappropriate behaviour and the associated sanctions. All pupils have access to extensive play and personal development resources at the school which are frequently also linked to the sanction and reward scheme.
Every pupil, through the School Council and unit forums plays an active part in decision making processes. Their views are sought on various matters and actively taken into consideration when school issues are discussed.
The school seeks to offer the same education curriculum as mainstream schools. The aim is not to disadvantage pupils who have social, emotional and behavioural problems. When pupils have shown that they have developed good consistent control of their behaviour and have become successful in school, consideration is always given to reducing dependency on residential support, eventually moving from residential to day status, and ultimately if appropriate, a return to mainstream education.
The school seeks to provide structure in both academic and social life, but places great importance in looking to do so in a happy and relaxed atmosphere in which each child can develop to his own potential on the five strands of Every Child Matters—Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Well Being.
We seek to achieve these aims through warm, caring relationships, firm and consistent discipline, stimulating educational and recreational programmes, continuity and consistency in child/adult relationships and key worker/tutor work improving the child’s self image. Attitudes of friendliness, honesty and care towards all other members of our community are emphasised throughout school life.