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Our Core Offer

COGNITION & LEARNING:

  • Bespoke curriculum offering a range of accessible courses for the learner;
  • Range of teaching styles to meet the needs of the learner - working towards programmes and qualifications to meet his individual needs and post-16 pathway plans;
  • Cognitive Ability Test screening / Reading and Spelling Assessment (used to inform lesson planning, complete progress trackers. Annual progress testing in Maths, English and Science.)
  • Individual progress trackers for all subjects studied overseen by subject specific teaching staff and overseen by Extended Leadership Team;
  • Individual Action Plan (IAP) used to identify barriers to learning, specific strategies used, additional requirements for each learner (progress against SMART targets monitored and updated by tutor and keyworker);
  • Personal Resilience Profile (PR) used to identify barriers to resilience, specific support strategies used, additional requirements for each learner (progress against SMART targets monitored and updated by tutor and keyworker);
  • Exam Access Arrangements, including exam entries for a progressive curriculum package – assessed by SENCo and overseen by Curriculum Management Team (CMT);
  • IAP set up by tutor / keyworker based on agreed outcomes from Annual Review; monitored and updated regularly with comments from all staff; tracked by Curriculum Support Advisor, SENCo & CMT and data used to inform early intervention programmes (where appropriate);
  • Access to whole school ‘positive learning experiences’, celebrating successes / work experience placements / careers speakers & visits;
  • Accelerated Reading programme to inform Literacy intervention programme and improve Literacy levels;
  • STAR Maths programme to inform Maths intervention programme and improve Numeracy levels;
  • 2Build a Profile software used to track learner progress against EHCP targets – reporting on pupil progress to parents;

 

COMMUNICATION AND INTERACTION:

  • Speech Language & Communication Needs therapy (including access to school SLC therapist, Emotional Literacy intervention programmes and Social Stories, etc.)

 

SOCIAL, EMOTIONAL & MENTAL HEALTH:

  • Access to a range of physical, creative, co-operative activities offered across the residential unit through the 24hr curriculum;
  • Units of work in Personal, Social & Health Education (PSHE) on topics such as Healthy relationships, Drugs Education, All About Me, Keeping Safe;
  • Access to contribute to regular residential unit forums feeding into school council meetings;
  • Access to National Youth Advocacy Service (J Morris) on a regular basis;
  • Access to Education Psychologist (where appropriate);
  • CAMHS / Prevention Service referrals (where appropriate);
  • Access to tutor for ‘1to1’ tutor sessions (all school staff trained to at least Level 1 – Mental Health & Well-being);
  • Access to keyworker for ‘1to1’ mentoring sessions (keyworker trained to at least Level 2+ - Mental Health & Well-being);
  • All school staff working with the learner have completed the following training:
    • Securicare Physical Management
    • Managing Disruptive Behaviour
    • ELSA / Communication Champions
    • Enhancing Communication Skills for Autistic Learners
    • Home Office WRAP training (Level 1)
    • Child Sexual Exploitation
    • Challenging Behaviours
    • Emotional Resilience training
    • Loss and Bereavement training
    • Special School Personal, Social & Health Education training
    • Relationships and Sex Education training
    • Autism Awareness
    • Self-Harm and Suicide Awareness
    • ODD, ADHD, PDA & ASD Awareness
    • Gender & Sexuality Awareness
    • Sensory Regulatory Behaviours

 

SENSORY & PHYSICAL:

  • The learning environment offers a range of sensory resources, such as:
    • Privacy boards
    • Ear defenders
    • Fidget toys / weighted blankets
    • Coloured overlays / sheets
    • Pen grips
    • Residential Unit staff also support learner’s sensory needs through a wide variety of activities (e.g. gardening, music, etc.) during the 24hr curriculum;

 

PREPARING FOR ADULTHOOD:

  • Potential career pathways identified from Key Stage 2 through to Key Stage 4 via the whole school ‘Careers Strategy’, including the annual Careers Fair, guest speakers and visits to ‘places of work’;
  • Careers lessons included in bespoke curriculum package across both Year 10 & 11;
  • Bespoke long term work experience placements;
  • Key Stage 4 work experience placements: 2 in Year 10 and 2 in Year 11;
  • Qualification pathway: Compiling CVs, work experience logs, researching job specifications;
  • Tutor and keyworker to support and track learner’s progress through the whole school Life Skills programme;
  • Specialist Careers Advisor (1 to 1 meetings) regarding Post 16 provision pathways;

 

Full Access to Therapeutic Provision for SEMH / Autism via the 24hr Curriculum:

Our multi-disciplinary team is dedicated to child-centred practice, with all specialist staff fully trained and engaged in current thinking, research and practice.

Our psychotherapeutic aspect is provided by regular personal interaction with specialist staff; using psychodynamic theory, foundations in child development and influence from interpersonal neurobiology our staff engage our students on a creative level, using narrative, metaphor and play to explore each students’ individual experiences and thoughts at their pace through our 24hr curriculum activities (i.e. drama, film making, art, social stories, counselling, anger management, loss & bereavement, 1 to 1 mentoring, etc.) .

Complimenting and enhancing this, our staff are trained in Sensory Integration, supporting a holistic consideration of each students’ physical needs, development in movement, proprioception skills and vestibular abilities.  Supporting students to gain mastery and connection of their bodies ultimately supports confidence and engagement in activity to interact more successfully with the world around them (i.e. team building, mountain biking, trials bikes, swimming, gardening, baking, music, etc.).

Our speech and language specialist staff offer insight into our students’ patterns of communication, supporting our education staff to provide adaptations for maximum accessibility as well as providing individual bespoke therapeutic support.  Creating class-based group programs to support development in working memory, visual perception, social communication and language comprehension provides intervention integrated with play and learning. 

In recognition of the importance of family and each student’s support outside of school, our family support team offers outreach work to our parents and carers.  Offering a diverse range of help from counselling to practical parenting strategies, systemic work and social work support, the team provide a crucial connection to the school and therapy team.

We work in partnership with multi-agencies including: Compass Buzz (Mental Health & Well-being), Young Minds (Mental Health & Well-being), School Nurse, CAMHS, Prevention Service, Independent Domestic Abuse Service (IDAS), Bereavement Counsellor, Youth Justice and Educational Psychologists. 

 

Bespoke Support Package:

  • Individualised support for the learner, as part of the bespoke transition package, including:
    • arranging college visits (e.g. taster days);
    • completing applications for college / employment & apprenticeships;
    • implementation and monitoring of a bespoke career action plan;
  • Member of the Extended Leadership Team to oversee progress, including regular meetings with keyworker and subject specific staff / feedback to parent / carer;
  • Curriculum Support to co-ordinate 4 x work experience placements in Y10 & 11 via NYBEP, based on his interests, to support his chosen post-16 pathways;
  • Access to bespoke Intervention Programmes needed to support each learner, for as many sessions as needed, in Year 10 & 11:
    • Anger Management
    • Working Memory
    • HEART & Minds (including 1to1 specialist counselling sessions on a twice weekly basis with the
    • School Counsellor
    • Developing Personal Resilience
  • Access to bespoke college placements in Year 11 (where appropriate);
  • Family Outreach work:
    • Placement Support Officer home visits, following up on attendance issues, referrals to prevention services, accompanying to appointments, providing reports and attending multi-agency meetings, etc.;
  • Access to 24 hr curriculum both on and off school site – focusing on social, emotional & mental health (EHCP outcomes), including residential trips, staff expertise & training, transport, etc.;

What is the Local Offer?

From September 2014 the Government has asked all Local Authorities in the UK to publish a local offer. This is information about the services and provision they expect to be available in their area for children and young people from 0 to 25 who have Special Educational Needs and/or a Disability (SEND). This should all be found in one place.

In addition, every school has to publish what they can offer their own pupils. At Brompton Hall School we are a fully inclusive school and cater for a wide range of complex social, emotional and mental health needs through our bespoke residential and extended day programmes. Please feel free to explore this ‘Local Offer’ area of the site which should explain in more detail the provision that will be made for your child at Brompton Hall School.

Brompton Hall School:

We are committed to meeting the needs of all of our students with special educational needs. There is a shared expectation that all of our students, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. Brompton Hall School is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote students working towards becoming independent and resilient learners and should not be seen in isolation.

Information and Guidance:

Who should I contact to discuss the concerns or needs of my child?

Tutor, Keyworker, Subject Teacher, Special Educational Needs Coordinator (SENCo), Learning Manager, Deputy Headteacher or Headteacher

They are responsible for:

  • Adapting and refining the curriculum to respond to strengths and needs of all students. Checking on the progress of your child and identifying, planning and delivery of any additional support.
  • Contributing to devising personalised learning plans to prioritise and focus on the next steps required for your child to improve learning.
  • Applying the school’s SEN policy.

If you have concerns about your child you should speak to your child’s Keyworker/Subject Teacher/Learning Manager first. You may then be directed to the SENCo (Mrs Ward).

She is responsible for

  • Coordinating provision for children with SEN and developing the school’s SEN policy

Ensuring that parents are:

  • Involved in supporting their child’s learning and access
  • Kept informed about the range and level of support offered to their child
  • Included in reviewing how their child is doing
  • Consulted about planning successful movement (transition) to a new group or school
  • Liaising with a range of agencies outside of school who can offer advice and support to help students overcome any difficulties
  • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

Headteacher: Ms Young

Is responsible for:

  • The day to day management of all aspects of the school, including the provision made for students with SEN

SEN Governor: Kaye Alcock

Responsible for:

  • Supporting school to evaluate and develop quality and impact of provision for students with SEN across the school.

Assessment, Planning and Review:

How can I find out about how well my child is doing?

On-going monitoring takes place by students’ teachers to identify students who are not making expected progress which is affecting their ability to engage in learning activities.

After discussions with key staff, additional support will be put into place to provide enhanced resources and/or targeted small group and/or individual support to help overcome any difficulties. The views of the student or young person about their support will be given consideration at this stage.

This additional support is documented in an individual action plan or IAP. In consultation with the SENCo, key staff and parents, short term targets are agreed which prioritise key areas to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each student’s strengths as well as their difficulties.

All classes have teaching assistant support which is allocated by the class teacher to support student learning. This support is deployed to ensure your child can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

Formal annual review meetings are held as required. Parents, relevant external agencies and when appropriate, students are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Student Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate. Further details about this process will be explained in the LA Local Offer.

 

Tests and Examinations: Access Arrangements
For some students additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. Key staff assess student eligibility and will make the necessary applications for these arrangements where appropriate. Only tests and assessors authorised by the school and recognised by the Joint Council for Qualifications (JCQ) can be accepted for access arrangements for public examinations.

 

Curriculum and Teaching Methods (including groupings and interventions)

How will teaching be adapted to meet the needs of my child?

Our teaching staff are skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual student’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all students can experience success and challenge in their learning.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

Additional adults are used flexibly to help groups and individual students with a long term goal of developing independent learning skills. Monitoring takes place to avoid students becoming over reliant and dependent on this adult support.

Access to learning and the curriculum:

Access to  learning support staff:

    • In core subjects
    • In practical subjects
    • For group work
    • Learning Support Clubs
    • Rolling programme of literacy intervention

Strategies to support/develop literacy inc. reading:

    • Focused reading lessons, with group or paired reading in school and on the residential units
    • Small group intervention programmes
    • Access to specialist dyslexia teachers/structure programme
    • Access to Literacy intervention programme focussing on reading comprehension

Strategies to support/develop numeracy:

    • Small group intervention programmes
    • Access to Numeracy intervention programme focussing on 'working memory'

Planning, assessment, evaluation and next steps:

    • Bench mark testing in Cognitive Ability (CATs), literacy (inc reading & comprehension), numeracy and subject areas are updated regularly
    • Individual Education Plans  / Placement Plans / EHCP (Education Health & Care Plans)

Personal and medical care:

    • Access to key staff (Medical) available for students throughout the day
    • Care plans for students with medical needs
    • Access to the School Nurse / Dentist

Partnerships  with External Agencies:

What support from outside does the school use to support my child?

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

  • Access to Medical Interventions
  • Use of individualised Placement Plans
  • Referral to paediatrician
  • Referral to CAMHS (Child and Adolescent Mental Health Services)
  • Access to whole staff training if required via the Senior Management Team (SMT)

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports:

  • Regular meetings as required
  • Referrals to outside agencies as required
  • Speech and language Therapist for specific individual students
  • Sensory Support, Educational Psychologist, School Nurse, Social Communication Difficulties Team attend at regular intervals to see specific students