All admissions follow a comprehensive referral process. All admissions to the school are carefully planned, as each young person is integrated into school life, and begins with an information gathering process of previous educational history and plans. This process begins during the referral stage, as the school starts to plan for the admission of a pupil. The process is supported by a comprehensive package of baseline and diagnostic assessments, completed by the teaching team in the first few weeks of admission.

This information provides the school with a better understanding of the needs and abilities of each young person, allows us to tailor the education on offer to meet these needs, and allows for accurate target setting for SMART IEP targets. This information also provides a baseline against which continuous progress monitoring and tracking can be measured, allowing a clear picture to develop about how a pupil is progressing across their time in the school, and is additional to any summative accreditation they may complete. 

Each pupil is allocated a tutor group and key tutor. It is the responsibility of the tutor to support the pastoral needs of the young person. It is the responsibility of the tutor to support the pupil to integrate with his peers within the tutor group, and to ensure that in the first weeks the pupil is able to become a valued member of the school community. 

The pupil will follow an individualised timetable, learning in a small group setting where differentiation and inclusive practices are the key to helping them to re-engage in their education. Additionally, some pupils receive 1:1 intervention sessions during the week, if requiring support for particular learning needs or help them to catch up on gaps in their previous education.

From admission, the team will begin to build a personal file for each young person containing the following items:

  • A summary information sheet for that pupil (inc. parental and/or local authority contacts, key worker, pupils wishes and feelings about education and future goals, education chronology, photograph)
  • EHCP / Statement of Special Educational Needs;
  • Personal Education Plan;
  • Individual Education Plan with current targets, along with previous IEPs with evidence of target review;
  • The pupil’s timetable;
  • Baseline / Diagnostic Assessments results and a summary evaluation of these results;
  • Any reports, information or plans from previous education settings;
  • The pupil’s risk assessment;
  • Achievements and Accreditation (original copies);
  • In-year progress tracking data and evaluation (inc. attendance, behaviour, curriculum);
  • Placement Plan;
  • Review records;
  • Any other additional information and evidence relevant to that pupil’s time in the school, progress made and outcomes achieved.

On admission the objectives of the school in facilitating a young person to engage in their learning are as follows:

  • To ensure that all pupils have an individual education plan with SMART targets relevant to the pupil’s needs;
  • To ensure that all pupils have an appropriate learning programme which allows progression in all curriculum areas towards achieving positive outcomes;
  • To ensure that within any plan there will be a focus on the development of an individual’s personal and social skills;
  • To encourage and support the pupil to take responsibility for their learning and encourage participation in regular reviews in order to express their thoughts and opinions;
  • To support and encourage regular communication and engagement with adults holding responsibility for the welfare and care of the pupil;
  • To encourage and support pupil engagement with the wider community;
  • To ensure that all relevant parties connected with the pupil receive regular reports and information about the pupil.
  • As a placement comes to an end, to support the pupil to make a successful transition through provision of a carefully considered and timely transition process.

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