High Close School, residential and day special school

Education and Care staff at High Close work together with Local Authorities to ensure that the school meets the provision outlined in the EHCP. 

On a day-to-day basis key workers, tutors and teachers liaise with parents to ensure there is clear communication between parents/carers and school. 

At High Close we view a child's progress as being not simply academic, but also social, emotional and behavioural and we celebrate all elements of progress equally.  We provide opportunities throughout school for young people to gain and practise their independence.

The school delivers the National Curriculum at KS2-KS4, with modifications to meet the needs of our cohort.  Pupils with additional needs follow a more susbstantially modified curriculum.  A completely bespoke provision needs the support of the Local Authority to provide 1:1 support.

All teachers and Learning Support Assistants are highly skilled in differentiating the curriculum and use a wide variety of strategies to ensure all young people can access their learning.  All staff are trained in Therapeutic Crisis Intervention to support young people in times of crisis.

The school provides all equipment and some uniform.

All pupils are assessed for exam access arrangements and apply special arrangements as specified by the Joint Council for Qualifications (JCQ).

School monitors progress formatively through ongoing feedback in lessons and summatively through half-termly progress and attainment data.  Pupils and parents/carers receive an academic report twice a year and there is an annual Parents' Evening.  More informal contact with teachers, tutors and key workers happens according to the individual needs of the young people.

EHCP outcomes and medium term targets are reviewed at the annual review meetings in consultation with parents/carers, school staff, young people and the Local Authority.  Education targets are set by teachers, based on prior progress and attainment data and are reviewed throughout the year.  In addition, young people may have wider social, emotional and behavioural targets, depending on individual need and these are set and reviewed in conjunction with parents/carers and young people.

All parents/carers are encouraged to maintain close contact with teachers, tutors and key workers.

Each young person has a key worker who is the main liaison between school and home.  This contact is dependent on individual need but is at least weekly.  In addition, tutors and teachers may have individual contact with parents/carers.

We do not set homework as a matter of course although some pupils in KS4 on GCSE pathways may receive additional work to complete at home.  Supporting your child to maintain a positive view about school and consistent school attendance, and supporting them to develop a growth mindset is the most effective way to support their learning.

We have a dedicated Family Resource Team who are able to offer support for parents/carers, even during the school holidays.  The team run events and courses for parents and can signpost parents/carers to other areas of support.  In addition, we have internet safety training available for parents.

Young people play an active part in setting their own targets and outcomes and tutors and key workers review these targets with young people on an ongoing basis.  Young people also contribute formally to the annual review of the EHCP.

KS2 SATS (where appropriate for the young person), GCSE, BTec, Functional Skills, Entry Level, ASDAN (full course and short course), Cambridge Nationals in PE and Edexcel Awards in Maths.

The school is subject to an annual Ofsted inpection of the residential care provision, as well as the education Ofsted inspection which are every 3-4 years.  Parents/carers are able to contribute to these inspection processes.  The school also commissions independent reviews of specific areas and has an active governing body which rigorously holds school leaders to account.

High Close is a designated school for young people with emotional, behavioural and social difficulties and has wide ranging support to promote development in these areas.

All young people at High Close can struggle to conform to behavioural expectations.  Class sizes are therefore small with a maximum of 6 young people and staff:student ratios of 1:3.  Each young person has a Behaviour Support Plan which contains an individual plan for  them in times of crisis.  Also staff are trained in Therapeutic Crisis Intervention and are skilled at crisis de-escalation. The school works creatively with internal and external providers to provide as many outlets as possible for the young people who struggle most with their behaviour, tailored to their needs.

All staff are trained in First Aid at work.  Selected staff are trained in the administration of controlled medication and managing diabetes.

Selected staff are trained in the administration of controlled medication.

Young people at High Close are able to demonstrate self-care skills. We do not provide personal or intimate care.

High Close accesses a variety of external support services according to individual pupil need.

Occupational Therapy, Speech and Language Therapy, Counselling services, Cognitive Behavioural Therapy, Dialectic Behavioural Therapy.

Liaise with the keyworker for your child in the first instance to discuss concerns and needs.  The school manages an internal referral process to these services, and therapeutic caseloads prioritise the highest need.  All new pupils are assessed by the therapeutic team within the first 12 weeks to identify any needs not addressed through the EHCP.

High Close has on site Occupational and Speech and Language therapists.  There are no physiotherapist services on site.

Liaise with the keyworker for your child in the first instance to discuss concerns and needs.  The school manages an internal referral process to these services, and therapeutic caseloads prioritise the highest need.  All new pupils are assessed by the therapeutic team within the first 12 weeks to identify any needs not addressed through the EHCP.

The school has 4 Designated Safeguarding Leads and a dedicated Family Resource Team.  Alongside individual pupil key workers they maintain close liaison with Children's Social Care.

The school has a dedicated training time for staff on a Friday afternoon.  Training is provided to meet the SEND of the pupil cohort and has included ASD, FASD, Speech & Language, Visual Impairment, Hearing Impairment amongst others.

The school has a dedicated training time for staff on a Friday afternoon.  Training is provided to meet the SEND of the pupil cohort and has included ASD, FASD, Speech & Language, Visual Impairment, Hearing Impairment amongst others.

Teachers come from a variety of educational backgrounds and some have SEND specific qualifications.

Teaching Assistants come from a variety of backgrounds and some have SEND specific qualifications.

Thorough risk assessments and planning processes allow all children to access out of school trips and activities.

Parents/carers are required to give annual consent for participation in generic trips and activities and need to provide additional consent for non-generic activities.  

The main school building is wheelchair accessible, however due to the age and fabric of some buildings, not every building is wheelchair accessible.

There is a rolling programme to equip classrooms with switchable LED lighting to reduce levels of stimulation.

Yes

The school can tailor communication to the specific needs of parents/carers.

The school can tailor communication to the specific needs of parents/carers.

There is a structured programme of visits and taster days which must be completed successfully before a place at the school is offered, to ensure that High Close is the right school environment for any prospective pupil.

There is a structured and extensive transition programme for pupils transferring from KS2 to KS3.  We have a dedicated careers and post-16 advisor who works with young people, parents/carers, colleges and Local Authorities throughout Year 11 to ensure a successful transition to destinations at the end of KS4.

Movement between classes is fluid to meet the needs of individuals and the wider cohort.

We have a dedicated careers and post-16 advisor who works with young people, parents/carers, colleges and Local Authorities throughout Year 11 to ensure a successful transition to destinations at the end of KS4.

We have a dedicated careers and post-16 advisor who works with young people, parents/carers, colleges and Local Authorities throughout Year 11 to ensure a successful transition to destinations at the end of KS4.  We track pupils into new placements to ensure they are receiving appropriate levels of support.

The EHCP will be provided with parental consent, alongside academic data and safeguarding records.

We have a dedicated careers and post-16 advisor who works with young people, parents/carers, colleges and Local Authorities throughout Year 11 to ensure a successful transition to destinations at the end of KS4.  We track pupils into new placements to ensure they are receiving appropriate levels of support.

Individual pupil key workers or tutors are the first point of contact.

The school has a dedicated Family Resource Team who also work during the school holidays.

The Family Resource Team, the Therapeutic Team, the Safeguarding Team and Unit Managers will signpost parents to external agencies.

Complaints can be made direct to the Senior Leadership Team, the Governing Body or Barnardo's.  Formal compliments can be made through the same channels but informal compliments can be directed to any member of staff.