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Bladon House School specialises in autism, communication disorders, moderate to severe learning difficulties and associated behavioural difficulties. Through our work we have also developed skills in achieving significant progress and successful outcomes for children and young people with Prader Willi Syndrome.
We offer day and residential placements ranging from 38 to 52 weeks. We can also offer short breaks and extended days for young people placed with us. Each student has their own learning programme which meets each learners needs in an holistic way. Our aim is to support all of the young people in our care to find a way of life that suits them, achieve their maximum possible sense of physical and emotional well-being, be able to self-manage their behaviour and develop their independence skills .
Young people receive specialised input from experienced qualified teachers and care staff and an onsite Health Team including Speech and Language Therapists, an Occupational Therapist and a Physiotherapist.
How is a decision made about the type and level of support my child will receive?
This is determined through the requirements in your child?s Statement of Special Education Needs or Education, Health and Care Plan and other information gained during the referral and the assessment process.
After we have assessed your child we send our assessment report to the local authority. This report will give details of the level of support we feel your child requires. The local authority and other agencies then review the report and agree whether or not to fund your child?s placement at the school.
We will plan the young person?s transition with you, as well as professionals to ensure this is as smooth as possible.
How will staff support my child?
Each student is supported by a multi-disciplinary team which includes Care, Education and Therapy. The team sets targets and identifies progress across both academic and non-academic areas. These multi-disciplinary programmes ensure a continuity of approach and skills development through a ?waking hours? curriculum. We have a high ratio of staff to students across both education and care and class sizes are small.
All young people have a Placement Plan which includes health and wellbeing. This is reviewed in consultation with the Health and Safeguarding Manager. Each young person is registered with the local GP, Dentist and Opticians. If required they have access to the CAMHS service. We support young people to be active and eat a healthy diet as this is essential in supporting their physical and emotional wellbeing.
The experienced staff team receive comprehensive ongoing training to keep them up to date with latest practice. Young people receive specialised input from an onsite Health Team including Speech and Language Therapists, an Occupational Therapist and a Physiotherapist.
Students who are residential have a Key Worker who ensures that their needs are met and that their voice is listened to. We also have a visiting independent advocate who will represent young people in meetings.
How will the curriculum be matched to my child?s needs and how do you track my child?s progress?
The curriculum is designed to meet the statemented needs of individual students, whilst delivering the statutory curriculum to which all children and young people are entitled. Throughout the curriculum there is a strong emphasis on practical, functional activities incorporating skills for life, enterprise and work related learning.
We offer a range of National Framework Accredited Courses including Entry Level qualifications, Asdan and AQA, Students also have the opportunity to work towards the Duke of Edinburgh Award and take part in the John Muir Conservation Trust.
Targets are set and progress is recorded and evidence collated. Parents and professionals are involved in these reviews. The Statement is reviewed annually in consultation with parents and representatives from the authority. All young people are encouraged to attend their review but in all cases students are asked to provide their views .
How will my child be included in activities outside of the classroom? Our approach to education ensures that learning experiences extend beyond the classroom and encompass every opportunity for students to develop to their full potential. Students have the opportunity to work towards The Duke of Edinburgh Scheme and take part in The John Muir Conservation Trust.
Supporting young people to enjoy life and to be successful is at the centre of everything we do. We encourage students to pursue their hobbies, as well as supporting them to try new experiences. Evening activities are planned and include youth clubs, swimming, cinema, bowling and eating out. There are also lots of activities to join in with on the School grounds including a gym, soft play area, sensory room and our own youth club facilities.
We have numerous vehicles to allow trips far and wide and we also make use of public transport, to ensure students have the opportunity to learn to travel in a more independent way.
We are committed to ensuring that no young person is stopped from experiencing and enjoying their childhood because of barriers their disability may put in their way.
What specialist services, training and expertise are available?
We have an interdisciplinary team consisting of highly skilled and experienced education, care and therapy staff.
As part of their induction all staff undertake a comprehensive induction training programme which includes mandatory training. Staff are given additional training over their probationary period which is specific to meeting the needs of the students. All staff working in Children?s Residential services are supported to complete Diploma Level 3 Children and Young People?s Workforce. Registered Managers are supported to achieve Diploma Level 5 Leadership and Management in Residential Services. Training is regularly refreshed and any improvements and alterations to best practice are cascaded throughout the school.
We have onsite Speech and Language Therapists and Occupational Therapists. Our Occupational Therapists work with students to help them carry out the activities that they need or want to do in order to lead healthy and fulfilling lives. Our Speech and Language Therapists work with our students to give them skills to access learning, skills to function in society, motivation and confidence to communicate and the ability to generalise their skills in new settings and environments. In addition the Therapists play an important role in the training of all staff. As part of induction new staff have an introduction into the therapy needs of the students. This is followed by further workshops in which staff develop knowledge, strategies and skills for working with specific areas of Speech and Language, appreciating sensory differences and managing student?s free time.
We also have a full time Health and Safeguarding Manager who oversees the well-being and health needs of students.
This includes person centred planning, medication, health issues and mental health issues. We also have excellent links with the local GP practice, Dentist and Opticians in the local town.
In addition we have a Consultant Psychotherapist visits the school once a fortnight and a visiting team of Educational Psychologists are in the school once a week.
What support will there be for my child?s overall wellbeing?
Residential students have a bespoke care plan built around them. The level of support will be established by the multi-disciplinary team prior to the young person joining the school.
For residential students the pivotal person in the young person?s care is their Key Worker. Each young person is nominated a Key Worker prior to their arrival. The Key Worker will be the main contact for parents or carers, as well as professionals. They will act as an advocate for the young person, as well as their families and will attend all reviews and key meetings about that young person.
Each young person has a room of their own, personalised for them with help from their Key Worker, from the start of their time at the school.
Within education, the teacher will provide one to one and group support to students, although all staff have the responsibility to ensure the well-being of students.
Our Health and Safeguarding Manager monitors medication and the general well-being of students. She also provides support to all sites on Healthy School Initiatives.
How will you prepare my child for the next stage of their life?
We understand that changes can be worrying for students and their families and therefore transitions are managed in a timely and sensitive way.
We ensure that students make numerous visits to new settings with their Key Worker. Staff may transfer departments with the student or receiving staff will have had opportunities to get to know the student and have received training to support their individual needs.
From the age of 14 years we start the transition planning process in liaison with parents and professionals. The process involves considering future options and identifying an appropriate ongoing placement that appropriately meets individual needs.
Throughout their time at the school we work to develop life skills to enable students to become as independent as possible as they move into adulthood. This includes building their confidence and self-esteem, developing their communication skills, giving them the ability to self-manage their behaviours and social skills, the ability to keep themselves safe, developing their ability to take care of personal hygiene and shopping and cooking skills.
How do you work with and involve me in my child?s placement?
We recognise the important role that you as their parents/family have already played in your child's early care and education. We value your insight and knowledge about your child and the best ways to support them. We work closely with you throughout your child?s time at the school.
Parents are integral to our work and we encourage all parents to become fully involved in school life. You will be involved in any decision regarding your child?s placement and will be invited to all review meetings. We also welcome parents to visit their child as often as possible.
How accessible is the school environment?
As Bladon House School is a listed building it does not have wheelchair accessibility. Bespoke student residential homes and classrooms on the site are however accessible for students with some physical impairments.
To meet the Disability Discrimination act 2005, we do have an accessibility plan which means that we frequently review how we can increase students participation in the school curriculum, improve the physical environment and expand the accessibility of the written information available.

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