SENA198 SENAD Annual Report 2018_Master_230419

Annual Review Outcomes. Achievements. Developments.


SENAD Group Annual Review_01

SENAD Group Annual Review_02

Cedar Lodge 47 Life begins at forty Winslow Court

03 Local authorities we work with 04 Our Directors 06 What Ofsted say Alderwasley Hall School and Sixth Form Centre 07 Educational outcomes 08 Therapies 14 Leaver destinations 15 From school refuser to successful apprentice. A case study 16 Chatsworth competition

48 My life at Winslow. A residents’ view One Nine Five 49 An ‘Oustanding’ transition service Ecclesbourne Lodge 50 Celebrating achievement SENAD Community 51 What we do 52 What our service users say. A case study 54 CQC rate our service as ‘Outstanding’ 55 Our Human Resource 59 Catering and Housekeeping 64 Transport 65 Health and Safety 69 Property, Facilities and Maintenance 72 Training and Development 76 IT Overview

18 Partnership working with Derby Museum 19 The Autism Show 20 Our outstanding residential homes Aran Hall School 21 Key events this year 24 Successful behaviour through our reward based programme. A case study

Bladon House School 25 Education success 26 Outdoor education 29 The Bladon Way 30 Trips and projects

33 Responding to parents needs 34 Looking after and valuing our staff team Pegasus School 36 Our year in pictures Rowden House School 39 What a parent said 41 What makes us unique? 43 Graduation 2018 44 Being part of our community

SENAD Group Annual Review_03

Currently working with 58 Local Authorities

This year we are working with 6 new authorities

Over the past 12 months we have seen the following trends in the referrals we are receiving: - High number of referrals with Mental Health as a primary need - Higher number of gender neutral profiles - Increase in respite requirements - Increase in Child Sexual Exploitation referrals, mainly females - Emergency/same day placements

Barnet Bath and NE Somerset Bexley Birmingham Bolton

Doncaster Dorset Essex

Nottinghamshire Oxfordshire Rotherham Sandwell Sefton Sheffield South Gloucester Staffordshire Stoke on Trent Suffolk Surrey Swindon Telford and Wrekin Trafford Vale of Glamorgan Walsall

Gloucestershire Hammersmith & Fulham Hampshire

Brighton & Hove Buckinghamshire Camden Cardiff

Herefordshire Hertfordshire Hillingdon Isle of Wight Kensington & Chelsea Leeds

Cheshire Coventry Croydon

Derby City Derbyshire

Leicester City Leicestershire Lincolnshire Liverpool Merton Milton Keynes Monmouthshire Norfolk North Yorkshire

Wandsworth Warwickshire West Sussex Wiltshire Wirral Worcestershire

THE directors SENAD Group Annual Review_04

Brian Jones - Chief Executive Officer

Dr Mark Flynn - Chief Operations Officer • MBA • NPQH • PGCE Autism Spectrum • PGCE Language & Communication Impairment in Children

Richard Atkinson - Finance Director

Brian was appointed Chief Executive Officer at the SENAD Group in June 2006. Prior to this he acted as the group’s Chief Operations Officer. Brian has worked at CEO and Director level within authorities, as well as the voluntary and independent sector. He has significant experience in the design and set up of high quality children and adult services across Britain. With this expertise Brian will lead the group in its vision to provide a comprehensive network of educational and residential care services, working in partnership with young people, parents and local authorities.

Richard joined the SENAD Group as Group Finance Director in 2007. He is a Chartered Accountant with extensive commercial and financial experience, within the independent provision of education and care. Richard was formerly Commercial Director with a listed health & care group, prior to which he held various senior financial positions with an international retail group.

Mark joined the SENAD Group in January 2007. He has worked in education for over 25 years. He has been an FE college Principal and has also acted as an interim Head Teacher for Rowden House School. His focus is on raising standards in education and care, along with improving outcomes for children and adults with an emphasis on promoting social inclusion. Mark is chair of a large Derbyshire Junior School and a Governor at a Derbyshire Secondary School. He has held numerous charitable directorships in grassroots charities which had an emphasis on social inclusion, providing services for vulnerable adults and educational development. Mark is Designated Safeguarding Children Officer at SENAD Group level, as well as being a Fellow of the Royal Society of Arts.


SENAD Group Annual Review_05

THE directors

Victoria Finn - Group HR Director • BSc Management • MCIPD

Nina Sharpe - Managing Director for Community and Transition Services

Vicky has been with the SENAD Group since its creation in 2003, working her way up the Human Resources (HR) career ladder to Group Human Resources Director. She holds a Management Degree and a Post Graduate Qualification (PQS) from the Chartered Institute of Personnal and Development (CIPD), her years of senior level HR experience make her a Chartered Member. Vicky has a wide ranging role across the group and leads an effective HR team that encompasses Training and Development. Vicky is responsible for the Groups Organisational Development Strategy, ensuring Employment Law and best practice employment models are implemented and she also leads on all employee relations matters and retention and reward planning. The SENAD HR team continue to lead the way in terms of innovative recruitment and retention strategies, including the management of large scale recruitment campaigns across the UK and EU.

• Level 7 Leadership and Management • Level 5 Diploma Health and Social Care • B.Sc. Hons. Social and Cultural Studies Nina has been part of the community support sector for 14 years and was welcomed into the SENAD Group in 2014. She leads on service quality and development of the Group’s community support and residential transition services. Following graduation Nina started her career as a support worker and has progressed her way through the management roles to her current role, giving her a thorough and workable understanding of the needs of service users, their families and staff. Nina is an innovative and creative leader with considerable experience in driving organisational improvement and change to facilitate long term plans and strategies. Qualified to Level 7 Leadership and Management, Nina is experienced in collaboration and partnership working, change management and people development.

SENAD Group Annual Review_06

Successful Students

Working Closely with Parents and Carers “Communication with parents

Individualised Education and Support

“All the students who left the school’s sixth form provision in 2017 moved on to sustained places of education, work with training or apprenticeships. Almost all who moved on to places of education did so at mainstream colleges or universities.” - Alderwasley Hall School and Sixth Form Centre Ofsted Education 2018

“Staff plan the curriculum meticulously to meet the varied and complex needs of each individual. The school’s records demonstrate the effectiveness of staff support and individual timetables, enabling students with the most challenging needs to reduce their anxieties and take an active part in learning.” - Bladon House School Ofsted Education Inspection 2016

and carers is effective. Staff work effectively to ensure evermore detailed exchange of information with pupils’ families and carers. All staff attend a daily briefing meeting, which includes exchange of information about any concerns or requirements related to individual pupils.” - Pegasus School Ofsted Education Inspection 2018

Good Progress “All pupils enter the school with levels of

Gaining Recognised Qualifications “Pupils have opportunities to gain a wide range of accreditation. In the last year, several students have gained accreditation in the following areas: developing skills for the workplace, engaging in the world around us, going places (exploring and understanding the local community) and real-life mathematics learning.” - Rowden House School Ofsted Education Inspection 2017

Great Relationships “Staff at the school have a sound understanding of the needs of pupils.

attainment considerably below that expected for their age. Their previous educational experience has been characterised by anxiety, frustration and negative behaviour, which restricts their learning. Pupils’ rates of progress are diverse and individual. Progress from their various starting points is often uneven, with peaks and troughs in their achievement. Overall they make good progress towards personal development and learning targets set for them.” - Pegasus School Ofsted Education Inspection 2018

The rapport between staff and pupils is particularly warm and respectful. There is a positive ethos at school with an appropriate focus on improving pupils’ wellbeing and learning.” - Aran Hall School Estyn Inspection 2018

For more information about the work we do visit

SENAD Group Annual Review_07

Alderwasley Hall School and Sixth Form Centre

Educational Outcomes

Educational outcomes in GCSE English, Maths and Science are widely regarded as a measure of success of schools. Our curriculum is designed to provide a breadth of curriculum opportunities for young people whilst acknowledging that future pathways may well depend upon success within GCSE English and Maths in particular. There is, as you may imagine, variation each year as a response to the variation in cohort each year both in terms of numbers and interests. We will also enter our young people in successive years to retake the same qualification if we believe that it is of benefit to them.

The 100% GCSE pass rate indicates our effective targeted entry policy. The high number of GCSE Maths and English passes each year indicates high quality teaching within these areas.

Higher passes and the percentage increase in higher passes has increased significantly. A more targeted entry policy coupled with more robust Teaching and Learning practices has enabled these high achievements.

This success means that numbers of entries post 16 are reducing, enabling the young people to study further new courses instead of retaking these core GCSEs.

Results for 2017-18


No. Entries

No. Passes

No. High Passes

% Passes

% High Passes

GCSE Maths

GCSE Science

GCSE Maths

GCSE Science

GCSE English

GCSE English

GCSE Maths

GCSE Science

GCSE English

GCSE English

GCSE Maths

GCSE Science

GCSE English

GCSE Maths

GCSE Science












100% 100% 100% 78% 60% 100%

Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_08

Our Therapy Service Model

Therapies At Alderwasley Hall School, Therapies is a key part of our curriculum and provision. It is embedded within our structure and remains an integrated service. Therapy Service is driven by the types of severe and complex needs of the students and consists of: • Speech and Language Therapy (SLT) • Occupational Therapy (OT) • Mental Health/Emotional Wellbeing (MH/EWB) We will buy in other therapies (e.g. Physiotherapy, Art Therapy) as required. The model of our service is aimed at providing input at all levels (Universal Level, Targeted Level and Specialist Level)

• Individulised therapy programmes • Direct Therapy Intervention • Sharing ‘formulation’ and understanding of students needs




• Training to parent/carers/staff • Consultation/supervision with staff • Contributing to school culture • Creating communication/sensory friendly environments

• Specialist input into a differentiated curriculum • Individualised timetables • PSHE workshops • Lunch Clubs / House Meetings • Key team support


Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_09

User satisfaction: Questionnaires Parents and Staff Feedback – July 2017 Every 2 years, we ask parents/carers and staff about their satisfaction From the data we received in July 2017 a particular area for development was to ensure that staff and parents fully understand

Impact of Practice: Therapy Provision and Services are consistently measured using 3 types of outcomes • User satisfaction (student, staff, parent/ carer, LA) • Achievement of therapy intervention/ targets • Impact on user’s skills, attainment and wellbeing

with the Therapy Service, in terms of overall value, quality and impact of service. Consistently this has provided us with the evidence that the majority of service users believe the service to be outstanding, whilst also identifying areas of potential improvement year on year.

what we are doing and why, and that they are involved in sessions and meetings wherever possible.

Student Feedback – July 2018 The students are surveyed each year (July 2018), and the results show that overall the students enjoyed and valued Therapies.

How much have you enjoyed the therapies this year?

Have you found it useful?

AHS (%)

AHS (%)











Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_10

Achievement of Therapy Intervention/Targets:

Each student has a yearly Individualised Therapy Intervention Plan jointly devised by the student’s Occupational Therapist and Speech and Language Therapist which is monitored and updated throughout the year. The plan addresses all areas of the student’s Education Health and Care Plan. Headlines for 2017-2018 include: Overall this academic year, 76% of students met or exceeded with their therapy targets, with 23% showing progress. This academic year we have introduced an online Therapy Software programme that ensures that the therapist have to add GAS (Goal Attainment Scaling) goals to each outcome, so in effect identifying exactly what it would look like to have achieved an outcome from -2 (gone backwards) to +2 exceeded. This will give us an overall GAS scoring, aligned to Health for us to make comparisons. In addition the software can quickly identify areas of success of individual intervention programmes.


Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_11

Impact on students skills, attainment and wellbeing

Productivity • A sensory diet and the correct seating in a classroom helps the student to manage their sensory needs enabling them to sit and listen in a lesson and learn. • Providing students support in retaining vocabulary and strategies for organising language enables the students to retain what they are learning and retrieve information required for lessons, examinations and everyday conversation. • Intervention and strategies to improve student’s literacy skills enable them to access more curriculum content and world knowledge through reading, recording and to develop their expressive writing therefore achieving in lessons. • Teaching independence skills helps students develop their ability to manage money, travel on public transport, and access the local community keeping themselves safe, all leading to more independent and productive lives. Emotional and Physical Wellbeing • Working on a student’s ability to understand their strengths and challenges helps them to identify their aspirations/goals in life. • Interventions to help a student understand their feelings and emotions enables them to cope with challenges and everyday life. • Strategies and intervention on how to get better sleep enables a student to rest and recuperate and be ready for learning.

The aim of therapy intervention is to ensure that students have the best possible skills to help them make relationships, enjoy and succeed in learning and life and reach their full potential. Our therapy pathway of intervention addresses individual student need and provides them with the underpinning skills to achieve: • A sense of belonging • Productivity • Emotional and Physical Wellbeing Sense of Belonging • Working on a student’s ability to understand themselves and build relationships (being able to initiate conversation; understand others intentions etc.) enables them to start to form friendships/ develop better family relationships, join groups and develop a community around them. • By having a secure community, they develop a true sense of belonging.


Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_12

Achievement of Therapy Intervention/Targets:

Impact on student’s skills Problem Solving Using the Elementary Test of Problem (E-TOPS), Speech and Language Therapists measure the improvement from baseline assessment from around a Year 6. This test measures the following skills: • Making Inferences • Sequencing • Negative Questions • Problem Solving • Predicting • Determining Causes All students have assessment at various points in the year. This year both key stage 4 students are making progress with the majority exceeding progress. Using the British Picture Vocabulary Scales (BPVS) and the Expressive Vocabulary Test (EVT), Speech and Language Therapists measure the improvement from baseline assessment. All students have assessment at various points in the year. Normal development follows 1 month progress in a month. Almost all students primary to key stage 4 are making expected progress with the majority exceeding progress. Expressive and Receptive Vocabulary

Impact on a student’s impairment, level of activity, participation and wellbeing. Last academic year the Therapy team have implemented the nationally recognised Outcome Tool, Therapy Outcome Measures (TOMs) to capture the overall impact of therapy on a person’s:

Impairment Degree of abnormality observed, in terms of its variance from the norm Activity

Developed by Enderby and John (most recent edition 2015) TOMs is based on the International Classification of Function, Disability and Health (ICF) developed by the World Health Organisation (WHO). The 11 point scale has 0 indicating the most severe level of functioning and 5 as no Impairment Over the past year we have collected data for each student, and below we have summarised this for each key stage.

Level of independence for an individual with given difficulty Participation

Level of participation in work, leisure, education and to have a social role Wellbeing Emotions, feelings, anxiety and level of upset experienced

Impairment Wellbeing Nov 17 May 18 Nov 17 May 18 Nov 17 May 18 Nov 17 May 18 Activity Participation














































This table shows the following information: • Almost all areas show a more severe level of functioning in Primary and improve through the key stages. - Primary students have not been at the school very long and show severe levels of functioning - Key Stage 5 students have already made improvements over time

• All areas show an overall improvement in scores over the 6 month period, ranging from 0.05 progress in impairment in Primary to 0.57 progress in wellbeing in Key Stage 4 - Impairment is the hardest indicator to make progress, as with the complex nature of the student, their range of impairment will always remain relatively severe • On average over 6 months, students have shown an improvement of 0.21 in Impairment, 0.4 in Activity, 0.42 in Participation and 0.4 in Wellbeing. This is a percentage increase ranging from 8% to 21%.


Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_13

The wider impact of therapy intervention Outcome data that also demonstrate the wider impact of the therapy intervention can be seen in the following data: • Education attainment (e.g. accessing lessons to learn, underpinning teaching skills etc.) • EHCP outcomes • Incident statistics (e.g. managing emotions, understanding others intentions, comprehension intervention etc.) • Leaver destinations • Attendance data (e.g. readiness to learn, increase in self-esteem etc.)

In March 2018 The Challenge Partner Team recognised the school as having an Area of Excellence in: “Developing therapeutic and sensory strategies to enhance the attendance and behaviour for learning

of pupils with autism and/or anxiety” Quotes from the review include:

“The therapy provision available at the school is well regarded and often a key reason for pupils’ placement at the school. The school’s specialist teams not only provide individual programmes for pupils, but also have responsibility to ensure that staff throughout the school are well prepared to support pupils and help them to overcome their barriers to learning. To achieve this, the school provides training and support for all staff to ensure that they have the skills to set up and maintain a learning environment that is conducive to engaging pupils, and thereby encouraging their attendance and positive behaviour for learning.”

Alderwasley Hall School and Sixth Form Centre,Alderwasley, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_14

Our goal is for all young people to fulfil their academic and social potential. Through the execution of a broad, relevant, challenging and engaging curriculum young people’s attendance is outstanding leading to exceptional destinations on leaving our provision. LEAVER DESTINATION INFORMATION

100% of our leavers in July 2017-18 had an agreed placement to move onto following their placement at our school/sixth form.

Further Education 10

Apprenticeship 3

Specialist Provision 7

Supported Internship 7

Employment 2

Higher Education 1

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_15

CASE STUDY School Refuser to Successful Apprentice

Impact of Practice: - 97.58% attendance on a 5 day / week timetable for his final academic year. - Merit in his BTEC Engineering at Level 1. - The local garage provides positive feedback on Student A’s capacity to contribute to work within the garage and offers an apprenticeship. - GCSE Maths and Level 2 Functional Skills in English achieved. - Reduction in requirement for support from 1:1 at all times to remote support via email and telephone.

Background This case study highlights the key actions and impact on the changes made to the curriculum to enable one of our students to progress from school refusal (pre Alderwasley) to an apprenticeship (post Alderwasley). It is an example of how the standard 14-19 year old curriculum at Alderwasley Hall School is adapted to suit the needs of the individual. Student A was out of school during the academic year 2012/13 due to anxiety following his placement at a secondary school breaking down. He was admitted to Year 9 at Alderwasley Hall School in September 2013, starting on a part time timetable that gradually increased over the first two years to become full time. On arrival Student A displayed verbally aggressive behaviour whenever he felt anxious and had difficulty engaging in any academic tasks where there was a possibility of making a mistake or admitting he did not know something. Therapists at the school monitored his use of social communication skills, the management of his sensory processing difficulties, and his ability to cope with frustration, stress and anxiety, throughout his time in Education. He demonstrated good ability in Music, Art and Mechanics. He progressed through Key Stage 4 achieving Level 1 Functional Skills English and Level 2 Functional Skills Maths. One of the key positive factors in his timetable for Year 11 was the continuation of his work experience placement at a local garage. particularly around change. He required individual support

Key Actions: September 2016

An individualised timetable was devised: GCSE Maths, Functional Skills Level 2 English, and a BTEC in Engineering Level 1, where the practical tasks were completed at his work experience placement. January 2017 The local garage showed an interest in Student A progressing onto an apprenticeship with them, the timetable was adapted to include developing skills in using public transport. May 2017 A pathway was designed in collaboration with Student A and his family to progress him onto an apprenticeship with a further education provider and the local garage by July 2018 September 2017 Student A increased the amount of time at the garage, reducing the level of support needed and learning about the requirements of a future apprenticeship. March-April 2018 The garage firmed up their offer of an apprenticeship to start in September 2018. Student A visited Chesterfield and Derby Colleges with staff support and decided to attend Derby College for the theory part of his apprenticeship. June-July 2018 Apprenticeship is confirmed to start in September 2018. October 2018 Student A successfully passed his driving test and is now transporting himself to his apprenticeship.

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_16


We held a Pathways competition for students to win the tickets. Students were given criteria for the competition entries and classes definitely got creative with a range of resources available to them; from painting landscapes of the house and gardens, to building the maze and inside of the house out of clay and cardboard. Students handed in the entries and awaited the results of the winners. The final decision was made for two Key Stage 3 classes to win entry to the house, gardens and farm. The amazing work of the winners is shown below. The intricate building of the maze and rooms inside Chatsworth were completed as a whole class and showed fantastic commitment, dedication and teamwork by the classes that entered. and Farm from Derbyshire County Council, which he kindly gave to us for our students. What a fantastic first half term we had at Alderwasley Hall School! Earlier in the year, Brian Jones, our Chief Executive Officer won tickets to Chatsworth House, Gardens


Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_17

After half term the winning groups enjoyed a day out at Chatsworth. Even in the pouring rain, students engaged in lots of different activities; holding guinea pigs, visiting the farm, playing on the adventure playground and enjoying time socialising with peers and staff. A great insight into some of the community and leisure activities that are available to our students in the local area; engaging with nature, being outdoors, and seeing some of opportunities for activities that they would like do again. The grounds and buildings at the house and gardens were inspiring for the students and they would love to visit again in the future. A fantastic day out was had by all!

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_18

Partnership Working with Derby Museum and Derby City Schools Partnership working with organisations outside of the school is a fundamental part of our work, opening up fantastic opportunities for our students. This summer we sponsored Derby Museums two family focused summer exhibitions, ‘Wild’ and ‘Bare Bones’.

16,786 visitors to the two exhibitions (Wild = 8365 and Bare Bones = 8421)

Teachers from Alderwasley Hall and Bladon House School were involved in the project. Our music teachers and a sixth form student performed an acoustic set to visitors at the ‘Wild’ exhibition family launch day. Class teachers from both schools worked with the Museums School Programmer and Activity Facilitator to develop strategies and tips for museum staff to work with young people with autism and learning disabilities. Students from Alderwasley Hall School and Bladon House School were given exclusive access to the exhibition and took part in a ‘Bare Bones’ Classification session in September. We also invited young people from St Benedict’s School in Darley Abbey and St Martins School in Derby to enjoy exclusive access to the exhibition and Classification session. Visitor comments “We loved this, magical and wild. What a great adventure for our children this summer – Thank you” “Thank you for the wonderful child friendly exhibition. We liked it very much and remember our own childhood seeing newts in ponds – happy days”

In addition to the SENAD schools and St Martins and St Benedict’s, 10 other schools visited the exhibition, 282 children in total

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_19

Alderwasley at the Autism Show

June saw a team of staff from Alderwasley Hall School attend The Autism Show at the NEC in Birmingham as exhibitors. We’d been preparing for the event since January and even toyed briefly with the idea of taking Bramble one of our school Therapy Dogs in the early days. It had been a number of years since the school had a presence at this event and we felt that it was about time we got out there and showed visitors what’s so special about our school.

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_20

Providing Consistently High Standards of Care

The homes at the school and the sixth form Centre have both achieved their third consecutive ‘Outstanding’ grade for the care and support they give to young people placed with us on a residential basis.

Accommodation for older students, aged 16 to 19 years, comprises of two houses, one located on the Sixth Form Centre site and another located just down the road in Matlock. Inspectors found staff to be passionate about ensuring young people had long term positive outcomes, which was reflected in the close working with education and therapy staff and the fact that most young people went on to higher or further education or joined apprenticeship schemes. They also commented on the effectiveness of the staff in working with young people with complex mental health conditions. Inspectors found the children’s home at the school provided a service which consistently exceeds the standards of good and contributes significantly to the positive outcomes and experiences of young people who are placed at the school on a residential basis.

Staff were praised for their partnership working with parents and the warm nurturing relationships they build with young people. A strong key team of care, education and therapy meet regularly with parents and the young person to work out strategies to ensure progress. The inspectors also commented on the wide range of activities young people are able to take part in, the strong safeguarding process and the strong leadership team.

Alderwasley Hall School and Sixth Form Centre, Belper, Derbyshire, DE56 2SR.Tel: 01629 822586 Email:

SENAD Group Annual Review_21

Aran Hall School Key events this year

Re-registration under new regulations The school has successfully re-registered to meet the new care and support service regulations in Wales. The new law is called the Regulation and Inspection of Social Care (Wales) Act 2016. The new regulations came into force in April 2018. What is the purpose of the act? The Act reflects the changing world of social care. It places service quality and improvement at the heart of the regulatory regime and strengthens protection for those who need it. Regulation will move beyond compliance with minimum standards, and focus more on the quality of services and the impact which they have on people receiving them. The Care and Social Services inspectorate Wales (CSSIW) work with service providers to ensure regulations and quality levels are met. In addition all care and support workers in Wales now register with the Care Council for Wales (CCW). The key aspect of the new regulations is the effect on the service on people’s overall well-being. Grand Opening of the Library Students celebrated the opening of the school library at the end of 2017. The library was opened by Welsh author Bethan Gwanas and has been planned by the young people’s nominated Project Manager, who is also one of the students. The library has been stocked from raising money and asking for donations. The library service is headed by Eve Patten, Teacher at the school. Pupils and staff are encouraged to borrow books from the library. The library manager (a student) is responsible for organising new books, overseeing borrowing and checking the suggestions box.


Aran Hall School, Rhydymain, Nr Dolgellau, Gwynedd,Wales, LL40 2AR.Tel: 01341 450641 Email:

SENAD Group Annual Review_22

Literacy project with acclaimed author, Bethan Gwanas Bethan Gwanas, a local author, planned and delivered a series of six literacy sessions, which ended in a Literacy Showcase event. Pupils worked in groups and were able to write poetry and extracts from short stories using postcards, music and drawing as stimuli for their creative writing. At the Showcase event, each pupil shared a piece of their work in front of an audience; all pupils were given copies of an anthology (the front cover was designed by a pupil) and a certificate in acknowledgement of their hard work and commitment to the project. Gardening project Our polytunnel and raised bed are used by students for garden and horticulture and enterprise/work experience purposes. Produce is sold in the shop. We now have 6 chickens and sell eggs as part of enterprise.

Students attending college placements Three post 16 students are attending college on a weekly basis. They are studying the courses below: • ICT, Engineering and Construction • Catering and Gardening • Hair and Beauty and Gardening Following the success of a student last year, he is now taking the next level in Gardening and working towards a recognised qualification. Due to a student’s success in GCSEs last year (English Literature: grade A; Business Studies: grade A, and the first part of GCSE Physics: grade A*), he is now studying: A levels in English Language and Literature and Maths and parts of the Welsh Baccalaureate qualification. He is continuing to study the rest of his Physics GCSE and will sit this exam in summer 2019. Work experience Students have work experience placements at the following places: A local café, a horse-riding centre and a garden centre. In school, we provide initial work experience projects for students: Students complete an application form and interview and can take part in work experience in the grounds of the school including gardening duties, the school library or as journalists for the school newsletter. There are additional responsibilities for students who choose to be involved in fund- raising events e.g. organising and planning, baking, advertising, collecting money and giving change. Drama classes All students now take part in weekly drama sessions. The students work in groups and have focused on social skills like taking turns, listening purposefully, developing confidence, asking and answering questions. Their drama skills have also been developed as they have taken part in warm-up and cool-down activities, vocal warm-ups, short scripts and improvisations. Recently, following a series of lessons on WW1, two groups performed their dramatic interpretation of a Sassoon poem.

‘My future’ sessions Pupils work in groups to discuss their skills, experiences and qualities. The sessions are designed to support them in their next steps, whether that be attending college, starting a work experience work placement or moving on from Aran Hall. Completing a booklet of work, an application form and preparation for a job interview.

Students all finished the unit with a ‘job interview’ (a guest visited the college and role-played an interview scenario) which they had to prepare for.


Aran Hall School, Rhydymain, Nr Dolgellau, Gwynedd,Wales, LL40 2AR.Tel: 01341 450641 Email:

SENAD Group Annual Review_23

Staff achievement and professional development Heather Penney has successfully MSC for ABA (applied behaviour analysis). She was also achieved the acknowledgement of Best Dissertation of 2018. Glen Harris - QCF management Cari Roberts- BA Health and Social Care Two staff have been accepted on the Social Care Wales step up to management training programme.

Long service awards 2018 saw 3 members of staff celebrating long service awards at the school. Jane - 35 years

Lorraine - 25 years Rachel - 20 years




Aran Hall School, Rhydymain, Nr Dolgellau, Gwynedd,Wales, LL40 2AR.Tel: 01341 450641 Email:

SENAD Group Annual Review_24


Successful behaviours through reward-based programme Background In 2010, we adopted a reward-based programme that had been developed in the USA, in response to the severe problem behaviour presented by a small number of pupils. Senior leaders refined the programme so that staff could implement the programme successfully across both the education and residential settings. Using a behavioural skills training package, a small number of teaching and residential staff were initially trained to use the programme with two pupils. Senior leaders then implemented the programme across the school. Staff now implement the programme in all classes, the residential units and when pupils access the wider community for college and work placements. How the programme works The programme is an integrated point and level system that rewards pupils for demonstrating pro-social skills linked to success in mainstream school, college or workplace. Pupils receive points for attending school or college on time, working on the set task, completing the set task and demonstrating safe and respectful behaviour. Pupils then exchange the points awarded by staff for back-up reinforcers such as computer games, magazines and portable music devices. All pupils have a daily activity schedule that breaks the day down into ten 30-minute periods. At the end of each 30-minute period, the staff member allocated to each pupil allocates points contingent on the pupil having demonstrated the appropriate behaviour. As pupils demonstrate increasing rates of pro-social and academic behaviour, they earn promotion through the level system and in doing so are able to access a greater range of reinforcing activities. Concurrent with this, the pupils spend more time on academic tasks and less on reward activities.

The impact The programme has helped the majority of pupils to manage their own behaviour successfully. As a result, pupils now attend school regularly, treat others with dignity and respect, use the community safely, and attend college and work experience placements and gain relevant accreditation for their work. Sharing good practice The school has shared its good practice via three academic papers and at conferences in the UK and the USA. The school regularly hosts visitors from schools and other professionals across the UK. A small number of schools in both Wales and England are using variations of the programme. The programme has been highlighted by Estyn as exemplary practice and details of the programme are listed on the Estyn website and in the Estyn Chief Inspector’s 2017/2018 report. behaviours-through-reward-based-programme

Aran Hall School, Rhydymain, Nr Dolgellau, Gwynedd,Wales, LL40 2AR.Tel: 01341 450641 Email:

SENAD Group Annual Review_25

Bladon House School Education Success

Bladon House School provides both Day and Residential Education placements for young people aged 5-19. Class sizes remain small with between 5 and 8 students in each of the 9 classes, including 1 primary age class. Students are grouped according to their age and/ or ability.

Students follow individualised curriculum pathways with agreed outcomes and an emphasis on preparation for life after Bladon House School. The curriculum offer is rich. Alongside the core subjects there is the opportunity for all students to access: computing, cooking, PE and outdoor education, including DofE, horticulture and land based studies. These are taught by subject specialist teachers and instructors. In addition, a range of activities are offered by external providers, both on and off-site including: music production and graffiti art- lovely examples of which can be seen around school. Art and drama therapy are also offered where appropriate.

Last year saw the final year of ASDAN accreditation in school. Now all accreditation will be through AIM Awards. The Personal and Social Development qualification is achieved through completing components from a range of subject areas, including the core subjects of Maths, English, IT and PSHE, at Entry level 1 through to Level 1. All students entered last year achieved an Extended Award and are now working towards the Extended Certificate. Students accessing this pathway are also encouraged to complete the Duke of Edinburgh Award scheme- a number of students achieved the Bronze Award last year, those staying with us are now accessing the Silver Award and an SLD Group has been created. Students with SLD in KS3-5 now follow the EQUALS Semi-formal curriculum. This is a non-subject specific curriculum which aims to develop specific areas of need for individual students through personalised Learning Intentions, closely linked to their EHCP outcomes, focusing on the process rather than the product.

Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

SENAD Group Annual Review_26

Outdoor Education

Outdoor education can be simply defined as learning in, for, or about the outdoors. The term ‘outdoor education” is used broadly to refer to a range of organized and safe activities that take place in a variety of ways in outdoor environments.

What Outdoor Education provides for our students? • Outdoor education, training and recreation promote active learning through direct personal experience and offer excitement, fun and adventure within a framework of safety • A challenging experience outdoors impacts powerfully upon a young person’s intellectual, physical, spiritual, social and moral development • Provides recognised qualifications and Awards such as BCU Star awards, the Duke of Edinburgh and John Muir awards • Builds self-confidence and self-esteem • Allows students to connect with nature and the environment, allowing a break from academic or home life stress • Allows practical application of educational subjects such as maths, science and geography

Outdoor Education unique to Bladon House School Every student is given the opportunity to access an Outdoor education session every week that is tailored to their individual needs. Sessions are run on a one to one and group basis and focus on personal development with individual learning outcomes for each student. Forest School Forest School is an approach to outdoor education which originated in Scandinavia, where outdoor living and learning are totally embedded in society. In Scandinavia there is a strong belief that nature and movement are essential to a young person’s overall development and well-being. Bladon House has a Forest School programme, with woodland classroom based experiences on-site and at a local forestry centre, which runs throughout the year.


Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

SENAD Group Annual Review_27

The following Outdoor Education activities take place throughout the academic year: • Bush Craft – year round • Archery – year round • Orienteering – year round • Rock Climbing – summer term only • Canoeing – summer term only Activities


Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

SENAD Group Annual Review_28


Throughout the academic year, students are given the opportunity to complete various awards as part of the Outdoor Education programme. The Duke of Edinburgh award is well known around the world that provides personal development through an award system focusing on self-reliance and action in the community.

Residential Trips During the summer term, students are given the opportunity to take part in residential trips which help build self-reliance and confidence. Residential trips allow students to practice skills learned throughout the year in a challenging environment and include: • Canoe expeditions with overnight camps • Duke of Edinburgh practice and assessed expeditions • Wild camping Bush craft expeditions

Students at Bladon House work towards the Bronze level award by learning a skill, taking part in a physical activity, volunteering in the community and taking part in an expedition that they have helped plan. Duke of Edinburgh sessions take part all year with the expeditions taking place in the summer term. The John Muir Award encourages young people to discover a wild

place, explore it, help with its conservation and share their experiences with others.

The John Muir Award has 3 levels, Discovery, Explorer and Conserver. All students are given the opportunity to complete the Discovery award which takes place during the spring term.

Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

SENAD Group Annual Review_29

The Bladon Way is not just a code of conduct, it is the identity of our school. The ‘Bladon Way’ sets out a clear expectation of students’ conduct and approach to engaging in learning. All staff actively promote The Bladon Way culture through assemblies, discussion, PSHE lessons and it is the key ingredient that works through school and encourages the long term sustained improvement in our young people’s behaviour. “This is our celebration board where pupils/staff post examples of Bladon Way modelling. We all love this in class and it’s a great motivator as the young people all want to be on the board when they see a peers positivity being praised”- Charlie Jennings (Class Teacher) The Bladon Way is adapted to ensure all young people can access it.

Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

SENAD Group Annual Review_30

The Stained Glass Window Project The aim of the stained glass window project was to visually represent the ‘Bladon Way’. School Artist, Joe Coglan, decided to use the traditional medieval style of character representation to create secular modern day saints, such as celebrities held in high esteem. He suggested the idea to the students and then worked with their responses; supporting them through the process of bringing their ideas to life. Trips and Projects

Each student chose one of the conduct codes from the ‘Bladon Way’ before they brain stormed ideas of how to show the message visually. The students were each presented with this creative problem to solve and they all did brilliantly. They decided; Kindness would be represented by a high-five. Taking care of things could be shown through a side hug. The presence of animals would be a reminder of people’s stewardship role with the environment. Manners could be represented via a curtsey. Making good choices could be shown by a cross roads sign and examples of positive choices. Once the details of the designs were finalised we projected the images onto clear vinyl and began outlining the images so they could be painted. The glass paint we used was difficult to work with, but the students took the process in their stride and created some great finished pieces.


Bladon House School, Newton Solney, Burton on Trent, Staffordshire, DE15 0TA.Tel: 01283 563787 Email:

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80

Made with FlippingBook Learn more on our blog