Welcome To

Belmont School

A PARENT’S GUIDE TO OUR SCHOOL

This booklet should help to answer many of your questions about Belmont School

Our School at a glance...

Ofsted Outstanding

Boys Only School

Day School

5-18 Years

Haslingden Road, Rawtenstall, Rossendale, Lancashire BB4 6RX

01706 221 043

admin@belmont-school.co.uk

Executive Principal

Mike Stobart

www.belmont-school.co.uk

How does the school know that young people need extra help? What should I do if I think that my young person may have special needs?

Belmont School is an Acorn Care & Education Independent day special school for boys between the ages of 4-18.

At Belmont School we have a proven track record of successfully meeting a wide range of Social, Emotional and Mental Health Needs. Staff at the school are experienced in recognising and working with a wide range of additional challenges pupils face, including Autism, Asperger’s, speech language and communication difficulties, dyslexia, dyspraxia, ADHD, and SpLD. The school prides itself on providing an appropriate curriculum and successful education for pupils ranging in ability from those with Moderate Learning difficulties to those who are deemed to be gifted and talented.

All pupils who attend Belmont School have a Statement of Special Educational Needs or ECHP which identifies the school as the most appropriate provision for the young person. The Statement or Plan identifies the young person’s primary and additional needs. These needs are reviewed annually through the Annual Review of the Statement.

All pupils attending Belmont School are base-lined in each subject area, tested for literacy and numeracy difficulties and, where appropriate, assessed by a Speech and Language Consultant. The school also receives regular input from an Educational Psychologist who, again where appropriate, can assess and advise on individual pupil needs.

Academic progress, together with the progress made against the pupils’ individual statement objectives, is monitored regularly by the Executive Principal and the Head of school. Where pupils are not making expected progress staff work together to design, implement and evaluate interventions to remedy the situation. The school regularly communicates with parents about interventions, and works alongside parents in enabling them to support learning at home. We also liaise directly with all relevant and associated professionals.

How will school staff support my young person?

The overall objectives of the Statement or EHCP are broken down into smaller targets on the young person’s Individual Learning Plan (IEP). Targets are set and the progress made is reviewed each term. We use continual teacher assessment to identify how well pupils are making progress academically and in terms of identified needs. We use this information to tailor learning to work on any areas that need to be developed.

Each class has its own Pupil Support Worker who works closely with the group both within the classroom and during non-curriculum activities. Our PSW’s monitor each pupil’s behaviour and, where necessary, contribute to setting targets, which encourage individual pupils to perform to the best of their ability and potential.

The PSW works alongside the classroom teacher, providing additional support for learning, according to a pupil’s individual needs, in a caring and structured environment. It is the role of the PSW to encourage the building of positive relationships within the group, aiding social development and integration. PSW’s get to know their pupils very well and liaise closely with the Pastoral Heads to promote high standards of behaviour and attainment in all the members of their group.

The school has a designated Pupil Welfare Team, Mrs Sharon Everitt and Samantha Townend Sharon’s and Samantha’s roles are multi-faceted and cover:

• Supporting good attendance

• Supporting children and families using the common assessment framework (CAF)

• Supporting Year 11 pupils into post 16 college or training

• Accessing available community / other agency support for families

• Advocating for young people

At Belmont School we work closely with other professionals to ensure that all of the needs that are outlined on the Statement of Special Educational Needs or EHCP are met.

Pupils at Belmont School make outstanding progress both behaviourally and academically over time and the majority pupils leave school with a range of GCSEs and other accreditations such as City & Guilds. This fact was recognised by Ofsted in their most recent inspection of the school.

www.belmont-school.co.uk

How will the curriculum be matched to my young person’s needs?

During its last inspection of the school Ofsted reported that:

“The curriculum is outstanding. It meets pupils’ needs exceptionally well and is a major factor in pupils’ excellent attitudes to learning. The curriculum is broad and balanced and based on the National Curriculum, with an appropriately strong focus on developing pupils’ skills in English and mathematics.”

The school places great emphasis on literacy and numeracy skills. The curriculum is designed:

• To provide opportunities for all pupils to learn and achieve

• To promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life

Pupils are encouraged to learn through use of a broad and balanced curriculum, whilst individual programmes of learning and behavioural support are designed to encourage success and aid the development of self-esteem. Pupils’ spiritual, moral, social and cultural development is supported in a number of ways including direct teaching, the promotion of the school ethos of mutual respect and trust, educational visits and individual

tutorial sessions.

During Key Stages 2 and 3, pupils study the three core subjects – English, Mathematics and Science. In addition they study Computer Science, European Studies, History, Geography, PSCHE/Life skills, Religious Education, Art, Design and Technology, Careers and PE.

Year 9 pupils also have a Vocational package included in their timetable- a carousel of Horticulture, Building and Construction, Manufacturing and Wood Working. Licence to Cook lessons and a broad life skills package are also on offer.

Strategies to promote literacy and numeracy across the curriculum are key to our success. Pupils who need individual support to enable them to become more competent in literacy and numeracy are provided with 1-1 sessions with specialist staff to achieve this.

During Key Stage 4 pupils also follow the National Curriculum. All pupils study English, Maths, Science, ICT, PSCHE/life skills (including RE), Humanities, Careers Education, Art, PE and Vocational Education.

How will both you and I know how my young person is doing and how will you help me to support my young person’s needs?

During its last inspection of the school Ofsted reported that:

“The school tracks pupils’ progress in academic subjects and personal development closely, comparing this to national expectations. Pupils review their progress with staff, agreeing targets for academic and personal development. Data is presented to pupils visually, in graphs, to encourage their involvement. Support is provided if pupils fall behind or alternative courses are sought to better meet their needs. Teachers use assessment information well when planning lessons. They consider pupils’ personal and additional learning needs and suitable strategies to adopt. Consequently, lessons successfully move learning on very well for each pupil. Teachers check learning carefully throughout lessons and in regular tests. Pupils’ work is marked regularly, with helpful comments. These highly effective strategies for assessment contribute substantially to the high levels of engagement in learning.”

We demonstrate progress to parents at the end of each term via a progress report, whilst a comprehensive Annual Review Meeting is held once a year. Regular parent/carer contact is maintained to report both success and any areas for concern to ensure an open dialogue in relation to learning and attainment.

www.belmont-school.co.uk

What support will there be for my young person’s overall well –being?

What specialist services and expertise are available at or accessed by the school?

We are committed to multi agency working to ensure that the needs of young person are met. Our work with other agencies is frequent, sustained and responsive to student and family needs.

Professionals from other agencies such as Educational & Clinical Psychologists, Speech and Language Therapy; Occupational Therapy, CAMHS, and Social Care support the work of the school on a regular basis. These agencies work with us to support pupils, devise strategies and offer training and advice whenever necessary.

We have experience of working with the NSPCC around issues of sexual exploitation and staying safe. For pupils with very high levels of anxiety we teach coping strategies to help them remain calm.

We encourage pupils to use their student voice to raise any concerns or issues that they have. The School Council meets regularly and brings any issues to the fore. Pupils are also involved in planning for their care and targets through self-assessments, questionnaires IEPs, Annual Reviews.

All of staff have undertaken specialist training and development. Our staff follow a tailored induction program when they join Belmont School.

In school we have access to the following professionals:

• Speech and Language Therapists and a Speech and Language Therapist

• CAMHS Nurse

• Occupational Therapists

• Educational & Clinical Psychologists.

• School Nurse

• Child Advocacy Service

• Independent School Counsellor

We also work closely with other specialised agencies to meet pupils’ needs. Examples of this are Substance Misuse agencies and Youth Offending Teams.

What training are the staff supporting children and young people with SEND had or are having?

How will my young person be included in the activities outside the classroom including school trips?

As part of our on – going continued professional development program we have worked with professionals on a wide range issues including Autism, online exploitation, de-escalation strategies, safeguarding, first aid, dyslexia and self-harm.

We have daily meetings where we discuss best approaches and strategies for meeting the needs of the pupils. Where appropriate, additional professionals attend these meetings to provide their input.

Staff regularly receive high quality training regarding safeguarding, and all school staff receive formal safeguarding refresher training every two years.

Our off site visits are designed to enhance curricular and recreational opportunities for all of our pupils. Off site visits are also designed to create opportunities for developing independence, communication and self-management skills, and to promote positive self-esteem. We have a rigorous in-house health and safety screening for all of our offsite education and work placements. This will involve working with each placement to make them aware of individual student needs and targets for the duration of the work placement and ensuring that those involved in teaching our pupils offsite are also aware of specific SEN.

All pupils have the opportunity to take part in our fantastic Outdoor Education Programme. This programme centres on a variety of activities and adventures that looks to build self-esteem, independence, team working, and social skills and importantly is also great fun!

Activities include mountain biking, team building, hill walking, canoing, climbing and an overnight camping expedition. The programme is delivered by a highly experienced Outdoor education team who are contracted to the school. The Outdoor education team work with our own specially trained staff to deliver an exciting, educational, yet safe programme of activities. The programme has been set up to help our pupils build their self-esteem and confidence.

Pupils are taken out of the classroom and their comfort zone, enabling them to develop new skills and qualities. Outdoor education takes place in all weathers, giving pupils a fantastic sense of achievement in completing activities they would normally regard as too challenging. The pupils participate in many activities and are able to gain nationally recognised qualifications. These qualifications include the National Navigation Award Scheme, the British Canoe Union Star Awards and the CTC Go-Mountain Bike Awards. Pupils can also receive ASDAN Awards in outdoor pursuits, peer mentoring and individual activities.

www.belmont-school.co.uk

How will the school prepare and support my young person to join the school, transfer to college or the next stage of education and life?

How accessible is the school environment?

To ensure successful school placements the school operates a successful admissions process whereby referral paperwork is scrutinised, pupils are invited into school with parents/carers and relevant professionals for an informal interview. This is followed up by a home visit. The final decision is arrived at by the school but always takes into account the pupils views and wishes.

We run a series of transition events for new Year 7 pupils, including Year 6 Induction Days in the summer term. We work closely with parents and carers, children and their Primary Schools throughout the transition stage to create bespoke transition packages that meet individual need.

Careers Education and transition planning is an important part of the Annual Review process from Year 9 onwards. Pupils meet with their careers advisor regularly from Year 9 to discuss ideas about college training or employment. We work closely with a number of colleges across Lancashire and placing Local Authorities, regularly discussing courses on offer and respective entry requirements. Pupils in Year 10 have the opportunity to study vocational courses at a local college each week, to familiarise themselves with a college setting.

Pupils in Years 10 and 11 undertake a block work experience placement, and we offer opportunities for weekly on-going work experience in our local community. We work closely with other providers to ensure that the transition post 16 is as smooth as possible.

For the past 6 years 100% of our pupils have successfully made the transition to further education, training or employment.

The majority of the classrooms are wheelchair accessible. We have disabled toilets and car parking available.

How are the school’s resources allocated and matched to young people’s special educational needs?

How is the decision made about what type and how much support my child will receive?

The majority of the school’s resources are used to provide small class sizes with appropriate levels of staffing. Pupil Premium funding is received for some pupils and these funds are spent on meeting the individual needs of pupils

and enhancing their educational experience. All of our classes are provided with a wealth of resources to ensure the delivery of a personalised curriculum by subject specialised and qualified teaching staff.

A pupil’s Statement of Special Educational Needs or ECHP identifies the level of support required to meet their needs. This is agreed through discussion between the school and the placing Local Authority.

We plan provision to achieve the objectives outlined for each individual pupil and address any difficulties identified by internal school assessments.

On occasions personal 1 : 1 pupil support can be provided by the school in agreement with the placing Local Authority.

www.belmont-school.co.uk

How are parents involved in the school? How can I be involved?

At Belmont School, parents and carers are encouraged to take an active part in their child’s education and their input is valued and respected. We believe in working in partnership with parents and carers to achieve the very best outcomes for pupils. We communicate regularly with parents, through phone calls, progress reports and Annual Reviews.

As a school we welcome contact from parents and would encourage parents to contact us if there are any questions or concerns.

Who can I contact for further information?

The Executive Principal Belmont School Haslingden Road, Rawtenstall Lancashire BB4 6RX

T: 01706 221 043

E: admin@belmont-school.co.uk

For more information please contact: