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HONESTY
EMPATHY
ASPIRATION
RESPECT
TEAMWORK
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welcome TO ACORN SCHOOL

We are an independent co-educational school which provides learning and supportive learning environment for students from Key Stage 2-4 with Social, Emotional, Mental Health difficulties, Autism Spectrum Condition and/or Specific Learning Difficulties.

I am privileged to be the Head teacher of this nurturing school, where the individual child is at the heart of what we do. We recognise that every student is different, yet equal, and all staff are committed to treating each individual with inclusion, compassion and understanding. We understand that every student will have different needs and offer a safe and encouraging learning environment where, students can feel supported and encouraged to reach their full potential. At Acorn School we aim to help our students to overcome their individual challenges by supporting them with underlying difficulties that may be leading to displays of frustration. A carefully planned and bespoke curriculum, which includes social development as well as academic and vocational learning allows our students to achieve the best possible outcomes.

Abbie Heard
BA (QTS) Hons.in Education
Head Teacher

DELIVERING OUR VALUES

At Acorn School, the individual needs of our students are at the heart of all that we do.

We work closely with our children/young people, their families and professionals to create bespoke programmes of learning for students, which are tailored to their education, social and emotional needs, supporting them to achieve their full potential. This means that we deliver a personalised curriculum, which, where possible, acknowledges the national curriculum and meets the individual needs of our students, whilst also supporting them to meet the outcomes identified in their EHCPs.

To achieve this, every student has an individual Pathway Plan and Provision Map which identifies their areas of need and how we can best address them, both in terms of staff approach and the curriculum that they are provided.  Our goal is to provide access to the best academic outcomes possible as well as preparing our students for adulthood and the next stage of their education by equipping them with the skills required to achieve personal success.

Nurture Lime
Flourish Lime

THE CORE OFFER

Acorn School supports children and young people between the ages of 8 and 16 who have difficulties with their emotional, social and mental health, as well as other complex needs often associated with autistic spectrum conditions, trauma and attachment disorders.

At Acorn School we aim to provide a caring learning environment where students can experience positive learning opportunities that will enable them to develop their full potential socially, emotionally, academically and physically. We aim for our students to develop their feelings of self -worth, grow intellectually, build positive relationships and develop their life and social skills in order that they will become happy, confident and valued members of society.

  • We Aim to:
  • What makes us special?
  • What we offer:
  • Have high expectations of our pupils.
  • Create a safe and positive learning environment in which students can learn effectively.
  • Provide all students with a broad range of subjects and qualifications, including GCSEs.
  • Provide opportunities for students to develop their interests and skills through a range of extra-curricular activities and experiences.
  • Ensure good home-school relationships in order to enable parents and carers to play their part in the education of their children.
  • We are a specialist provision and we create bespoke packages for students with complex SEMH difficulties.
  • We tailor our curriculum to ensure that it meets the need of students with SEMH difficulties.
  • We are a truly therapeutic school and we have an in house therapy team who can support the special educational needs of our pupils.
  • Offer a range of interventions to support pupil progress in all areas.
  • We develop strong  relationships with a variety of stakeholders and  outside agencies in order to support students throughout their time at school and  through periods of transition.
  • We foster values- based curriculum which helps students grow in confidence, creativity and self-control.
  • We are an attachment aware school and successfully address barriers to learning so that academic attainment, health and well-being are improved.
  • We believe that all behaviour is communication and aim to understand the out student’s needs in order that we can meet them effectively.
  • We use restorative approaches in order to help students understand their place in the world and help them to develop  the skills and mental agility they need in order be forge positive relationships, cope with conflict and rebuild friendships if problems arise.
  • Small group teaching:  Maximum of 4 students per class with LSA support.
  • 1:1 and small group intervention work, transitional support and exam preparation for up to 2 hours per week.
  • Rigorous Academic Progress Tracking and Assessment through the use of B squared tracking software.
  • Baseline Developmental Assessments and Progress Tracking, including initial Thrive or Boxall Profiling.
  • Thrive and attachment based interventions and approaches embedded throughout the curriculum.
  • Personalised Reward Scheme linked to the school token economy.
  • Targeted Literacy and Numeracy interventions.
  • Specialist Differentiated Teaching.
  • Termly reports and meetings to agree targets and discuss progress.
  • Weekly Enrichment and Self Esteem building activities.
  • Weekly Outdoor learning opportunities.
  • Examinations and accreditation. - GCSE, ASDAN. AQA units, Functional Skills, ECDL.
  • Restorative Approaches.
  • Individual Education plans and self -regulation plans.
  • Bespoke education packages to meet individual needs and aspirations.
  • Robust Safeguarding systems and close liaison with external agencies and relevant stakeholders.
  • Weekly success reports to parents and carers.
  • Specific learning interventions/ IT/ equipment etc.
  • Bespoke PSHE and SRE learning opportunities which support student's individual needs.
  • Calm and consistent learning environment.
  • Specialist teaching and support staff with ASC and attachment training.
  • Weekly 1:1 mentoring sessions with key adult and daily tutor group support.
  • Autism and SEMH progress tracking - communication, social interaction, emotional regulation and flexibility.

REFERRALS & ADMISSIONS

Student intake to Acorn School is determined through an assessment process. Parents and Social Workers are welcome to contact the school for more information once you have read our prospectus. We take applications at all points of the year.

  • STAGE 1
  • STAGE 2
  • STAGE 3
  • STAGE 4
  • STAGE 5
  • Parents/Carers/Social Worker/Placements team contact school for information.
  • Parents/Carers inform Local Authority of their school preferences.
  • Local authority consults Acorn School.
  • Senior leadership team assesses whether student needs can be met.
  • Further information may be required at this stage.
  • Home visit or School visit arranged.
  • Parents/Carers and Student invited for admissions interview.
  • Final decision made by Senior leadership team.
  • Local Authority informed of decision and education package agreed.
  • Admission Pack sent out to parents/carers to be completed and signed.
  • Individual risk assessment and positive behavioural support plan created.
  • All information added to School Information Systems.
  • Transport arranged through the Local Authority.
  • Clear transition plan created.
  • Student starts at Acorn School.
  • Baseline assessments commence.

EQUALITY AND DIVERSITY

We work closely with our children/young people, their families and professionals to create bespoke programmes of learning for students, which are tailored to their educational and social and emotional needs, supporting them to achieve their full potential. This means that we deliver a personalised curriculum, which, where possible, acknowledges the national curriculum and meets the individual needs of our students, whilst also supporting them to meet the outcomes identified in their EHCPs.

To achieve this, every student has an individual education plan which identifies their areas of need and how we can best address them, both in terms of staff approach and the curriculum that they are provided.  Our goal is to provide access to the best academic outcomes possible as well as preparing our students for adulthood and the next stage of their education by equipping them with the skills required to achieve personal success.

Feedback from last Academic year

Philosophy on feedback

As part of our approach to reflective practice Phoenix Learning and Care recognise and embrace the importance of developing a culture of continual learning and development.  We welcome feedback on our achievements and the opportunity to share best practice, however we equally understand the importance of learning from our shortfalls. As such we welcome hearing about where we may have not lived up to our high standards and we truly value the opportunity to reflect and learn about areas that we need to develop further.

Within the last academic year we have received the following number of compliments and complaints.  

25
COMPLIMENTS
2
COMPLAINTS

If you would like to provide feedback to the school or wish to make us aware of a compliment or complaint then you can email the school direct.

Alternatively, you may contact our Operations Director for Education, Darren Jackson on: djackson@plcl.org.uk

We treat all concerns appropriately and all complaints are investigated thoroughly following our complaints policy and procedure which can be found within the Policies section of this website.  

REFERRALS

Our proprietors Phoenix Learning and Care, welcome enquiries for placements in any of our services.

Please call us on 03330 150331 or email referrals@plcl.org.uk

We will provide an initial response to all enquiries as soon as possible, advising the options available and indicative dates of admission.

The referrals team can discuss the local offer and where appropriate, put you in contact with the respective Registered Manager or Head Teacher to discuss the practical areas in greater detail.

The Young Person and/or Student are openly encouraged to visit along with parents, guardians or Social Workers to see if the placement is suitable.

Once the placement is confirmed, we work to ensure a smooth transition including the completion of required documentation.