Greys Education Centre
The school has a set of statements regarding our ethos and culture – these are available on request.
How we support your child's learning
• On entry to the Primary Provision at Greys all pupils are assessed so that teachers and support staff are aware of the levels the pupils are working at/towards. They are also assessed prior to them leaving so that new schools can be informed of their academic attainment.
• We work towards reinforcing positive behaviour. Each pupil has a target book with behaviour and/or learning targets set at the beginning of each week. The pupils work towards receiving badges based on achieving targets. These books are sent home at the end of each week. All pupils have a home/school book for communication between teachers and parents/carers.
• The class teacher phones parents/carers weekly to keep them updated on their child’s progress
• Pupils on entry attend an admission meeting where specific needs are identified and discussed. Packages of educational support are tailored and personalised to the specific need for each pupil reflecting wishes of parent and young person. Pupils at Greys are monitored every lesson with teachers and behaviour support staff recording progress pupils make. Parents are updated weekly on progress made and any concerns shared immediately, where this is possible, with parents and carers. Parents are invited in to school for regular review meetings to discuss progress made and any issues as they arise. Views and wishes of parents and young people are given a high priority when formulating educational plans.
• All pupils will receive a termly pupil progress report with targets for improvement.
• Following the initial meeting with the Hospital Education team (HE), meetings are held every 6-8 weeks to discuss progress medically, socially and academically. The family, home school, medical professionals and any other professionals involved with the pupil are invited to this meeting. Notes of the meeting will be taken and distributed to those at the meeting, those who have been unable to attend and to the family GP.
• Where a pupil is taught in the home or is brought to a setting by the family, there is the possibility for more intensive contact.
• Inpatients taught in Bedford Hospital will be met by the class teacher or teaching assistant who will discuss with the family the options available for teaching or supporting the learning of their son/daughter. Parents are welcome to discuss the work completed with the teacher or TA at the end of any session. Where a child is particularly ill, the Parent/Carer may wish to remain with the pupil.
Accessibility of our service
• Specialist facilities/equipment required by pupils will be secured after discussion with parents/carers and the Bedford Borough SEND team using ring-fenced budgets attached to pupils SEND plans. For parents and carers with English as a second language translators will be sourced and provided by Greys.
• The Primary Provision is on one level and is wheelchair accessible.
• Hospital Education teach in a variety of venues including schools, libraries, homes, the hospital classroom and ward. A suitable teaching space will be found to meet any needs.
How we identify SEN
• All the pupils attending the Primary Provision have been identified as having emotional and/or behavioural needs. We work very closely with the SEND team for those pupils with Education and Health Care Plans. We also work closely with other agencies such as the Educational Psychology Team and Advisory teachers to help identify additional needs and support. Regular phone calls and review meetings are held with parents/carers to discuss progress and any other concerns.
• Pupils are in small classes with a teacher and a teaching assistant. This enables the teacher to quickly identify any additional educational needs that the pupil may have.
• Where it is identified that a young person has further special educational needs, Greys will liaise with partners to produce and submit a request for statutory assessment.
• All pupils at Greys Education Centre have special education needs due to a social, emotional and in some cases mental health difficulties and are supported appropriate to need.
• Teaching is one to one or in small groups enabling accurate assessment of needs. The HE teacher will raise any issues at the Review meetings. The home school would coordinate any referrals for extra support.
• Parents are encouraged to raise any concerns with the HE teacher at any time. Concerns can be raised at Review meetings.
How we support your child/young person
• The education is planned in conjunction with all teaching and support staff. Where appropriate representatives of the SEND Team will be invited to take part in these discussions. Curriculum Leaders, The Senior Leadership Team and the Governors of the school have an oversight of what is being delivered and demonstrate a keen interest in all areas of the curriculum.
• During the admission meeting the curriculum will be explained to parents/carers.
• The curriculum and class groups are based on individual needs.
• On entry to Greys the Head of School and relevant Assistant Head will hold an initial planning meeting to implement the support required to ensure the pupil makes appropriate progress, taking in to consideration any special educational need. Parents/carers and representatives from the SEND team will be invited to this meeting to contribute to discussions and plans made. Any provision made will be regularly reviewed and if any concerns arise an emergency interim review held to adjust provision as appropriate to the needs of the pupil. Statutory annual reviews will take place as directed by the SEND team. The views of pupils and parents /carers will inform this process.
• The home school provide schemes of work that will be delivered by the HE teachers. At Review meetings progress through this work will be reported back to the family and school.
• Teaching in the HE team is overseen by the Head of Hospital Education, Curriculum Heads, the Senior Leadership Team and Governors of Greys Education Centre.
How we match the curriculum to your child's needs
• The curriculum is adapted to the needs of individual pupils, guided by the needs identified in the initial assessment period and any identified Special Education Needs.
• A play based approach is used with those pupils who are not in an emotional state to access a more formal curriculum.
• For pupils on a partnership placement links are maintained with the partnership school so that there is continuity between the two placements. This helps to ensure the smoothest transition possible when the pupil returns to their school.
• Pupils are placed in classes depending on their individual needs, not necessarily age based.
• The curriculum will be personalised, adapted and tailored to the needs of the pupil as appropriate.
• Pupils attending the Secondary Provision will benefit from access to a broad and balanced curriculum including alternative learning experiences.
• HE teachers will use the home school’s schemes of work as a basis for teaching. The HE teacher will individualise the scheme ensuring it meets the individual needs of the pupil.
• If taught in groups, the HE teacher will ensure the needs of each member of the group are addressed.
The support we give to your child's well being
• The focus of all learning at the Primary is based on improving behaviour and social skills as well as academic progress. This is done in a nurturing environment that focuses on individual needs.
• Target books allow us to monitor behaviour and there is a focus on acknowledging positive behaviour through the reward schemes used.
• Our student voice allows us to listen to the views of the pupils. We also value the views of parents.
• Regular meetings are held with parents/carers to share any concerns regarding well being, safeguarding and Special Educational Needs.
• At Greys the pastoral needs of the pupil are as important as their learning needs. Regular liaison with parents and carers sharing any concerns the school may have regarding their wellbeing, safeguarding and their SEN, will take place with immediate effect to support the pupil. Greys has access to a range of professionals to support pupils pastoral needs including a therapeutic behaviour specialist, specialist teaching assistants skilled in managing pupils with behavioural needs. Greys are willing to administer oral medications and epi-pens with permission from parents. Five staff at the secondary site are trained First Aiders.
• To support the wellbeing of pupils attending Greys all have access to an in school counselling service and a range of therapeutic interventions including an outdoor learning tutor who also counsels pupils, a therapeutic behaviour support Counsellor and an Equine Assisted therapist.
• Greys also works closely with external agencies to support pupil wellbeing including CAMH, YOS, EWS, Schools Nursing Service, the Early Help Team at the LA and Social Care where required.
• HE works closely with the health professionals involved with a pupil’s care. Access to Hospital Education teaching is through the health professional and continued support is on the recommendation of the health professional.
• The pupil will be invited to Review meetings and asked to contribute. Where a pupil unable to attend the meeting, their views can be given by any of the other participants at the meeting.
The expertise we have access to
As an Alternative Provision Academy we offer a range of alternative learning experiences across all phases of the school.
We have access to an in-school Counselling Service, delivered by fully qualified staff experienced at working with young people and schools, Equine Assisted therapy, CBT, a PSHE curriculum focused on risk avoidance in the local community, therapeutic work around protective behaviours for young people at risk of exploitation and education on the dangers of drugs and alcohol and our own in school Careers advice service supporting progression of our pupils when they leave us.
In addition, we liaise with external agencies that come in to Greys to support our pupils: EWS, School nursing service, CAMH, Early Help Team, EP team, YOS, Social Care, Drugs and Alcohol advice service for young people and the Police.
• Within the Primary Provision pupils benefit from a variety of activities; Sensory Play, Sensory Circuits, Lego Therapy, Forest School (sometimes in partnership with Secondary aged pupils from the Secondary Provision) Tatty Bumpkins which is a yoga based activity for younger children, Drawing and Talking Therapy, Therapeutic Story Telling and we use dogs as therapists to encourage pupils to read alongside the dogs trained for this purpose.
• Within the Secondary Provision we deliver the following alternative learning experiences in addition to the academic curriculum; Forest School (often in collaboration with primary aged pupils within our primary provision) Duke of Edinburgh Bronze Award, Outdoor Learning, Practical Science assessed through the BTEC, the Jamie Oliver Cooking for Life Qualification, Music Media, Childcare and Childhood Studies, Work Based learning in a work placement, Therapeutic Play based learning and Functional Skills
• The HE team work closely with all health and local authority services. In partnership with the family, home school and health professionals, the team will source any additional support required.
• The core HE teaching team has many years of experience of working with pupils with additional health needs and have contributed to local and national policy for pupils with additional health needs
How we include your child in extra curricular activities
• At Greys Education Centre we provide opportunities for activities and trips out of school which are available to all pupils. Pupils are often involved in the planning of these trips and are encouraged to take responsibility for organising and sourcing activities as part of their learning programmes.
• The Hospital Education Team advises schools on enabling pupils to access all activities and trips that would be available to their peers.
How we prepare your child to join us or transfer to another setting
• Prior to starting at the Primary Provision all pupils and parents/carers attend an admission meeting which provides them with the opportunity to have a look around, ask questions, learn about the school day, meet the staff and be told about the curriculum. Pupils are given a booklet with photos of the Provision.
• Partnership pupils also have an admission meeting following an initial school meeting. Throughout the placement visits from staff from the mainstream school are part of the support plan.
• For those pupils leaving the provision to go to a new school, a comprehensive transition package will be put in place.
• When a child is ready to return to a mainstream or more specialised setting robust reintegration plans are provided by Head of Years and discussed with professionals at the receiving schools to aid successful reintegration in to their new setting. Regular liaison in advance of the move /transfer takes place to support this process. The wishes of pupils and parents are of great importance when sourcing a new setting/school.
• A new school is allocated through the Fair Access Protocol meetings held fortnightly which Greys attends and the aim is to find the most suitable school for the pupil ready to move on
• Where we have capacity Greys will endeavour to support the transition back in to a mainstream setting after a period of time at Greys by allocating a Specialist Teaching Assistant to accompany the young person in to their new school to ensure reintegration is successful.
• At the initial meeting, a plan will be agreed on how the pupil will begin to receive support. The plan is influenced by Health advice, the pupil and their family.
• At every Review meeting, plans for reintegration will be discussed and agreed. The Hospital Education team will not withdraw until it is clear the pupil is receiving a suitable education without the need for support.
• The home school is responsible for ensuring the pupil is able to progress into a suitable placement post 16. Hospital Education support the school with this process.
How we match our resources to your child
• All pupils have a high level of support in small groups (no more than 6 pupils) with a teacher and a teaching assistant.
• Impact is measured through assessments and non- academic performance indicators.
• The SEND team in liaison with parents decide how much as available to Greys to spend on any extra provision.
• There are a number of measures to judge the impact of Greys Education Centre support including academic and non-academic progress, attendance data, pupil’s views, family views, professional’s views and ongoing service monitoring by the LA and OFSTED.
• All decisions are made jointly with Health, the pupil, the home school and the HE teacher. The first review at any meeting is information provided by Health and this is the major factor that informs decisions.
How we involve parents
• Parent/carers are encouraged to have regular contact through weekly phone calls, home –school books and review meetings.
• Parents/carers are invited to all meetings about their child, including ones with professionals from other agencies.
• Parents and carers are encouraged to have a pivotal role in determining the type of educational provision provided. Parents and carers will be supported in this process and options discussed
• The parent/carer will be involved in all review meetings.
• Questionnaires are issued termly and at the end of placement.
How we include your child in the planning of their support
• Student voice is listened to through termly “reach for the stars” evaluations.
• Questionnaires are given to pupils termly
• Use of “I want to talk “ box
• Views sought on end of term trips
• Pupils are part of the initial admission meeting and also expected to attend interim and review meetings to discuss their provision and how far it is meeting their needs, their needs, wishes and aspirations determine the educational package provided.
• Student Voice is well developed at Greys Education Centre and pupils are encouraged to have a role in determining their educational provision.
• The pupil is invited to every meeting. If they feel they cannot attend, their views will be sought by the HE teacher or a family member or the Health Professional involved.
• Questionnaires are issued termly and at the end of placement.
General Contact Information
• Placements at both the Primary Provision are as a result of a Permanent Exclusion from school or a referral from a mainstream school via the Education Support Panel. Parents/Carers cannot make direct requests for placements.
• If there are any concerns regarding a pupil, parents are asked to contact Jo Tift (Head of School) at the Primary Provision, Karen Dell (Head of School) at the Secondary Provision and Paul Devereux for Hospital Education
Contact for more information
- Jo Tift (Head of School - Primary) / Karen Dell (Head of School - Secondary) / Paul Devereux (Hospital Education)
- Manor Drive, Kempston, Bedfordshire, MK42 7AD
- 01234 889320 (Primary) / 01234 408477 (Secondary) / 01234 408456 (Hospital Education)
- 01234 889324 (Primary & Hospital Education) / 01234 408478 (Secondary)
- Jo Tift (Primary): firstname.lastname@example.org / Karen Dell (Secondary): email@example.com / Paul Devereaux (Hospital Education) firstname.lastname@example.org
- SEN Link:
Record Last Reviewed On: 28/11/2016