Specialist Education

Outcomes & Success

We understand that you will want your child to receive the best education and care that meets their needs and that's why we're proud that all of our schools, colleges and provisions have been rated a 'trusted provider' by Ofsted and CQC.

 

A combination of specialist education, person-centred therapeutic planning and measurement of progress can only result in the best outcomes for the people in our care.

 

We measure our student's progress in a number of different ways:

 

✓  National curriculum levels

✓  National accreditation achievement awards

✓  Individual Learning Plan Targets (ILP)

✓  Behaviour and social progress

✓  School based awards

✓  Economic well-being (financial skills/work experience)

✓  Being healthy

✓  Staying safe

✓  Enjoying life

✓  Positive contribution

Charlotte's Story
Charlotte - Spring Hill

"Further to robust risk assessments and a good deal of preparatory work, Charlotte has recently demonstrated the maturity and levels of trust to acquire some small animal pets."

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Daniel's Story
Daniel - Hill House

"In the two months prior to Daniel moving to Hill House, a staggering 3,000 incidents of self–injurious behaviour were recorded, [...] within sixth months at Hill House there were just 11 incidents [recorded]."

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B's Story
Southlands-B

"He now talks frequently about his long term aspirations which include University and working."

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Henry's Story
Henry - Wing

"Henry is now fully independent in the community, able to access mainstream learning unsupported, able to use public transport, can tend to all his self-care needs and independently cook his own meals."

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Tom's Story
Tom - Hill House

"Tom had 0 incidents of challenging behaviour for the 10 months before leaving Hill House, he no longer needed his anti–anxiety medication or 2:1 support."

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Harvey's Story
Harvey's Story

"Harvey now successfully transitions between sites for education and does this almost independently."

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Robbie's Story
Robbie-Whinfell

"Robbie described getting into class like ‘climbing Mount Everest – ‘when I get to the classroom door I have exhausted myself and have nothing left to give’."

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Lucy's Story
Lucy - Pengwern

"Lucy is much more social with her staff and peers in and around the college grounds, often initiating conversation with both new and familiar staff."

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Libby's Story
CNES-Libby

"Libby had sensory issues which meant accessing any learning in a mainstream environment was challenging for her."

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John's Story
CNES-John

"He worried about how he was different to others and worried about how others viewed him."

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Jane's Story
CNES-Jane

"Jane would refuse to come into school and would often refuse to get out of the car."

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Matilda's Story
CNES-Matilda

"Gaps in Matilda’s educational knowledge were bridged using a teaching format that she felt comfortable with."

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Barry's Story
CNES-Barry

"He strives to meet all expectations and additionally he will seek out extension work and also support his peers in their learning."

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Andrew's Story
Andrew-Dilston

"Andrew’s willingness to try new things has been recognised in his recent work experience placement at a local library."

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Jake's Story
Jake-Dilston

"Jake's ability to be around others and to communicate with them has greatly increased since coming to Dilston."

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Contact Us

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a referral

in confidence?

 

Get in touch with us

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or call us:

0800 138 1184

 

Ofsted Report 2017, Specialist Autism Residential School Testimonial Image

"Teachers, therapy staff and support staff all place each pupil's needs at the centre of their work. Because of an exceptional level of collaboration and high level of expertise among staff, students make outstanding progress."

Ofsted Report 2017, Specialist Autism Residential School