All the young people attending BHES have significant barriers to learning, due to their health need.
On entry we liaise with schools to ensure that we have as much information as possible about their individual needs. All pupils are assessed on entry for reading and spelling. Pupils are also given a baseline assessment in every subject as soon as they are ready to engage. The baseline assessments are used to help identify targets for success and measure the progress the young people make during their time at BHES.
Some pupils may also have EHCP (Education, Health and Care) Plan to help identify the support they require. We will endeavour to accommodate this or seek support from their substantive on-roll school if it is needed. We will help the on-roll school administer and review EHCPs annually or when needed. If a need for an EHCP is identified we will help the on-roll school gather the information required to request needs assessment by the Local Authority.
BHES staff are highly skilled and experienced in supporting vulnerable young people. Specialist staff include the Inclusion Manager, SENCO, Lead Tutors, specialist teachers and inclusion support workers.
We work closely with many partners including parents/carers. Other specialist external specialists include; Youth Offending Team, CAMHS, FIF, Social Care, Special Educational Needs Section, Educational Psychology, School Nurse, GPs, Community Paediatrician, Primary Mental Health Specialists. We constantly look to develop our offer within this area to include greater access to specialist services on site.
If you require additional help and support please contact the school to arrange an appointment with the SENCO.
We aim to re-engage all young people, help them feel safe, secure and supported to achieve. Teachers and support staff recognise that young people learn and develop in different ways. Teaching is planned to cater for these individual needs, including pupils’ social and emotional development and any requirement for extra help. This level of support is achieved through flexible programmes, 1:1, small teaching groups and a nurturing environment
