About Bensham Manor

• Every class group is taught by specialist class teachers who plan and deliver differentiated units of work.
• Pupils who require greater class-based support have programmes planned by the class teacher, with specialist teacher input where relevant.
• Programmes are differentiated to meet individual needs and learning styles.
• Every tutor group has a tutor and a dedicated teaching assistant who supports learning and pastoral care throughout the day.
• Additional targeted interventions may be provided for areas such as spelling or reading and are reviewed regularly.
• Pupil progress data is reviewed each half term so that concerns can be identified and interventions planned.
• Where additional social, emotional or mental health support is required, referrals may be made to an appropriate agency with parental consent.
• On-site speech and language therapy and occupational therapy enhance the school’s provision.
• The Deputy Headteacher is the Designated Safeguarding Lead responsible for safeguarding and child protection procedures.
• The Governing Body is responsible for supporting inclusion and equality of provision.

A Form Tutor is assigned to each pupil and supports their general progress, wellbeing, attendance, participation in school life, IEP targets and communication with families and relevant professionals.

• Staff including class teachers, Year Heads and senior leaders are available to students who wish to discuss an issue or concern.
• Lunchtime clubs provide additional structure for students who benefit from it.
• The school counsellor provides individual guidance and support where appropriate.
• Drama Therapy supports individuals and groups to develop emotional expression and communication.
• Music Therapy supports pupils’ wellbeing and mental health.
• The school has an in-house Speech and Language Therapy Team and an in-house Occupational Therapist and Assistant.
• A family support worker works closely with families to help children and their parents receive appropriate support.

• Parents’ evenings are held in the Autumn and Spring terms.
• Families receive an annual pupil subject report.
• IEPs and evaluations are provided twice a year.
• Families can communicate with the form tutor and discuss progress throughout the year.
• At Key Stage 4, predicted grades and learning pathways support planning for college applications.
• Class teachers, form tutors and subject teachers monitor progress on an ongoing basis.
• Monitoring identifies students at risk of underachieving so that additional support can be introduced.
• IEPs focus on specific needs identified through each student’s EHCP, including independence, communication and wellbeing.
• WRAP meetings provide a casework approach for students requiring a higher level of coordinated support.
• Each child’s EHCP is reviewed annually.

Students leave Bensham with nationally accredited awards appropriate to their individual pathways.

• Qualifications can include Entry Level certificates and, where appropriate, GCSEs in subjects including English, Mathematics, Science, Art and Textiles.
• The school also offers qualifications related to Independent Living Skills and Skills for Work and Life.
• Pupils can receive accreditation in practical and functional skills in Mathematics, English and ICT.

An ongoing programme of training and support helps ensure staff have the skills and knowledge required to support Bensham’s students.

Staff expertise includes autism, speech, language and communication, dyslexia, restorative approaches and emotional literacy. Training has covered areas including assessment, ICT in the classroom, positive intervention, literacy and numeracy, and SCERTS.

The school also works with specialist professionals including Speech and Language Therapy and Educational Psychology.

Facilities include:

• Specialist classrooms for Art, Food Technology, Textiles and Music.
• A Sensory Room and two school halls.
• Two ICT suites including a Digital Media Suite.
• An indoor gymnasium with disability-approved equipment.
• Outdoor games areas, playgrounds and a climbing wall.
• Two science laboratories.
• A school allotment with small animals.
• A dining room, Food Technology classrooms and a Life Skills Room.
• A café and outdoor drinks hub providing practical learning opportunities.

Accessibility arrangements include:

• Ramped access into school.
• Wide doors in parts of the building.
• A lift in the main school building.
• Individual access and/or medical care plans where required.

Where more specialised expertise is required, the school works with external agencies and professionals.

• Child Protection Services.
• CAMHS (Child and Adolescent Mental Health Service).
• Social Services.
• Children’s Therapy Team, including Speech and Language, Physiotherapy and Occupational Therapy.
• School Nurse, Dentist and Doctor.
• An Educational Psychologist allocated to Bensham Manor.

Transition can be particularly important for young people with SEN. Bensham uses a range of strategies to support pupils when they join the school, move between year groups and prepare for college or Post 16.

• Staff liaise with previous teachers and schools before a pupil joins.
• Bensham staff may visit feeder primary schools to observe pupils before transition.
• Open afternoons give parents and carers an opportunity to tour the school and ask questions.
• Students attend a transition morning or day to meet their new teachers and class.
• Additional transition time is provided where required.
• Conversations about post-school provision begin with families from Year 9.
• Transition planning forms part of Annual Reviews from Year 9 onwards.
• Year 11 and Post 16 students can access link programmes with local colleges.
• Post 16 students complete a transition programme during the final week of the summer term.