New SEND School in Warmley, BristoL
weLcome TO NEPTUNE SCHOOL
Neptune School in Warmley is an independent, co-educational school which provides day placements for children and young people that challenge conventional mainstream provisions.
Neptune school provides education for children and young people in key stage 2-4 who have autism and associated social, emotional and mental health development needs that impact upon their emotional health and wellbeing and create barriers to learning.
Neptune School is a diverse and dynamic community of dedicated staff members and individual, inspiring young people. We are driven to work collectively to grow as a school and to find new ways to learn and expand our horizons.
We champion progress and are committed to achieving the best possible outcomes for all members of our school community. As a team, we believe in the value of equipping our pupils with the skills that they will need to succeed in the world beyond our gates. We strive to dedicate as much care and attention to social and emotional development and to preparing for adulthood as we do to academic development.
At Neptune School, we strongly believe that we all play a part in building exciting and ambitious futures and always strive to find new and exciting ways to work with pupils, families and the wider community.
DELIVERING OUR VALUES
At Neptune School, the individual needs of our pupils 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 pupils, 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 pupils, whilst also supporting them to meet the outcomes identified in their EHCPs.
To achieve this, every pupil 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 pupils for adulthood and the next stage of their education by equipping them with the skills required to achieve personal success.
THE CORE OFFER
Our curriculum offer includes small class sizes, with a maximum 1:4 staff to pupil ratio, and a primary model where pupils have a dedicated staff team.
Pupils will have their own personalised learning space where they are able to grow in confidence whilst feeling nurtured and encouraged to develop as individual learners. We achieve this through our inclusive multidisciplinary approach to learning and development, which is supported by access to our team of highly qualified therapeutic practitioners, and through our bespoke and individualised programs of study.
We also provide a comprehensive program of extended learning, which takes place outside of the classroom. This experiential based learning approach supports our pupils to grow in confidence and to successfully transition into life outside of school.
- Have high expectations of our pupils.
- Create a safe and positive learning environment in which pupils can learn effectively.
- Provide all pupils with a range of entry levels, functional skills, subjects and qualifications including GCSEs.
- Provide opportunities for pupils 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 pupils with autism and SEMH difficulties.
- We tailor our curriculum to ensure that it meets the need of pupils with autism and 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.
- We 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 pupils throughout their time at school and through periods of transition.
- We foster values- based curriculum which helps pupils 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 pupil’s needs in order that we can meet them effectively.
- We use restorative approaches in order to help pupils 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 pupils 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 Motional assessments.
- 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 pupil'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
Pupil intake to Neptune 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.
- Information about the school supplied to prospective parents/carers, social workers and placement teams supplied via the school website and by enquiry.
- Parents/carers and/or Local Authority make an application for a place at the school.
- Neptune's Senior Leadership Team will review the paperwork supplied in the application and make an initial decision on whether the school can meet the child's needs.
- School will invite parents/carers for an initial meeting to further determine whether the school can meet the childs need.
- Following this meeting, the senior leadership team will decide whether a place will be offered within five working days, unless further information is required in which case this will be requested within that time frame
- If a place is offered, parents/carers will be invited for an initial meeting where all relevant information can be shared. The pupil will also be invited to this initial meeting and will be given a tour of the school where appropriate.
- A member of the senior leadership team liaising with the pupil’s previous education provision to gather all relevant information about the pupil
- A start date will be agreed for the pupil
- Neptune school will send out an admissions pack which will include information about the school for both parents and pupil.
- An individual risk assessment and behaviour management plan will be created prior to admission for the pupil.
- The parent and local authority will need to make transport arrangements for the pupil at this stage.
- A clear transition plan will be made with the Local Authority, the current school placement and the parent/carer.
- The pupil will join Neptune and follow their transition plan to ensure a well managed move from their previous setting
- Within the first twelve weeks of the pupil's new placement, their tutor will assess them more thoroughly and report a full list of baselines in order to enble us to plan an individualised curriculum for that pupil.