Mill House School is a small, alternative independent day school in Meriden for children aged 11 – 19 who struggle to function in large group settings and are unable to access mainstream education. We are one of the few independent provisions in the local area who support children and young people with complex anxiety associated with autism spectrum disorder and/or early trauma. All of our children will have an education, health and care plan (EHCP). 

The school offers a safe, calm and nurturing learning environment promoting positive mental health and wellbeing, to help pupils build their confidence and abilities, maximise their potential, and develop strategies to cope with the demands and challenges of their lives. Our way of working is bespoke in that we are able to provide a highly personalised experience for our pupils. With high expectations for both behaviour and achievement, we know that our children can achieve more than they ever thought possible. 

Ofsted Report - July 2022 - Overall Judgement Good

'Staff create a sense of togetherness that permeates through the whole school. This makes school a safe place where pupils grow in confidence, behave well, work hard and learn lots.''

"The caring ethos is complemented by leaders’ academic aspiration for pupils. All have high expectations of what pupils can achieve. Staff encourage pupils to aim high and celebrate success. Pupils work towards a range of qualifications that will help them take their ‘next steps’. Leaders weave pupils’ careers education, academic curriculum, and personal, social and health education (PSHE) together into an ambitious package."

SEN Information Response

1. What kinds of SEN do we provide for?

Mill House School is an alternative independent school in North Warwickshire providing highly personalised education for young people who have complex need associated with autism spectrum disorder and/or high anxiety. Mill House School provides a safe, calm, nurturing environment. Our school enables children and young people to overcome barriers to learning and realise and achieve academic and personal success.

The welfare, safety and achievement of its pupils is paramount and central to the ethos of Mill House. The school can provide places for up to 20 boys and girls aged 11 to 19 years. Typically, pupils who come to Mill House School have experienced difficulties of some kind that have left them emotionally and academically vulnerable in mainstream schools. Many young people have previously encountered negative educational experiences and arrive with low self-esteem, low confidence and gaps in their learning.

We are committed to ensuring that all students achieve their full potential - personally, socially, emotionally and academically across all areas of the curriculum, regardless of their gender, ethnicity, social background or religion. Please take a look at our SEN Policy which you can find on the school website.

2. How are decisions made about who can use your service?

Most pupils who are referred to Mill House School do so through their Local Authority SEN placement team. Our pupils will have an Educational, Health and Care Plan (EHCP) that specifies the type of specialist education they require.

Once a referral is made to the school, the Headteacher and SENCO will collate all information from the commissioning officer. The information will be assessed to ascertain whether the school can fully meet the prospective pupil’s needs

3. How will school staff support the child/young person?

A bespoke learning programme consisting of three core strands: academic, social and emotional is created to address each individual pupil’s needs.

Small class sizes, typically around four to five pupils, with a qualified subject specialist teacher, and qualified learning support assistant where required, ensures that our young people benefit from a personalised learning programme based on their needs and work in calm, low arousal learning environments. Pupils who require intensive support receive 1:1 teaching or intervention.

Mill House School provides:

• A safe, calm and nurturing environment where all children can flourish.
• A holistic package of education, care and therapeutic intervention based on individual need.
• A flexible, highly personalised, creative curriculum designed to meet the social, emotional and learning needs of each pupil.
• A broad and balanced curriculum following national curriculum guidelines.
• Personalised education plans and pathways to maximise academic achievement and personal success.
• A comprehensive 14-19 curriculum pathway offering a range of accreditations.
• Small class sizes with one-to-one teaching and/or intervention as required, ensures excellent care and targeted support.
• Outdoor learning experiences and vocational education opportunities in the wider community.
• At Mill House School, every child’s education programme is personalised to meet their individual needs. The SENCO oversees all individual education plans. They ensure that all children receive the right level of therapeutic and pastoral support based on each individual child’s needs.
• Every pupil has a key worker who provides pastoral and emotional support to pupils in their group. The key workers liaises with subject specialists, the SENCO and families, monitoring pupil performance and progress and ensuring that each pupil’s needs are met and their voice is heard.

4. How will the curriculum be matched to the child/ young person’s needs? 

Mill House School provides each student with bespoke education plan with access to a broad, balanced, relevant and differentiated curriculum; on that is highly personalised and closely tailored to each individual pupil’s level of ability, interest and aspirations. 

Our curriculum consists of three core strands: academic, social and emotional and is delivered by well qualified and experienced teachers.

Our core aims are to:

• build pupils’ resilience, wellbeing and positive mental health
• maximise academic and personal achievement and potential
• develop confident individuals able to live safe, healthy and fulfilling lives
• develop well-adjusted and skilled young people who will make a positive contribution to society and live as independent a life as possible.

Pupils follow the national curriculum, differentiated as appropriate, and have the opportunity follow a personalised pathway at KS4 which includes study towards a range of accreditations.

Our highly flexible and personalised approach to curriculum design ensure that each learning programme is tailored to meet each individual pupil’s level of ability, interests and aspirations. Individual Education Plans.

(IEPs) are developed, implemented, monitored and reviewed in order to address and targeted specific areas of need.

We offer a range of outdoor learning experiences outside of the classroom to develop physical and social skills. Pupils follow the accredited Prince’s Trust Achieve Programme with personalised modules centred around character education, careers education and building community partnerships.

The curriculum is enhanced through the following:

Character Education programme

• Prince of Trust Achieve Programme with personalised, accredited modules centred around personal development, careers education and building community partnerships
• Outdoor learning programme
• Super Learning Days – termly cross curriculum themed days
• Life skills and employability

5  How do we make adaptions to the curriculum and the learning environment of students with SEN?

The curriculum and teaching sequences are carefully adapted to meet the needs of individual students with SEN, following assessment of their needs. Ongoing monitoring and, if necessary, further assessment by specialist agencies, ensure that the changing needs of a student are met.

6  What is our approach to teaching students with SEN?

We are determined to enable each student to achieve their full potential. Each teachers plans lessons to take account of the specific needs of every student in each subject area, in order to ensure that the students’ needs are met. Our support staff, under the direction of the class teachers, may adapt planning to target the individual needs of the students to whom they are delivering support. Each Local Authority must now provide a Local Offer of SEN which sets out what the Authority as a whole has in place to support students with SEN in it schools.

7  What arrangements do we have for assessing and reviewing students’ progress towards identified outcomes?

Students arriving at Mill House School invariably have different starting points and may have had traumatic experiences of school. Some students have EHC Plans where a recent Educational Psychologist Report has taken place so we have some indication of their ability. On entry, the school conducts baseline assessments as soon as is practically possible, taking into account each pupil’s anxieties / readiness to learn.  Staff assess students all the time and therefore we are able to, subject to engagement/attendance, identify current ability/gaps in learning.

Every student undergoes a wellbeing assessment as part of our induction process in order that social, emotional, and behavioural profiles can be drawn up.

Pupil Centred Profiles are created to reflect strategies to address the student’s learning and emotional needs. We use both formal and informal reviews of their progress and the success of each intervention to inform decisions about next steps. If a student’s progress is not as expected then we may ask specialist agencies to assess the needs of the student. That assessment will then provide us with expert recommendations for further support of the student, and the agency will be involved in closer monitoring of their progress. We also conduct a second assessment biannually which highlights each student’s perception of their self-worth.

8   What expertise and training do our staff have to support students with SEN?

Quality teaching is the right of every student at Mill House School. Every member of the teaching and support team receive training that is relevant to their CPD and also their educational interests.

The Headteacher and SENCO coordinate the sharing of successful strategies and understanding of our students’ needs with our subject specialists and support team. All of Mill House School’s professionals attend external training and information courses as well as internal online courses and discussions with external agencies.

9  Do you offer any therapeutic services?

The types of therapeutic intervention that may be commissioned by Mill House School include:

• Counselling
• Speech and Language Therapy
• Educational Psychologist
• Lego Therapy
• Animal Therapy
• Art Therapist
• Behaviour Therapy

The exact nature and duration of formal therapeutic input is, in the first instance, outlined in the Education, Health and Care Plan (EHCP). Regular assessments of a young person’s progress enables the school to discuss any possible adjustments to provision within annual review meetings.

10    How does the school celebrate the success of children with SEND?

Mill House School celebrates all achievements made by their pupils, no matter how big or small. Pupils are recognised and rewarded for achievement, effort and making good choices. We celebrate children’s success by:

• giving specific and timely praise in the classroom
• recognition for good effort in class and around school (on a public display)
• positive written feedback on work
• CAR marking allowing pupils to see the success in achieving their goals
• work displayed around the school
• certificates for academic and personal achievements
• informing parents, carers and other important people of notable successes
• sending a child to other adults (e.g. a senior leader, headteacher) for praise
• reward points which can be converted into prizes
• reward assemblies
• trips and visits
• end of year prize giving ceremony for pupils, family, friend and guests

11  How will the parent/carer know how their child/young person is doing and how will you help the parent/carer to support their child’s learning?

The school places a strong emphasis on the importance of the partnership between the school and its parents as a means of maximising pupil potential. Parents/carers are actively encouraged to be partners in their child’s education through informal discussions, telephone contact, email, progress reviews, parent’s evenings and teachers’ written yearly reports.

Within 6 weeks of the pupil’s placement, parents/carers receive a copy of their child’s individual Education Plan (IEP) with specified objectives.

Mill House School has robust and effective assessment procedures that assess, analyse and monitor pupil performance and progress across all aspects of their educational provision. The outcome of these assessments, and targets for future development, are shared with parents/carers on a termly basis.

Twice a year, the views of all stakeholders, including pupils in Mill House School, are sought and the results shared.

12 What support will there be for the child’s overall wellbeing?

The school recognises that positive mental health and wellbeing is essential to enable pupils to make progress in their learning. Mill House School provides a highly experienced pastoral support team for all children. All pupils have a key worker who provides pastoral and emotional support to pupils on a day-to-day basis ensuring that each pupil’s needs are met, and their voice is heard.

As a small, calm, nurturing school that practises a therapeutic approach, social and emotional development is an integral part of every day school life. We offer a highly supportive environment, individual timetables and bespoke targeted interventions. Through formal, targeted intervention sessions and informal, yet structured social times, pupils are supported to develop strategies to manage their emotions and develop their interpersonal skills.

School therapy dogs are used to support all children and young people throughout the day as required.

Our talented team of professionals work determinedly to build pupils’ confidence, self-esteem, self-concept and aspiration.

13   What specialist services, training and expertise are available at or accessed by the school?

All staff who work at Mill House School are trained to a high standard in order to support children to realise their full potential. Staff at the school receive a comprehensive induction programme and regular training from both in-house and external specialists in order to improve practice and improve the outcomes of the pupils.

All staff receive at least 5 days of training each year, covering all aspects of working with children and young people in our provision. A system of staff appraisal (performance management for teachers) is designed to support the development of staff knowledge and expertise. 

14  How will children/young people be included in activities outside the classroom and how does the school ensure that children with SEND are able to access leisure and residential activities?

There is an emphasis on learning outside of the classroom and outdoor learning opportunities are an integral part of their curriculum. The school is developing links with local businesses, sport centers and outdoor education centres giving children an opportunity to gain confidence, develop their social skills and learn new skills.

 The school has an enrichment programme and pupils have the opportunity to pursue their personal interests through a range of lunchtime and after school clubs.

 15    How will the school prepare and support the child for transition or the next stage of education and life?

Mill House School ensures a positive start to the school through a structured and supportive induction programme that includes an initial visit and tour followed by meetings with staff and students.

All aspects of the young person are taken into consideration to tailor a transition package designed to reduce anxiety and maximise the success of the placement. For pupils who have been out of formal education for a prolonged period of time, a gradual, staggered induction may be appropriate, building to a full timetable ideally within a six-week period.

We consult with parents/carers as to a student’s hopes for the future, as well as their strengths interest and preferences so that we are able to provide emotional as well as academic support throughout a student’s time with us and during their transition to other phases of education. We have an ongoing consultation with teaching staff, support staff and other lead professionals in order to provide the best possible academic, medical, and social needs experience for each student. As a school, we actively consult with placing officers, previous schools, outside agencies, parents/carers and the students themselves so that we are fully aware of the needs of the students who are hoping to join us. We also liaise with the chosen destinations of our students to ensure that transition is as positive and supported as possible.

16  How is the decision made about what type and how much support the child will receive?

Before a child starts at Mill House School, the SENCO liaises with parents/carers, social workers, the young person and the Local Authority to agree the level of support and provision the child needs. An admissions review meeting will take place within the first six weeks. This meeting will agree the details of an Individual Education Plan and Behaviour Management Plan (where required), evaluating proposed strategies to ensure an effective and successful transition. The Annual Review of type statement/EHCP, regular updates and parent meetings provide ongoing opportunities to review each child’s provision and progress.

17   What are our arrangements for involving students with SEN in their own education in the life of the school as a whole?

We recognise that it is important to involve all students in their learning and in the decisions that are made about our school community and the educational experience we provide. We provide opportunities for students to develop the social and emotional confidence for their voices to be heard and views listened to.

We send out school questionnaires to parents/carers twice a year and listen to students about their learning, what is working, and what is not working, and put interventions in place.

18  How do you support young people to move onto the next stage of their life?

Mill House School offers a range of pathways for Post-16 students dependent upon the needs of the young person and their prior qualifications. Mill House School supports students between the ages of 16-19 in developing interpersonal skills, independence skills, life skills and continuing in full-time education. Each pathway is tailored to each young person and includes:

• Accredited qualifications
• Core skills subjects
• Life and independent skills courses
• The Prince’s Trust Achieve Programme (accredited)

All post 16 students will receive relevant pastoral and therapeutic support with a focus on building independence, confidence and resilience.

19   Where do young people go when they leave your service?

 There are a range of options that the young person can take once they leave our school.  Pupils leaving at Year 11 will have generally moved into local education provisions, apprenticeships or employment. Pupils who remain in the Sixth Form, follow one of our tiered and personalised Post-16 Pathways.

20    What are our arrangements for handling complaints from parents/carers of students with SEN about the provision made at the school?

Parents who have concerns about SEN provision at our school are encouraged to discuss the issues with the Headteacher. If the issue cannot be resolved at this level, the parents/carers will be directed to the school’s complaints procedure – a paper copy of this is available from the school office.   

Dated: September 2022.