Statement of Principle and Practice


Residential statement of Principles and Practice (Local Offer)

Shenstone Lodge School offers residential provision for pupils with Social, Emotional and Mental Health needs.  The residential provision provides care for children Monday to Thursday evening.  We currently have funding for 12 beds and accommodate both boys and girls at KS2 and KS3.  There is flexibility in our system to accommodate both full and part time boarders.   

How will the residential care team support my child?

The care team provide opportunities for children by offering a structured and nurturing environment that helps to develop social and emotional literacy.  This is done through the availability of activities both in and off site, working together with children on chosen targets in one to one key work sessions and listening and valuing the wishes and feelings of children.  Those children who do not acquire appropriate skills are, on leaving our protective community, at risk of social isolation, social neglect, social derision and a loss of self-esteem.  A socially skilled young person is likely to be personally well-adjusted, but a socially de-skilled young person is rarely likely to evidence personal adjustment.  The residential provision at Shenstone Lodge provides opportunities to build new skills each day, striving for children to achieve. 

How will the 24 hour curriculum be delivered?

We believe that in order to maximise educational opportunities it is essential that teaching and care staff work co-operatively in an attempt to provide a meaningful and relevant 24 hour curriculum. Education is not limited merely to the classroom; education is a continuous process which occurs throughout the waking day. That is not to say that education cannot be enjoyable or fun; there are many educational activities which occur naturally in our work with young people.

A simple trip to the shops is an excellent opportunity to practice skills in both numeracy and literacy. The use of money is an obvious example of supporting number work, and encouraging young people to read signs and notices in shops also promotes social literacy. Many of these tasks are routinely completed, whilst others may need to be engineered in order to address specific deficit areas in a young person’s educational development.

We recognise the importance of staff working together co-operatively with care and teaching staff who liaise on a regular basis.

How will children and parents/carers understand how well their children are doing?

Each child in residence has a designated key worker; this individual makes and establishes links with parents and/or carers.  They have regular meetings with their key children and address concerns and promote wellbeing through the setting of targets and the revision of the care plan.  The care plan consists of eight key areas; Physical Health, Where I live, Being Safe, Relationships, Feelings and Behaviour, Friends, Confidence and Self Esteem and Education and Learning.  Each area has a score rating (ladder of change) and children are supported and encouraged to make progress.   Children are encouraged to set achievable targets and supported by the team to achieve their goals. 

What support will there be to develop my child’s overall wellbeing?

At Shenstone Lodge we understand that providing child centred play opportunities and re-creating early attachment experiences facilitate a child’s social and emotional development, as well as giving them time and space for self-expression and relaxation.  We promote a healthy lifestyle through routines, food, self-care skills, and healthy sleep routines, providing the opportunity for children to fulfil their educational potential. 

What specialist services and expertise will be available or accessed by the school?

The school has access to Educational Psychologists, School Nursing Team, Inclusion Services, Speech and Language Team (SALT), onsite registered play therapist and the Multi Agency Safeguarding Hub (MASH)

How will my child be included in activities both on and off site?

We offer a range of activities both on and off site.  On site we have the use of the schools vast grounds, which allow us to play lots of different sports, engage in imagery play; teach swimming and bike ability skills.  We also have a weekly session of Judo with qualified instructors coming into school leading sessions with the support of the care team.  Offsite we engage with community based events, utilising the media bus, cubs and local football teams.  The school’s termly themes are incorporated into the different activities on offer each night.  All activities are risk assessed and children are given support to emotionally regulate and manage unwanted behaviours.  This allows children the opportunity to participate, develop confidence and engage in new and challenging experiences. 

How will residential support and prepare my child for transitions and adulthood?

Relationships are the strength of our residential provision, having the opportunity to speak with children about transitions in a supportive environment enables children to succeed. 

Promoting independence skills is threaded through every aspect of our time in residence.  Each child’s abilities are monitored through a life skill audit and this helps to identify strengths and weaknesses which inform target setting and planning. 

Who can I contact for further information?

Name

Designation

Denise Hart

Head of Care

Andrew Hart

Deputy Head of Care

Mel Keating

Head of School

Tracy Harris

Assistant Head of School