Robert Ogden Prospectus

The Robert Ogden School Prospectus

Accept difference. Not indifference.

Our school’s mission is to live and work together to share opportunities for learning in a school that is innovative, well resourced and offers high quality teaching and care.

The school... enables pupils to attend, engage, learn and make progress, often for the first time in their lives.

Ofsted 2008

Welcome

to The Robert Ogden School As the largest school in the UK for children with a diagnosis of autism, we pride ourselves on our personal approach to each child who comes here. All our children learn at their own pace and according to their own individual needs. It is a pleasure to watch them progress and we celebrate their achievements, however big or small, whenever we can.

We offer full-time day places throughout the year and term-time residential care to children and young people aged 7 to 19 from across the autism spectrum. Our 300 specialist staff are a dedicated close-knit team. They work together to create a stable and structured environment where our children can learn and be nurtured.

Our children have a range of abilities. It is important to us that they all come to see school as a comfortable, safe place where they can achieve and be happy.

We welcome contact with parents, carers, friends, local authorities, other schools and professionals. Everyone who visits our school remarks on the friendly atmosphere here.

Please come and meet us for yourself on one of our Open Days or call us to arrange a visit.

I look forward to welcoming you to our school.

Gillian Roberts Principal of The Robert Ogden School

1

The school fully meets its aims and provides an outstanding quality of education... pupils come to enjoy their education and make remarkable progress.

2

Ofsted 2008

Our school’s aims Each child will: eceive teaching of the highest quality > rwhich includes autism-specific techniques earn in an appropriately safe and stimulating > lenvironment encouraged to aim for high standards > binetheir own learning and achievement enefit from good communication between > bhome and school behaviour and attitudes > lsoearnthatgood they can make a positive contribution to school life

tudy a broad, balanced and challenging > scurriculum > learn in a caring and cared for environment > be given support in their learning at all times > be part of a healthy school.

3

Our ethos We create a positive, caring environment in which children can develop and achieve their own goals. Some of our children come to us after a long period away from school. We hope with support and care they will come to see school as a comfortable, positive place, where they are welcome.

Our children learn in class groups, residential groups or on their own depending on what works best for them. We encourage all our children to join in with school life as much as it is possible for them to do so; attending assemblies and communal mealtimes and joining social clubs may be new to many of our children. We always make sure they are happy to try new things and all our activities take into account age, ability and individual needs.

Children in our homes plan their own activities for the week with the help of their key workers.

These may include attending external clubs and groups such as swimming, Scouts and youth clubs.

Where possible, we encourage our young people to proceed to mainstream school and further education colleges and to work towards formal examinations.

Our aim is to teach our children the skills they need to live as independently as possible in the future. Older students will have their own bank account, learn to travel on public transport, look after the home, shop and budget. Each child is given a leaving care plan.

We understand that your child’s wellbeing is of paramount importance to you, and we have extremely robust safeguarding procedures and practices in place to support this. Our school is a nurturing and high quality environment, and staff are committed to ensuring that each child feels safe and cared for. We firmly believe it is the right of every child to be healthy, safe and happy, and to achieve and make a positive contribution.

4

Provision for pupils’ spiritual, moral, social and cultural development is outstanding and pupils are well-prepared for moving on to the next stage of their lives.

Ofsted 2008

5

6

SPELL All our services use the SPELL framework to support people with autism. It’s a unique and well-established system, developed through nearly five decades of experience by our own professionals and practitioners. We work on the principle that every person with autism is different. SPELL guarantees that individual need is at the heart of everything we do.

Low arousal: We respond to people’s sensory needs by providing surroundings and activities that are calm, focused and free from clutter and distraction. By using well-established relaxation techniques and introducing new sensory experiences in a gradual, supported way, we help people increase their independence in all aspects of life.

SPELL stands for:

Links: The framework of support we establish for each person should carry over into all other areas of life. By developing a shared, consistent approach that links family, the wider community and other support services, we are reducing the difficulties faced by people with autism and moving together towards a world where they have the same opportunities as everyone else.

Structure: People with autism can find change very frightening and sometimes struggle to cope in new or unfamiliar situations. Our safe, predictable and reassuring environments and activities give people with autism the opportunity to increase their independence, develop their communication skills and reduce their anxiety.

Positive expectations and approaches: We build on the natural strengths and abilities of the people we support so that their confidence and self-esteem can grow. We identify the barriers that each person faces and work with them to overcome these and achieve their goals and potential.

Empathy: We try to see and understand the world in the same way that a person with autism experiences it. This means focusing on individual interests and preferences, understanding what motivates, distresses or preoccupies each person and using those insights to help us deliver the best possible care and support.

I think at the end of the day school has been his lifeline. As parents we fought for him not to have medication - if you see him now the change has been brilliant.

Parent 2009

7

Our assessment & reporting Individual education plans (IEPs) All children at our schools have an IEP. This sets out for each individual child what should be taught, how it should be taught and how often.

An IEP contains details of key short-term targets and strategies for each child and is agreed, and regularly reviewed, with parents and, where possible, the child. IEPs focus on the following areas:

> communication > literacy > mathematics > behaviour > social skills.

Each pupil’s IEP takes into account the views of parents and professionals and is presented at the pupil’s annual review alongside reports on communication, behaviour and learning.

Pupils who are judged to be at the appropriate academic level will access the National Curriculum standard assessment tests (SATs) at the end of key stage 2. We report these results to parents at the end of the year. At the end of each year, all our pupils are assessed in all National Curriculum subjects. The school has a system which tracks progress of all pupils in the school.

8

[Students] receive an exceptional standard of care and support through a multi-disciplinary partnership approach in the school.

Ofsted 2008

9

10

Our support We have a personalised approach to our support for each child.

In our school children are respected as individuals and their values and views are always taken into account. They are taught and cared for by dedicated teachers who have a clear understanding of autism and the SPELL framework. Our teachers and carers regularly meet in class and/or in residential groups to discuss their children’s progress and well-being.

We also offer individual support and advice for parents and carers and include them in the education of their child wherever possible.

Their contribution and our communication with them is the reason why we are so successful.

Our communication with parents ranges from the daily contact book to weekly phone calls and emails. We encourage children to make and receive phone calls and welcome visits from parents and other members of the family.

Parents contribute to their child’s termly targets and come into school to attend regular meetings, support groups and workshops.

The quality of the curriculum is outstanding because it is designed effectively to meet individual pupil’s needs... it provides opportunities for pupils to develop skills that will contribute to independent living.

Ofsted 2008 11

Our curriculum We offer our children a broad and balanced curriculum that addresses their individual needs. This includes the key stages of the National Curriculum, which are adapted according to each child’s unique abilities and preferred ways of working. We structure our teaching around each child’s personal strengths; we are sensitive to how each child learns best and will be guided by this.

We delight in all our children’s achievements, whether this is exam success or a smaller but no less significant step forward, such as wanting to be part of a social group. Our communication methods include speech, symbols, photographs, objects and signing, but will vary according to each child’s level of understanding.

In the Primary Department children are taught in their class group by their class teacher. In the Secondary Department children have a class tutor for English, Mathematics and Personal, Social, Health and Citizenship Education (PSHCE) and subject specialists for other areas. Our high staff to child ratio enables us to give our children high quality care and, where appropriate, one-toone teaching. All children at Key Stage 4 can take externally accredited courses including ASDAN (a range of work-related courses) and GCSEs.

12

The school’s Post-16 Provision also offers a personalised approach. Our children follow a three-year, modular programme designed around their strengths and needs. We focus on developing a range of skills from communication and IT to leisure and vocational activities.

All our young people can do vocational work in school and with local and national employers.

The Provision has four Realistic Work Environments (RWE), which give them a taste of ‘real’ business life.

We have two Speech and Language Therapists, with access to a school Psychologist and two Behaviour Co-ordinators.

All our young people who are 14 and over also have a Connexions Personal Advisor who gives them career guidance and prepares them for life after school.

Our son is now part of the family, where he used to be one on his own. He is calmer at home; I have got my life back.

Parent 2008

13

My daughter has returned to being a happy child again. She has stopped many of her former signs of distress - particularly self harming.

14

Parent 2008

Our facilities Our care is unique for each child according to his or her needs, age and ability.

We have many specialist facilities and offer a range of extra-curricular activities to all children.

We have decorated and equipped both our homes in line with the principles of SPELL and made sure they are safe, secure and happy places to live.

The school’s specialist rooms and areas include:

Clayton Croft This accommodation provides care for up to 16 children for 52 weeks a year, seven days a week.

Children can personalise their own bedrooms.

There are four linked houses at Clayton Croft.

Each has a lounge, kitchen, dining room, house bathroom and four en-suite bedrooms. There is a soft play room, a sensory room, an activity area, a family room and an enclosed garden with adventure playground equipment.

Hoylands House This facility has accommodation for up to 14 children for four nights a week during term time (38 weeks). The home offers single personalised bedrooms. There are four lounges, two dining areas, a kitchen, a sensory room and extensive grounds with play areas and areas for quiet retreat.

urriculum areas, including science, food > ctechnology and maths > music block > IT network and administration skills rooms > catering kitchen and cafe > pottery studio > training flat > sensory gardens and polytunnels > fully equipped sports hall and fitness suite.

Our enrichment activities include: ide range of sports eg trampolining, cricket, > wfootball, badminton and air hockey > dance > environmental studies > cookery > computer club.

15

Our admissions Children are referred to our school by their local authority, who will fund their place here.

In line with NAS policy, we cannot accept applications for private funding. The NAS Advocacy for Education Service can provide families with advice on educational provision and entitlements.

Once we have received all the relevant reports and application forms, we will visit your child at their school or at home. We will then decide whether our school can meet your child’s needs, and if there is a suitable class and/or residential place for him/her. We take into account whether your child is compatible with the children already here and able to progress.

16

All children have a diagnosis of autism but if your child has any additional needs, we will determine any adjustments that may be needed. Once we have offered your child a place, you and your child are invited in to discuss transition details with us.

Over the first two terms at school we observe your child and carry out a baseline assessment. After this, we review the success of the placement.

Once your child is at our school, your child’s achievements are reviewed in weekly, termly and annual reports. However, we are happy to review your child’s progress at any time.

The National Autistic Society The National Autistic Society is the UK’s leading charity for people affected by autism.

We were founded around a kitchen table in 1962 by a group of parents who were passionate about ensuring a better future for their children. Today, our UK-wide network of specialist schools and education services gives hundreds of children and young people the opportunity to grow and learn in a reassuring environment, with teachers and support staff who understand their needs.

For over 45 years, we’ve built our success on the principle that every child that passes through our doors is unique. Each student has their own support programme based around their needs and ambitions. Together with them and their families, we’re building the better future that our founders hoped for.

The National Autistic Society 393 City Road London EC1V 1NG Switchboard: 020 7833 2299 Email: nas@nas.org.uk Website: www.autism.org.uk Autism Helpline: 0845 070 4004 Advocacy for Education service: 0845 070 4002 Parent to Parent support line: 0800 952 0520

The Robert Ogden School: day places Clayton Lane Thurnscoe Rotherham South Yorkshire S63 0BG Tel: 01709 874 443 Fax: 01709 870 701 Email: robert.ogden@nas.org.uk Website: www.autism.org.uk/robertogden Clayton Croft: 52-week full time placements The Robert Ogden School Clayton Lane Thurnscoe Rotherham S63 0BG

The Robert Ogden School

Hoylands House: 38-week Mon–Fri term time placements Barnsley Road Silkstone Barnsley South Yorkshire S75 4NG

All details and information contained in this prospectus are correct at the time of going to print in 2010.

We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment.

Accept difference. Not indifference.

The National Autistic Society is a company limited by guarantee registered in England (No.1205298) and a charity registered in England and Wales (269425) and in Scotland (SC039427), registered office 393 City Road, London, EC1V 1NG.