At St Elizabeth’s School, we know that every child here is different and individual. Our aim is to find ways to help manage their complex health and social needs, whilst working with them to achieve their hopes and aspirations for the future.
Each child’s indicators of success will be different, and so we work closely with each child, their teachers, care staff, families and health and therapy staff to set realistic targets and goals over the year.
Overall our aim is to enable each and every child we support to develop their potential and to live their life to the fullest.
Who do we support?
Each student has individual targets across a range of different subjects, from numeracy, communication, reading and writing, as well as their health, therapy and independence goals.
The progress of all students is tracked each lesson for all core and foundation subjects. We set individual goals at the start of each term, and these are reviewed through analysis of work and test results on a termly-basis. We measure progress using a "Steps of Progress" approach, looking at the number of steps a child has made in each subject.
Data from last academic year (2018 - 19) shows that 100% of students made some level of progress in all areas, with 44% of students making at least 11 "steps of progress" by July 2019:
We review each student’s progress on a half-termly basis, and decide on any interventions that are required to support each child to achieve their goals. Our model of support is a holistic one, mixing teaching and care with health, therapy and sensory support, to maximise the outcomes of each and every child.
Centre of Excellence:
We are a centre of excellence for children with epilepsy and other complex needs. We have many examples of how children have shown a marked improvement in their health, mobility, communication and behaviours as a result of our hard work and expertise.
Our Health, Therapy and Care teams are experts in supporting those with complex needs, and we support children with very rare conditions and unique disorders. We can support those who are PEG-fed, who undergo VNS Therapy for their epilepsy, and those who have profound and multiple disabilities.
We have a Specialist Behaviour Support Practitioner within the School, who provides targeted support to those who have challenging behaviour or whose behaviour has recently changed, working alongside teaching and care staff. Staff are trained in Makaton and our Speech and Language Therapists develop alternative communication methods to ensure that those who struggle to communicate verbally are given the tools to help unlock their otherwise silent world.
We support children with profound and multiple learning disabilities (PMLD) to achieve and succeed academically as well as supporting them with their numerous challenges to enable them to realise their full potential.
We regularly collect feedback from our students and their families to ensure they are happy, and that we can continually improve our services, responding to any issues that this might highlight. In our most recent surveys:
- 90% of students have friends at School and over 80% felt that they had someone (whether teacher or peer) who they could talk to.
- When asked to choose the best thing(s) about St Elizabeth’s, over 50% said they that they loved their room, their friends, their house and the staff who cared for and worked with them.
- 80% said that they felt respected by staff in the school, and they were fair, friendly and helpful.
- 100% of parents agree that their child is well cared for and is safe in the school.
- 80% of parents strongly agree that their daughter/son’s health is well managed by the Health and Therapy Teams, and all believe that there is access to a wide range of suitable health and therapy services that benefit their child.
- All parents agree that the School sets high expectations for their child’s progress, and reports back on a regular occasion.
- 100% of parents would strongly recommend St Elizabeth’s School to others.
We work hard to maximise each child’s attendance at School and in lessons.
Should a student have a seizure, the expertise of our staff and our on-site Health Team means that they can be back in lessons soon after their recovery, with minimal disruption on their learning and their day. The seizure can usually be carefully managed within the school, and usually they don’t need to go home or hospital.
Recent attendance figures show a 91% full attendance rate, with 7.9% approved absences, including illness and medical/ dental appointments. This is just above the national average overall absence rate of 8.2% for pupils with a statement of special educational needs (SEN) or education healthcare plan (EHCP).
Looking to the Future:
Having graduated from St Elizabeth’s School, our students move on to a range of different placements and opportunities:
We record and track “Destination Data” for our students, following their progress after they leave the School. Of the 12 students who graduated at the end of July 2018, 58% (7) started placements at St Elizabeth’s Further Education College.
To make the transition from School to any future further education placement as easy on our students as possible, we have launched a Transition Programme, where our Sixth Formers attend our College one morning a week. Allowing them to experience life in a college-environment in a supported capacity, this helps them overcome any fears that they might have about moving on and most importantly encourages and motivates them to continue their education.
We work hard to ensure that the School provides the best possible service to our learners across the full range of outcomes, and were rated as Good in our most recent inspection by Ofsted in September 2014. A recent short inspection in May 2018 found again that we continue to be at least Good in all areas: