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An Introduction to The Grange Therapeutic School

The Grange Therapeutic School is an independent special school for young people who have a Statement of Special Educational Needs (SSEN) for social, emotional and behavioural difficulties. Young people are referred from local authorities throughout England. We have a mix of day and boarding pupils of primary and secondary ages.

This is a small school with up to eighty pupils. Everyone knows each other. Relationships between staff and pupils are based on a sensitive understanding of the needs of each young person. Our aim is to achieve a family atmosphere where boys feel cared for and safe.
The Grange Therapeutic School offers a peaceful environment in beautiful surroundings. Pupils enjoy the buildings, grounds and lakes which form part of the school. Each individual is valued within a supportive community which is responsive to the special needs of all our boys.

The therapy team at The Grange Therapeutic School is not an add-on service. We have onsite specialists offering individual and group therapies to meet different needs. Therapists work closely with education and care staff to ensure that all the adults at the school understand the needs of our boys.

Young people live at The Grange Therapeutic School in high quality residential houses in a family environment. Boys board weekly or fortnightly during a 38-week school year. House teams ensure a wide variety of activities are on offer after school has finished. We are proud that Ofsted commented in 2012 that “residential staff are skilled, caring and committed”.

Aims and Values

Over the past thirty years, The Grange Therapeutic School has pioneered and developed an approach which ensures that pupils are supported in their development through a balanced provision of education, care and therapy with the combination of the following provision:

  • Individual Therapy
  • Child centred Family Support
  • Whole School Therapeutic Support
  • Educational programmes
  • Rapidly developing broad and balanced curriculum, including vocational opportunities
  • Key Stage 4 students agree an individual learning programme which combines GCSE’s, Vocational Education and the school’s extensive 24 hour curriculum.
  • These are inter-related, progressive and responsive to individual needs. This rich history and experience provides the basis for the on-going development of the school.

Mission

The Grange Therapeutic School is committed to providing, developing and improving education, care and therapeutic support which is responsive to the special needs of all our pupils and where each individual is valued within a safe, caring and supportive community, characterised by high expectations, quality teaching and the highest standards of physical and emotional care.

Vision

To create and sustain an educational community where:

  • Pupils are safe, healthy, able to enjoy and achieve, participate positively and make progress
  • Our approach to education, care and therapy is balanced, progressive and responsive
  • Every child is able to explore his inner self, his environment and his responses
  • All staff through their attitudes, actions and behaviour facilitate the healthy physical and emotional development of every child
  • Pupils can achieve to their maximum potential by accessing a wide range of provision.

Values

The success of individual young people is founded on our core values of respect, dignity, trust and well-being, a commitment to realising the potential of each child and young person through a broad and enriching curriculum, growing independence and widening the opportunities for continued learning and work. We will:

  • Be professional in our approach
  • Be willing to explore, challenge and change in order to improve
  • Be responsive and flexible in meeting individual needs
  • Challenge discrimination and positively seek equality of opportunity for all
  • Create and deliver the educational, physical and social environment that is essential to the health and well-being of all pupils
  • Engage with families and carers, local authorities and agencies to support and strengthen the child’s place within his family and community
  • Make full, efficient and effective use of all our skills and resources to deliver learning, care and support of the highest standard

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