Admissions

Challenges Before Joining the School:
Jeremy, a 13-year-old learner, arrived at our school with a diagnosis of dyslexia and a history of academic underachievement. He had developed significant anxiety around reading and writing tasks, often refusing to participate in class. His self-esteem was very low, and he believed he was “stupid” compared to his peers. Previous schools had not provided the specialist support he needed and as a result had becoming disengaged and increasingly withdrawn, eventually he started school refusing.

Support Provided by the School:
Upon joining, Jeremy was assessed by our specialist literacy team and placed on a personalised intervention program. He received daily one-to-one multisensory literacy sessions using the Orton-Gillingham approach. Assistive technology, such as text-to-speech software and audiobooks, was introduced to support his access to the curriculum. He also participated in weekly sessions with our school counsellor to build confidence and address his anxiety.

Achievements and Milestones:
Jeremy has made remarkable progress. He has improved by two reading levels in one academic year and now contributes confidently to class discussions. He recently wrote and presented a short story to his peers using speech-to-text software, a milestone that was celebrated school-wide. His confidence has soared, and he now mentors younger learners with similar challenges, becoming a role model in the school community.

Challenges Before Joining the School:
Amina, aged 10, was diagnosed with ADHD and sensory processing difficulties. In mainstream settings, she struggled with attention, impulsivity, and sensory overload, often leading to meltdowns and exclusion from class. Her learning was significantly disrupted, and she had difficulty forming friendships due to her unpredictable behaviour.

Support Provided by the School:
Our school created a structured, low stimulation learning environment tailored to Amina’s needs. She was given access to a sensory space and a personalised sensory diet developed by our occupational therapist. Her timetable included frequent movement breaks and visual timetables to support transitions. Amina also worked closely with a learning mentor who helped her develop self-regulation strategies and social skills.

Achievements and Milestones:
Since joining, Amina has shown significant improvements in focus and emotional regulation. She now participates in group activities and has formed strong friendships. Academically, she has progressed in reading and maths, and recently completed a group science project with enthusiasm and leadership. Her parents report a dramatic improvement in her behaviour and happiness at home.

Challenges Before Joining the School:
Leo, a 15-year-old learner with ASC and selective mutism, had not spoken in an educational setting for over three years. He experienced extreme anxiety in social situations and was unable to engage in classroom learning. His previous school struggled to accommodate his communication needs, and he was at risk of becoming NEET (Not in Education, Employment, or Training).

Support Provided by the School:
Leo’s transition was carefully managed with a phased integration plan. He was given a quiet, low-pressure environment and access to a communication support worker. Staff used alternative communication methods such as visual aids, written instructions, and other communication devices overseen by our Speech therapist. Over time, Leo was introduced to a small peer group through playing games and supported through social stories and role-play to build comfort.

Achievements and Milestones:
Leo has made extraordinary progress. He now communicates using a combination of speech and assistive technology and has begun participating in small group discussions. He recently completed a work experience placement at a local library, where he interacted with staff and customers. Leo is now working towards his GCSEs and has expressed interest in pursuing a career in IT.

Challenges Before Joining the School:
Jackson, a 14-year-old learner, struggled to accept his diagnoses of autism and dyslexia. He believed that returning to mainstream education, where he was not accessing any learning, would mean he had “cured” his conditions. This misunderstanding led to disengagement, low self-esteem, and a reluctance to accept support. Jackson was at risk of becoming isolated and disconnected from education altogether.

Support Provided by the School:
We worked closely with Jackson and his family to build a supportive and trusting relationship. Through regular conversations and keyworker sessions, we explored Jackson’s interests and future aspirations. Catering emerged as a strong passion, and we used this as a foundation for a bespoke learning pathway. Jackson began helping the school cook prepare morning snacks for the whole school such as homemade salsa and cheese scones, giving him a sense of purpose and routine. He also attends a Home Cooking course off-site, where he learns from a professional chef in a real kitchen environment.

Achievements and Milestones:
Jackson has made impressive progress in self-esteem, confidence, and engagement. He is now a valued member of the school community, known for his reliability and enthusiasm in the kitchen. His communication skills have improved, and he takes pride in sharing his culinary creations with staff and peers. Jackson has set his sights on attending college to study catering, and this clear, interest-driven goal has become a powerful motivator. He now embraces his identity with greater confidence and is thriving in an environment that celebrates his individuality and talents.