Residential Care Overview
‘Residential provision at this school is of an outstanding quality. The impact of the boarding provision has made an exceptional impact on the quality of the students’ lives.’
The Residential Offer At Limpsfield Grange
At Limpsfield Grange we offer a bespoke experience in the residential provision that is needs based and that promotes positive outcomes for young people. We aim to develop an individual’s communication, independence and self-management skills. Our approach helps students develop identity, a positive self-image and improves their self-esteem.
Students have the opportunity to board for two or four nights weekly. This decision is made in partnership with parents and the Local Authority, and is based on the young person needs and the Local Authority Criteria (2006). The four main areas of these criteria are listed below:
- improving educational outcomes
- unsustainable journey time
- challenging home circumstances that are a barrier to learning
- to provide a residential experience
Our residential provision is situated in the upstairs quarters of our beautiful Victorian manor house. We have twenty four beds organised into seven bedrooms. Students share bedrooms with others in their own year group or in the year group above or below them. Bedrooms accommodate between three to five students and bathrooms are in close proximity. Students have access to sitting rooms which are equipped with entertainment facilities.
We have an experienced Residential Care Team which reflects regularly on their practice and on the changing needs of our students. The Residential Care Team comprises of eight members of staff who work across the week with a specified year group. Each evening there are four members of staff working with students. There is always a senior member of the Residential Care Team on site leading the team. Two members of staff sleep in the building overnight. The Residential Care Team participates in continuous professional development relating to Autism, anxiety, mental health needs, attachment, sensory and medical issues. The team are also trained to give out medication as required.
We use a range of strategies to enable students to access the residential provision including personalised behaviour and reward plans, visual timetables, sensory aids to help students self-regulate, the scales of justice, and the anxiety ladder. We adapt our approach and resources to meet the specific needs of individual students as outlined in their Statement and placement plan. Placement plans also serve to ensure that the Residential Care Team is aware of key information regarding each student.
All of the work that takes place in the residential provision is designed to develop and promote our four key areas of communication, independence, self-management, identity and self-esteem.
We develop and promote communication through a variety of methods, including care plan diaries, snacks and chats, visual aids, nightly 1:1 reading slots and 1:1 sessions that focus on clarifying understanding. Social communication is promoted through meal times, focus groups, community activities, making choices, and having to interact with adults or peers in both structured and unstructured settings.
We develop and promote independence through our Rainbow Curriculum. The Rainbow Curriculum is a life skills based program that covers personal care, travel, personal safety, time, money and budgeting, developing numeracy skills, nutrition and cooking, accessing the gym, accessing off site clubs independently (KS4), choosing appropriate clothing, making your own breakfast, socialising with your peers and with students from other local schools. Through this program we can work with students to help them manage their anxieties and support them to adapt to changes in routines.
We also promote independence through regular independent study and homework.
We develop and promote self-management through modelling and routines. These routines include students getting up in the morning, making their own bed, showering, washing and brushing their hair, choosing appropriate and clean clothes for an activity, making their breakfast, and organising themselves and their equipment for the day ahead.
As part of our evening routines we develop and promote self-management skills through helping students to process the events and emotions of the day, follow instructions and make their own decisions and to manage their own personal care, their health and emotional needs.
We promote and develop their individual sense of identity and self-esteem through our focus groups. Focus groups are designed to meet the statemented needs of the students. Through focus groups we address issues including body language, dealing with frustrations, how to develop a friendship, turn taking, team building, identifying and labelling your emotions and developing an awareness of the emotions of others, anger management, and developing strategies to manage anxiety.
We also promote and develop positive self-esteem through the activities we offer including the Duke of Edinburgh Award scheme, attending clubs, sporting activities, going out for a meal or a coffee, and socialising with other local schools.
The Year 7 Offer:
Students in year 7 start boarding after the February half term. This gives the students time to settle into the life of the school before embarking on boarding. Year 7 students normally board for a term at a time. This is to enable a wider range of year 7s access to a residential experience.
The first term on the residential offer focuses on the red level Rainbow Curriculum and general independence skills. The Rainbow Curriculum begins with red level and then works through the colours of the Rainbow. In year 7 we work on basic level life skills that we then develop and consolidate through the remaining levels. It also enables us to baseline where our students begin and assess the amount support they require in different areas of independent living and self-care such dressing, washing, meal times, unstructured times.
Evidence of how students in year 7 develop their self-management and independence skills is recorded in the students’ care plan diary, which is completed daily. Evidence is recorded against the different standards of the red level of the Rainbow Curriculum.
Students in year 7 will also get an opportunity to participate in supported homework sessions twice a week and join our activity program, which will provide opportunities to develop communication skills, build self-confidence and develop self-esteem
The Year 8 and 9 Offer:
The program for students in years 8 and 9 is specifically designed to meet individual Statemented needs. Each student has an annual plan detailing their targets, and how these will be achieved through the residential program. Every student has access to a selection of groups and activities across the year. These include the Rainbow Curriculum, a focus group which specifically meets a Statemented need and an activity. In addition, students will also access supported homework sessions, physical activities such as swimming and yoga, together with other community based activities. All of the groups will develop areas that have been identified on the student’s Statements and in the subsequent Annual Review targets. Students will also be working on the core areas of developing their communication, independence and self-management skills, their sense of identity and self-esteem.
Parents of year 8 and 9 students will be informed of the focus group targets in the Autumn term. Student progress towards meeting these targets will be recorded in the Spring and Summer terms and will be sent home with the education termly reports.
The Year 10 and 11 Offer:
In years 10 and 11 the focus is on supporting education, building independent life skills and preparing for transition. Students have access to daily supported homework sessions. Students will have the opportunity to attend Tandridge Leisure Centre gym/swim and attend practical short courses at Street and Harrys Youth Clubs. Students will develop their independent living skills by travelling by bus, buying and making their own tea, going into the community independently and attending community based activities such as Oxted Youth Theatre. Students will run a residential shop where they will be required to manage finances and stock. Self-esteem and a positive self-identity are promoted through the mentoring of younger students. The Duke of Edinburgh program will enable students to build self-esteem, develop their communication skills and resilience.
The aim of the residential offer is to develop the student’s skills through the personalised residential experience and ‘transfer’ these skills into practice outside the school setting. By doing this we support the young person to make the transition into life beyond Limpsfield Grange. Study skills are also consolidated, focusing on the student’s own independence skills and preparing students for further study in their lives ahead. This work, including strategies and individual SEN ‘toolkits’ used by students, is fed into the LDA which is completed by the Pathways Team, in conjunction with our Key Stage 4 Co-ordinator. We also encourage students in year 11 to decrease their boarding nights in their final term to two nights per week to make the transition effectively into their home locality.
Parents will be informed of progress in years 10 and 11 through the termly education report.
To help prepare them for their boarding experience students are given a copy of our residential handbook. Click to here view.
“My favourite part of being a residential student is spending time with people from other year groups and learning valuable life skills.”