Therapeutic approach gives SEND pupils bright future

• Teachers create a therapeutic environment that helps pupils achieve good outcomes whatever their academic abilities

• Results at GCSE level outperform similar settings and no young person has left without a job, training or college place

ACTION

Achieving success by any means is a common saying at Bramfield House School, an independent education setting for boys with social, emotional and mental health issues in Suffolk.

Another often-used mantra is “only the best is good enough for the boys”, according to Davina Bell, who has overseen a number of positive changes at the school since she was appointed head teacher in 2019.

“We have an approach where we’ll do anything to help [the boys] to succeed,” she says. “We never give up and there’s always more that we can do to support young people.”

The rural setting has seen thousands of boys with emotional and behavioural problems walk through its doors since it was set up in 1970.

Bell says back then some would have seen Bramfield as a “naughty boys school” and labelled its pupils as “troublemakers”, drastically limiting their ability to access opportunities and achieve success.

However, she believes a sea change in general perceptions of children with special needs has helped to reinforce more up-to-date approaches used at the school.

“We know now through better diagnosis that underneath the behaviours, there’s always a reason why we are seeing them,” she explains.

“The school is really good at understanding the individual child, looking for the reasons that sit behind those difficulties and addressing them.”

The school is currently registered for 83 boys – 18 of which are boarders for 38 weeks of the year – but its roll is due to increase to 112 pupils.

Places for pupils aged seven to 16, some of whom travel up to two hours to get to Bramfield, are so much in demand that Bell says she had to turn away about 200 referrals from parents and local authorities last year.

A £2m investment to boost capacity and facilities at the school will address that increasing level of need from those wanting to place a child at Bramfield, owned by Acorn Care and Education Ltd, part of Outcomes First Group.

“It’s because of the very specialist work that we do here and the children that we take, local authorities often find really difficult to place,” says Bell.

A thorough process has been put in place to ensure the right young people that will gain the maximum benefit from the school’s resources are given a place.

“Before a child even comes to the school, there’s a huge amount of work that’s done with previous schools, psychologists and local authority partners which might include youth offending, to put together really robust plans before they even get here,” explains Bell.

Once accepted to the school, an early help programme supports both children and their families to integrate into the community.

“We know that it’s successful because our parents tell us that they are grateful for the support and that it’s a different level and quality of support than is out there,” says Bell.

“The therapeutic elements to the school can be shared beyond the gates with our parents so for those who may be really struggling with their children at home, our therapists can support them with that.”

Pupils predominantly have an attention deficit hyperactivity disorder (ADHD) diagnoses or mental health difficulties.

However, the last few years has seen an increase in children with autism spectrum disorders as either their primary or secondary diagnosis.

In the latter case, this means they could have social, emotional and mental health issues but may also experience communication difficulties due to their autism.

Bell estimates there has been a 30 per cent rise in these pupils whose needs are met in a small unit on site staffed by specialist teachers and supported by an integrated therapeutic team.

Since taking on the headship two years ago, Bell says she has focused on developing the school’s facilities and “honing our skills” to continue its work.

The most significant change in the last couple of years is the school’s curriculum which has shifted from its previous traditional format to one that Bell says offers a broad range of options that can be tailored to the needs of individual pupils.

For those more academic pupils, a route is offered to help them access GCSEs including EBAC (English Baccalaureate) subjects and which follows the same curriculum as mainstream settings.

By contrast, the school’s “nurture” curriculum has been designed to offer intensive support for children that have experienced trauma and difficult early childhood experiences.

It features elements of life skills such as travel training and preparing older pupils to live independently through the use of a purpose-built flat with its own kitchen area.

The third route provides vocational opportunities through the school’s activities and facilities which have been expanded in line with changes to its curriculum.

Pupils can study animal husbandry, horticulture, motor vehicle maintenance, construction, catering as well as complete a range of sports qualifications.

The recent cash injection is being used to build a new sports hall, education block and media suite as well as a farm facility and construction site where boys can build up their skills in different trades.

Character education work carried out in parallel has also seen the school receive a kitemark accreditation for its concept of the “Bramfield Boy”. It aims to ensure pupils leave Bramfield equipped with the necessary skills and qualities to enable them to be successful members of society, says Bell.

“We are not approaching education from a purely academic perspective,” she says. “We are trying to develop the character of the young person, so we focus on things like teamwork, resilience and being adventurous.”

The concept is supported by external activities such as horse riding, rock climbing, ski trips or the Duke of Edinburgh’s Award scheme, allowing the boys access to opportunities they might not have in other settings, she adds.

The school was recently praised for its therapeutic approach to building boys’ confidence in the Education Business Awards where it won best special educational needs provision.

All the school’s staff are trained in therapeutic parenting and supported on site by a full-time psychotherapist.

Bell says this “therapeutic mindset” is integrated into every aspect of school life from taking young people’s views on board to the type of interventions that are carried out.

These could range from therapy dogs coming into school on a weekly basis to the animal husbandry area being used to develop caring and empathy skills.

“It’s not a school where children come and fit into what we are doing,” explains Bell. “We fit around them and that’s an important distinction.”

IMPACT

Bramfield’s success can be measured in GCSE results that are better than some mainstream settings, says Bell.

“Boys often come to us with massive gaps in their education and the rate of progress that they make here far outstrips anything in the maintained sector,” she explains.

In addition, she says no boys have left the school to become Neet (not in education, employment or training) in the last five years.

“We know that when boys leave they are prepared for life and are doing well,” she adds.

Attendance levels are also good and higher than national averages for special schools, pupil referral units and mainstream settings, she adds.

“The differences that we see in young people is hard to quantify but if you talk to our children they will tell you that they love it here,” says Bell.

“They want to be part of what we are doing and that’s a really good indicator that we are going in the right direction.”

• Read more in CYP Now's Special Educational Needs and Disabilities Special Report