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VIEW FROM THE CLASSROOM


A holistic and therapeutic environment for education, care and therapy


I


n our final View from the classroom feature this year, we are delighted to hear from


Charlotte Niekerk, Head of Care, The Grange Therapeutic School, Rutland, Leicestershire. As a school judged Outstanding by Ofsted for its residential care provision, she discusses the benefits of a holistic therapeutic approach for SEN pupils in residential care.


Tell us about your school The Grange, part of Acorn Education and Care, is an independent residential special school, catering for students who have social, emotional and mental health needs, high functioning autism, attention deficit disorders and mild learning difficulties. We have 72 students, from across the UK, 60 boys and 12 girls from eight to 18 years old, with the majority of students in Years 7-11. We are rated Outstanding by Ofsted for our residential care provision. Our school is set in the Leicestershire


countryside, in a large Gothic mansion house surrounded by eighteen acres of open ground with woodland and three fishing lakes – our students often refer to the house as ‘Hogwarts’. The extensive outdoor space provides a peaceful, tranquil, nurturing environment for students to regulate and be in touch with nature.


16 www.education-today.co.uk December 2021 We offer a holistic therapeutic approach -


many of our students have very complex needs and challenging circumstances, we always look beyond the issues to see their innate potential within. Our aim is very simple - to equip every young person in our care with the skills and knowledge they need to lead healthy, productive lives.


Where do your students come from? Often students who come to the Grange have not been able to manage in mainstream school or in other alternative provision – most have


experienced several moves due to unsuccessful placements, so when they arrive here the first priority is to ensure they feel safe and secure. We build strong, stable and trusting


relationships and our students are extremely positive about being at school – presently we have an average of 93% attendance. All our students have EHCP plans, with a range of different needs. Individual behaviour management strategies ensure that students receive consistent responses from school and care staff. The team is very innovative, and we find the best approaches to support the needs of each


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