- Broadlands Hall
- Head: Ms Hazel Simmons
- T 01440 702559
- E email@example.com
- W www.broadlands-hall.co.uk/
- A special independent school for boys aged from 11 to 20. Type of SEN provision: ASD - Autistic Spectrum Disorder; MLD - Moderate Learning Difficulty; SLD - Severe Learning Difficulty.
- Boarding: Yes
- Local authority: Suffolk
- Pupils: 15
- Religion: None
- Ofsted report: View the Ofsted report
What the school says...
At Broadlands Hall, we expect the students in our care to thrive, to achieve the very best they can and to be happy. We value every student and celebrate their unique abilities and our aim is to help them graduate and go on to make a valuable contribution to the community in which they live. Our students are challenged via a personalised curriculum to achieve their full potential socially, academically and vocationally, equipping them to manage the challenges they will encounter as adults.
Broadland Halls students are referred to us by Local Authorities and they reside in local care homes. The students have been assessed as having ASC (Autistic Spectrum Condition) and sometimes additional Special Educational Needs. Our mission statement is underpinned by our core values and these drive our approach to the curriculum. Our objective is to ensure, using a range of strategies including autism-specific approaches, that the students in our care become Independent, Confident Learners, Effective Communicators and Responsible Citizens. Our core values of Respect, Courage, Fairness, Optimism, Compassion and Resilience are embedded into our learning programmes and School routines. We are committed to making the students in our care feel valued, valuable and secure. (See Context below)
The foundation of the Broadlands Hall curriculum is built on:
Broadening Horizons with Enrichment
In addition to the academic programme, students at Broadlands Hall all have the opportunity to participate in a range of activities including swimming and horse-riding. The School has its own garden where students learn how to grow and care for vegetables. Our Music Therapist provides instrumental lessons and musical appreciation. Students are taught to cook. In addition, regular educational trips are organised. In the Sixth-Form, some students participate in additional lessons at a local college. Our structured Enrichment Programme makes the link between School life and the care homes.
Developing Communication Skills
Our curriculum also features speaking and listening and promotes a wide range of talk and interaction. Drama is a pre requisite of the timetable which, along with social stories and inspiring reading material, is known to have a positive effect on the development of communication skills for students with ASD. In addition, students with high language needs benefit from focused time with our Speech and Language therapist.
The School is only open to boys placed by local authorities and residing in one of the Broadlands Hall Group of Care Homes. ...Read more
What the parents say...
No comments received for Broadlands Hall
Please login to post a comment.
Thank the school
Parents and pupils often have cause to acknowledge the help and support they have received from their schools, for example in helping in the choice of further education or careers. "Say thank you" allows you to send a quick note of appreciation to the school in general or to an individual teacher.
This is a thank you to your school, teacher or careers adviser who helped you to get where you are now.
Please fill in the fields below, which we will transform into a letter of thanks from you to them.
Special Education Needs
ASC Specialist Teaching All staff receive CPD regarding strategies that help autistic children learn effectively. These include approaches that work equally well in the home: • Work with routines and tight structures: the strange and unexpected unsettles many students with ASD. • Provide visual plans, timetables and instructions. Similarly, lesson content should be as visual as possible. Visual frameworks, symbol or instructions and clear written instructions really help students to understand and keep track of their progress and work independently. • Never assume you have been understood – check. • Use every learning opportunity to practise social skills, emotional recognition, numeracy and communications: repetition in a range of contexts assists the embedding of learning. • Keep it simple and explicit. Students with ASD hear words literally and find ‘wordy’ instructions confusing and have difficulty with abstract terms or metaphors. Similarly, absolutely refrain from irony. • Sometimes students need to understand ‘implications ‘or the concept of ‘degree’ and ‘variation’ to prevent them developing intolerance and extreme viewpoints. They may also need additional support imagining situations or with invention. Support this type of learning with visual aids. • Do not assume skills learnt in one subject area will be transferred to another. ASD students need to repeat skills learnt in a variety of contexts to embed their total understanding. • Be patient: do not expect instant answers. Many ASD students need to evaluate and process each element or word before arriving at understanding. Allow silent time (additional instruction may only confuse) while students process the challenge or the task set. • Rewards, mnemonics, rhyming rules and story-board rules all help ASD students maintain focus and thereby help them learn and memorise information and complete tasks they find uninteresting. Resources and Learning Systems at Broadlands Hall include: • Communicate in Print (CIP): this computer software symbol programme enables teachers to build visual resources to help students acquire and develop language and share feelings and ideas. • Makaton: this signing system gives non-verbal students a means of communicating with those around them whilst also helping them develop oral ability. All staff are trained to use Makaton thereby creating an inclusive community of learning. • Social stories and comic strip conversations: we create these to explain any situation arising to help understanding. They can be used to explore emotional and friendship issues, aspects related to puberty and growing-up and right and wrong behaviour. • Comic-strip statements: personalised rules and recommendations serve as visual reminders to students regarding focus behaviours and personal targets. • Sound Foundations: a reading and writing system used to help students who require extra special help with the understanding how written words work. • The Incredible 5-point Scale (Kari Dunn Buron): helps develop emotional awareness and empowers students to understand and control their reactions and behaviours. • Mymaths, Mathsletics and Spelling Pods: interactive computer-based learning programmes that enable students to practise their computer use skills as well as direct the pace of their learning and thus build independence.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty||Y|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty||Y|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|