LVS Hassocks Correct at date of publishing Local Offer 22

nd April 2015

Local Offer

LVS Hassocks Correct at date of publishing Local Offer 22

nd April 2015

LVS Hassocks is a specialist school which offers a supported learning

environment for young people with a diagnosis on the autism spectrum.

Based in West Sussex, LVS Hassocks offers day and weekly residential

(Monday to Friday, 38 weeks) placements for 78 learners (increasing to 100

from September 2015).

Our Approach Our person centred approach is focused on building life skills and educational achievement to

give young people a greater chance of living more independently when they leave at 19 years

old. LVS Hassocks offers modern facilities within a calm and tranquil environment that meets

the needs and challenges of young people with a diagnosis on the autism spectrum.

Our Provision

Our Schools’ Education Committee oversee the management of the school. They and the

senior management team ensure that provision is made to secure the teaching and learning

opportunities of all pupils and are committed to meeting their academic and social and

emotional wellbeing needs.

Q1 How does LVS Hassocks know if children need extra help? What should I do if I think my

child/young person may need additional help?

All learners attending LVS Hassocks have a Statement of Special Educational Need or an

Education and Health Care Plan (EHCP) that will specify the support that your child needs to

achieve the stated outcomes. At LVS Hassocks we carry out assessments prior to offering a

place and during the first 6-8 weeks at school we undertake further assessment to identify

any additional support that may be required.

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LVS Hassocks provides a range of interventions over and above those that may be detailed

on your child’s Statement or EHCP such as:

If you have concerns about your child’s progress or feel that they may benefit from additional

intervention then you should speak to your child’s class teacher who will take this to a Learner

Focus Meeting which is attended by the relevant department head and members of our

therapy team.

Q2 How will staff at LVS Hassocks support my child?

Your child’s class teacher/tutor will co-ordinate your child’s education programme using the

PLANS framework (see question Q5 below). Depending on your child’s individual needs they

may access a literacy intervention group with learners outside of their immediate class group,

or attend our Occupational Therapy room for elements of their sensory diet. Occasionally, a

learner may require additional staff support for a transition period or to support a particular

phase in their education. All these elements will be discussed with you by your child’s class

teacher.

Q3.How will the curriculum be matched to my child’s

needs?

The staff at LVS Hassocks are experienced

in working with children and young people

with a diagnosis on the autism spectrum.

Work is differentiated to the appropriate

level for your child so that they are able to

make good progress and lesson and

planning are regularly monitored by the

Senior Leadership Team.

Speech & Language

Therapy

Physiotherapy/

Occupational

Therapy

Massage Therapy

Specialist

Assessment Clinical

Psychology

1:1 Learning Support

Assistant

Additional

Equipment to access

learning

1:1 Residential

Support Worker Special Diet

Medical Care Residential Trips &

Activity Clubs Music & Art Therapy Aromatherapy

Science Day 2014

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Learners at LVS Hassocks follow the agreed curriculum to the level that is appropriate to their

cognitive abilities. They can take GCSEs in maths, English and IT and we offer alternative

qualifications for those learners who may find the structure of the GCSE qualification difficult

to access.

Courses offered include:

NVQ Horticulture and Catering

ASDAN Cope, Employability, bronze award

OCR Cambridge Progressions entrly level to level 2 in English and Maths

OCR entry level science award

OCR ICT qualification entry level to level 2

BTEC in a range of subjects

Velotech cycle maintenace awards

Preparation begins well in advance of examinations to ensure learners are familiar with the

process, the surroundings within which they will sit exams, the expectations of them and to

ensure they have the opportunity to get used to all of those factors and minimise their anxiety

as much as is possible.

At 16, we work with learners to explore their aspirations for when they leave LVS Hassocks

and can support college placements at a local college whilst offering extended work

experience placements both on and off site.

2014 – 78% of learners made 2+ points progress in Maths. Over one third made more than 4 points progress.

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Meeting Learner Needs

LVS Hassocks is able to meet the needs of young people aged 8 to 19 with a diagnosis on

the autism spectrum. The current cohort have a range of needs including:

Measuring Success & Review

Goals will be identified for learners and

evaluated annually as part of their Annual

Review. Progress against goals will be

measured and new goals set where

appropriate. The annual review for each

learner includes feedback from the learner

themselves and their parents/carers.

New goals will be set as part of a

collaborative process between staff,

learners and their parents/carers ensuring

those goals are realistic, achieveable and

motivational for the learner.

“4 years ago I had no idea where my son’s life path was going to take him, 3 years at LVS Hassocks and he is

truly on his way to a future I never dreamed he would have. You gave him coping skills,

life skills and an education no one else could” LVS Hassock’s parent.

Speech & Language

Communication

Difficulties

ASD – Autistic

Spectrum Disorder

AS – Asperger’s

Syndrome

Specific Learning

Difficulties e.g.

Dyslexia & Dyspraxia

Attention Deficit

Disorder

Attention Deficit &

Hyperactivity

Disorder

Oppositional

Defiance Disorder

Obsessional

Compulsive Disorder

Social, Emotional &

Behavioural

Difficulties

Moderate Learning

Difficulties

Fine & Gross Motor

Difficulties

Motor Planning &

Co-ordination

Problems

Sensory Processing

Difficulties

Perceptual

Difficulties

Emotional

Vulnerability

Former learner Liam is now an Apprentice Pastry Chef

Anxiety

Disorders

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Home and School partnership.

Q4 How will both you and I know how my child is doing and how will you help me to support

my child’s learning?

We communicate with parents on a weekly basis via email, phone or home school journal,

whichever is best for you. Three times a year we hold Progress Meetings, which offer you the

opportunity to meet with the class teacher, and where appropriate, the residential keyworker

for your child, to discuss their progress towards previously agreed targets. If you are unable

to attend this meeting, we will send you a report on your child’s progress. Additionally, we

hold an Annual Review of your child’s Statement or EHCP in accordance with the Code of

Practice. At the end of each academic year, you will receive a written report which covers

progress in each subject area for the year.

We will ask to see you if we have any concerns regarding your child’s progress and you can

ask for an appointment to meet with your child’s class teacher, the Deputy Headteacher or the

Head of Centre at a mutually convenient time.

Q5 What support will there be for my child’s overall wellbeing?

At LVS Hassocks we believe that unless your child is emotionally, mentally and physically

well, they are unable to access learning. We are fully aware of the high levels of anxiety that

affect many of our learners and how these impact on each individual and their family.

Wellbeing therefore has a high priority in the overall curriculum We use a framework which

we call PLANS to support our children and young people through their education:

P: People Plans – how individuals related to each other at school, at college and at work.

Our Speech and Language Therapists may provide additional support for learners in this

area.

L: Learning Plans – the structures and support that leaners need to access their lessons and

activities on a day to day basis with the aim of working independently where possible.

A: Action Plans – the calm plans that each learner will use when they experience heightened

levels of anxiety or arousal. Our Occupational Therapists may provide additional support for

learners in this area. Sometimes, access to our massage and Aromatherapist is beneficial for

learners who have difficulty in implementing their calm plan.

N: Next Steps – the targets that we agree with learners for their academic, social, emotional

and physical progress. Sometimes, learners may require additional support from our school

counsellor or a clinical psychologist.

S: Self Esteem – the belief that each learner has in their own ability to achieve their

aspirations and enhance their overall wellbeing.

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Learner behaviour, rewards and celebrating success

LVS Hassocks uses a points and rewards system to support

learners who may experience difficulties in engaging in

learning. Each day every pupil has the opportunity to earn

points. Points are awarded for positive behaviour including:

Being in session and staying in session.

Completing tasks and activities set by staff.

Following the rules whilst in the session.

Points can be exchanged for a favoured activity or item, such

as Lego.

We have weekly assemblies that all learners and staff are

invited to attend during which the week’s successes are

celebrated. Learners’ are presented with certificates and

applauded by their peers and staff. Certificates are awarded

for a range of successes based on individuals and recognising that what might seem a small

success for one could be a huge step forward for another.

At the end of each term we celebrate with learners’, staff, friends and family for a sharing

event giving visiting family the opportunity to share in the success.

School staff

Q6 What specialist services and expertise are available at or accessed by the school?

The education and residential team are experienced in working with learners with a diagnosis

on the autism spectrum and senior staff have autism specific qualifications. There is a

comprehensive induction and training package for all staff. Additionally, we have a range of

professionals who support the curriculum throughout the waking day:

Speech and Language therapists on site

Occupational therapists on site

Educational psychology on site

School Counsellor on site

Clinical Psychologist on site (for specific interventions, agreed with parents and the

placing authority)

School Nurse on site

Physiotherapy, art therapy and music therapy, on site (for specific interventions,

agreed with parents and the placing authority)

“I have learned life skills in residential, such as getting up on time, making my bed, making food, making breakfast”. LVS Hassock’s learner.

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Q7 What training have staff supporting children and young people with autism had?

Senior staff have autism specific qualifications. All staff receive in-house autism specific

training delivered by the senior management team and members of the therapy team. We

also engage the services of external trainers for training related to associated diagnoses such

as PDA and Attachment Disorder. Staff also receive training in:

Safeguarding

Health and Safety

Team Teach (behaviour management programme)

Comic Strip Conversations and Social Stories

The Alert Programme

Child Sexual Exploitation, Prevent and Cyberbullying

Activities

Q8 How will my child be included in activities outside the classroom including school trips?

Learners at LVS Hassocks regularly access the local community for activities such as

shopping, swimming, bowling and sporting activities. Each class plans regular off-site

activities depending on the theme for each term.

LVS Hassocks also offers a range of off-site residential experience for our learners such as

camping at Blacklands Farm, sailing with the Rona Sailing Trust or at activity centres such as

Holton Lee in Devon. For those learners who are not yet confident enough to access an off -

site residential experience, we offer camping in one of the fields in our 37 acres of ground.

Each activity is comprehensively risk assessed and some learners have individual risk

assessments agreed with parents.

We offer a wide range of clubs and activities both during

the school day and in the evenings for residential

learners. 100% of learners take part in Friday clubs of

their choice including:

Horticulture

Life skills

Lego / Construction club

Duke of Edinburgh

ICT

Football

Pool club

Art club

Drama

Bike Maintenance

Horse Riding

Work Experience

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Accessibility

Q9 How accessible is LVS Hassocks?

Most of the site is on one level and we have accessible toilets. We have a lift to the first floor

of the building and a ramp to the main entrance. We make every reasonable adjustment

possible.

Transitions

Q10 How will LVS Hassocks prepare and support my child to join the school and then transfer

to a new school/college/work?

We encourage parents to visit the school prior to seeking placement to ensure that feel their

child would be happy in our environment and work closely with placing authorities. We then

visit your child, either at home or at their current placement, prior to inviting them into school

for a day (or if a residential learner, 24 hours). Sometimes we ask your child to attend for a

second assessment day. Once placement has been agreed with the placing authority we

agree a transition programme with you and your child. Sometimes learners have been out of

school for extended periods of time, and the transition process may take a number of weeks.

During this period we are in constant communication with you and your child to ensure that

the pace of transition ensures a successful placement.

We hold a baseline review once your child has been with us for 6-8 weeks when we meet with

you to discuss the academic, social emotional and physical targets for your child moving

forward.

At each transition phase in the school, whether this be from KS3 to KS4 or on to college or

work on leaving LVS Hassocks, we work closely with you and your child to ensure that the

relevant support is in place to achieve the next steps in your child’s learning journey.

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Resource Allocation

Q11 How are the school’s resources allocated and matched to students’ needs?

Learners at LVS Hassocks have a Statement of Special Educational Need or an Education

Health and Care Plan and most are funded by Local Authorities. We offer resources based

on a model of universal (available to all learners), targeted (where a small group of learners

require a specific, time limited intervention) and specialist (where a learner may need

intensive 1:1 intervention). Learners may move through the various levels within this model

during their time with us. We offer the following specialist areas:

ICT suite

Food Technology room

Access to the main school kitchen for learners undertaking NVQ Level 1 and 2 in

Catering & Hospitality

Occupational Therapy room with Sensory Integration equipment

Massage and aromatherapy room

37 acres of grounds including a horticulture area

Bicycle maintenance area for learners accessing the Velotech award

Café open to the public, run by our Post 16 Department

Q12 How is the decision made about what type and how much support my child will receive?

Regular meetings are held with senior leaders and educational and residential staff to ensure

that learners are making the best possible progress in all areas. If additional support is

needed, this will be agreed by the team and you will be advised of what form this intervention

will take.

Sometimes, a learner may need additional staff support for a specific phase of their

education. However we aim to avoid over-reliance on one specific member of staff and will

therefore rotate two or three staff members to support your child when we think they are

ready to accept this change.

Q13 How are parents involved in the school? How can I be involved?

We welcome the involvement of parents and families through the following:

Attendance at Annual Reviews and Progress Meetings

Attendance at our Sharing Events (three times per year)

Reading the newsletters and other correspondence that we send

Accessing the Parent Zone on the website

Becoming members of the Parent Council

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Contacting Us

Q14 Who can I contact for further information?

To find out more about us call our Admissions and Annual Review Co-ordinator on 01273

832901 or email us office@lvs-hassocks.org.uk.

As a parent your first point of contact with the school will be the Admissions and Annual

Review Co-ordinator – 01273 832901, or via email at office@lvs-hassocks.org.uk

Sarah Sherwood

Director of Special Educational Needs

Kira Brabenec

Head of Centre

Steve Mew

School Administration

Fennella Warren Admissions & Review Co-ordinator

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2014 Winner ‘Best Manners’

award!