Yes (details below)
Seashell Trust, Stanley Road, Cheshire, SK8 6RQ
From 2 to 19 years old
Royal School Manchester is a non-maintained independent special school. The school is Autism Accredited and has the skills and expertise in meeting the needs of young people aged 2 - 19 years with one or more of the following conditions:
- Autism Spectrum Conditions
- Multi-Sensory Impairment
- Hearing or Visual Impairment with additional needs
- Profound and Multiple Learning Difficulties
- Complex physical difficulties
- Auditory Processing Difficulties
- Additional medical needs including progressive or degenerative conditions
Link to School's SEND Local Offer
0161 610 0172
Open Monday to Friday from 9am until 3pm Term Time
The school has expertise in working with young people with low-incidence special needs including Autistic Spectrum Condition, Deafblindness/Multi-Sensory Impairment, Hearing or Visual Impairment with additional complex needs and Profound and Multiple Learning Disabilities.
The initial stages of the referral process include a visit to the site by the family, a review of their Statement or Education, Health and Care Plan and may also include a visit by Seashell to the young person in their current placement.
A multi-disciplinary assessment is undertaken on-site at Seashell and this forms the basis of our placement offer.
Ofsted URN: 106166
How do you support a child with extra needs?
Seashell employs a Registered Nurse, Behaviour Coordinator and a Mental Health Nurse who are based on site.
In addition, the following services are provided:
On-site GP appointments,
Dental visits for residential students,
Staff certified to administer medication,
Level 3 LSA with specific responsibility for Learner Voice,
Regular staff training.
We have a strong focus on the development of communication skills across the curriculum, with expertise in enabling all students to develop self-advocacy skills. Our approach supports all students to express their views and effect some changes in accordance with their wishes and choices. We are a person centred organisation. We use specialist teaching resources and strategies for social communication, interaction and flexible thinking.
Our bullying policy can be found on the website.
Students are offered debriefs following any incidents.
We use the PSD scales to measure the development of self-esteem and confidence
We hold family events and provide activities for siblings
We have a student council who effect change within the organisation based on the student wishes and preferences.
Students are supported over lunch and break time with eating, drinking and personal care and in facilitating leisure activities. Speech and Language therapists are available at lunchtimes for additional support.
How do ensure a child’s education meets their needs?
The Royal School supports pupils with an individualised approach to learning that is based on engaging pupils in learning through motivation, personal interest and by using their strengths and preferences to develop their communication. Physical, sensory integration and sensory processing difficulties are met through ensuring, where reasonably practical, that the environment and approach to learning are supportive, appropriate and stimulating.
Learners benefit from a broad and balanced curriculum using a sensory approach aimed at developing communication, physical development independence and life skills. Coverage of the curriculum is based on individual need rather than key stage. Teachers plan individual schemes of work and ensure that acquired skills are presented through age appropriate activities and in different contexts.
We have small class groups and excellent staffing ratios. Our teaching staff have mandatory qualifications in MSI, VI, HI and also Autism.
We provide 1:1 and sometimes 2:1 support from learning support assistants trained to NVQ Level 3 in supporting teaching and learning and including qualified Intervenors for MSI learners and qualified staff for students with ASC. We have expertise in the use of specialist strategies for teaching young people with limited functional communication.
We use a Total Communication approach with expertise across teaching, support and therapy teams in signing, picture communication, tactile communication, electronic communication devices and objects of reference.
Learners work through individual timetables on their own study programmes therefore progress is monitored against themselves rather than against their peers. This method of assessment is necessary as each learner is different, working towards different goals using different methods.
How will we know my child is progressing?
MDT baseline assessments identify the long and medium term goals and class teachers identify the short-term targets to enable learners to achieve these longer term goals through their individualised curriculum. Teachers, therapists and support assistants evaluate and monitor pupil progress
Person-centred reviews are conducted annually.
How will you support my child’s overall wellbeing?
Safeguarding measures in place include:
Three Designated Safeguarding Officers,
All staff are trained in safeguarding at Induction and then attend regular refresher courses,
Individual student risk assessments,
Activity risk assessments,
Room risk assessments,
Off-site policy and procedures,
Safe learner teaching,
Safer recruitment practices,
Cause for concern forms,
Termly safeguarding panel meeting with Stockport MBC,
Restricted access to site.
How will I be involved in my child's education?
Regular contact with parents/carers from class teacher and key worker via email or telephone,
Daily communication through school-home book,
Access to staff,
An"open door" policy,
We run family events for parents/guardians,
Student Council and Level 3 LSA for ‘Learner Voice',
Access to head and deputy head teacher,
Organisation of MDT meetings.
Family Link Worker:
Provides support at internal and external meetings,
Organisation of third party meetings,
Signposting to relevant information,
Runs workshops for parents/guardians,