Genesis cte views educational achievement and success as a fundamental element of the overall therapeutic journey. Helping children enjoy the experience of learning academically, alongside maximising their social and emotional development opportunities, is crucial to psychological growth. We therefore endeavour to ensure that each child has access to the sort of educational environment that most closely meets their often very complex needs. For some children, this will be within a local, mainstream school or college. However, for many, this will mean access to a school that specialises in Social, Emotional & Mental Health and/or Autistic Spectrum Disorders. Genesis cte provides guaranteed placements at one of two school SEN schools – Hartmore School, Hartpury, Gloucestershire or Newtides School, Brawdy, Pembrokeshire.
Gloucester Road, Hartpury,
Gloucestershire GL19 3BG
Director of Education: Harry Howells
tel: 01452 900942
DfE Reg. No: 916/6072
Hartmore School offers up to 50 places for pupils with Social, Emotional & Mental Health Educational Special Needs across two sites (increased numbers pending DfE approval). The main school site in Hartpury caters for 42 children at KS2, KS4 and KS4, with the KS2 children located in a discreet, independently functioning Primary School block, with its own independent playground and facilities, along with a dedicated teaching team. In addition to children living in one of Genesis cte’s homes, the school is used by day pupils living locally with their own families or foster families. At KS3, KS4 and 16+ a special annexe provision is available for girls with particularly challenging mental health issues (such a trauma experiences, anxiety, mood and personality problems). It is located a few miles away from the main school site. All children are educated in very small class sizes, with intensive staff support.
The focus of the school is to make a genuine and measurable difference to the educational and attainment of each individual pupil. As was stated in the July 2018 Ofsted Report “Pupils benefit from a rich and varied curriculum”, “staff are resolute and determined in their efforts to ensure that pupils feel they belong, know that they are cared for and are able to thrive” and “staff work with common purpose because they understand, and commit to the ethos of the school.” Key to this ethos is the ‘Character Curriculum’. Because of the disrupted personal and/or educational backgrounds of many of the pupils, we believe there is a risk that they may grow up with without key skills, character-strengths and values that they will need to be able to live lives as successful and happy adults. Addressing this directly is also in-keeping with our developmental model. Successfully growing up is not merely about academic progress, but also social progress. Learning how to manage oneself in the context of a variety of relationships and social settings is the key to the vital task of socialisation.
“Arrive with a Past … Leave with a Future”
Brawdy Business Park, Haverfordwest
Pembrokeshire SA62 6NP
Headteacher: Kate James
tel: 01437 721396 email: email@example.com
Newtides School offers up to 16 places for pupils with Social, Emotional & Mental Health Educational Special Needs. It caters for children KS2, KS4 and KS4, with the KS2 children located in a with the KS2 children located in a discreet, independently functioning Primary School building, separated from the senior school and with its own independent playground and facilities, along with a dedicated teaching team. The pupil group is made of children living in Genesis cte’s homes in Pembrokeshire, and some children living locally with their own families or foster families, and attending as day pupils. Like all Genesis cte provision, Newtides School’s ethos is also underpinned by a shared understanding of child psychosocial development, along with the importance of secure attachments at the earliest stages of life, with a stable and consistent primary caregiver. We know many of our pupils did not experience this growing up. This is often reflected in their educational histories, with potential academic and social success being hampered by low levels of confidence, resilience and challenges in sustaining the necessary emotional self-control and focus required. All children are educated in very small class sizes, with intensive and nurturing staff support.