Quorn Hall School

Special needs catered for

Behavioural / Emotional / Social Difficulties and Disorders

and

Autism Spectrum Conditions

Specialist facilities

Subject specialist facilities including Science labs, music/sound rooms, workshops. Outdoor facilities include a forest school and animal care facilities. Separate Junior School department on site.

Support services provided

As each young person joins the school, their Head SENCo assesses their therapeutic needs and makes recommendations as to whether therapy should be delivered on a 1:1 basis or in small group sessions.

All students have access to a range of classroom strategies, styles and aids to support their learning.

Aims and philosophy

Quorn Hall School values learning and sees it as a lifelong process. They seek to create an open and creative community where all are valued and all are supported and challenged to be the best they can possibly be.

The school’s community is based on honesty, integrity and responsibility borne out of mutual respect. At Quorn Hall School they respond to challenges in creative and flexible ways, which demonstrate their values and inspire a positive culture.

Their aim is to create opportunities for pupils to be successful and develop a positive self image.

Quorn Hall believe that:

- The school should be a secure, supportive and challenging environment

- All members of the school should respect each other and treat others in the way they would want to be treated themselves

- Everyone should all work together to make learning enjoyable and satisfying for everyone; learning should be about passion and ambition with quality at its heart

- Everyone should have their achievements recognised

- They shall work together to build good relationships within and beyond the school gates; seek to be responsible citizens and actively promote community responsibility and seek to engender amongst learners a sense of tolerance, understanding and integrity.

Staff qualification and selection

The team at Quorn are highly skilled and trained in all aspects of their roles, particularly in enabling children to develop self-regulation strategies so that they can access education. In order to achieve this the educational team is actively supported by broad clinical and therapeutic disciplines ensuring a holistic approach to the achievement of wide ranging developmental, social, communicative, sensory and academic outcomes.