North Star 265°

Who We Are

About North Star 265°

North Star 265° is the third school of our multi-academy trust and opens in 2024. We support young children who have been excluded from school, are at risk of exclusion or who exhibit behaviour associated with social, emotional and mental health needs. The school puts an emphasis on the curriculum, transition and early intervention in order to ensure that a reintegration into mainstream education will be possible. We work with schools and the parents and carers of our students to successfully reintegrate them back into mainstream with an improved attitude to education, greater positive parental involvement and raised attainment and engagement.

We believe that every child deserves the best education to enable them to make good progress and achieve their full potential. The curriculum is appropriate, relevant and workable and allows us to achieve our vision laid out in the previous section. It is based on working practices developed over many years of working with students with SEMH needs, both with and without EHCPs. It is also based on Education Endowment Foundation (EEF) evidence. “The Teaching and Learning Toolkit” identifies effective and evidence-based methods to improve learning. This research has informed our practice.

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Navigate

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Success

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Together

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Ambition

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Relevance

We strive to work with our families to offer them the support that they need in various aspects of their lives. Students are never judged on previous experiences and our mantra of “every day is a new day” informs our thinking at all times. We pride ourselves on our welcoming and nurturing school environment that respect and celebrate diversity.

Please explore our website to see what we can offer. Alternatively please contact the school office for more information.

Our Accreditations

Our Mission Statement

To develop confident, ambitious people who are emotionally and intellectually equipped for a brighter future.

SEN Methodologies

There is no single, universally recognised methodology adopted in school provision for pupils experiencing social, emotional and mental health difficulties. In recent times however a number of significant themes have emerged, led by experts in the field. Academies in the North Star Trust draw on several of these to form our own unique provision, engaging with and responding to pupil needs.

Key is understanding children’s experiences and physiology and how this can influence pupil presentation in school. We know that our pupils have a significant need to feel safe, to learn to trust. Insecurity and anxiety can lead to an impulse to try to control situations and this will be lessened when pupils feel safe enough to relax and learn. For this reason we offer boundaries and at the same time a highly nurturing environment.

We focus on keeping to routines and systems, knowing that pupils like to be able to anticipate what will happen next. Staff calmly carry the expectation that their requests will be met. Pupils are supported by even the smallest indication of unrest being noted and supported. We look to develop a culture of ‘error’ and ‘not knowing’, promoting the idea that this is a normal part of the learning process.

We encourage the development of professional, trusting relationships between pupils and staff, knowing this is key to engagement. Staff take positive delight in working with pupils. They understand the importance of letting them know that they are thought about, or ‘held in mind’. Staff know how to attune to pupils and validate their experiences, listening actively to their verbal and non-verbal communications. Pupils are helped to work towards solution-focussed, positive outcomes. Supported reflective spaces are available when needed.

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Key is understanding children’s experiences and physiology and how this can influence pupil presentation in school.

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We focus on keeping to routines and systems, knowing that pupils like to be able to anticipate what will happen next.

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We encourage the development of professional, trusting relationships between pupils and staff.

How Are We Different?

We value honesty from pupils and positively recognise when responsibility for actions is taken. This encourages pupil engagement with restorative approaches. We recognised that opportunities for choice, as well as a focus on win/win outcomes improve a pupil’s acknowledgment of responsibility.

Staff in all schools encourage and teach pupils about their own needs. They are supported in ‘owning’ their Education, Health and Care Plan (EHCP) and knowing the importance of their own voice. This helps them to take increased responsibility for achieving short-term targets that steer them towards long-term expected outcomes.

Our school environment is predictable, organised and offers pupils reminders and guidance. It re-enforces reward systems that are used to encourage engagement as well as celebrating achievement. Praise is noted as being a significant motivator and we work towards all pupils being able to accept this. Praise is always focussed on effort rather than outcome so as to encourage the idea that with determination, anything can be achieved.

Key to long-lasting and positive engagement is parental involvement and we have systems in place to ensure this happens frequently and positively. We value the understanding that parents and carers have of their child’s needs and meanwhile look to share any knowledge that we have as professionals. We know that the best outcomes arise from working collaboratively with all those who support a child.