ISP School Battle
Situated on the lovely setting of Glengorse Estate in Battle, East Sussex, ISP school provides specialist education for 7-18 year olds with social, emotional, and mental health difficulties (SEMH), communication and interaction, cognition, and learning needs.
What makes the school unique?
We work with children who have primarily Social, Emotional and Mental Health needs (SEMH). Our pupil’s needs may be complex and challenging; including communication and interaction, cognition and learning needs in addition to SEMH.
We have opportunities for pupils to experience all aspects of the equine world from hands on grooming to riding in a range of settings in and around Battle.
The school has a Speech and Language therapy team who work in close collaboration with education staff. We are attachment and trauma-informed, so are able to work sensitively to enable young people to feel safe, included within the school community and to attend regularly.
Find out about our school with our virtual tour video!
What can the school offer?
We aim to support children to achieve positive outcomes in relation to their ability. We teach a broad curriculum leading to external accreditation at GCSE level, where applicable. We enhance our curriculum with vocational qualifications such as functional skills in English and Maths, Entry Level Science, and AQA awards in Land-based studies and Food Technology. In addition to these enterprise-driven qualifications, Entry Level Employability Skills and City and Guilds Food and Hygiene awards are offered.
We work in a supportive environment that enables pupils to express themselves appropriately through the acquisition of key social communication skills. We expect pupils to develop an awareness of and consideration of others. This is developed in peer cooperation, a nurture group ethos and respect for the views of their friends. Pupils are completely involved in the day to day running of the school and as a school community shape school planning and ideas. The school has two sensory rooms which benefits all children but especially those with specific sensory needs.
How is the school structured?
We have small bespoke groupings of 7 pupils plus a class teacher/tutor and at least one Progress Engagement Guide (PEG) per group. Pupils are placed in the group that ‘best fits’ their developmental stage and academic need.
Our small class group size, balanced with a high level of experienced support, creates a safe and nurturing environment for pupils to begin to close the gaps in their skills, knowledge and understanding. Our highly experienced PEGs offer support, guidance and assistance across the school day, including in class and break times. They also encourage independent learning and empower pupils to achieve their potential.
What is the school’s ethos?
We offer a safe and nurturing environment which enables pupils to achieve their potential. Our empathetic staff work closely with pupils to build trusting relationships which form the basis of everything we do. We acknowledge the uniqueness of each person and we identify individual strengths and needs, then differentiate the curriculum accordingly
We help our pupils develop their emotional resilience to cope with successes and disappointments. We also encourage them to become independent learners.
Supporting your child
How will the school prepare and support my child to join the school?
We know that each child has individual qualities and skills gaps that may not have been recognised, our aim is to develop pupils’ skills and help them achieve positive outcomes. Before offering a place at the school we will hold an initial network meeting, this meeting is an opportunity to discuss strengths and skills gaps. We will also agree on an appropriate transition into the school. This transition will consider your preferences, how long a young person has been out of education, their SEN and any emotional barriers to learning that has contributed negatively to their educational attainment and experience to date.
All transitions into school are based on a therapeutic, child-led induction based on relationship building. Pupils are given an individual timetable which is reviewed weekly until they are fully engaged in school. The process of transitioning a new pupil into school usually takes a few weeks but can take longer depending on the needs and experiences of the young person. Additionally, we aim to match our pupils with peers with the same or similar interests and encourage peer mentoring where appropriate.
How will my child be supported?
A comprehensive assessment process is central to our work to ensure that appropriate targets and interventions are in place. We baseline academic, communication and emotional skills.
We will identify needs, set targets that will challenge and extend their knowledge and teach the necessary skills. We will also identify and implement appropriate strategies to help them achieve these targets.
Our highly experienced Pupil Engagement Guides (PEGs) offer support, guidance and assistance across the school day including in class and break times. They also encourage independent learning and empower young people.
We will spend time getting to know your young person. Pupils will be allocated a mentor who will get to know them, and support their learning. PEG mentoring sessions offer an opportunity to review targets that have been set and discuss any issues and their progress.
How can I be involved in my young person’s education?
We aim to foster positive relationships with our parents and carers. We recognise that this relationship and collaborative working is crucial for achieving the best outcomes for our pupils. Along with Statutory meetings for looked after children, such as Personal Education Planning, Child in Care Reviews and EHCP reviews, we also invite parents and carers in for informal meetings where honest and open dialogue ensures that the young person feels supported and encouraged by all the professionals and adults working around them.
We welcome parents and carers as active participants in their child’s education and meet half termly to share positives, concerns and discuss future plans. We provide regular feedback to parents and carers including end of term reports. We will let you know how your young person is progressing through positive phone calls home and if we do have any concerns, we will share these with you. You are very welcome to contact us at any time if you have any concerns, anything you feel we should know or positives to share.
We ask that you contact the school if you feel there is anything we need to know.
How will you keep my child safe?
ISP School has a high staff to pupil ratio which is reviewed regularly depending on the needs of the children. We have a dedicated SEN team and several Designated Safeguarding Leads.
All our staff are fully DBS checked and are trained in Safeguarding policy and procedure.
We listen to the young people who attend our school and recognise that safeguarding is everyone’s responsibility.
How will you manage my young person’s challenging behaviour?
We aim to develop positive relationships with pupils to help them express their feelings and manage their emotions in appropriate ways. We will work hard to understand what skills gaps your young person has and teach them skills to behave well. PEGs as mentors can also help pupils as necessary throughout their day. We use Class Dojo, an online behaviour management system intended to foster positive pupil behaviours and classroom culture.
Teachers build a positive classroom culture by encouraging pupils and communicating with parents. Parents and carers can see issues and positive behaviour and achievement points on a daily basis and use these to link with the school. All staff are trained in Protecting Rights in a Caring Environment (PRICE) which gives us an insight into why difficult behaviour occurs and how to approach them.
How will I know that the school continues to be the most appropriate provision for my young person?
The Annual EHCP review will ensure that your young person continues to attend the most appropriate provision. Should your child’s needs change between reviews, the school, carer/ parent may request an early review to discuss whether the school remains the most appropriate provision. This may then inform a managed transfer to an alternative specialist provision or in some cases a return to mainstream education.
Our school is part of Operation Encompass
Operation Encompass has been designed to provide early reporting to schools/colleges of any domestic abuse incidents that occur in which a child was present, ordinarily resides where the incident occurred or resides with an involved party. We know that children can be significantly affected through witnessing or being exposed to domestic abuse and this operation will allow us to better support our pupils and their families.
Headteacher Caroline Belchem has been trained to liaise with the police and will receive information about all police attended Domestic Abuse incidents, which involve any of our children PRIOR to the start of the next school day. Caroline will be able to use information that has been shared with her, in confidence, to ensure that the right support is available should it be required by a child and/or their family.
Student Showcase
Celebrating and sharing some of our pupil’s latest work
Our staff
How qualified are your staff?
Our Qualified Teachers and Progress Engagement Guides make up the core of the team for the school, alongside this we have an inspirational Head Teacher with vast experience within SEN, and a Deputy Head who support the educational development of pupils as well as working alongside the Head to develop the school. Additionally, we have a highly experienced Special Educational Needs and Disabilities Coordinator (SENDCo) who oversee and implements our Special Educational Needs Policy.
Our SENDCo can be contacted via email: candy.gilbert@ispschools.org.uk
The Director of Education for the Group, who has 30 years’ experience in education, 20 of those with vulnerable children with complex needs, takes an active role in overseeing the whole provision
Our Governing Body is both robust and active in keeping the school moving forward.
The history of Glengorse
Glengorse was a school for over 60 years. Watch our video to see some comparisons of years gone by and how the school looks today.
Monitoring and Quality Control
External
- Ofsted
- Health and Safety audits termly
- Single Central Record audits termly
- Governing body
Internal
- Senior leadership meetings
- Staff meetings
- Regular training and updates
Headteacher
Caroline Belchem
ISP School, Glengorse Estate, Glengorse, Battle, TN33 0TX
01424 238640
Deputy Head Teacher: Amelia Stoner
Director of Education
Toni Reedman
ISP School, Glengorse Estate, Glengorse, Battle, TN33 0TX
01424 238640
Acting Chair of Governors
Emma Vincent
ISP School, Glengorse Estate, Glengorse, Battle, TN33 0TX
Proprietor
Integrated Services Programme
Malvern View Saxon Business Park, Hanbury Road, Stoke Prior, Bromsgrove, England, B60 4AD
01527 556480
Accreditations and Partners
Tackling the sexual abuse and exploitation of children and young people
CEOP is a command of the National Crime Agency and is dedicated to tackling the sexual abuse and exploitation of children and young people. CEOP helps children and young people under the age of 18 who have been forced or manipulated into taking part, or are being pressured to take part, in sexual activity of any kind. This can be both online and offline. The CEOP Safety Centre offers information and advice for children and young people, parents and carers and professionals. You can visit the CEOP Safety Centre and make a report directly to CEOP by clicking the Click CEOP button.
Online bullying or other online concerns should not be reported to CEOP and children and young people should be directed to speak to an adult they trust, and/or referred to Childline, if they would like to speak to someone about how they are feeling.
Contact Us
ISP School, Glengorse Estate, Glengorse, Battle, TN33 0TX 01424 238640
Battle School Contact Us Form
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