Admissions

Previously Learner A attended a mainstream school. Her EHCP showed that she was struggling significantly in this provision and had not attended school for a significant amount of time. Her attendance was recorded at 59.4% unauthorised and 25.6% authorised, showing her overall attendance at 85%. Her engagement in online maths tuition of one hour per week on a one to one basis, was also extremely limited. Learner A would also talk in a baby voice when feeling anxious, this is not something that has been observed at Allerthorpe.

At her previous school, Learner A would shout aggressively at her peers and found it difficult to manage the noise levels in a mainstream environment.

Learner A joined Allerthorpe School two weeks after the start of the school year. Initially, Learner A was quiet and withdrawn as to be expected. At first, Learner A would become overwhelmed in class, particularly when math was being introduced. This would result in Learner A leaving the classroom and sitting on the floor outside the classroom with her knees drawn up to her chest and her hood up. Learner A would be reluctant to engage with staff when in this ‘flight mode’.

However, Learner A has attended every day and her personality is really starting to shine through. Learner A’s work ethic in school is also impressive. She is now working really well and instances of her leaving the classroom have reduced significantly. Learner A is working really well and engaging in the Lexia programme, spending 70 minutes utilising the platform on one day. Learner A is also engaging more in other activities within the classroom such as cooking in a group and more recently a boxing lesson.

Learner A’s attendance is currently at 100% since she joined Allerthorpe School.

Learner A’s attitude has also greatly improved and she is more open to new learning experiences. Learner A has been calm and is able to positively interact with her peers since joining Allerthorpe.

Leaner A’s family are delighted to see photos of her in school and in particular the photos where she is smiling and joining in group activities including dodgeball on the playground with the rest of her peers. They never thought that she would be relaxed enough in a school setting to show her emotions and actually smile and laugh in happiness.

In Year 7 at his previous mainstream school, Learner B struggled to settle and would become overwhelmed by the demands of mainstream lessons. He also found the busy corridors and school environment heightened his anxiety levels. This resulted in instances of Learner B leaving lessons when overwhelmed, running around the school and being unable to regulate himself. There were a number of instances of Learner B leaving the school site and placing himself in potentially dangerous situations in a busy car park. On one occasion he climbed a six foot mental fence. Learner B stopped attending school in April of Year 7, following his anxiety preventing him from attending the Year 7 Residential activity.

His previous mainstream school had offered a range of reasonable adjustments to support Learner B to access the trip, however, his anxiety prevented this from happening. Following the residential, Learner B found it difficult to navigate the new social dynamics that had arisen. This led to Learner B being unable to attend school. The mainstream school made many attempts to encourage Learner B in for the remainder of Year 7 however these were unsuccessful.

In Year 8, an Annual Review was held in a local library as Learner B could not tolerate entering the school. Learner B was offered a range of adjustments to facilitate a return to school. However, he was adamant that education in any school within York was not what he wanted.
For the duration of Year 8, his school offered a reduced timetable and access to online learning facilities. Regular meetings and phone contact were held with Learner B’s parent in an attempt to find the right package to support a reintegration into school.

Learner B joined Allerthorpe School at the beginning of Year 9 and he has settled extremely well. He has been able to manage the changes that have evolved as part of being in a new school. He has coped very well with new additions to his class along with timetable changes and break/lunchtime time.

Learner B has a more positive attitude to learning. He has 100% attendance and has made many friends who he plays football with every dinnertime.

Learner B’s Family have also stated that they have seen a big change in him. He is wanting to come to school every day and will talk about his day with them. They have been amazed to see him socialising and playing football with other learners when they have attended family events.

Previously, Learner C attended a mainstream secondary school. His attendance and engagement in education had significantly declined over time due to increasing anxiety and difficulties coping within a busy mainstream environment. Attendance records showed Year 7 attendance at 65.3%, which reduced further to 23.8% in Year 8. In Year 9, once attending Allerthorpe School, Learner C’s attendance improved to 99%.

At his previous school, Learner C struggled to manage the demands of mainstream lessons, busy corridors and the social pressures of a large school environment. When overwhelmed, he would leave lessons and at times run around the school site, finding it difficult to regulate his emotions and anxiety. There were also occasions where Learner C left the school site and placed himself in potentially dangerous situations, including entering a busy car park and climbing a six-foot fence.

Following heightened anxiety surrounding an end of year residential trip during Year 7, Learner C stopped attending school altogether in Year 8. Despite a range of reasonable adjustments, reduced timetables, online learning opportunities and support from staff, Learner C found it increasingly difficult to return to mainstream education. Meetings were held with professionals and family members to explore alternative options and support packages, however mainstream provision was ultimately unable to meet his needs.

Learner C joined Allerthorpe School and has settled exceptionally well into the provision. Initially, as expected, he required reassurance around changes to routine and unfamiliar situations. However, he quickly began to build positive relationships with staff and peers and demonstrated increasing confidence within the school environment.

Since joining Allerthorpe School, Learner C’s attendance has significantly improved. During his first term, his attendance was recorded at 100%. One year later, attendance remained extremely positive at 99%.

Learner C’s behaviour at Allerthorpe School has been excellent. He has responded extremely positively to the calm and supportive environment and is now able to manage changes to routines, new learners joining his class and different activities throughout the school day. He no longer demonstrates the levels of anxiety and dysregulation previously experienced within mainstream education.

Learner C’s attitude towards learning has also greatly improved. He attends school regularly, engages positively in lessons and attempts the tasks provided. He particularly enjoys maths-based activities and is able to focus well during these sessions. Over time, he has developed good friendships across the school and is able to interact positively with both peers and staff.

Learner C has made significant personal progress since joining Allerthorpe School. The supportive environment, smaller class sizes and consistent routines have enabled him to rebuild his confidence in education and successfully re-engage with learning.