Park School Teaching Service is extremely proud to announce that it has been awarded the Marjorie Boxall Quality Mark Award. It is the culmination of 2 years work that recognises the extent to the nurturing provision we provide for our pupils. Interviews were conducted with staff, students, school partners and parents to form a final decision.
Upon receiving the award, it was stated that we are ‘One of the best in the country for our nurture provision”.
We are delighted to be honoured by the award and it is on display in reception.
Helen Strolley, the assessor for the award, complimented staff commitment and perseverance with the pupils in The Bridge:
“Their calm, consistent, warm and genuine affection towards the young people was clearly evident throughout the assessment visit. I also witnessed an excellent rapport with the children as well as a sense of fun between all staff in the school and the young people they were working with. It was a privilege to observe them modelling a positive regard for each other, as well as the children, which encouraged the relationship between the staff and children to flourish. Staff go above and beyond the call of duty on many occasions and are an asset to the school.”
Pupils within Park School nurture provision have further demonstrated their successful journey and personal achievement through publication of their writing in the young writers series of books, namely ‘The Poetry Games’ and ‘Stranger Sagas’. Support from parents and carers has meant that the child has been able to develop and grow at their pace, without additional pressures. The focus remaining on the needs of the individual as two of our parent’s comments affirm:
“Whilst attending mainstream school, [my daughter] found it very difficult to cope with the level of noise and the volume of people in the school and was constantly anxious about having to attend…I feel that the staff within The Bridge are totally invested in the emotional wellbeing of the children under their care and this has had an impact both inside of school and at home. [My daughter] is much more willing to interact at home and is becoming less and less reclusive. She has a better understanding of herself and realises that it’s ok to talk about our feelings. Also, due to the friendly and sharing nature of the staff, she is now able to relate to others well. She is developing well academically, and I feel that this is due to the learning being at a pace that she is comfortable with. The pressures of mainstream curriculum previously made her very anxious. We are very grateful that [my daughter] was able to attend Park school in the last 12 months. She has developed friendships which we previously never thought would happen, communication skills that have enabled these friendships and the capacity to understand that there are people in the world that she is able to trust”.
“My youngest daughter has severe social anxiety issues, which became worse as she transitioned to high school. Throughout year 7 and into year 8 she became more and more withdrawn and eventually we couldn’t get her into school at all. We spent hours sat outside her school or with the pastoral care lead exploring different avenues that might make school more bearable but unfortunately the situation worsened.
After missing several months of school [my daughter] was then accepted as a student in the Bridge last September. We were sceptical when we came for a short visit with [her] but we became tentatively hopeful when we were greeted by such welcoming yet professional staff. The overwhelming sense of calmness and security was very reassuring and [my daughter] quietly agreed to start attending for one morning a week.
When her first day came I drove her to school but she was afraid to leave the car…
Fast forward to this week where [my daughter] is now transitioning upstairs to Park School attending four days per week and using taxi transport alone for every journey which has also enabled me to go back to full time work.
This change is absolutely phenomenal and all the credit must be given to the amazing staff at the Bridge. We have had unending support from the staff both practically and emotionally … I could not recommend the Bridge and it’s ethos highly enough and I am so grateful for the care and support that we have all received from the staff …”
As a school, we strive to ensure that our pupils are not left to manage their often difficult circumstances, but are encouraged to narrow the gap created by poor mental health. Staff not only focus on the pupils once in school on a daily basis, but ensure that pupils arrive safely and calmly through school transport or parent/carer transport. Pupils are personally welcomed into the building and escorted out by pastoral staff to ease the anxiety of attending an educational setting.
Every effort is made to engage pupils, be it from their home, through 1-1 sessions, whilst in hospital or small group teaching. Through having a pupil-centred approach to learning, each child is provided with an individualised timetable which is adapted to meet their specific needs.
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