Lawrence House School opened in 2010. It is registered as an Independent Special School (DfE 340/6001) operating across our five Children’s Homes in Merseyside and is run by Quality Protects Children Ltd. There is a range of information the school is required to publish under the Independent School Standards and this can be found here (Ofsted and Other information).
In offering education, our starting point is that while many children and young people in care enjoy school and think it is important, as a group they are more likely to have poor experiences of education and low educational attainment. This is a long-identified issue:
“Looked after children have long been recognised to be at a disadvantage in terms of their educational experiences and outcomes.” (Jackson and Sachdev, 2001
The government introduced a range of measures in attempts to raise educational attainment, enhancing the prospects for future employment as well as personal and family fulfillment (DfES, 2007). However, the reasons for the lower attainment of looked after children are complex, including family background, pre-care experiences, instability, and shortcomings in the care environment, low expectations and poor communication between social workers, carers and schools (Harker et al., 2004; Comfort, 2007).”
Sir Martin Neary’s 2016 review of residential care in England cites some challenges facing young people in care in relation to education:
- 53% of children living in children’s homes have a statement of special educational needs or an Educational, Health and Care plan, and a further 28% have identified special educational needs without statements or EHC plans. This compares to 20% and 34% for all looked after children respectively.
- In 2013, about 62% had clinically significant mental health difficulties; and, 74% were reported to have been violent or aggressive in the past six months
- Leaving care at 16 or 17 years of age is associated with very poor outcomes: only a quarter of young people who left care at 16 years of age were in education at 19 compared with 40 per cent of young people who left aged 18 and over – and only 6 per cent of young people from all placements go on to higher education. After leaving care they are also likely to have a cluster of problems including poor mental health, getting into trouble, being unemployed and periods of homelessness.
However, Lawrence House School was set up not only in response to the general poor educational outcomes young people were achieving in both mainstream and alternative educational provision, but specifically in response to a lack of local quality mainstream or alternative educational provision that was able to meet the needs of the young people we were looking after.
As a school, we believe wherever possible, looked after children should be educated in mainstream provision, but understand that in many cases it may take time to rebuild confidence and ability to learn. Our understanding of the barriers cited above, as well as the impact of multiple trauma, means we build towards mainstream through intense one to one teaching and a creative curriculum that builds resilience and engagement, as well as subject knowledge. We are able to offer shared educational provision, with a mix of local college provision.
Before admission we build up an individual profile of each young person, outlining as full as possible picture of the young person and their educational experience and factors influencing their future education. Where there are gaps a range of tests will be completed to develop that full understanding. Educational targets are set through the IEP incorporating ECHP and PEP.
Each young person has their own individualised timetable which covers as a minimum English and Maths and a specialised mental health programme designed to build resilience and re-engagement, which is linked to physical development and PSHE elements in the curriculum. Amongst our team of tutors, we also have expertise in maths, English, sciences (understanding the world), physical education, creative arts, drama, and PSHE. We have young people on a range of syllabi up to and including GCSE and teach both in classrooms and in settings within the community where young people are able to do voluntary work or achieve awards such as Duke of Edinburgh.
The school leadership team comprises:
Kerri Walton is our Headteacher and oversees the school. Evaluating the school’s performance to identify the priorities for continuous improvement and for raising standards; ensuring equality of opportunity for all.
Kerri is a qualified teacher with over 26 years’ experience. She has worked in numerous schools and developed 2 alternative provisions and was rated as Outstanding consistently for many years. She has undergone 6 Ofsted inspections all of which her senior roles were rated outstanding and a strength of the school. Her responsibilities within schools have included Head of PE, Head of Year 7-9 Head of middle school, Assistant Headteacher of behaviour and wellbeing, Senior Assistant Headteacher of alternative provision, safeguarding and welfare. She also works in as the lead practitioner for trainee teachers. Kerri has Lectured at Edge Hill University on tracking and intervention. She has gained her NPQH in 2017 and as an advocate for continuous learning as she is also in training for a Masters in Coaching and mentoring.
Our Assistant Headteacher, Fay Donnelly, is a qualified teacher with over 10 years’ experience and she assures the day to day operation of the school and the progress of each pupil. After completing her BSc in Forensic Science Fay completed her PGCE and QTLS with experience teaching in a range of education settings. She has experience teaching students from diverse backgrounds and with a range of specific educational needs, SEBD and learning difficulties and one-to-one mentoring to support young people with mental health issues. Fay also has training in CBT and a Certificate in Counselling Skills from the University of Huddersfield and has recently completed the National Professional Qualification for Senior Leadership.
She continually seeks to impart her passion and enthusiasm for learning to students by delivering engaging, challenging and inclusive teaching programs. Fay’s focus is on developing Educational Resilience and students’ intrinsic motivation for learning to assist in overcoming any barriers to educational achievement.