Our School at a glance…

  • Co-educational
  • Day, 38 and 52 week Residential School
  • 6-19+ Years
  • Andrew’s Furlong Mill Road, Banham, Norfolk NR16 2HU
  • 01953 888 656
  • admin@acornparkschool.co.uk


How does the school know when a young person needs extra help?

Acorn Park is an independent special school for children with autism located in Banham, Norfolk. The school o ers a residential provision for children both during term time and all-year round. The children who attend Acorn Park have a variety of needs that are typical of individuals with autism, as well as additional needs, such as ADHD, epilepsy, Tourette’s and others. With these needs in mind, we have in residence, a clinical psychologist, occupational therapists, speech and language therapists, and psychotherapist as part of our multi-disciplinary team.

Children who have not been successful in a mainstream setting or other specialist units find the high staff to pupil ratios, autism friendly approach to learning and autism friendly environment a refreshing change that often lends itself to lower levels of anxiety and high levels of engagement. All children who attend Acorn Park have an Education, Health and Care Plan and a diagnosis of ASD. These needs are reviewed annually through the Annual Review of the Plan.

Acorn Park knows that your child needs extra help because they have been referred to us and have an Education, Health and Care Plan, which documents those particular needs. In cases where additional special educational needs are identified while residing at Acorn Park, our multi- disciplinary team (MDT) would add these needs to the Plan and ensure that support was offered.

The academic progress together with the progress made against the students’ individual objectives written into the Plan, is monitored regularly. Where students are not making expected progress, staff work together to design, implement and evaluate interventions to remedy the situation. The school will communicate with parents about interventions, and will work alongside parents to enable them to support them at home.


How will the school staff support my young person?

All students at Acorn Park have an Education, Health and Care Plan. These documents outline the needs of your child. This document will make recommendations as to what kind of provision, resources, approaches to delivering the education and any multi-agency involvement required to meet those needs. The overall objectives of the Plan is broken down into smaller targets on the young person’s Individual Education Plan (IEP). Individual Education Plans are drawn up each term by our SENCO in consultation with the MDT, parents and students. Targets are set and the progress made is reviewed each term. All staff work to enable your child to meet their IEP targets. We use continual teacher and therapeutic assessments to identify how well students are making progress academically and in terms of identified needs. We also work closely with our therapists to ensure that all of the needs that are outlined on the Education, Health and Care Plan are met and progress is evidenced.

Students who live in our residential provision will also be able to work on areas identified in their plan as part of our 24-hour curriculum. All stake holders are invited to attend our team around the child meetings held each month to co-ordinate our e orts. Students who live on site will have access to the therapists to support their living in the home.


How will the curriculum be matched to my young person’s needs?

When a child is first referred to Acorn Park we sit down and ask the child and the people around them, ‘what are your expectations?’ After listening and completing our assessments, we present a bespoke plan that takes into account the strengths and needs of the child. As part of this plan all children will have access to national curriculum, therapeutic services, life skills, out of school experiences in the community and activities that support the child to meet their objects. We follow the National Curriculum and some of our students take GCSEs when they are ready. Our curriculum is differentiated for each individual. Class sizes range between four to six students. These classes are supported by a teacher and a higher level teaching assistant.

Our approach to learning involves differentiating our activities and lessons. In some lessons there may be elements of small group teaching or 1:1 tuition. We are able to support students by managing the environment, being ASD friendly with our approach to learning and keeping anxiety levels down, which, in turn, supports learning. All students have bespoke educational packages that contain academic and behavioural targets linked to National Curriculum levels and their IEP, which are reviewed termly. In addition to their academic needs our school work has integrated our MDT into the curriculum so that students participate in therapies that are intended to reduce anxiety, increase resilience, and demonstrate acquisition of life skills. Our objective is to find ways to present the content of the national curriculum in such a way that there are no barriers to learning.


How will both you and I know how my young person’s doing and how will you help me to support my young person’s needs?

All students at Acorn Park have an Education, Health and Care Plan. These documents outline the needs of your child. The overall objectives of the Plan are broken down into smaller targets on the young person’s Individual Education Plan (IEP). These Individual Education Plans are created each year. Targets are set and the progress made is reviewed each term with final report completed each year for all stake holder to assess.

All progress for your child is evidenced either through the completion of IEP goals or through our therapeutic teams reports. We will further support parents/carers by communicating what works in schools to manage anxiety so that they too can create an ASD friendly environment. We measure well-being in many ways, academic progress being one important way, but we also like to evidence progress with behaviour, self-esteem, anxiety levels, and student’s acquisition of social skills as well as progress in being able to communicate and manipulate the environment.


What support will there be for my young person’s overall well-being?

We are committed to a multi-disciplinary approach across all our settings. We do this to ensure that all the needs of the young person are met. All therapies are individually conceived and implemented with clinical oversight by the MDT.

Professionals in our MDT include a clinical psychologist, speech and language therapist, occupational therapist, psychotherapist, school nurses and a consultant psychiatrist.

We o er access to a number of interventions that focus on reducing anxiety and promoting positive self-esteem. For students with very high levels of anxiety we teach coping strategies to help them remain calm. We also work with students to promote sensory integration. Students will also have opportunities for them to develop empathy and an awareness of the needs of others.

We encourage students to use their own voices to raise any concerns or issues that they have. Students are involved in planning for their care and targets through IEPs, annual reviews and in the residential provision through their care plan.


What specialist services and expertise are available at or accessed by the school?

All of our residential and educational sta have undertaken specialist training and development that is ongoing. Many of our teachers have, in addition to their teaching quali cations, have further quali cations in SEN, speech language and communication needs, and behaviour needs.

In school and children’s home we have on sta the following professionals:

  • Clinical Phycologist
    • Speech and Language Therapists and with 2 Speech and Language Therapist Assistants
    • Occupational Therapist with 2 OT assistants
    • Psychotherapist
    • Music Therapist
    • 2 school nurses


What training are the staff supporting children and young people with SEND had or are having?

Staff at Acorn Park are currently acquiring the Autism Educational Trusts competencies.

Teachers, teaching assistants and members of the residential team have received Team Teach de-escalation training.

We also have a team around the child meeting for each student monthly for all stake holders that always includes the MDT, the education team, and the residential team. This is where we discuss the best approaches and strategies for meeting the needs of the students.

Relevant staff receive regular and high quality training regarding safeguarding, and all school sta receive safeguarding refresher training.


How will my young person be included in the activities outside the classroom including school trips?

All students are invited to attend the school trips and activities if it is appropriate and not assessed to be too high of a risk for that individual. Our o -site visits are designed to enhance curricular and recreational opportunities for all of our students. O -site visits are also designed to create opportunities for developing independence, communication and self-management skills, and to promote positive self-esteem. We have a rigorous in-house health and safety screening as part of our educational visits policy. All visits and o -site activities are risk assessed to ensure they are appropriate and can be managed to suit individual needs.


How accessible is the school environment?

The majority of the classrooms are wheelchair accessible. There are rooms in 2 buildings that can only be accessed via a fight of stairs and is not wheelchair accessible.

The top floors of our residential provision can only be accessed via a fight of stairs and is not wheelchair accessible.

Disabled visitors would be able to access the admin building through the main entrance.

We have disabled toilets and disabled parking available.

How will the school prepare and support my young person to join the school, transfer to college or the next stage of education and life?

We work closely with your Local Authority to ensure that the child is offered a provision that can meet their needs. Prior to joining Acorn Park parents and carers are encouraged to visit at least once and where possible the young person is also encouraged to visit so that he/she can become familiar with the building and staff . Staff will complete a comprehensive pre-admission questionnaire with the parents/carers and, where possible, with sta from the previous placement. This pre-admission information is used to inform both the individual education plan and the care plan for youngsters who are residential.

Options for the future are always kept in mind when we review progress. There are no limits put on the child if they have the aspirations to attend college or return to mainstream education. We can continue to provide support across these settings and can create bespoke educational packages that include or combine all approaches and options so that our support remains in place when students wish to continue with support from Acorn Park, but want to try mainstream for a class or college for a few days a week with further support educationally at Acorn Park.


How are the school’s resources allocated and matched to young people’s special educational needs?

The most valuable resource at Acorn Park is its staff team. Recruiting procedures are rigorous and robust to ensure that the young people are taught and cared for by staff who have the necessary skills and attributes. Staff ratios are high so that the young people’s individual needs can be fully met. Staff are highly trained so that their interactions with the young people impact positively on the youngsters’ learning, well-being and happiness. Staff are carefully matched to individual students to ensure that the best possible outcomes can be achieved by the young people.

Acorn Park provides an autism friendly learning environment that takes account of the fact that many young people who have autism can suffer from sensory overload. Careful consideration is given to the layout of classrooms and to the way in which young people are grouped. Learning resources are robust, attractive, and t for purpose. Wherever possible resources are age appropriate, and appealing to individual students in terms of their particular interests.

Specific resources such as therapy input are allocated on the basis of individual need.

How is the decision made about what type and how much support my child will receive?

The decision about the nature, level and frequency of support provided for the young people at Acorn Park is largely determined by their Education, Health and Care Plan. The needs of the young people are articulated in their individual education plan and are met through the curriculum, and the programmes designed for them by the therapy team.

Throughout their time at Acorn Park there may well be periods when the young people need additional support perhaps on a short term basis. For example, a young person who is due to have a minor operation under

anaesthetic would almost certainly need support before, during and after the event. The level and type of support would depend on the individual young person and would be bespoke to meet his/her specific needs.

On occasions when staff believe that a young person would bene t from additional or targeted support, perhaps in managing a new behaviour, contact would be made with the parents to discuss the matter and to agree a suggested way forward. Wherever possible Acorn Park would aim to work in partnership with parents to achieve the best outcomes for the young people.


How are parents involved in the school? How can I be involved?

Parents at Acorn Park are the main source of information about their child. We rely on them to help us shape the expectations for their child. We make every e ort to have consultations both informally and formally. We have prescribed communication plans for children in the home that is tailored to each family. We invite parents to our celebrations and forums held termly. We also invite them to our monthly team around the child meeting. Parent opinions are collected through surveys both in the residential home and the school. Our school is most successful when we work collaboratively with parents.


Who can I contact for further information?

Please contact Peter Marshall, Head of Service at:

Andrew’s Furlong, Mill Rd, Banham, Norwich, Norfolk, NR16 2HU

T: 01953 888656
E: admin@acornparkschool.co.uk