Here at the Esland Bedford School we have a highly committed and skillful staff team that provides authentic care, with intimacy, warmth and trust.
Esland Bedford School was founded to provide outstanding holistic education within a therapeutic environment. Here at the Esland Bedford School, we have a highly committed and skillful staff team that embody this approach. We provide authentic care, with intimacy, warmth and trust. We value relationships as the key to our success, which enables school to be a welcoming safe place for our students to learn and prosper.
The school is rated Good by ISI and the most recent report noted the excellent way in which the staff support the students' mental health and wellbeing. Students’ self-assurance is quickly restored following admission to the school. Students have expressed this in comments such as; “this school has rescued me”, and “I have been to quite a lot of schools, but this is the first one that really cares,” ISI February 2019.
The Esland Bedford team
The staff at Esland Bedford School have a wide range of skills, expertise and experience. As well as our teaching and learning support team, we are also fortunate to have highly skilled therapists providing mental health support and therapy, as well as more dedicated speech, language and occupational therapy. All our staff are committed to using therapeutic approaches to help develop our students resilience and engagement with learning. All our staff have access to high quality training to help them develop and implement a wide range of strategies that help our pupils settle and thrive.
Our aspirations are that students will leave Esland Bedford School with a range of academic qualifications and social skills that will stay with them throughout their adult life. Student progress in these areas will form the foundation of future success in their employment, their independence and will enable them to become effective members of their local communities. Our students follow a curriculum which contributes to a well-balanced education, developing the abilities and life skills of individual students so that they will hold a valuable, positive and active place in society. This entitlement is for all pupils at Esland Bedford School, regardless of age, gender, race, religion or disability.
As a school, we are constantly looking at how we can develop and improve our provision to excite and inspire our students. In the summer of 2020, we revamped our small sports unit and also converted a classroom into a purpose built science lab. We also purchased a 3D printer for our ICT teaching and to help develop our students digital skills for their future employment. For 2021 and beyond we are looking to expand our primary provision, to ensure we have more space and primary-focused learning spaces.
Outcomes for children
Esland Bedford School provides educational pathways up to GCSE. All our students are entered for external exams, which are predominately at GCSE. Some students are with us for a short period of time and therefore may sit functional skills exams at entry level to level 2, or we can also deliver ‘A’ level art.
Over the last few years, 100% of our leavers have left with at least 1 qualification at GCSE, and many of our students sit 5 or more GCSE’s. Of our leavers in 2020, all achieved the grades required for a place in a mainstream college and the school supported the transition process- despite the pandemic- to ensure a successful start to their post-16 education.
As well as the more formal and familiar lessons, we also include Learning Outside the Curriculum and The Duke of Edinburgh Award Scheme. In September 2020, we held our first Bronze level expedition which was highly successful.
Over lunchtimes, we have a wide variety of activity clubs that students choose to join. Whilst these may vary from football to card games or Art to ICT, they all have a common goal of providing opportunities for our students to develop an interest, as well as practicing and developing their social skills.
At the end of the week we have enrichment activities that students can join in with. These may include a dance session, fitness, baking or hair and beauty. These activities are organised in conjunction with the students and student council input.
Occasionally there may be times when students, carers, parents or placing authorities will want to give us valuable feedback about our school. If you wish to make a suggestion, let us know about something you are pleased with, or to let us know when we did not meet your expectations, please contact the school via the details on the main page. A complaints procedure allows for both formal and informal complaints.
Informal complaints can be dealt with quickly, while formal complaints should be made in writing. Our full complaints policy is available on our website or on request. This policy will help you raise concerns and ensures your complaint will be dealt with fairly. Should you wish to take your complaint further or if you feel you are unable to discuss the details with the school, please contact the Chief Operating Officer, especially if your complaint relates to the school leadership.
Number of formal complaints in preceding year for this school: 1
Headteacher: Rhett Cameron
SENCO: Georgina Merrett
Designated Safeguarding Lead: Sharon Taylor
Proprietor: Jill Palmer
Address: Suite 1
Riverside Business Centre
Telephone number: 01773 823989
Key Information & Guidance
Here to listen: our safeguarding team
Designated safeguarding lead (DSL): - Sharon Taylor
Headteacher and Deputy DSL - Rhett Cameron
Pastoral Lead KS3 - Julia Burgoyne
Pastoral Lead KS4 - Laura Hazelwood