10th September 2019
Principal Dr Gill Barrett explains The Loddon School’s integrated offering.
Wildmoor Lane, Sherfield-on-Loddon, Hook, Hampshire, RG27 0JD
Dr Gill Barrett
8 – 19 years
ADHD, ASD, AUT, CLD, MSI, SCLD, SLD, SpeechLD
The Loddon School is a residential special school for children aged 8-19 years with profound autistic spectrum disorders, associated challenging behaviours and severe learning difficulties.
Set in extensive rural grounds, in Sherfield on Loddon, Hampshire. The Loddon School provides a homely, caring environment for children and young people to learn and thrive in. The Loddon School educates those in their care through a homeschool type model surrounded by a highly integrated multidisciplinary team for 52 weeks a year. All children live in small family groups with their own staff who are responsible for their care and support programme and their social development.
The Loddon School is a leading pioneer in the world of autistic education. Designing its own outstanding methodology and behavioural approaches (PROACT-SCIPr-UK) which is used nationally and internationally in both schools and adult care provision. The school operates a truly unique curriculum (PLLUSS) delivered throughout the waking day incorporating a personalized sensory diet maintaining high levels of engagement with children who have previously failed to thrive in their educational settings.
What makes The Loddon School outstanding?
Children, most of whom have struggled in other residential special schools, make exceptional progress. They engage with their learning, find new ways to communicate other than through challenging behaviour, grow in confidence and self-esteem. Consequently, they are very well prepared for life beyond school.
Pupils' personal development is exemplary. Highly knowledgeable, multidisciplinary teams make life-changing differences for pupils.
Safeguarding practice is outstanding. The protection of children is embedded in practice across the entire team.
Senior managers show exceptional leadership. They are inspirational, confident and ambitious. Monitoring is excellent.
Staff have exemplary insight into the abilities of individual pupils. Assessment is outstanding, including the analysis of pupils' behaviours. There is nothing that leaders and staff do not think about or provide for pupils.