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HomeHalliwell Education

     Mission Statement:

To provide the best quality of education and care for vulnerable children through a vibrant curriculum which fully prepares pupils for their future economic wellbeing and nurture outstanding personal development.

Halliwell Education believes that educational inclusion is a fundamental factor in the progress and development of all children. We are proud of our record of achievement with children in the field of education.  Like all other areas of Halliwell, we understand education within the framework of a 
Clinically Informed Practice.
“After the home environment, education is likely to be the second most important influence in  supporting the positive development of all children, and for some of the more vulnerable, school can also become a valuable factor in enabling them to achieve [the] criteria of healthy emotional development “

Achieving Positive Outcomes for Children in Care, R.J. (Sean) Cameron and Colin Maginn – The Pillars of Parenting, pp. 90

Restorative Education

To provide the best quality of education and care for vulnerable children through a vibrant curriculum which fully prepares pupils for their future economic wellbeing and nurture outstanding personal development. At Halliwell we are dedicated to the educational success of children and to ensure that their education programme is tailored to meet their individual needs to enable them to reach their full potential. Educational attendance and success is the underpinning value for positive change in the child’s development which leads to a positive integration into adulthood

Upon entry to the education recovery programme each child is assessed as to their emotional and academic needs. Assessments are done by both the clinical and practice team so that all professionals involved in the care of the child and the child themselves know the short and long term aims of the education programme. The emotional progress and individual programme is discussed at a monthly case review for the individual child lead by an Educational Psychologist. This ensures a holistic approach to education and that all involved in the care of the child are working consistently in their approach to ensure the child is supported to reach their optimum potential.

All our children have an individual, phased programme that is developed to enable the child to access mainstream education as soon as possible after entering one of our DfE registered schools. All our teaching staff are QTS or PGCE qualified as well as qualified or in the process of completing Level 4 ‘Framework in Professional Childcare’. Our schools offer a nurturing and holistic environment and each part to the school day, the teaching methods and the physical environment is designed to assist in the therapeutic care of emotionally traumatised children. The children are placed in groups according to their emotional abilities as well as academic levels.  

The Programme

Stage one - Stabilisation (providing a safe and predictable physical and psychological environment)

The child is introduced to a very structured routine that starts within the home i.e. up and ready on time and in their uniform. Children are baseline assessed on their reading age, numeracy age and their current national curriculum working levels in English, Mathematics and Science. The children are then taught at the appropriate level by our qualified and experienced teaching teams. Assessment results from the child’s most recent school is obtained for quality assurance purposes and to aid the transition process. Baseline assessments are reported on half termly data sheets produced by the schools recording the levels achieved in baseline tests as well as attendance rates and effort grades in each subject. The timetable at this stage covers not only the academic need but also the emotional needs of the child. An Individual Education Plan is also written which is reviewed based on most recent data progress every term.

Stage two - Integration (aiding a child in the processing of the trauma, i.e. putting the past in place)

This period of intensive support and education needs to be very flexible and fitted around the needs of the child and involve different aspects of a social, emotional and behavioural timetable. At the same time we aim to ensure all of our children make minimum expected levels of progress in English, Mathematics, Science and other subjects every term aiming to narrow the attainment gap that disengagement with the child’s previous education will have inevitably been created. Once the child has evidenced sustained progress at this stage a transition plan will be formulated for access into a mainstream or specialist school provision. Our target is to have all of our children placed in either a mainstream or specialist school provision between 12 and 18 months after entering our programme.

Stage three - Adaptation (enabling the re-establishment of social connections, personal efficacy and the rediscovering of the joy of living)

At this point, the child will be full time in mainstream education either with or without teaching staff support depending on their developmental, social and emotional needs. The child will be accessing extra-curricular activities away from the home and with their peers.

The children are continually assessed throughout their educational programme by both the clinical, educational and practice team. This ensures a continual, fully-integrated service. 

·  Willow House School, Cheadle, Stockport

·  Woodlands School, Edenfield, Bury

·  Brambles School, Mottram, Hyde


View our Policies

  1. ·         Admissions
  2. ·         Anti-Bullying
  3. ·         Curriculum
  4. ·         Complaints
  5. ·         E-Safety
  6.        Health and Safety
  7. ·         Fire
  8. ·         First Aid and Safe Admin
  9. ·         FundamentalBritish Values
  10. ·         PSHCE
  11. ·         SMSC
  12. ·         SEN
  13. ·         Safeguarding

View our Ofsted Reports

Willow House School - January 2015
Willow House School - October 2016

Woodlands School - December 2014

Brambles School - February 2015