Please note these pages will soon be created into a separate 'Arun Court' website - this page will simply be an overview and link to the new site. We are now a registered school setting with the DFE.
Arun Court is an alternative 'school' provision. Our timetable combines therapy services with educational subject tuition and life skills. The setting provides full time education for non-violent young people suffering with mental health and Emotional, Social and Behavioural conditions such as clinical depression, anxiety disorders, school phobia, OCD, eating disorder and body dysmorphia, Post Trauma Conditions, Tourettes, self-esteem disorders. We also support students who are transgender, and also those with specific SEN diagnosis that are accompanied by high anxiety such as ASD, PDA and Fetal Alchohol syndrome.
Arun Court offers hours of 10:00 - 16:00 / 10:30 - 16:30 plus wrap around care and clubs daily. We are classed as alternative education
This is a private independent setting, which is run as a non-profit, break even section of the company with the budget being held by the External Monitoring and Advisory Board. The proprietor is Beverley-Sarah White. She can be contacted via post:
11 High street
(Above includes holiday periods)
or via the Arun Court Centre address:
14 Arun Court
For details of how to contact the EMAT Chairperson (Governance) please download the parent handbook
Our current Local Offer is described below and further information can be found under the parent portal and curriculum tabs to the left of the screen.
Who do we cater for?
We work with young people in Year 7 to year 11/ 12 who have a mental health need as their immediate priority. Due to the nature of the setting and the students we are not able to cater for young people who are physically aggressive, abscond or those who require 'personal care'.
We accept referrals from LEAs, CAMHS, Children's Services and Educational Psychologists. Whilst some students may have a diagnosis of ASD or ADHD they will need to have a mental health need as their current main priority to meet our admissions criteria.
We are able to take students in year 12 who are taking GCSE courses a year later, however we are not able to take students aged 18 or above (we do have an over 18 provision, see 'Routes') The overall age at the centre is 'non adult' so 11 - 17.
Once students have improved in their mental health, it may be appropriate to look at their EHCP again and make the priority their main diagnosis or in the case of no SEN diagnosis to consider a return to mainstream education.
At this stage students often want a larger setting, with different opportunities. We therefore look for either specialist settings to transition to or support them back into mainstream. We have recently successfully transitioned 18 students back within the past 12 months. We have transitioned students recently to:
St Dominics (ASD specialist school- state)
Stepping Stones (hemiplegia, physical SEN, ASD - Charitable Trust, Indep)
Unstead Park (ASD specialist school - Indep)
Reigate College (mainsteam post 16 - state)
Moon Hall (Specialist Dyslexia setting - Indep)
Rodborough School (mainstream -state)
Woking College (mainstream post 16)
Farnham College (mainstream state post 16)
Losely fields (mainstream -state)
Broadwater School (mainstream-state)
We are in the process of transitioning our current GCSE students to The Brit School / ACM and Guildford College.
What therapy do we offer?
1 x clinical psychologist - 1:1 high intensity students and supervision
1 x Psychotherapist (level 4) - UKCP reg
1 x Counsellor (level 5, degree and post graduate diploma) - BACP
1 x Counsellor (level 1)
1 x Arts Counsellor (level 2)
1 x Lego Therapist for speech & lang
4 x Indian Head Massage practitioners
7 of our staff trained and qualified teachers of meditation and mindfulness
2 x dance mindfulness practitioners
4 of our staff members are trained in psychology ranging from level 2 diploma to degree level
1 of our staff has completed a course in supporting counselling via the use of animals and we have two therapy animals (dog and rabbit) plus access to horses locally
3 of our staff have completed post graduate diploma studies in solution focussed coaching, 3 staff are also qualified to deliver CBT
1 of our staff members is a BAGA coach and has worked with LEA OT services to design programmes of physical activity for students with cerebral palsey and dyspraxia
2 of our staff have completed 20 hours of recognised CPD in supporting young people with psychosis and Schizophrenia
As a minimum, staff have complete a 15 hour course with Reading University on how to recognise and support students with clinical depression. All staff have 20 hours of training on our approach, including training in coaching and negotiated learning, how to deliver OT programmes and supporting those with anxiety.
The Senior Leadership all have post degree specialist qualifications ranging from post graduate diplomas, to NPQH to Masters Degrees
What is the core local offer?
A Scandinavian ethos, research-led, specialist teaching and therapy environment - our staff keep on the pulse of mental health issues, treatments, medical and educational research
What is the process and what are our contracts with brokering LEAs?
LEAs can broker Arun Court Setting places for students funded by EHCP. Due to our geography we are most likely to work with Surrey, Hampshire and Sussex but we are open to working with any viable LEA and we have already had past requests for services under Big Bear Bespoke Education Ltd for students living in Merton, Kent, Berkshire and Bracknell Forest.
Places are client specific and are offered on a ‘first come, first served’ basis. LEAs should make the initial approach, not parents, and can do so by sending the EHCP, Annual Reviews and any other relevant information to email@example.com
1.The paperwork is usually reviewed within two days, and in this time we review the case against our admissions checklist.
2. We will reply as to whether we can meet need. If we can meet need, we will either carry out a home visit, or invite the family to visit us. Sometimes we require both.
3. No placement is offered until the student has successfully completed a 15 day trial
Places should be for a minimum of 12 months, unless special terms have been agreed for a specific student. This is because past experience has taught us that it takes at least a year of therapeutic input as a minimum, and can often take 18 – 24 months, to get a student to a position where they can first consider transition to another setting. Some students need to stay longer.
We mainly offer ‘standard places’ . This level includes the following provision:
An overall ratio of adults : students of 1:2 or better, although different groups operate at different ratios throughout the day, and specific group ratios are decided by need. However, the high overall ratio ensures that students can access support ‘at the point of need’ rather than having to wait for a designated therapy appointment time.
Tuition is provided in English Language, mathematics, science, art and craft, geography and history, languages up to Key Stage 3. Lots of movement and sport built in daily, plus a PE curriculum delivered at Guildford Sports Park and The Spectrum. We are able to offer a much wider KS4 to GCSE curriculum than many special settings including Art, Business Studies, media studies, citizenship, childcare and Music GCSE.
Students with particular interests are encouraged, and we will broker services if the timetable allows such as working towards football coaching apprenticeships, beauty diplomas or having regular 1:1 music tuition.
During a full academic year (September – July) students will receive a full OT report and should any issues be raised these will be addressed by the school as much as possible within the timetable.
· We produce a student report every term although in the summer term this tends to be in the form of the Annual Review paperwork
· Parents can access support workshops held on a regular basis, parent and student social events and receive a weekly newsletter to maintain good communication
· Each tuition group has a specific identified teacher which parents can direct concerns to via a designated school email. In addition each child has a key worker identified from the Well-Being Team who will be able to support with advice on emotional regulation issues specific to their child.
· The daily communication sheets provide an instant snap shot for the parent of how their child has engaged during the day.
We have a very limited high intensity places each year for students who need much more 1:1 provision even in what is a very small setting, with the additional funding going to pay for a 1:1 mentor, and usually regular weekly appointments with clinical psychology or similar. Again, these spaces are on a first come first served basis.
EXCLUSIONS & CHILD PROTECTION
It is very important that any brokering LEA visits our setting and fully understands what it means to be a health-led facility, and a private facility in our context. Our current LEA contracts reserve the right to terminate a placement AT ANY STAGE if we feel that a student is placing other young people in harm, we will always hold the needs of the majority at the forefront of what we do. We always employ a collaborative, working party approach and we have to feel that when incidents of a serious nature occur parents are working with us, not against us. We will always go the extra mile, however if necessary we will robustly argue our case in court regarding protecting the well-being of very vulnerable young people by refusing to have a student on site until appropriate assessment of risk, and appropropriate actions to reduce risk, have been taken and if necessary funded. It is not in the social or mental interests of a child to be putting others at risk and to be isolating themselves further by their behaviour. If we do not feel our setting is benefitting a student's mental health we will make that very clear and have an expectation that any brokering LEA moves swiftly to find an appropriate placement; as we will not be put in a position where we are effectively further damaging a student by being forced to accommodate them when our professional view is that their presence is damaging to both themselves and others. IT IS LEGALLY ASSUMED, THAT BY TAKING A CONTRACT OUT WITH US, THE LEA HAS AGREED TO THIS STATEMENT & THE CONTENT THEREIN