Bensham Manor School

Admissions governed by SEND Code of Practice; secondary special school for pupils aged 11-18 with EHCPs covering autism, complex needs, speech/language/communication difficulties and specific learning difficulties

“Bensham Manor School is a large, oversubscribed secondary special school for students aged 11-18. We make provision for pupils who have an Education Health and Care Plan which include; autistic spectrum disorders, complex needs, speech, language and communication difficulties and specific learning difficulties.”

School explicitly frames its purpose around supporting students regardless of additional needs, indicating SEND specialist provision.

“We strive for them to reach their full potential regardless of their additional needs.”

In-house therapy team providing counselling, family support, occupational, drama and music therapy alongside form tutors and teaching assistants

“involving the close working of the Senior Leadership Team (SLT), Tutors, Teaching Assistants, Therapeutic teams (Counselling, Family Support, Occupational, Drama and Music Therapy) family and young person themselves”

Multidisciplinary therapy professionals (SLT, counsellors, OT, drama therapists) and a Family Support Worker support pupil learning

“To supplement the skills and expertise of teaching staff other professionals such as Speech and Language Therapists, Counsellors, Occupational Therapists , Drama Therapists and a Family Support Worker are engaged in order to support pupil learning.”

Post 16 cohort size is 14 pupils

“Bensham Manor Post 16 is an oversubscribed provision which caters for 14 pupils in total with a diagnosis of autism and other associated needs.”

Wide range of enrichment: lunch/break/after-school clubs, holiday schemes, off-site visits

“The curriculum is supported by a wide range of enrichment activities to support learning – lunch and break-time clubs as well as after-school clubs, holiday schemes, off-site visits and visits by a variety of different organisations.”

Established partnerships with local organisations provide aspirational work placements

“Our established partnerships with many local organisations provide opportunities for students to access relevant, challenging and aspirational work placements.”

School describes itself as a diverse, inclusive environment empowering students to become independent, confident lifelong learners

“Our school is a diverse, inclusive environment that aims to empower students to become lifelong learners, independent and confident young adults so that they are able to take control of their own future and wellbeing.”

School aims to create a safe, affirming environment where pupils feel a sense of belonging and can trust adults

“‘safe and affirming place for children where they can develop a sense of belonging and feel able to trust and talk openly with adults about their problems’”

Post 16 provision caters for 14 pupils with autism and associated needs; admissions via Croydon Council SEN Team following EHCP review in Year 11

“Bensham Manor Post 16 is an oversubscribed provision which caters for 14 pupils in total with a diagnosis of autism and other associated needs.”

School runs a Post 16 provision, referenced via nav link and a social post about Post 16 students on a trip.

“Post 16 managed really well at Woodlarks during the heatwave this week!”

All applications and admissions decisions go through Croydon's SEND team/hotline and are based on EHCP assessment

“All applications to Bensham Manor come from Croydon’s SEN team.”

Prospective parents encouraged to attend Open Mornings hosted by the Headteacher, plus taster days/visits for year 6 pupils

“We encourage all prospective parents and carers to visit the school at one of our regular Open Mornings hosted by the Headteacher.”

Curriculum focuses on outcomes/destinations supporting young people into adulthood with consistently high expectations, including independent living, employability, further education

“Our curriculum focuses on outcomes and destinations, supporting young people into adulthood with consistently high expectations. This includes skills for independent living, community access, social inclusion, employability and preparation for further education.”