• "It is a wonderful school where the staff truly care about and are interested in the children in their care and will give any child the best chance to achieve their potential."
    "It is a wonderful school where the staff truly care about and are interested in the children in their care and will give any child the best chance to achieve their potential."
    Children and young people enjoy being in residential provision. They grow in self-esteem, communication and social skills. Ofsted 2016
    Children and young people enjoy being in residential provision. They grow in self-esteem, communication and social skills. Ofsted 2016
    For some pupils whose prior experience of mainstream schooling has not been positive, Mary Hare School is the first school in which they feel safe and develop a sense of pride and belonging. Ofsted 2016
    For some pupils whose prior experience of mainstream schooling has not been positive, Mary Hare School is the first school in which they feel safe and develop a sense of pride and belonging. Ofsted 2016
  • Pupils exhibit a strong desire to communicate both in question and answer session. (Ofsted 2016)
    Pupils exhibit a strong desire to communicate both in question and answer session. (Ofsted 2016)
    "I have found that being at Mary Hare School has improved my confidence. I have lots of new friends and I am now very happy and really enjoy school life."
    "I have found that being at Mary Hare School has improved my confidence. I have lots of new friends and I am now very happy and really enjoy school life."
    "I am so happy at Mary Hare. I have made so many friends and am working very hard in my classes."
    "I am so happy at Mary Hare. I have made so many friends and am working very hard in my classes."
  • Children and young people live in a safe environment where their social and emotional needs are met. (Ofsted July 2016)
    Children and young people live in a safe environment where their social and emotional needs are met. (Ofsted July 2016)
    "...we also find it a great help that all of his audiology needs are looked after and monitored on a regular basis..."
    "...we also find it a great help that all of his audiology needs are looked after and monitored on a regular basis..."
    Children enjoy a full range of meaningful and stimulating activities...they can never get bored. (Ofsted Care 2016)
    Children enjoy a full range of meaningful and stimulating activities...they can never get bored. (Ofsted Care 2016)
  • "All the staff are really kind and helpful and I feel like I can really trust them."
    "All the staff are really kind and helpful and I feel like I can really trust them."
    Across the entire school, pupils present as ready and eager to learn.  Their enthusiasm is infectious. (Ofsted 2016)
    Across the entire school, pupils present as ready and eager to learn. Their enthusiasm is infectious. (Ofsted 2016)
    Pupils present as confident and self aware.  They enjoy their school and are proud to belong here.  (Ofsted 2016)
    Pupils present as confident and self aware. They enjoy their school and are proud to belong here. (Ofsted 2016)
  • "I know that if I hadn’t come here for an education then my social and academic life wouldn’t be as good as it is now."
    "I know that if I hadn’t come here for an education then my social and academic life wouldn’t be as good as it is now."
    Students in the Sixth Form benefit from a rich choice of study programmes well tailored to their needs and aspirations.  (Ofsted 2016)
    Students in the Sixth Form benefit from a rich choice of study programmes well tailored to their needs and aspirations. (Ofsted 2016)
    "I enjoy 6th form a lot, it’s the best part of being at Mary Hare as you are given a tremendous amount of independence."
    "I enjoy 6th form a lot, it’s the best part of being at Mary Hare as you are given a tremendous amount of independence."
  • Since leaving Mary Hare, Oliver has travelled around New Zealand and completed his MSc in Environmental Management
    Since leaving Mary Hare, Oliver has travelled around New Zealand and completed his MSc in Environmental Management
    "Without Mary Hare I wouldn't be where I am today - being a Global Research Manager no two days are the same"
    "Without Mary Hare I wouldn't be where I am today - being a Global Research Manager no two days are the same"
    "I will be forever grateful to my Art teachers at Mary Hare who helped me realise my passion for stone carving. Almost a decade later I am running a successful stone art business."
    "I will be forever grateful to my Art teachers at Mary Hare who helped me realise my passion for stone carving. Almost a decade later I am running a successful stone art business."
  •  "The MSc (Educational Audiology) is both stimulating and challenging and the teaching input is excellent."
    "The MSc (Educational Audiology) is both stimulating and challenging and the teaching input is excellent."
    "The teaching and pastoral care was exemplary and the students enjoyed this refreshing learning experience and environment."
    "The teaching and pastoral care was exemplary and the students enjoyed this refreshing learning experience and environment."
    "A really informative course, good pace, lovely practical sessions."
    "A really informative course, good pace, lovely practical sessions."
 

Funding

What to consider before embarking on this process

You think Mary Hare is the right school for your child, but will your Local Authority agree?

Typically, about half of all placements are supported from the start by the Local Authority. The other half are not, but a few more are funded following dialogue with the Local Authority and support from Mary Hare School. If your child is not making adequate progress you can persuade your Local Authority to change its mind. The NDCS may also be able to support you with impartial help and advice (their Freephone helpline is 0808 800 8880).

Adequate progress is defined in the Special Educational Needs Code of Practice as follows:

5.42 Adequate progress can be defined in a number of ways. It might, for instance be progress which:

  • Closes the attainment gap between the child and their peers
  • Prevents the attainment gap growing wider
  • Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  • Matches or betters the child’s previous rate of progress
  • Ensures access to the full curriculum
  • Demonstrates an improvement in self-help, social or personal skills
  • Demonstrates improvements in the child’s behaviour

5.41 The key test of the need for action is evidence that current rates of progress are inadequate. There should not be an assumption that all children will progress at the same rate. A judgement has to be made in each case as to what is reasonable to expect a particular child to achieve. Where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively. Whatever the level of pupils’ difficulties, the key test of how far their learning needs are being met is whether they are making adequate progress.

You know your child best. In simple terms, if you have the feeling they should be doing better at school it is likely that they are not making adequate progress.

What if your child is making adequate progress at Primary School but you are not sure about their secondary school?
 

Consider the reasons your child has been successful at Primary School and then compare your knowledge with what life will be like for your child at Secondary School. The NDCS has a very helpful factsheet with a list of questions that you could use to help you evaluate the schools available, so when you come to a decision as to which school you think is most suitable for your child, you will have something to help justify your selection. Below is a link to where you can find this factsheet on the NDCS website (this link was correct at the time it was posted):
http://www.ndcs.org.uk/family_support/order_and_view_our_publications/which_school.rma?utm_campaign=Membership&utm_medium=login&utm_source=login (please note you will have to join the NDCS to access this document)

Make sure you know how intelligent your child is verbally, non-verbally and mathematically and how much progress they are making linguistically and academically. To help you do this we have created two forms you can download in the ‘useful templates’ link below, that will help you keep a record of your child’s National Curriculum Levels and Speech and Language levels.

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