‘The provision for SEND is a strength of the school. Leaders know that many pupils need emotional support to help them learn. In the class for pupils with complex needs, everything is tailored to the individual.’
Ofsted Inspection January 2020
What is Greenland?
Greenland is an Additional Resource Provision which is a huge and very important part of our School. This aspects of the school provides a base for children who have a diagnosis or a working diagnosis of Autism Spectrum Disorder (ASD).
This area of the school provides a bespoke learning environment for children who can find it difficult to manage in a busy main stream class of 30 children.
How is Greenland different to a mainstream classroom?
How does my child get a place in Greenland?
What do the children think?
‘Greenland is the best because the adults know how I need to be taught’
Elliot (age 10)
'Greenland is good for children with Autism because you make a lot of friends and people understand you'
Jah-Kai (age 8)
'Greenland is a fun place where we do our learning'
Harlie (age 7)
What do the parents / carers think?
'The support that we have received since joining Greenland and Clockhouse is immense . The school is innovative in its approach but with consultation and involvement of parents and carers alike.
Communication is key for us and we are kept up to date with progress reports which allow us to make an informed decision with discussion and agreement between us and teachers etc , as to the best way forward for both educational and emotional support as needed. We would highly recommend Clockhouse and Greenland. We have found everyone approachable and they operate an “open door “ policy’
'Since joining Greenland 8 months ago, I have seen a huge difference in my son's regulation.
They have the appropriate things in place to both manage his negative behaviours, and to help him reflect on them afterwards.
The biggest thing for me as a parent is that the emphasis is on social and emotional development before academics. Through tackling his social and emotional difficulties, the academic learning has naturally followed as he is more comfortable, and as such he is now progressing academically too.
I am so happy with the communication between the Greenland staff and parents. We get at least one message a day and are told how our child's day has been, and what to prepare them for the following day.
Work is referred to as 'learning' which I think changes the children's mindset and approach to the task.
Finally my son is progressing, has made friends, and feels part of a class that are similar to him and understand him'