Empower, Engage, Personalise.
Empowering vulnerable young individuals to reshape their educational journey and enhance outcomes.
Supporting them to re-engage with learning and take ownership of their educational path through personalised guidance.
07563 958066
Manager: Mrs Rebecca Swallow
Introduction
Bounce Back
An alternative provision which provides placements for children aged (5-16years) in an environment where pupils with Educational and Health Care Plan, Social Emotional Mental Health (SEMH) difficulties can access a specialized program that aims to develop children’s social, physical, sensory and emotional needs.
Our team follow the psycho-social model of rehabilitation. The idea is that through engagement in physical, psychological and social processes, people can learn to live a life which is not dominated by their disability, we work with children, their families and carers, and educational staff to improve a child’s access to the curriculum.
Mission Statement
Bounce Back promotes positive learning and independent skills, enabling the children to develop positive social experiences.
Our Ethos
Engaging children in a nurturing environment, which addresses that a child’s learning is understood developmentally. Developing the whole child, creating opportunities and experiences to positively impact our childrens wellbeing through developing their confidence and self-esteem, learning to respect themselves and others, enhance communication skills, make and sustain friendships and to be successful learners.
Through our positive and calm approach, we encourage learning in a variety of ways, through play, rebound therapy and sensory exploration.
Education is not the learning of facts, but the training of the mind to think.
theoretical physicist
Empowering Education:
Our Objective
The provisions objective is, "to offer positive social experiences within a safe and caring environment that will enable children to develop their full potential for social, emotional, intellectual and have better life chances".
Putting People First
At Bounce Back, we prioritize compassionate, student-centered methods to cultivate meaningful and impactful learning encounters.
Building Strong Bonds
Our foundation rests on the principles of relational learning, forging deep, trustworthy connections with our students to establish a nurturing and secure educational atmosphere.
Adaptable Partnerships
Through both online and in-person avenues, we tailor our support to suit individual student needs, continuously adapting to their growth and development.
Statement of Purpose
Individual-Centred Support: Fostering Strengths and Potential
Bounce Back is a specialist provision, enhancing behavioural, social, emotional and independent skills. Our provision aims to nurture interests, strengths and the individual needs of the child through providing individual targets.
01
Empowering Skills Development
communication skills, social interactive skills, social imagination, living and life skills.
02
Nurturing Environment
We believe that we will support our children to a greater level of independence and a better future quality of life.
03
Community Engagement
We actively involve our community in the educational journey, fostering collaboration and connection for holistic growth.
We welcome children into our program based on their birth year, offering tailored support and engagement.
Our Aims
Youngster-centred, trauma-informed learning solutions
Every day, we dedicate ourselves to re-engaging young people with their development. Our goal is not just to educate, but to provide these individuals with the tools needed for successful futures, recognizing, respecting, and responding to their voices every step of the way.
- Holistic approach
- Passionate teachers
- Supervision to keep children
Skills
To recognise that all behaviour is a form of communication and to develop pupil’s language skills as a vital tool of effective communication.
Partnerships
To nurture strong partnerships with parents, carers, schools and the wider community, recognising the importance of transitions in a child’s life, thus creating a positive ‘Team around the Family’ approach.
Safe
To provide a safe, caring and stimulating environment for learning and utilising our setting.
Success
To identify and celebrate success in each and every positive step throughout their development.
Future
To value independence and equip our children with the personal skills to become responsible adults in the future. Developing rounded individuals socially, emotionally, physically and creatively.
Admissions Procedure
Bounce Back strongly believes in finding the right school for the individual and in all communications will be honest with parents and the local authority in relation to this.
Provision for pupils who require an assessment of their difficulties: for pupils referred by a local authority, pupil’s parents/carer and any person whose advice is to be sought in accordance with regulation 7 of the Education (Special Educational Needs) (England) (Consolidation) Regulations 2001. When a placement is requested, a copy of the child/young person’s Statutory Statement of SEN, EHCP and/or other relevant documents, such as previous school reports, pupil support plans etc., will be needed. This is in order to ascertain the suitability of the placement and to set up a placement appropriate to the child/young person's needs.
Meet the Staff
Why chose us?
With a minimum of 40 years experience between us working with the SEN industry, ranging from SEN lead, move practitioner, EPS background, working within PRUs a variety of educational settings as HLTAs, working for the NHS children’s therapy department and rebound therapy trained therapists. Assurance is key when providing support for young people and their future.
Manager
Support staff
Support staff
nurtured by our top tutors.
Support staff
Support staff
Reporting
We report home to parents and carers regarding their child’s progress every academic year with a written summary. However, we keep parents and carers updated regularly with home messaging and termly progress review days.
Rebound therapy
Rebound Therapy is used to facilitate movement, promote balance, promote an increase or decrease in muscle tone, promote relaxation, promote sensory integration, improve fitness and exercise tolerance, and to improve communication skills. It is popular in special needs schools and is becoming increasingly popular in mainstream schools with a special needs unit; partly because the trampoline is a piece of apparatus that virtually all people, regardless of their abilities, can access, benefit from and enjoy.
Sensory processing difficulty
Sensory processing is the way that our brain sorts out sensory information so we understand the world and can manage our everyday life whilst learning and interacting with our environment both physically and emotionally. We all have some sensory processing differences. For example, some of us like very strong tastes and smells and others avoid them.
Our senses help us:
notice, understand and respond appropriately to what we can see, hear, feel etc.
Become alert of danger
remain focussed on task
influence our ability to be in control of our responses to what is happening around us
For some children and young people their sensory development is delayed, and they struggle to take part in everyday occupations. For example, they are so unsettled by loud noise or overcrowded spaces that they can’t go to supermarkets or get on the train at peak times.
Some of the daily activities that may be affected as a result of having sensory processing differences include:
- Hair cutting
- Teeth brushing
- Moving around
- Picky eating
- Leisure Activities
- Having a shower
- Eating and Drinking
- Going to school or college
- Shopping
It is also important to remember that sensory processing challenges are affected by sleep, hunger, time of day and other variables.
Please see attached form for your local authority to complete:
To nurture strong partnerships with parents, carers, schools and the wider community, recognising the importance of transitions in a child’s life, thus creating a positive ‘Team around the Family’ approach.