Here at Bounce Back, we're dedicated to building brighter futures for every child. With a holistic approach to education and a commitment to excellence, we nurture their potential, empower their growth, and inspire their success. Join us on this journey of discovery, where every step leads to a future filled with promise and possibility.

Nurturing vulnerable youth for educational success.

I have a brillant idea!

Unleashing Curiosity

Focus on Potential!

Nurturing Growth

Strongly believe in working together with the local authority to ensure a successful transition, communications will be honest with parents and local authority in relation to this

Collaborative Partnership for Smooth Transitions

With over 40 years of combined experience in the SEN industry, our dedicated staff offers diverse expertise. From SEN leadership to therapy, we prioritize the well-being and success of every child, ensuring tailored support for each individual.

Meet Our Experienced Staff

Unleashing Creativity Together.

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.

Rated 4.8 out of 5

4.8 rating on Google

07563 958066

Manager: Mrs Rebecca Swallow

With dedicated space to cater for

each individual:

Lego room
Sensory room
Music room with recording studio
Arts and crafts room
Gaming room
American style diner
Large working kitchen for life skills
Play adventure village for imaginative play
Library
Climbing wall/trampoline (high sensory seeking activities)
Quiet spaces

Introduction

Bounce Back

Bounce Back AP provides placements for children and young people aged 5–16. In our supportive environment, pupils with Education, Health and Care Plans (EHCPs) or social, emotional and mental health (SEMH) needs can access a specialist programme designed to develop their social, physical, sensory and emotional wellbeing.

Our team follows a psychosocial model of support. Through physical, psychological and social activities, we help children and young people build confidence and independence. We work closely with families, carers and education professionals to improve each pupil’s access to learning.

Mission Statement

Bounce Back promotes positive learning and independent skills, enabling the children to develop positive social experiences.

Our Ethos

Our nurturing approach recognises that every child develops and learns differently. We support the whole child by creating positive experiences that build confidence and self-esteem, encourage respect, strengthen communication and friendships, and help each young person become a successful learner.

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.

Empowering Education:

Our Objective

The provision’s objective is “to offer positive social experiences within a safe and caring environment, enabling children to fulfil their social, emotional and intellectual potential and improve their life chances.”

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 programmes according to their age and individual needs, providing tailored support and meaningful engagement.

Our Aims

Youngster-centred, trauma-informed learning solutions

Every day, we work to re-engage young people with learning and personal development. Our aim is not only to educate, but also to equip each young person with the skills and confidence needed for a positive future, while recognising, respecting and responding to their voice.

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 is committed to finding the right setting for each individual. We communicate openly and honestly with parents, carers and the local authority throughout the process.

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.

Bounce Back has been transformative for our child. The caring staff and supportive environment have made all the difference.

Mrs Rebecca Swallow

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 to danger

remain focused on a 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: