Admissions

The county-wide admissions criteria provides a common framework that can be applied consistently in all decisions about admissions to Kent's schools. Go here for further details.

KsENT Special Schools: Admissions Guidance

SEMH Needs

Students have SEMH as their Primary SEND as a result of deep-seated and long-term emotional and social difficulties, as documented in their EHC Plan.  They may also have identified/diagnosed health needs such as ADHD, ADD, ASD, ODD, PTSD, OCD, FASD, attachment difficulties, personality disorders or other medical conditions, but respond well to learning strategies and provision suitable for SEMH students.  Some students may have ASD as their primary need, with associated behavioural needs and they also respond well to the learning environments offered by KsENT SEMH schools.

Schools for pupils with SEMH needs are committed to reversing the patterns of failure associated with school and learning.

Some students are not ready to learn in a SEMH needs provision and display extreme behaviours such as unpredictable, high levels of violence and aggression.  Alternatively, they may be so traumatised that they are completely withdrawn and barely communicate.  These pupils may need an alternative provision with very small classes and therapeutic input alongside a personalised curriculum. 

Cognitive Functioning

Average ability (within two years of age-expected scores) or above average ability; KS2 scaled score of 90+; projected to attain GCSE scores of 4 – 9.

Primary phase:  Bower Grove (Maidstone), Elms (Dover), Orchard (Canterbury), Rowhill (Dartford), St Anthony’s (Margate).

Secondary phase:  Goldwyn (Ashford) and Portal House (St Margaret’s at Cliffe).

Below average ability (SEMH with Learning Needs):  attainment more than two years below age-expected scores, moderate delay with General Conceptual Ability (GCA) or Full Scale IQ score within centiles 1 – 5, projected to attain Entry Level exams, Functional Skills level 1 or equivalent or GCSE grades 1 – 3.

Primary and Secondary phase:  Bower Grove, Elms, Orchard, Rowhill, St Anthony’s.

KsENT Special Schools: Admissions Guidance

St Anthony’s School

Name of school	St Anthony’s
Address	Tenterden Way, CT9 3RA
Tel	01843 292 015
Email	admin@st-anthonys.kent.sch.uk
School Type	Foundation Special School
Designation	SEMH with Learning Needs (Primary and Secondary) and SEMH (Primary)
Primary Need	SEMH and ASD Cognitive Functioning: national average (Primary) Moderate learning difficulties (Primary and Secondary) as identified by cognitive assessments. Attainment at the end of KS2:  Year 3 objectives or below (two years or more behind national expected attainment) Typical attainment at the end of KS4:  Entry Level qualifications, Functional Skills at Level 1 &2, some GCSE below grade 4
Class structure	Mixed age range in central classes
District Served	Thanet, Whitstable, Herne Bay, Herne
Area	East Kent
Age range	5 - 16

Description of the school

• We are a community school, receiving most of our intake from the Thanet area, which is one of the most deprived districts in the UK.
• St Anthony's is a school for pupils 5-16 with SEMH and learning needs.  Pupils may also have ASD, ADHD, ODD, FAS.
• The school is arranged with mixed age central classes across the school.  This allows pupils to build very strong relationships with two or three adults and these adults are then well placed to support their SEMH and learning needs.
• Our curriculum is broad and balanced designed to engage our pupils, with the added flexibility to meet our pupils individual learning needs.
• KS4 students gain a variety of accreditations and qualifications dependent on their academic ability. Pupils will complete ASDAN courses, Vocational BTEC Tech Awards at Level 1&2 and also have the opportunity to engage with GCSE related courses.
• Pupils join the school at various times in their school career and have previously had unsuccessful experiences in mainstream school and most have been out of education prior to joining us
• Our highly trained and experienced staff provide a wide range of bespoke interventions chosen to address an individual's needs, for example, drawing and talking and changing lives through horses.
• We use a Restorative Approaches to build and maintain a sense of community and to provide our pupils with the ability and attitude to respect the different viewpoints of others and when necessary take responsibility for resolving conflict and putting things right
• We use the Nurture approach across the school measuring SEMH progress using Boxall profiles.
• We use an extensive range of visual communication strategies to support pupils' needs. We have a resident NHS SALT team.