DFES No.: 916/6072

The Marlowe Education Unit is an Independent Special Day School first established and registered with the DFES in 1992. It currently offers a maximum of 6 Primary and 16 Secondary Placements to pupils with Emotional and Behavioural Difficulties and/or Mild Learning Disabilities/Developmental Disorders. The school provides education primarily for children and young people living in Children's Homes run by Marlowe Child & Family Services.

The School functions in two distinct parts. The Primary School, which operates in its own building at the far end of the school site, is for pupils at KS2. The Secondary School works with pupils at KS3 & KS4. The Primary and Secondary Departments have their own teaching teams and uniform. This distinction allows a ‘normalised’ transition at 11 years. For some KS3 pupils, whose functional maturity is low, a 'primary model' of teaching is continued, with the school providing a de facto 'Middle School'.

The staff team are managed by Head Teacher Diane McQueen. All teachers are qualified and experienced, and are supported by Teaching Assistants.

The School offers National Curriculum with a focus on core subjects of English, science and maths. ‘Academic’ Subjects such as the core subjects and IT, RE, humanities and French are delivered in 45 minute lessons in the morning, when most pupils have their maximum attention span. Afternoons are given over to Creative Subjects such as art and drama, physical education and Social Skills Training. There is also an emphasis on providing bright displays of pupils work as a way of enhancing self esteem. School Uniform is provided and is expected to be worn. We believe this offers pupils ‘normalisation’, reduces distraction and potential issues of conflict.

To address the large learning gaps many of the pupils have, NLNS Wave 3 Intervention Programmes have been used to raise attainment levels. The intervention programmes include:-

• Catch Up - Reading, Spelling and Writing Programme.
• ICT Word Shark - Alpha to Omega Spelling Strategy.
• ICT Number Shark - Number Programme.
• Literacy Box - Raising Literacy Levels.
• Precision Teaching.

During the past two years a combination of these programmes has improved the reading of some pupils by as much as two years, and all pupils have made significant progress in at least one curriculum area.

The school is located in Hartpury, about 4 miles from Gloucester. The premises, formally the village primary school from 1859 to 2000, has been modernised and extended to provide a spacious and airy learning environment. In addition to large classrooms there is an IT Suite, Art and Craft Facilities and Food Technology room. There is also a large Playground.

The school offers opportunity for each pupil at KS4 to achieve success in external examinations including GCSEs, Youth Award Scheme and ASDAN or AQA Schemes. The Marlowe is a Registered Centre for GCSE examinations. Work experience is also available at KS4.

The ethos is around ‘normalising’ the experience of going to school for ‘Looked After Children’, many of whom have had negative experiences of education. We have high expectations of behaviour, effort and attainment and attempt to maximise the potential of each individual pupil.

We are committed to ensuring that children and young people, disadvantaged by their home background, do not suffer in terms of educational opportunity and success, nor struggle with low standards and attainment so often associated with the ‘Looked After System’.

Class sizes are small, usually a maximum if four pupils, each with a teacher and a qualified teaching assistant at KS2, KS3 and KS4. The school offers a structured day with clear routines and behavioural expectations. There is regular reinforcement of appropriate behaviours. Work tends to be delivered in small units and Individual Education Plans focus on regular reinforcement of both academic and behavioural targets.

Each pupil is supported to maximise independent working skills, improved social communication and group interaction skills.

An Initial Assessment on admission, coupled with background information and the pupil's Statement of Special Education Needs provides the basis of an initial plan. This information is improved on with a lesson by lesson assessment of educational and behavioural functioning. Within six to eight weeks of arrival, each pupil will have a comprehensive Individual Education Plan. Pupils monitor their own progress via weekly charts. They can measure success in attendance and achievement through a points system.

Internal Assessment is backed up with literacy and numeracy assessment provided through a close working relationship with Gloucestershire Educational Psychology Service. They also provide essential support advice and input through the Statementing Process.

A full School Prospectus, published annually, is available from: