Our small school community allows us to build strong relationships based on trust, respect and empathy. Hoping to open in 2027, Storyybrook will support children aged 5–11, providing calm, nurturing classrooms with small class sizes and specialist therapeutic input to ensure every pupil feels safe, supported and ready to learn.
We specialise in supporting children with attachment challenges and dysregulation through a flexible and personalised approach to education. Personal development is at the heart of school life, helping pupils grow in confidence, resilience and independence through enrichment opportunities, pastoral support and meaningful relationships.
Our small classes designed with specialist input from Occupational Therapists and Speech and Language therapists help create a calm and safe space to learn. Class sizes will have a maximum of 9 children and the staff to pupil ratio of 1:3. Additional support can be provided dependent on the needs identified within the EHCP.
We specialise in supporting children with attachment challenges, who may display distressed behaviour and who would benefit from a more informal approach to education. All our staff are on first name terms and uniform is optional. We have a broad personal development curriculum which includes climbing, sailing, forest school and outdoor education opportunities. We want to develop the whole child, raise aspirations through new experiences and build resilience, confidence and collaboration skills inside and outside the classroom.
Regular attendance helps children to build relationships, feel that they belong and make progress in their learning.
We also understand that, for children with SEMH and SEND, attendance can sometimes be difficult. Anxiety, EBSA, trauma, previous experiences of school and other individual or family circumstances can all create barriers to attendance.
At Storyybrook, our approach is relational, trauma-informed and supportive. We work with children, families and professionals to understand barriers early and put the right support in place.
| When might we act? | What will we do? | |
|---|---|---|
| Universal support | All pupils | Positive relationships, attendance monitoring, strong home-school communication and early support |
| Stage 1 – Emerging concerns | 93–96% attendance, 3+ late arrivals or an unexplained/unauthorised absence | Contact home, monitor attendance and offer early support |
| Stage 2 – Increased support | 90–93% attendance, 5+ late arrivals or further unexplained/unauthorised absence | Discuss barriers with the family and agree targeted support |
| Stage 3 – Attendance Action Plan | Below 90% attendance or concerns continuing despite support | Agree an individual Attendance Action Plan, personalised support and regular reviews |
Storyybrook School is a new school and has not yet admitted pupils. There is therefore no preceding school-year academic performance data to publish. This information will be published when applicable.
