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​Although Ysgol Hendre can no longer be considered to be a truly residential school, it continues to maintain and operate a small residential unit which is available for use by the pupils at the school. Pupils are assessed for suitability for a place against a number of criteria and are usually admitted for one night per week only. This placement being regularly reviewed by the school’s residential admissions panel.  
 
All the pupils in residence have an individual residential plan (IRP) with current targets. This plan is created with reference to the child's Individual Education Plan (IEP) and in some cases, the child's Individual Behaviour Plan.
 
Benefits of Residence
  
The residential experience provides a 24 hour curriculum for the pupils and the benefits to those pupils include the following:
 
Pupils have a safe, comfortable, stable environment in which to study, interact with their peers and work with a range of adults who offer good role models.
 
They are able to improve their independence at all levels. For many this is their first experience of sleeping away from home and for others this is an opportunity for learning a range of independence skills which will enable them to live a fully independent adult life.
 
The pupils are able to improve their social skills. Many of our pupils live a very isolated existence at home and they may not have many friends in the area where they live. Their school friends may live many miles away. Residence gives children the skills and confidence to build relationships and to be a part of a group working to a common purpose.
 
The pupils in residence acquire far better communication skills, and a rich diversity of opportunities for developing speaking and listening skills are included in the curriculum. Self advocacy skills are introduced and developed.
 
Residence gives an opportunity to address certain medical conditions such as enuresis, or incontinence and allows the effective supervision of certain medications, the supervision of diet and the support of basic hygiene programmes.
 
Pupils can receive help with their homework. Many of our older pupils are working towards externally accredited qualifications which require work outside the school day These pupils will have the necessary support and working conditions to help them succeed. Pupils will be encouraged to read to an adult on most nights.
 
Pupils are able to access a wide range of activities which they might not otherwise have the confidence to take part in, they include sports, youth clubs, leisure, community etc.
 
The school benefits by the consistent 24 hour approach to educating the pupils.  Pupils are able to achieve far higher standards and qualifications through the extension activities which continue after the end of the school day. By using the same staff in the residential and day school a high level of consistency can be provided and the pupils’ IEPs and IRPs can be closely aligned.
 
The residential experience is a very popular option and it is extremely effective for providing positive reinforcement of pupils who have behavioural difficulties. There are many pupils who would probably have failed at the school had the residential placement not been an option.
 
Benefits to the community are both immediate and obvious, and long term and more subtle. Pupils in residence use the community to carry out a number of projects of an ecological or environmental nature and the fruits of their labours are apparent in a number of local locations.  The pupils in residence have received a number of prestigious national awards for their community work.
 
In the longer term we are producing a group of young people who have respect for their community and surroundings. These people are far less likely to be law breakers or behave in anti social ways because of the positive experiences gained in residence. The young people who learn to care for themselves and take charge of their own lives whilst in residence are far more likely to live rich and independent adult lives.  This has quite wide implications if one considers that we may be breaking the cycle of dependence for future generations. The school is aware of many ex-pupils who had a residential stay whilst at the school and who are now living in independent or semi independent accommodation.
 
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