'A school can become a surrogate ‘secure base’ which can contain the inevitable anxiety engendered by the challenges of learning. School can provide compensatory relationships and experiences to pupils whose capacities to learn have been impaired by adverse emotional and social experiences.'
Cherry Tree has been designed to meet the needs of pupils who present with mental health issues which has stopped them from accessing long term education or who have struggled to fit into the education models available to them. Cherry Tree specialises in pupils who need time to settle, need space to thrive and need patience and support to achieve. When pupils enter the school, there is an initial focus is on their mental health, and how it may impact on their day and their learning. Where a pupil is struggling and where necessary, individual timetables will be adapted so that they are able to achieve at an appropriate pace on the day. Many of our secondary age pupils have missed valuable opportunities to explore what they like, what they are good at, what they need to develop and most importantly, who they are. We ensure that the curriculum contains opportunities for our pupils to discover themselves and how they fit into the world around them.
A highly experienced staff team will work together with all relevant agencies to ensure that an individualised education package is shaped around each pupil. This will ensure that in time, they can reach their potential academically, while building their emotional stability and resilience.
'Children have different experiences even at the same school and that for well-being ‘child school’ fit is as important as attending a ‘good’ school.'
Mental health and ongoing difficulties can present in many ways, both verbally, non-verbally and through various behaviours and so each individual situation will be discussed thoroughly to ensure that Cherry Tree can give the best possible fit for a pupil. Understanding their holistic needs means that the most effective strategies can be put in place to promote their growth and aid their progression. All strategies and individual plans will flow and adapt to the ongoing needs of the pupils.
Reflective practice and staff development is an integral part of Cherry Tree life and underpins much of what we do. Regular meetings with external experienced and qualified professionals ensure that we remain up to date in our knowledge and add to our expertise to provide the best possible teaching and learning environment for our pupils.
'There is evidence that suggests that a whole school approach is important as it ensures that mental health and well-being is embedded within the culture and processes of the school, and also ensures that they work with partners in health, the voluntary sector etc. to provide mental health support for those most in need'.
Our school ethos is to value all pupil’s skills and abilities beyond the cognitive. Pupils voices are valued and are at the heart of, and a part of every decision we make. Cherry Tree will strive to be innovative to meet the diverse, emotional and aesthetic needs of all pupils. We will endeavour to build mutually respectful relationships so that pupils feel appreciated and noticed. We believe in encouraging pupils to take learning risks and explore the world around them which in turn enables them to feel more positive about their learning and their future. The character, personality, individuality, awareness and resilience of each pupil is encouraged and developed, thereby promoting a healthy and enjoyable approach to learning and to life.
At Cherry Tree we will ensure, through our considered intentions, that:
Square pegs do not fit into round holes so why keep trying the same? For some children, the traditional classroom setting does not work and can create even further barriers to their learning.
This can often become a revolving door which adds to the loss of crucial real education time for the pupil. Cherry Tree is a detached building in a quiet residential area and has a warm homely feel and can cater for up to 10 pupils.
The rooms are spacious and comfortable and pupils will be encouraged to take ownership of their school. The property also has a large safe garden area with working shed spaces where various 'hands on' projects can be carried out.
For some pupils who need an integrated plan to allow them time to settle into school life, a variety of environments can be accessed including classrooms without walls within the spacious outdoors of the beautiful Kent countryside.
In our experience, pupils who have a history of sporadic education respond well when a variety of these learning environments are tried. Through this flexible and adaptable approach, pupils have the time and space to discover their strengths and the way they learn best, which in turn creates the best possible environment 'fit' for the pupil to achieve their potential.
What our Pupils say about us:
"Overall everything about Cherry Tree couldn’t be better than it already is, I cannot express how amazing the staff are with everything they do for the school and making sure pupils are the top of their priorities at all times, with everything they do." (Pupil July 2024)
"Overall everything is great and I really enjoy all of the resources that the school gives for opportunities." (Pupil July 2024)
"I love everything about the school. My favourite being maths and break time. I like how everyone is kind and helpful to each other, that includes staff and pupils. The teachers give me clear tasks. The pupils are caring which makes me happy!" (Pupil July 2024)
"It is fun at school and everyone is supportive and everyone is not mean." (Pupil July 2024)
"It’s amazing". (Pupil July 2024)
"It is very fun and doesn’t bore me to death. It helps people to learn like different types of children. I feel like everyone really cares about me." (Pupil July 2024)
"I like mostly all the school. I am really excited for next school year for year 8. I like the teaching and all the support I get. (Pupil July 2024)
"So nice. I like work. Teachers are so nice. Students are so cool." (Pupil July 2024)
What Parents and Carers say about us:
"From the leadership team through to the teaching team every single person cares about achieving best possible outcomes for every student. (Parent / Carer Feb 2024)
"Cherry Tree staff go above and beyond for all pupils. They are attentive to all individual needs. Fantastic support and communication with families. Cherry Tree school has a very nurturing atmosphere. (Parent / Carer Feb 2024)
"1.Taking time to work all the individual needs of all students
2.Using so many sensory items to help them engage in their learning
3.The school is very well equipped with the most up to date technology, all classrooms are fitted out with all the equipment that the children need
4.All the teachers are so in touch with the students. They have great rapport with all students and parents.
Brilliant school!! We are lucky to have our son registered there! (Parent / Carer Feb 2024)
"We feel that the school is fantastic for our son, he has thrived and changed so much for the better. We feel that this school doesn’t need improvement. It covers all areas of learning for his needs the best way possible. (Parent / Carer Feb 2024)
What our Staff and Volunteers say about us:
"It is top-down ethos of making pupils enjoy school and feel safe". (Staff member July 2024)
"Everyone is listened to staff and pupils alike. The head and operations manager listen and supports everyone in and out of school hours. The deputy head is working with the same focus" (Staff member July 2024)
"I believe that the greatest strengths are that the staffs priorities are the safety of the pupils as well as all staff having the understanding and empathy towards all pupils, which helps us to manage any behaviours we face and to learn the right strategies". (Staff member July 2024)
"The genuine care and passion the school has for its pupils and staff. Open and honest. No corners cut. Everyone valued and listened too. The atmosphere and culture." (Staff member July 2024)
"Communication with both pupils and staff, everyone knows where they stand, all positive and negative issues are discussed and resolved. Atmosphere: pupils are given a calm place to come and be educated. Progression: pupils are now at a point where they are all achieving regardless of their level and this is evident through their qualifications." (Staff member July 2024)
"We take pride in our school and we are all supportive of each other. The staff all help out and are always there to give advice when needed. The pupils are nonjudgemental towards staff and peers and they are polite and friendly". (Staff member July 2024)
"The environment at Cherry Tree is the definition of safe. Even when we have visitors or potential new students, they feel at ease almost immediately. The safe environment is facilitated by all staff and students being accepting of everyone. It’s really an incredible place to work and to see the positive impact we have." (Staff member July 2024)
"Cherry Tree continues to be the best place I have ever worked at. The ethos and commitment to young people and their needs is amazing. The thought and determination of the staff allows all pupils to be themselves in an environment that is safe. Cherry Tree is unique and inspiring. I wish other schools can learn from us so that all young people can feel safe to learn and be themselves." (Staff member July 2024)
"This school is very well managed with excellent staff and support staff. All policies and procedures are in place which makes this school a very safe and well-structured place to learn and grow. All lessons are designed especially for pupils with either strong or mild learning difficulties. Classrooms are kept small so each child has the full support from their teacher. The children are taught to be kind and support their peers, which is invaluable for the future when making friends or starting a new job. I am kept up to date of all occasions and meeting that are scheduled. I am always greeted with a smile and a drink! The quality of the school work shows in the pupils results this year! And how they are all changing, becoming more confident and chatty, the proof as they say is in the pudding!!" (Management Committee Chair Volunteer July 2024)
"The leadership in the school is one of its greatest strengths. Leaders, as they should, lead by example and provide both staff and pupils with consistency and stability. Leaders are not afraid to challenge staff and provide robust support/feedback/training and debriefs so that staff not only learn from each other but are provided with ongoing opportunities to develop their skill set which in turn enables pupils to flourish. Leaders are continually looking to develop and improve further since the ‘outstanding’ Ofsted. As a result, individual pupil outcomes continue to be excellent not only with regard to academic outcomes but also, and arguably more important for these students, significant gains have been made in social, emotional and mental health." (Management Committee Deputy Chair Volunteer July 2024)
"Excellent management and staff, the developed wrap around approach, the pro activity in the staff to always evolve the school and the delivery of education, their ability to reflect upon flaws and issues" (Management Committee Volunteer July 2024)
Soo Finn BA Hons, NPQH
Soo is a qualified and experienced headteacher who has worked with many vulnerable children and young people for over 30 years, including those who have mental health issues, learning disabilities and challenging behaviours, homeless young people, young offenders and children and young people who misuse drugs and alcohol. One of the key factors that has driven Soo’s career was an early recognition that many of these children and young people had negative learning experiences at school and were often excluded. Her career first took the path into education when she set up her own training company and completed her Cert Ed. Soo then went on to gain a BA Hons in Education and Training and completed the National Professional Qualification for Headship with outstanding feedback. She has worked for, and alongside various organisations including the Voluntary and Charitable Sector, The Prince’s Trust and Kent Police. Soo was also involved in a multi-national project in France which brought together children and young people from Britain, France and Turkey. Soo set up and led an Alternative Education Provision through two ‘Good with Outstanding Features’ Ofsted inspections and led the same team to win a Gold Award for Innovation in Education. Since then Soo has worked as a Headteacher in an independent school and led a staff team to change an ‘adequate’ school into an outstanding ‘Ofsted ready’ school (pre-Ofsted inspection report March 2017). In her spare time Soo enjoys upcycling, gardening and is writing a book about her life experiences.
Emma Brown QTLS
Emma has worked with vulnerable children and young people for over 25 years in various capacities including youth work, coaching and tutoring. Emma has completed the Diploma for Teaching in the Lifelong Learning Sector and went on to gain her QTLS accreditation. Throughout her career she has attended various training events and conferences related to children and young people with behavioural, social and learning difficulties. Emma was part of an education team that won a Gold Award for Innovation in Education and after this went on to complete a Diploma in First Line Management while employed as a School Operations Manager in an Alternative Education Provision. Within this role Emma was a key figure in the Senior Leadership Team that led the provision through two ‘Good with Outstanding Features’ Ofsted inspections. Emma has recently played a senior role in changing a school from adequate into being an ‘outstanding’ Ofsted ready school. Emma has a vast amount of experience in ensuring EHC Plans are in place for all pupils that need them. In her personal time Emma enjoys rugby, metal detecting and walking.
Jo Berry
Until 2012 Jo worked for Kent County Council and in her last role, as County SEN Operations Manager, she had overarching responsibility for the SEN assessment teams. She worked at both a strategic level with Members and Directors developing options for future SEN services, working hard to translate these strategies into effective operational practice working alongside multiagency partners and special school headteachers. Jo was part of SEN7 (7 councils) who worked closely with partners such as, Council for Disabled Children, responding to the changes in SEN legislation around the implementation of Education Health Care Plans, and reporting directly to the DfE.
In 2012, Jo moved into a senior leadership role in a Kent maintained autism specific day and residential special school where she was a Designated Safeguarding Lead and also the Designated LAC Teacher. One of Jo’s key responsibilities was to ensure parents were supported effectively and her work included reviewing the quality of Education Health Care Plan, chairing annual reviews, attending multidisciplinary meetings, preparing cases for SEND tribunal and ensuring effective transition to post 19 providers. Jo currently works as a SEND Advocate supporting parents in navigating the complexities of the SEN system.
In her spare time Jo enjoys reading, exercising, looking after two boisterous grandsons and cups of coffee and slices of cake in various establishments across East Kent.
(Staff back on 29th & 30th August 2024)
(Pupils return 1st September 2025)
(Staff return 28th & 29th August 2025)
(Staff back on 28th & 29th August 2025)
(Pupils return 1st September 2026)
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