Applying for a Place at our School
To join our school, your child must have an Education, Health and Care Plan (EHCP) in place. Learners who are identified as having additional needs but do not yet have an EHCP, will need to undergo the Education, Health and Care Assessment Request (ECHAR) process through the local authority.
We have a formal admissions procedure which is outlined in our Admissions Policy and which ensures we are able to meet a learner’s needs.
Our school works with learners aged between 6 and 16 who have special educational needs mainly within the areas of Social and Emotional and Mental Health (SEMH). However, we can also support learners with a wide range of co-occurring needs.
Learners can join our school at any time during the school year and will follow a broad and balanced curriculum package to meet their individual needs.
Our caring and committed staff team will spend time getting to know you and your child during a carefully planned transition, to ensure they feel safe, settled, secure, and ready to learn.
We hold Open Days in the Autumn, Spring and Summer Terms each year. Please contact us if you are interested in visiting and we can arrange for an invite to the appropriate event. Please contact your current provision or Local Authority SEND Co-ordinator for more information about joining our unique and special school.
For admissions queries contact Phil Saint, our SENCO by calling 07548 343362 or emailing consults@thestableschool.co.uk
To read our Admissions Policy, please visit our Policies Page
Learner Case Studies
We love to celebrate our learners’ successes and achievements! We are proud to share with you some of the stories of how the school and our incredible team have supported learners to fulfil their potential.
Learner R
Learner R came to the school in 2023 following a prolonged period of time out of education. In their previous mainstream setting child R often was excluded away from the group due to oppositional behaviours and task avoidance, resulting in a great amount of key learning being missed, especially within core subjects. When R arrived at The Stable school the following were implemented:
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Targeted intervention of learning gaps following continuous assessment across the curriculum.
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ELSA intervention both with the therapy team and discreetly within the day to day school life.
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The eclectic curriculum was utilised to engage R in his learning, providing many cross-curricula links so they could see the benefit in their learning.
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Parental support was provided including school to home learning links so the support around the child was consistent.
As child R’s time at the school is now in their 3rd year, they have begun to verbalise plans of where they wish to take their future studies. Furthermore, they have formed many positive friendships across multiple year groups and often are a role model for others, providing explanation for other learners in how to make positive choices that lead to positive outcomes. As they progress towards upper KS3 they have a clear pathway of their goals and targets, and are now motivated towards achieving what they want in life.
Learner B
Learner B joined The Stable School in Year 7 following a difficult and interrupted period at primary school. On first impressions learner B seemed to be of an angry and withdrawn individual with a strong distrust of any adult outside of the family. He joined a small group of learners supported by key adults who remained the main source of support for KS3. His initial transition was aided by an emphasis on outdoor education – key themes being exploration, curiosity, and play. During these sessions, relationships began to slowly build with staff and peers, and learning was introduced.
Over time, learning began to take place in class, and eventually more formal lessons could be attended for short periods. Key successes were experienced during construction classes, and we saw his confidence build, leading to improved engagement within other curriculum areas as subjects such as maths gained relevance. Relationships with key staff became more secure and trusting in particular with Baz the construction teacher that helped to inspire and engage him with his carpentry work. . Guided by the careers lead, and supported and encouraged by the construction teacher, a post 16 goal was set. In year 9 learner B visited Bournemouth & Poole College carpentry department which helped him to see what post-16 could look like and gave him an extra purpose for his education and end goal. Learner B successfully completed vocational qualifications in construction – Level 1 in Year 10 and Level 2 in Year 11. Learner B applied for several courses at a local mainstream post-16 college and successfully attended interview. In September 2025 he began a Multi-Trades course at College and has since popped back to visit us on his moped, travelling independently and enjoying his first few weeks at college.
