Who we support at Place House
Place House supports pupils in Phases Three and Four, providing bespoke educational programmes tailored to individual needs, interests and aspirations.
Many pupils join us following challenges in previous educational settings. Through relational practice, consistency and personalised support, we help pupils rebuild confidence in themselves and in education.
What does learning look like?
Pupils access a broad and balanced curriculum including:
- English
- Mathematics
- Science
- Humanities
- PSHE
- Computing
- Physical Education
- Forest School
- Food Preparation and Nutrition
- Music and Performing Arts
- Careers Education
Learning is carefully adapted to meet individual needs while maintaining high expectations and ambitious outcomes for all pupils.
Personal Development
Personal development is embedded throughout life at Place House. We are committed to helping every student develop confidence, resilience, emotional literacy and self-belief, while fostering positive relationships and a strong sense of responsibility. Through enrichment opportunities, leadership experiences, community engagement and wider curriculum activities, students learn to contribute positively to society, embrace new challenges and take pride in their achievements.
Alongside wider experiences, such as representing the school in supported football tournaments with other schools, students also participate in two dedicated “Personal Development” lessons each week. These sessions allow students to independently choose activities linked to their interests and aspirations. Previous options have included horse riding, skiing, coding, Dungeons & Dragons, swimming and an accredited first aid course. By engaging in activities rooted in authentic shared interests, students are able to work towards their EHCP outcomes, develop social communication skills, build meaningful friendships and strengthen their sense of belonging within the school community.
Preparing for Adulthood
Preparing students for adulthood is a central part of our Phase Three and Four curriculae. Through personalised careers education, vocational learning, practical life skills and real-world experiences, students develop the knowledge, confidence and independence needed to make successful transitions into further education, training, employment and adult life. We encourage students to understand their strengths, make informed decisions about their futures and become active members of their communities.
A key feature of our Preparation for Adulthood programme is our dedicated weekly Enrichment Day. For one full day each week, students learn beyond the classroom through a carefully sequenced programme of off-site experiences designed to develop the knowledge, skills and behaviours needed for adult life. These authentic learning opportunities allow students to apply their learning in real-world contexts and gain first-hand experience of life beyond school.
Activities may include visits to further education providers, workplaces and local businesses, participation in employability and enterprise projects, travel training, community engagement activities, and practical challenges linked to independent living. Through these experiences, students develop essential skills such as communication, teamwork, problem-solving, decision-making, self-advocacy and resilience.
By combining academic achievement with meaningful real-world learning, we help students build ambitious aspirations, explore future pathways and leave Fieldstone equipped with the skills, confidence and experiences needed to thrive in adulthood.
Chestnut – Ben Digby
Ben is the Lead Teacher for our Outreach Class, Chestnut. He plays a key role in supporting students who require a more personalised pathway, helping them successfully reintegrate into the wider school environment when they are ready. Through strong relationships, a nurturing approach, and a focus on individual needs, Ben works closely with students, families, and staff to build confidence, resilience, and readiness for learning.
Physical Education – Javin Raj
Javin teaches physical education across our Place House site, helping students to develop confidence, teamwork, resilience, and healthy lifestyles through a wide range of physical activities. In addition to weekly PE lessons for all students, we support opportunities for students to remain active throughout the school day, including recreational activities, personal development experiences such as skiing and horse riding, and enrichment opportunities including kayaking and other outdoor pursuits. Through a varied and engaging approach, Javin encourages every student to find ways to enjoy being active and build positive lifelong habits for physical and mental wellbeing.
Forest School – Paul Blake
Paul is our Forest School Tutor at Place House and leads weekly Forest School sessions for every student across the school. Through hands-on outdoor learning, Paul helps students develop confidence, resilience, independence, and a deeper connection with the natural world. His sessions provide opportunities for exploration, problem-solving, teamwork, and practical skill development in a safe and engaging environment. Forest School forms an important part of our wider curriculum, supporting students’ wellbeing, personal development, and preparation for adulthood while fostering curiosity, responsibility, and respect for the outdoors.
Food Preparation and Nutrition – Jordan Wainwright
Jordan is our Food Preparation and Nutrition Tutor at Place House, and leads weekly food education sessions for all students across the school. Through practical, hands-on learning, Jordan helps students develop confidence in the kitchen, understand nutrition and healthy eating, and build essential life skills for independence and preparation for adulthood. In Phase 4, Jordan also delivers the Home Cooking Skills BTEC, supporting students to gain a recognised qualification while developing their ability to plan, prepare, and cook a range of meals safely and independently. Through a focus on real-world skills, Jordan helps students build the knowledge and confidence needed for life beyond school.
Interventions – Claire Fleshbourne
Claire is our Literacy Interventions LSA and plays a key role in supporting students to develop their reading, writing, communication, and literacy skills. Working closely with individual students and small groups, Claire delivers targeted literacy interventions tailored to each student’s needs, helping them build confidence, fluency, and independence. Through a patient, nurturing, and personalised approach, she supports students to overcome barriers to learning and make progress across the curriculum, ensuring they have the literacy skills needed to succeed both in school and beyond.
Alongside her literacy work, Claire is also the proud caretaker of Toothless, our much-loved school bearded dragon, who is a firm favourite with students and an important part of daily life at Fieldstone!
Computing – Aaron Worth
Aaron works across both school sites as our Computing teacher, delivering computing lessons to students throughout the school and leading the Information Technology BTEC programme in Phase 4. With extensive experience teaching computing within SEND and SEMH settings, Aaron is skilled at making technology accessible, engaging, and relevant to the needs of every learner.
Through a practical and personalised approach, Aaron helps students develop essential digital skills, computational thinking, online safety awareness, and confidence in using technology. Whether supporting students to explore creative digital projects, build IT skills for everyday life, or achieve recognised qualifications, Aaron plays a key role in preparing students for further education, employment, and an increasingly digital world.
Music – Sam Shepherd
Sammy is our Music teacher, working across both school sites to provide engaging and inclusive music education for all students. With a passion for drama, musical theatre, and the performing arts, Sammy creates opportunities for students to develop confidence, creativity, self-expression, and performance skills in a supportive environment.
In Phase 4, Sammy also delivers the Performing Arts BTEC, helping students work towards a recognised qualification while exploring a range of creative disciplines.
Through music, drama, performance, and creative projects, Sammy immerses students in the arts, encouraging them to discover new talents, build self-belief, and experience the joy and sense of achievement that creative expression can bring.
Assistant Relational Support Lead – Daisy Ravenhill
Daisy is our Assistant Relational Support Lead and works across the Place House site, providing additional support to students when they need it most. With a calm, compassionate, and relationship-focused approach, Daisy helps students navigate challenges, regulate emotions, and remain engaged in their learning throughout the school day.
Alongside her wider support role, Daisy leads targeted emotional wellbeing and intervention sessions on a one-to-one basis, creating a safe space for students to explore feelings, develop coping strategies, and build confidence and resilience. Through strong relationships and personalised support, Daisy plays an important role in helping students feel understood, supported, and ready to succeed both in school and beyond.
Relational Support Practitioner – Alfie Beard
Alfie is a Relational Support Practitioner who works closely with students across the school, providing personalised support to help them overcome barriers, develop positive relationships, and engage successfully in learning. Drawing on his background and degree in Social Work, Alfie brings a strong understanding of child development, wellbeing, and the wider factors that can impact a young person’s education and life experiences.
Through a relational and nurturing approach, Alfie supports students both in and out of the classroom, helping them develop emotional resilience, communication skills, and strategies for managing challenges. His ability to build strong, trusting relationships enables students to feel safe, understood, and supported as they progress through their educational journey.
Relational Support Practitioner – Will Tracy Youngs
Will is a Relational Support Practitioner who has worked closely with students across both of our school sites, currently working with our Place House students helping them to overcome challenges, build positive relationships, and engage successfully with school life. Through a calm, supportive, and student-centred approach, Will provides both proactive and responsive support, ensuring students feel understood, valued, and able to achieve their potential.
Working alongside teaching and pastoral teams, Will supports students to develop emotional regulation, resilience, communication skills, and confidence. By building strong, trusting relationships, he helps create the conditions for students to feel safe, successful, and ready to learn, while supporting their personal development both within and beyond the classroom.