Breckenbrough School is a special educational needs residential school for boys which has established success in supporting pupils with a variety of conditions including autistic spectrum disorders, Asperger’s syndrome, ADHD (attention deficit hyperactivity disorder), ADD (attention deficit disorder) and BESD (behavioural, emotional and social disorders).

Boys with ADHD, ADD and BESD frequently experience great [...]]]>

School Pond

Breckenbrough School is a special educational needs residential school for boys which has established success in supporting pupils with a variety of conditions including autistic spectrum disorders, Asperger’s syndrome, ADHD (attention deficit hyperactivity disorder), ADD (attention deficit disorder) and BESD (behavioural, emotional and social disorders).

Boys with ADHD, ADD and BESD frequently experience great difficulties in mainstream schools, yet are often of above average intelligence and at Breckenbrough School they are helped to achieve their potential, despite their educational, social and emotional problems.

The school consistently scores highly on value added tables. It is considered by Ofsted to be good value for money and to offer above average educational and social provision. The CSCI report (the Commission for Social Care Inspection) judged there to be good provision made by the school towards the outcomes listed in Every Child Matters.

Breckenbrough School is a registered charitable trust school with a Quaker (Society of Friends) trusteeship. The school was founded in 1934 by Arthur Fitch,a Quaker psychiatrist. There is a school ethos of peaceful conflict resolution which establishes positive relationships between the staff and boys, allowing the pupils to achieve success in both GCSE examinations and future educational and career placements.

A separate ‘After Care’ charity continues the support and help given to the boys through into later life and from this we know that the majority go on to success.

The aim of the school is to ensure that the pupils, having moved towards coping with very difficult behavioural and emotional problems such as BESD, autistic spectrum disorders and Asperger’s syndrome, will be able to establish themselves within society, educational institutions and work after leaving the school.

Geoffrey Brookes (Headmaster)

Outlook: Brilliant              September 2000 to July 2007              Price: 17s 9½d

PROUD PARENTS John and Lorraine Marsh jump for joy as they celebrate their son Jonathan’s examination results. The seven years’ hard work that Jonathan put in at Breckenbrough school finally paid off as he picked up no less than eight GCSEs at grade C [...]]]>

Outlook: Brilliant              September 2000 to July 2007              Price: 17s 9½d

PROUD PARENTS John and Lorraine Marsh jump for joy as they celebrate their son Jonathan’s examination results. The seven years’ hard work that Jonathan put in at Breckenbrough school finally paid off as he picked up no less than eight GCSEs at grade C or above, with a double A* for Science (the first ever at Breckenbrough). “I knew he could do it,” said a thrilled Mum; “So did I”, added Dad. When asked about how pleased his parents’ were at his success, Jonathan quipped “If only they weren’t as pretty as Punch …!”

The Day We Went To London …

What a day that was. The taxi took me straight to Northallerton station where I met the rest of the school. We boarded the GNER train to London and tried hard to contain our excitement for the two hour journey south. That time soon passed, and, having disembarked at King’s Cross, we split up into groups. My group visited the Science Museum and the BBC television centre, where we saw a TV programme actually being made. We used the tube train to get out and about in the city, and given the fine weather, in the grand old tradition of the humble tourist, we took in a few sights and saw some of the famous London landmarks (like the London Eye and the Houses of Parliament) which I photographed. However, no sooner had we begun to enjoy our visit than it was time to return home. Wearily, we all clambered aboard the train at King’s Cross and settled in for the long journey north. If someone had told me that we wouldn’t be delayed, I’d have scoffed. Trains have been known to stop if the track is straddled by a leaf, or by the wrong kind of snowflake. In our case it was sheep. We lost about an hour waiting for Bo Peep to sort herself out. We eventually arrived at Northallerton station at about 10pm, where I got picked up by Mum and Dad.
This was my first ever trip to our Nation’s capital and I don’t expect it to be the last I really enjoyed it, and I’m sure it will be something I’ll always remember.
JDM

TRAVELFACTS

Jonathan lives over 30 miles away from Breckenbrough school; he travels daily to and from school by taxi. So, just over 60 miles per day times 5 days per week, times 40 weeks per year times the seven years or so he’s been doing this gives a grand total of nearly one hundred thousand miles. That’s about four times around the world, or, nearly half way to the moon, and since 100,000 miles is a typical life expectancy for a car, this job would have worn out a brand new taxi as well.

BEFOREandAFTER

‘Jonathan has made incredible progress; from the young man who arrived at Breckenbrough struggling to come to terms with the world to the mature, bright and positive young man that now goes on to what I am sure will be a positive future.’ (TB)

Yes, it is the same shirt …

Reports

First Report – December 2000

• Music – Jonathan has done absolutely NO WORK AT ALL in this subject since he arrived at the school. On the few occasions he appears in the music lessons, he either covers his ears and screams incessantly or tries to spend the lesson sat in a cupboard.
• French – As yet Jonathan has not been persuaded to join in with this group and participate in any of the lessons. Quite often he will hide under the units built for the listening equipment or will wander about fiddling with the control panels…He will throw things and hit and kick and if attempts are made to get him to behave he will respond by running off or lashing out at me (kicking, spitting, trying to bite.)
• Art – Jonathan has made a good beginning in his art work. He shows flair and bright ideas. I encourage Jonathan to find his own space and ensure the rest of the class respect that space.
• Outdoor Education – His first outdoor ed lesson was very difficult and every few hundred yards he would sit down and tell us he couldn’t go any further, however since then things have improved dramatically.
• Care – Jonathan now seems happier during break and lunchtimes and although he still has noisy sessions they have reduced in number if not in volume.
• Core – Jonathan has made steady progress since he joined us. At first his anxieties manifested themselves usually at someone else’s expense. He accused his classmates, he would scream and he was aggressive towards me. He is a lovely boy, fully aware that he struggles with other children.
• Science – After a difficult start Jonathan seems to be settling down. So far the limited amount of written work he has done has been of a reasonable standard but it has not been easy to get him started on it and he has needed a lot of prompting to keep him on task.
• Humanities – Jonathan shows great understanding and has an excellent general knowledge. His behaviour is improving. He used to throw the felt pens around the room, he has now stopped doing this. His target will be to stop throwing the black board cloth at other pupils.

From Last Report
April 2007 (unless otherwise stated)

• Music – (July 2005) Jonathan is still working well in class, and although Music is not his first priority, he does achieve some pleasure from listening. However, what does give me the greatest pleasure, is seeing him maintain the excellent level of behaviour that has emerged over the last two terms.
• French – I am thrilled with Jonathan’s attitude and progress this term. He has consistently worked with enthusiasm and commitment and is responding to the demands of the course maturely. He is a co-operative and well motivated student who can always be relied upon.
• Art – (ROA) … The effort, time and concentration Jonathan took in completing his final piece are extremely creditable. His welded, recycled sculpture is arguably one of the best pieces of art work that I have seen completed for examination during my time at the school.
• Outdoor Education – (July 2005) Jonathan’s behaviour is usually good and he has taken a proactive part in all of the activities covered. He rarely finds it difficult to motivate himself to start the activity and when on task he puts effort into the activity.
• Care – Jonathan still provokes other boys at times and is surprised if they reciprocate. He can’t seem to understand that if he didn’t start the provocation then he would not get it back
• Core – (July 2003) Jonathan’s social behaviour is much improved. I have no targets for his social skills; I would like to concentrate on his academic ability. Jonathan does have the ability – we just have to find the most suitable, comfortable method for him to produce his academic work.
• Science – He has matured greatly, and his once poor and frequent overreactions in the lab are a thing of the past. Jonathan is very capable orally and is able to justify his responses with well thought out scientific reasoning and has developed many interesting ideas of his own.
• Humanities – Jonathan has continued to excel at this subject. His concentration and focus is excellent. There has been a significant improvement in his written work. Unfortunately he still complains about writing and is reluctant to write for more than 20 mins.

JONATHAN was never one for the performing arts – he doesn’t even sing in the bath (at least, we don’t believe he would!) However, whilst at Breckenbrough he was once inspired to take part in the ‘Words & Music’ presentation, reciting a poem about his then favourite pastime – gardening. It seems that the theory was, if it all went wrong, at least he could claim it was Tina Turner!

Juliet…

When Jonathan first started at Breckenbrough as a year five pupil, aged only 9, I was very uneasy about his having to travel so far without me. To put my mind at rest I contacted Juliet who was to be his transport escort. Meeting Juliet instantly allayed my fears: she was exactly what I would look for in a person whom I would trust to look after my young son.

After two years at the school, Jonathan’s behaviour became more challenging, and it was decided that he now needed one-to-one support. It was felt in all quarters that Juliet would be ideal for this role and so it came to be.
Since then, Juliet has served as everything from Jonathan’s personal secretary – passing messages, letters and completing daily reports, to Jonathan’s ‘pillow’ on the long journey between school and home. Juliet has been Jonathan’s safety net – talking him through difficult situations; she has been another teacher to him – keeping him in the classroom and on task; she has been my friend – putting me at ease by finding answers to my numerous questions and very often being one step ahead. In fact, for the last seven years, during term time, I’m sure that Juliet has spent at least as much time with Jonathan as I have myself. And yet in the course of her work with Jonathan I’m sure that she has discovered a lot, too, especially about electricity, computers, Laurel and Hardy and The Goodies!

It is difficult to imagine what Jonathan’s time at Breckenbrough would have been like without Juliet’s constant support – it is clear that she has been instrumental in bringing Jonathan’s qualities to the fore, and for this we are eternally grateful. Juliet, we thank you.

Finally, as can be seen from his results, Jonathan and his team of Home, School, and Juliet, have done a great job – a job to be justly proud of.

Lorraine Marsh

Crossword

ACROSS
7 Team cox in mix-up with duty (6,3)
8 Delicate Women’s Institute spot (5)
10 CH4 backbone (6)
11 Hitting close resemblance (8)
12 Shoved into plutonium cabin? (6)
14 Neatly I changed lid in half of tyre (6)
16 Our responsibility (4)
17 Colour of cooked bream (5)
18 Pole in Iwo Jima story (4)
19 Quasi-stellar radio source (6)
21 Young child loses right to waddle (6)
24 A tall vet all over in Malta (8)
26 Stop working – bad rite in religion (6)
27 Automobile in Sci-fi keeps neck warm (5)
28 Supply space where goods are stored (9)

DOWN
1 Finger in mind experiment (5)
2 Indian city’s trousers (8)
3 Fitness of man with a bone in left hand (6)
4 Weight of mother ship? (4)
5 Joined for golf? (6)
6 As cowardly as a hedgehog isn’t (9)
9 More correct-sounding author (6)
13 First appearance of inverted tyre type (5)
15 Protection for United Nations in races crisis (9)
17 One time endless tea put air in (6)
18 My rail it broke the war office (8)
20 Sarah and Ray exchanged income
22 Tired 100 failed to show (6)
23 Evidence that short teacher takes nothing (5)
25 Serves to remove potassium from toppled stack (4)

Jonathan’s GCSE Grades – August 2007

Art – B
Business & Communication Systems – C
English Language – E
English Literature – G
French – E
Geography – C
History – F
Information & Communication Technology – A
Mathamatics – B
Science (Double Award) – A*
Science (Double Award) – A*

Jonathan’s lineage was never particularly ‘arty’; his mum is a teacher of geography and mathematics, while dad works in a power station control room, and both grandads were technically oriented. Nevertheless, the great respect for study that pervades his household meant that no small effort would be brought to bear on the challenge of passing his art examination.

With information brought from the school by Juliet, evening discussions would centre around how Jonathan might come up with an idea and then develop it. Of the several options considered, it appears that a germ of an idea formed in Jonathan’s mind on the theme of ‘recycling’. A couple of pieces at home are made from nuts, bolts, nails and washers tacked together to form an owl and a man standing by a lamp-post. So, with some samples taken from a box in the garage, Jonathan quickly formed quite credible ‘bugs’ of his own.

It wasn’t long before ‘web crawler’ was conceived. It was to be a spider and a fly made from old nuts, washers and screws, on a web of copper wire recovered from off-cuts, and suspended in some form of steel frame. As a practising amateur electrician Jonathan could already solder, but in order to complete this project he would have to learn to MIG weld. This he managed to do using the facilities in the DT workshop.

As the project progressed, mum and dad would quiz Jonathan on how it was going, to which he would reply with his usual reticence, ‘OK’. With a bit more cajoling he would reveal that he’d almost finished the spider, or he’d nearly soldered the web.

When he reported that he’d completed it, and Juliet had described how good she thought it was, it was almost unbearable that we couldn’t see it. It didn’t seem plausible that, in Jonathan’s non-art-oriented mind, such a piece of work could even be envisaged let alone end up as a finished product.

Then in August we learned that Jonathan had passed his art GSCE with a grade ‘B’ which we consider to be a massively creditable performance – he is the first Marsh to have achieved a qualification in art since before the dawn of O-levels! Very well done indeed, Jonathan.

He already knew that no other school would have him – but this one was different.

At Breckenbrough School, near Thirsk, the emphasis was, and still is, on creating an honest, open, trusting [...]]]> Within days of starting at his new school, Michael Robson caused thousands of pounds of damage by setting fire to a farmer’s hay bales.

He already knew that no other school would have him – but this one was different.

At Breckenbrough School, near Thirsk, the emphasis was, and still is, on creating an honest, open, trusting and caring community where each boy can move toward fulfilling his academic, personal and social potential.

The staff are trained and skilled in defusing confrontations and resolving conflicts in a positive way.

Now in his mid-twenties, Mr Robson said: “I would be dead or in jail now if I hadn’t come to Breckenbrough.

“I terrorised them for a long time and they sorted me out. Normal schools don’t have time for you.

They suspend you – expel you.”

He said some of the staff had wanted to get rid of him, but others stood by him.

“They never gave up on us,” he explained, and added that they had a lot of patience and faith in the boys. Like others, he found there the family he desperately needed.

For him, problems at home often meant he could not go home at weekends or even during the holidays.

Instead, members of the staff took him into their own homes.

Now, he is serving with the Army and has been on the front line in Iraq and Afghanistan. But he still comes back to Breckenbrough.

As do Jonny Palmer and Richard Westmoreland, who were at Breckenbrough at the same time as Mr Robson.

For them, the teachers and care staff will remain their friends for the rest of their lives.

Mr Palmer, now an RAF pilot, and Mr Westmoreland, who is a computer game designer, spoke of how the staff went out of their way to help them attend air cadet or St John Ambulance meetings outside the school.

“I got sent here because I was acting up at school – more having a laugh and messing about than actually learning things,” said Mr Westmoreland.

Many of those who go to Breckenbrough have higher than average intelligence, which is part of the problem.

Jonathan Wilkins, from Burnley, attended Breckenbrough from 1990 until 1993.

He explained: “Comprehensive school wasn’t working out for me.

I started out in the top set in the first year at secondary school and, because I was disruptive, they put me down into A2.

“The work wasn’t a problem – it wasn’t enough of a challenge for me.

“I was more interested in disrupting the class and getting attention because the work we were doing wasn’t stimulating me at all.

“It was easy – so I spent the rest of time messing about in class.

“I got suspended a few times and in the end they decided they didn’t want me because I was too disruptive.”

He studied with a private tutor at a community centre for a few months until the local education officer suggested he should go to Breckenbrough.

“I dread to think where I would be now if I hadn’t come here,” he said.

He is sad that Lancashire County Council no longer sends boys like him to Breckenbrough.

“The big emphasis when I was at the school was on outdoor education and that was a massive vent for children who are over-active, which the majority of us were.

“We went rock climbing, abseiling, skiing, orienteering – you name it, we did the lot.”

And there was plenty to do in the evenings as well.

The formula hasn’t changed, as Steve Atherton well knows. For 30 years, he has run his own electronics business. But, in the 1960s, he was close to being a complete reject and failure.

“Without Breck, I would probably be in prison somewhere,” he said.

“With the ethos of teaching, you didn’t really know you were being taught. It was fun. In the summer, we used to go out every afternoon – caving, potholing – and we thought we were going for a jolly.

But we were learning about geography, about nature, we were learning about map-reading.”

They also learned a lot of maths and English.

The relaxed atmosphere at Breckenbrough certainly helped Neil McCarthy, who left in 2004.

He said: “I couldn’t cope at my other schools. I had attended three primary schools and one secondary school before coming here. In the first few months I was here I matured enough to proceed academically. The environment they have here is crucial.”

What also helps is the small classes and the dedication of the staff.

Mr Palmer said: “Because the classes were so small, we were given the individual attention that we needed. We were challenged academically.”

He was never in a class of more than seven boys, and sometimes there were just two of them.

“On the academic side, the school is second to none for the level of teaching. The staff are exceptional people,” said another old boy.

“They were like parents – and I will always say that Trevor has been like a dad to me.”

Trevor Bennett, who has just retired, joined the staff 25 years ago and became headteacher ten years later. The new headteacher is Geoffrey Brookes.

In his farewell speech, Mr Bennett said: “I am proud of what has been achieved here.

“I have worked with a lot of fantastic young people – I have seen them grow up, I have seen them change, and I hope to see them succeed.

“There is something magical about Breck – it comes from the boys and the team of dedicated people who have been here throughout the years working with them. I know that Breck will go on changing and improving.”

But the Quaker trustees are determined that the ethos will not change.

It is an ethos based on the Quaker belief that there is something of God in each person.

The chairman of the governors, Nicholas Evens, said: “That essential core of goodness in a person can be reached and responded to, even if it is overlaid or masked by anger or disruptive behaviour.

“It’s hard, and it takes time. But it works. All of us at Breckenbrough will continue to reach out and respond in peaceful and constructive ways to the boys who come to us.”

Originally printed in Darlington and Stockton Times Friday 26th September 2008

http://www.guardian.co.uk/education/2007/feb/13/schools.specialeducationneeds

Breckenbrough is a very special school – so how come it is [...]]]> On the 13th Febuary 2007 Martin Wainright from The Guardian published an article about Breckenbrough. The piece entitled “In Search of Lost Boys” appeared in the Education Supplement of the days paper. The full article can be found on the Guardian Unlimited website at;

http://www.guardian.co.uk/education/2007/feb/13/schools.specialeducationneeds

Breckenbrough is a very special school – so how come it is having to market itself for the first time?

… and the lesson continues at Breckenbrough school, where 80 years of wisdom and radical experiment continue to change the lives of a group of otherwise potentially lost boys. Run by Quakers in one of those country mansions that have seen better days (a slight whiff is the after-effect of the latest anti-mouse campaign, one of the governors explains), the school has a credo put simply by George Fox.

“Walk cheerfully over the world,” said the original Quaker, “answering that of God in everyone.” Bring out the best in people, in other words, which sounds easy, but isn’t when you are dealing with a child who has crept into his shell like a hermit crab, emerging only to flare up violently; or one who lives in the partially separate world of Asperger’s syndrome or severe dyslexia.

The Government has recognised that there are strong links between health, well-being and achievement. Improving the health and well-being of children and young people provides them with firm foundations for later [...]]]> Deputy Head, Rob Knox, gave one of the keynote talks at the nationally important Health and Wellbeing conference at the NEC in November 2009 .

The Government has recognised that there are strong links between health, well-being and achievement. Improving the health and well-being of children and young people provides them with firm foundations for later life. The Health and Well-being in Education conference bought together healthcare and education professionals in order to meet the challenges ahead. This event covered early years, secondary schools and further education, both mainstream and special education.

Rob’s talk, entitled Asperger Syndrome and Conflict Resolution, showed how this technique can be used in difficult situations to the benefit of all participants. He described how the model of conflict resolution is applied at Breckenbrough to maintain good order and to allow all pupils to progress. Pupils are given space to be themselves in a clear, non-confrontational flexible structure. Many participants were impressed by this method which underpins so much of daily life at Breckenbrough.

Half term School finishes 2.30pm Friday 12th February 2010, all boys go home.All in school Monday 22nd February 2010

Easter Holiday School finishes [...]]]> Christmas Holiday
School finishes Wednesday 16th December 2009, all boys go home following school production.
Wednesday 17th December Staff training day.


All in school 6th January 2010,
Full boarders travelling day Tuesday 5th January, Monday 4th January Staff training day.

Half term
School finishes 2.30pm Friday 12th February 2010, all boys go home.

All in school Monday 22nd February 2010

Easter Holiday
School finishes 3.45pm Wednesday 31st March 2010 all boys go home, following Words & Music Evening
Thursday 1st April Staff training day.


All in school Wednesday 21st April 2010,
Full boarders travelling day 20th April 2010, Monday 19th April Staff training day

Bank Holidays – May
School finishes 2.30pm Friday 1st May 2010, all boys go home


All in school Tuesday 4th May 2010

Half Term
School finishes 2.30pm Friday 28th May 2010, all boys go home


All in school Monday 7th June 2010

Summer Holiday
School finishes after Sports Day, Wednesday 21st July 2010, all boys go home
Thursday 22nd July, Friday 23rd July Staff training days.

New school year (2010-2011) to be announced.