The Place Independent School

The school’s mission is to provide a safe, supportive, and personalised environment where children can learn, grow, and succeed regardless of past experiences. Its approach is guided by the PLACE model, which emphasises Playfulness, Acceptance, Curiosity, and Empathy to build trust and emotional insight. The school focuses on development rather than deficit, aiming to manage and redirect challenging behaviour in a way that promotes individual change.

The school provides a bespoke curriculum tailored to the needs of pupils aged 5–18 who require specialist support. The educational provision is heavily integrated with outdoor learning, animal care, and experiential activities to meet individual learning needs. The curriculum is designed to foster emotional insight, self-management, and academic progress within a structured, low-arousal setting.

The school focuses on a strengths-based approach to empower pupils to build enduring skills for school, community, and adulthood. It aims to prepare young people for future success by promoting emotional self-management, safe attachments, and physical health. The school’s commitment to high-quality education and pupil progress is subject to regular review by Ofsted, with recent reports available for public review.

The school provides a personalised educational experience for children and young people aged 5–18 who face challenges in mainstream settings due to emotional, developmental, or behavioural needs. Its therapeutic philosophy is rooted in attachment theory and developmental psychotherapy, utilising the PACE model (Playfulness, Acceptance, Curiosity, and Empathy). Specialist staff and partners are employed to provide targeted support, intervention, and a nurturing environment that prioritises emotional insight and resilience.

The school manages referrals through a structured process involving the Head of School, Inclusion Lead, and Referrals Manager. Following an initial consultation and review of a child’s Education, Health and Care Plan (EHCP), the school conducts a placement suitability assessment that may include visits to the school and the child's current setting. Once a placement is confirmed by the Local Authority, a bespoke transition package is arranged over a minimum of one half-term before full-time provision begins.

The school operates across two rural sites in the Vale of Belvoir: a main school in Bottesford and an upper school in Barkestone. These sites feature low-arousal environments, woodlands, and farm settings designed to support pupil regulation and engagement. The campus facilities are specifically adapted to facilitate outdoor learning and experiential activities.

The school integrates outdoor learning and animal care into the daily experience to help pupils connect with others and manage emotions. Pupils have the opportunity to interact with a variety of school animals, including alpacas, rescue ponies, horses, pigs, sheep, goats, dogs, donkeys, ducks, hamsters, rabbits, cats, and chickens. Additionally, the school maintains a student council called Pupil Voice, which allows students to share ideas, discuss school life, and influence decisions regarding school rules and the delivery of learning.