| Motto | Unique Services for Unique Children |
|---|---|
| Established | 1999 |
| Type | Day and residential special school |
| Location | Fromefield Frome Somerset BA11 2HB England |
| DfE URN | 131975 |
| Ofsted | Reports |
| Students | 59 |
| Gender | Male |
| Ages | 10–18 |
| Website | www.nhh4as.co.uk |
North Hill House School, also referred to as NHH, is an independent specialist school in Frome, Somerset, England for boys with Asperger syndrome and high-functioning autism between the ages of 7 and 18. Owned by the Priory Healthcare Group, North Hill House opened in September 1999. It has been approved by the Department for Children, Schools and Families under Section 347(1) of the Education Act 1996.[1]
There are 59 boys and 100 staff members working in the school (around fifty to sixty at any time; including cleaners). The Principal is Sharon Edney.
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Prior to its current state, North Hill House's original building had become Farleigh sixth form further education college. The specialist school's current building was originally an open-plan office, owned by another company. In 2002, the building was bought by The Priory Healthcare Group and was changed into a school. The new North Hill house was opened by late 2003. During 2009, the school buildings were enlarged by incorporating a listed building, Stoneleigh House, on the same site.
The School is situated a few hundred metres from the centre of the Frome. The school moved to a new, purpose-built site — only a few yards away — in September 2003. The old building is now Farleigh sixth form further education college, also owned by The Priory Healthcare Group.
The school has recently expanded into Stoneleigh House, a Grade II listed building built in the early 19th century,[2] where the offices were situated. In September 2008, Stonleigh was renovated and many of the rooms were converted into classrooms. The main offices still remain on the first floor however.[3]
In addition to classrooms, North Hill House contains an Occupational Therapy room, in which students with problems such as dyspraxia can be given specialist help, from a qualified member of staff. For use with all pupils, the specialist school contains two 'time out' rooms, in which students can reside if they feel stressed. The first is a 'soft' room, which is covered in blue foam (additionally containing an inflated ball), and the second is a room with a sofa for students to discuss any problems they may have.
North Hill House covers many subjects for GCSE. In addition to the standard subjects, the specialist school can give other specialist lessons including the following:
In addition to a School building, North Hill House also own two semi-detached sixth form buildings, which are run as one house, in Frome. When students have completed their GCSE's (or Entry Level) they may then proceed to reside in one of the houses, and travel to college each day.
Mission Statement 'The fostering of a responsible, positive outlook on life and achievement through the provision of an appropriate and stimulating educational environment.'
Purpose — North Hill House aims:
• To develop and enhance abilities, giving appropriate guidance with realistic expectations.
• To plan flexible and varied individual education programmes promoting academic and life skills in a supportive learning community.
• To manage behaviour consistently, clearly defining rules and boundaries and using rewards and sanctions to demonstrate the consequences of actions.
• To help students develop strategies to cope with conflict, anger, stress and anxiety.
• To motivate students to assert themselves in a positive way while respecting the rights and sensibilities of others.
• To encourage interaction with others, promoting participation and teamwork and building self-esteem and self-reliance through a broad range of approaches.
• To promote awareness of self and others by developing relationship-building and communication skills; thus helping students to recognise and share feelings, and by offering spiritual and moral guidance.
• To demonstrate the importance of acceptable and appropriate behaviour, including equal opportunities issues.
• To build and develop a partnership between home and school, which is reflective of the school's team approach.
• To develop positive links with the local community.[4]