Student Information
Student Medication Information
Most medication is stored securely in our locked medical room, with access restricted to authorised staff only. The key is held by a designated member of staff to ensure medication is handled safely.
Asthma inhalers are an exception—we encourage students to carry their own so they are always accessible. Medication requiring refrigeration is kept in a dedicated medical fridge.
We follow the procedures outlined in our Supporting Pupils with Medical Conditions policy, available on our school website. These procedures explain how medication is checked, recorded, administered, and monitored to ensure safe and consistent practice.
Medication is administered strictly according to the instructions on the prescription or packaging. Staff carefully check the dosage and timing for each administration and record it to ensure accuracy and accountability.
Parents/carers must complete an Administration of Medication Form before the school can store or administer any medication.
If a student forgets or refuses to take their medication, we will inform parents/carers during our daily home contact so you can advise on the appropriate next steps.
Transport Information
Parents and carers apply for home-to-school transport directly through their local authority’s Home/School Transport Team.
During your child’s induction period at Omnia, the Foundation will support temporary transport arrangements until the local authority contract is confirmed. This will be discussed in detail during your initial meeting with us.
No. Transport is organised and funded by the local authority, which awards a contract, usually renewed every 2–3 years, to an external provider.
Our current contracted provider is Kinect, who may use their own drivers or subcontract to local taxi companies.
For general queries, your first point of contact is our school team.
However, because the contract is held by the local authority, certain issues, such as pick-up/drop-off times or route changes, must be handled by the contract provider. Delays or timetable changes should also come directly from the provider.
We maintain good working relationships with many drivers and may occasionally help relay information, but this cannot be guaranteed.
Pick-up and drop-off times are set by the contract holder, and while we will advocate for students experiencing difficulties, the local authority and provider may review or withdraw transport if a student cannot consistently access it.
If an incident occurs during transport, drivers follow their own safeguarding procedures. Our team checks in with students each morning, and any concerns raised will be followed up through our internal reporting and safeguarding processes.
Admissions & Arrangements
Students accepted into the foundation have usually experienced significant challenges within the school system. Many have faced multiple permanent exclusions or been placed in settings that were unable to support their emotional development. As a result, students often arrive with fragile self-esteem and poor mental health, and families frequently feel uncertain or hopeless about finding a setting that can meet their child’s needs.
Before a student is accepted, a comprehensive assessment of their needs is carried out. This involves all agencies supporting the student and their home environment. An essential part of this process is meeting with parents or guardians. Foundation staff also undertake home visits to speak with the young person and their caregivers, helping us understand their needs, interests, aspirations, and whether we are best placed to support them. Strong relationships with home settings are central to our approach, and support from our hub teams continues throughout the student’s time with us.
Each student is placed in a suitable hub based on their learning style and emotional development, rather than age or academic attainment. The hub team designs a personalised induction plan informed by the student’s EHCP (section F) and the “student voice” work completed during consultation. Induction can last from a few days to several months, depending on readiness, but we recommend a minimum of four weeks. This gradual transition helps students build confidence and reduces the risk of emotional overwhelm. Full-time on-site provision is always the long-term goal, and we support students carefully toward this.
For students whose needs make immediate on-site provision unsuitable, we offer an outreach hub support programme. Highly skilled professionals work with students in their home or in off-site locations, delivering tailored developmental work collaboratively over at least a three-month period. Progress is reviewed regularly, and if needed, a more specialised and adapted provision is created to ensure the student’s evolving needs are met.