The Corner School is an independent special primary school for children with Social, Emotional and Mental Health (SEMH) difficulties as their primary area of need, managed by The Mulberry Bush Charity. We provide a highly structured, therapeutic learning environment for up to 15 pupils, who have been unable to thrive in mainstream settings. We are most suitable for children in Years 2–6. 

Located in Wembley (HA0 4DT), our provision is designed for children who require small class sizes, high adult ratios, predictable routines, and a trauma‑informed, non‑punitive approach to behaviour and emotional regulation. 

Pupils must have an Education, Health, and Care Plan (EHCP) to attend The Corner School. Referrals are most commonly made by the SEND department of the local authority of the child’s current school. On some occasions, we receive referrals from parents which we do consider; however, we will always share whether we can meet needs with both parents of the referred pupil and the local authority of the pupil’s mainstream school. Please send referrals to info@thecornerschool.org.uk for the attention of the Headteacher. 

Who Our Provision Is Most Suitable For 

We are particularly well suited to children who: 

• Pupils who have an EHCP, with SEMH as a primary need 

• Have experienced persistent difficulty coping in mainstream school 

• Present with emotionally driven behaviours, anxiety, dysregulation, or attachment‑related needs 

• Require a therapeutic, relationship‑based approach alongside academic learning 

• Benefit from clear routines, consistency, and high levels of adult support 

We do not accept pupils where ASD is the primary need. 

Our Therapeutic and Educational Approach 

Our model is intentionally integrated and holistic, bringing together education, therapy, and family support to promote long‑term outcomes. 

Key features include: 

• A psychodynamic, trauma‑informed framework 

• Small class sizes and high staff-to-pupil ratios 

• Behaviour understood as communication, with restorative, non‑punitive responses 

• Predictable structures that promote emotional safety and regulation 

• Strong relational practice  

Tripartite Therapy Model 

Every child’s programme is supported by a co-ordinated therapeutic offer that may include: 

• Speech and Language Therapy (SaLT) 

• Occupational Therapy (OT) 

• Psychotherapy 

This is complemented by a Systemic Family Practitioner, working directly with families to support consistency, stability, and positive change beyond school. 

Impact and Outcomes 

Children placed with us often arrive having experienced: 

• Poor or inconsistent attendance 

• Emotional distress linked to school 

• Limited engagement with learning 

With the right match, children typically go on to: 

• Attend full‑time, regularly and confidently 

• Integrate fully into our school community 

• Make measurable academic and emotional progress 

Most pupils move on to specialist secondary provision, with careful preparation and partnership working. 

Partnership & Safeguarding 

We work proactively with: 

• SEN Officers, Virtual Schools, and commissioning teams 

• Multi‑disciplinary networks and external professionals 

Our Inclusion Lead, alongside teachers and therapists, ensures: 

• Regular and meaningful EHCP reviews 

• Clear evidence of progress linked to outcomes 

• Transparent communication with all stakeholders 

Safeguarding is a strength of the provision, with: 

• A Designated Safeguarding Lead and two Deputy DSLs 

• Strong family engagement through our Systemic Family Practitioner 

• Robust risk management informed by understanding 

Admissions and Placement Details 

• Places available for September 2026 

• Referrals welcome for pupils currently in Years 1-4 

• Staggered starts and phased transitions, planned carefully to support successful placement 

• Close collaboration during assessment and transition to ensure appropriateness and readiness 

• Typical placements run until the end of Year 6, allowing consistency and stability during primary education 

Our Admissions Process: A step by step guide 

1.Details of the child's needs 

The first step will be that we gain an understanding of the child and their needs. To do this we will carefully study the EHCP or statement and other reports, if the LA have provided these. 

2. Current School 

The Head Teacher or other staff will contact the potential student’s current educational placement or talk to the staff there. They will visit the placement, gathering as much information as possible. This will also include observations of the pupil in their current setting. 

3. Home Visit 

The Corner School team will then visit the potential student and parent/carer at home so that we can assess how The Corner School will best meet the child’s needs. We will also explain The Corner Schools approach and answer any questions the parent/carer or the child may have at this stage. 

4. Meet the Corner School Team 

If we feel that we can meet the identified needs, the potential student and their parents/carer will then be invited to visit the school. This will be to have a look around, to get a feel of what it’s really like, and to meet some of the staff. The visit is likely to take 30- 45mins. 

5. Taster Sessions 

Potential students will then be invited to attend one or more taster sessions, to confirm that the child’s needs can be fully met. It is important for the child to experience what attending The Corner School would really be like. Each session is usually 2 hours long, but this may vary according to the needs of each child. 

6. Offer of Placement to the Local Authority 

If we are satisfied that we can meet the prospective student’s needs, we will make a formal offer to the local authority and inform the parent/carer. The LA will then make their placement decision and will inform the parent/carer accordingly. 

7. Who to Contact 

The above procedure will be coordinated by Sarah Dent who can be contacted on info@thecornerschool.org.uk. Please note that where a formal placement consultation has been made by an LA, The Corner School will not proceed with the above process unless we have been given their authorisation to do so. This is to avoid raising what might be premature or unrealistic expectations, which may well be the case if the LA is consulting with a number of schools. 

8. Start Date 

Once a placement has been confirmed then we will agree the start date with the LA and the parent/carer, and we will write to the parent/carer to provide the pre-starting information that they will now need. Places are currently available for September 2026.