I am delighted to welcome you to our new provision at Bettws Lifehouse, Kingsland Grange. I have worked for the Lifehouse for over seven years and have been involved in its growth and development with enthusiasm and pride. My previous experience has been in both FE and 14-19 provision and I am a specialist Mathematics teacher. Here on the site of Kingsland Grange we are lucky to be able to offer excellent indoor and outdoor facilities to ALL our pupils. Our experienced and qualified staff all share in my belief that every individual has gifts to bring to the table. By providing a supportive and safe environment they will gain the confidence and skills which will allow them to reach their potential both academically and emotionally. I am always available to meet with both prospective and current, parents, carers and pupils. We welcome you to experience our caring, therapeutic and supportive environments where we believe that the positive wellbeing of our pupils enables them to THRIVE. I am a qualified ‘Childhood years’ and ‘Adolescent years’ THRIVE Practitioner and remain involved in the THRIVE ethos and activities of the school. I believe co-operation between home and school is paramount in supporting the pupils to take an active role in the ‘Kingsland Community’. Working together we can make a positive impact and fully prepare our pupils to be successful in their involvement and aspirations for their lives ahead.
Our centre for KS2 and KS3
Our centre for KS4
Our centre for 16-19
Our complex needs provision
Kay Jones Managing Director & Director for Safeguarding
The principle of The Lifehouse was conceived by a number of girls that I used to work with in Welshpool High School in the early noughties. It was very simple. Through all the chaos that existed in their lives a simple theme emerged that perfectly reflected Maslow’s hierarchy of need. They wanted somewhere to go that was safe, where they could be warm and fed, and where they could be accepted for who they were. Making that vision come to life has been the absolute focus of my working life since 2007. Ensuring that nurture-based approach was evident in every child’s daily experience at The Lifehouse has been a fundamental aspect of what I do. As Managing Director, a certain amount of my time must be spent running the business of course, by my heart always drives my passion about childhood experience, safeguarding and family wellbeing. Meg and I make a great combination with our pastoral and teaching backgrounds perfectly complimenting each other. Having completed a Business Degree in London, I returned to Mid Wales to work for the Department for Employment. Alongside the Department for Health and Social Security, my first experiences in work were with families who were struggling, who had social challenges and often a deep resentment for the system. After then raising a family of four, I returned to work and honed that experience with counselling skills and safeguarding qualification and experience. My pastoral role at Welshpool High School underpinned The Lifehouse ethos which we now call ‘The Golden Thread’. Outside of work I relax with my horses, dogs and pottering in the garden. We are very blessed to live in one of the most beautiful places in the world and cycling has become a new ‘lockdown’ hobby. I also love a sunny holiday with a suitcase of books so try to find a week, here and there, where I can completely switch off and get lost in the pages of a family saga or a murder mystery! I have six grandchildren that also ensure I don’t lose touch with the Gruffalo or Paw Patrol!
Meg Jones Director for Education and SEND
As one of the founding directors at Bettws Lifehouse, The Lifehouse is my passion. I have spent the last 15 years as Head Teacher, SENDCo and more recently Head over our Welsh School campuses, and am now moving into the role of Director for Education as we expand The Lifehouse provision into England. It has been an incredibly exciting and rewarding experience to have led the school through improvement and growth as we touch more families and change more lives, with our children and families at the centre of everything we do. I qualified as a primary school teacher in Bristol over 30 years ago. Everyday since then has been a school day as I continue to learn from pupils, colleagues and experiences in school and in life. After 10 years teaching in City of Bristol primary schools – teaching children from age 5 to 11, I moved back to my roots in Wales with my husband and three young children. Here I quickly found my true vocation, teaching English and Maths to marginalised, vulnerable and misunderstood teenagers for whom mainstream school was not a happy fit. It was in this work that I was fortunate enough to meet Kay Jones and as a result, the Lifehouse was born in 2007. When I am not working, you will often find me out and about and having fun with The Lifehouse ponies or camping and roaming the hills and Welsh coast path with friends and family members. In my 40s, I gained my walking group leader qualification to become a Duke of Edinburgh Award qualified Assessor , as well as my Brown belt in Karate! I am a passionate supporter of Welsh Rugby and on days when the Welsh weather is not so inviting, I love nothing more than cosying up in front of the fire with the Rugby on or a with a good book.
Nici Jones BSc.(Hons) PGCE M.Ed. FSET Headteacher
After completing my degree in Computer Studies in London I decided that I wanted to see the world. I then spent several years travelling and working in both technical applications and teaching posts in several very different countries including Canada and Africa. When I returned to the UK I continued to work in Education and my love of mathematics learning evolved. I was especially interested in learners who ‘struggled with maths’ and worked for over 25 years in 14-19 Education specialising in ICT and Mathematics, encouraging learners to gain the confidence and skills to attain the mathematics qualifications that they often felt were not within their grasp. After completing my master’s degree, researching mathematics education, I made the decision to move into special education and began my Lifehouse journey. As the Head Teacher of Kingsland Grange, I continue to teach mathematics and still enjoy the ‘buzz’ that I get when pupils who have often been told formal qualifications are not within their reach, receive their exam results each year. I always encourage staff to become life-long learners, and the school has a positive ethos towards CPD. I have recently myself become a ‘Fellow’ member of the Society for Education and training and continue to study towards Career qualifications. In my ‘spare’ time, and I use that term very loosely, I will be found on my smallholding working with our animals. I am an advocate of ‘rare-breeds’ and the therapeutic influence that being outside and in the world of ‘nature’ has on our wellbeing and positive mental health. I am fascinated by the ancient civilisations and myths of the Greek and Egyptian times. If I am not outside with the animals, I will be curled up and enjoy the peace and quiet of reading a good book about the life of the female Pharoah Hatshepsut. I hope to continue to travel to these countries and one day, rebalance my work – life relationship and revisit my favourite places of the Parthenon and the pyramids.
Terry Humphreys Assistant Head (Behaviour Support) and Designated Safeguarding Lead (DSL)
I am the Faculty Manager of the Hub, as well as the Designated Safeguarding lead and Confident Handling Trainer for Kingsland Grange. As a teen & during a less than stellar experience in high school due to being Dyslexic & on the ASD Spectrum, I decided two things at a young age. Firstly, that I wanted to get a job that meant I never had to use a pen again and secondly, I wanted to become a teacher so that I could be there for kids like me at a time when it felt like nobody in my school were. Fortunately, I knew my way around a computer and so the idea of being an ICT Teacher was born! I was lucky enough to be offered a position at the local FE college after studying ICT there for 3 years after high school. I gained my Teaching Certificate, Assessor & Verifier Awards, and several additional ICT qualifications there whilst working as a facilitator, learning support and then a tutor & course leader and remained there for several years. Upon leaving the college I worked for an awarding body as an ICT Qualification Moderator and had my first experience of Bettws Lifehouse, when I visited the original school site to moderate ICT work for their pupils! I then spent six years working at a Residential School with children diagnosed with ASD & EBD as well as a range of challenging behaviour difficulties. I gained a Level 3 Award In Residential Childcare, Advanced Safeguarding & Medication Training as well as becoming a Physical Intervention Trainer. I also gained a wealth of other courses and experiences and when I left that school, I was fortunate enough, (a few months & a global pandemic later), to get the chance to revisit the Lifehouse and join the team, heading up and establishing our Hub Provision. Working at the Lifehouse is an experience like no other and the 16-year-old version of me that wanted to work in a place that supports and encourages young people and ensures that no child feels like I felt, is the happiest he’s ever been, (even if he sometimes has to use a pen!). Outside of work the 16-year-old me and the 39-year-old me aren’t very different. I enjoy reading, computer games, basically any movie in the Sci Fi, Fantasy & Superhero genres, spending time with my dog and going to the gym.
Maxine Bond Dip. Ed Exams Officer, PA to Headteacher
After several years in management in the Hospitality and Retail sectors, l fell into Education, selfishly, originally to support my 3 children who are all Dyslexic, they are all adults now and achieving in their own professional lives. l ended up staying at the school for 19 years as l found a passion for supporting pupils both educationally and emotionally. I worked in a mainstream high school, supporting 900 pupils in both the Pastoral and Educational sides of the school, supporting pupils with educational needs and undertook the role of year 11 mentor for 10 years, guiding pupils through their difficult emotional and GCSE years. I spent two challenging years teaching lower ability KS4 GCSE Maths and worked as a cover supervisor, taking lessons on behalf of absent staff, covering every subject from Agored, to Health & social, GCSE science to A Level Politics and every other subject in between! This developed my problem-solving skills, and patience and increased my ability to think on my feet in difficult situations. I also took the role of attendance coordinator which involved dealing with parents and outside agencies to support pupils back in school. I have a love of learning and have achieved my Diploma In Higher Education and have embraced the challenge of learning the role of Exams Officer and have recently gained my Exams Officer Digital Accreditation Qualification 2023. Learning is a lifelong lesson; it is inspiring to see our pupils grow in confidence and believe in themselves and their abilities, achieving qualifications to aid them on to their next step in life. When l am not at work l identify as a proud Mumma first and foremost, and secondly a crazy cat-loving lady who loves travelling, especially back home to Ireland, hence the picture, Spanish Point.
Steve Parkinson Faculty Manager Post 16 and Outreach & Welfare Lead
I have been working with teenagers with social, emotional and mental health challenges in a number of different settings for over 30 years now. I finished college and went off to see the world by volunteering with different agencies in Europe and Asia for 3 years. I returned to Wales and started working in Outdoor activities. I then moved into FE where I gained my basic teaching qualifications and taught Basic Skills and Outdoor Ed for 2 years. I then worked as a teacher with Complementary Education where I ran the Duke of Edinburgh award, set up Forest School sites around the county and taught GCSE PE for 13 years. I am a qualified leader and assessor to gold level in Duke of Edinburgh and am a level 3 qualified Forest School practitioner. During my time here I also became an accredited learning coach and completed my level 4 youth worker training. It was also during this time that I set up a Family Mediation service to work with our students’ families outside of school and the local government made referrals to this service for over 15 years. I have also worker as a Youth Participation Officer promoting the voice of young people in services that provide for them. I started my journey with the Lifehouse on a part time basis teaching PSHE and running the Duke of Edinburgh Award 7 years ago. Over the last three years I have been working alongside the Headteacher as the Deputy Centre Manager in the Upper school and post 16 centre developing the balance between academic and vocational learning and helping it to grow into the provision we both dreamed of creating years ago. During this time, I developed our own bespoke Life Skills program and am always encouraging our students to explore the interests and activities of our natural world and in turn feel the benefits of this on our mental health whether it be Duke of Edinburgh, Forest School, Gardening or Volunteering with local Charities. I am now the Faculty Manager for the Upper school in Kingsland Grange and am keen to continue to increase the number of subjects we can offer both academic and vocational. Outside of work I have a loving family and enjoy living in the Mid Wales countryside. I love to walk the dogs, listen to live music and make changes to a lifelong self-build project – slowly!!
Salina Price BA (Hons) PGCE Dip.Couns MBACP Faculty Manager Upper School & Designated School Mental Health Lead
I started out my career lecturing in further education and it was here that I developed a passion for working with children and young people with social emotional and behavioural difficulties. After working in several specialist schools I am proud to call Bettws Lifehouse home, and I’m currently based in the Kingsland Grange Upper School as a teacher, interventions, outreach and designated mental health lead. I am passionate about young people’s mental health and wellbeing and in trying to develop myself and deepen my knowledge, I also became a fully qualified person-centred counsellor and a registered member of the British Association for Counselling and Psychotherapy. I am passionate about creating the right conditions for every child to be able to access their education in order to thrive and achieve their true potential. No child is unreachable, and I am proud of how the Lifehouse work to cater for the individual needs of each child. Outside of school, I run my own private practice specialising in children and young people and I devote the best of my time to my family life. I love to travel, explore the great outdoors and I’m a long term lover of the wizarding world of Harry Potter.
Jess Evans BA (Hons), PGCE, MSET Learning Lead for Linguistics and SENDCo
I completed my management degree in the health, fitness and holistic therapies industry before graduating with a PGCE teaching qualification in 2010. Over the years, I have taught in primary, secondary and further education. I decided to take a three-year break from teaching to work in the Youth Intervention Service which was where I worked with adolescents with social, emotional and behavioural needs. During this time, I specialised in mental health, trauma and child sexual exploitation, as well as supporting children who were not accessing education. I joined Bettws Lifehouse in 2020, and to this day I haven’t looked back. I am able to combine my passion for teaching, whilst working therapeutically with a child centred approach. One of the most rewarding parts of SEN teaching is that you get to learn from pupils every day. Watching them overcome obstacles and work so hard to make progress is so inspiring. I have recently been appointed the Upper School SENDCo which is a huge privilege to support the pupils with special educational needs. In my spare time, I am a keen ultra-runner and I am always training for an event of some kind. I love to spend my weekends running in remote mountainous areas, exploring and pushing my body to new limits.
Arran School Therapy Dog
Hi everyone, I am 'Arran' the school Therapy Dog. I am a rough Collie ('Lassie Dog) and I am KC registered. I love to spend time with all the pupils and help them with their anxieties and to get through the school day. Although I enjoy the wellbeing part of my school life, the Head Teacher, who I live with, insists that I also do some qualifications. Therefore, I am currently going through my Therapy/Assistance Dog training. I passed the first 'puppy' stage, but then Covid stopped my classes. I am now starting again to work for the next exam. If you visit the school and I am not out with the pupils in the woods or walking, you can find me somewhere around Maxine, the exams officer. I will be just chilin' or helping her with the examination duties, ready to welcome you to our school community.
PRIVATE PLACES are available if parents are in a position to choose an educational route without the backing of the Local Authority. Our setting would undoubtedly provide an excellent preparation for life for many young people, allowing a very individual curriculum, specific attention to detail and difficulties and opportunity to balance academia and personal growth. If your parental values include ensuring a day has a wide variety of focus, including both the natural world as well as the classroom, then we could be the ideal choice for your child. You may think that your son or daughter would benefit from a specifically tailored timetable that includes particular areas of strength or interest to balance the academic pressures. Many children do not manage well in the highly competitive, and league table focused schools that are offered locally, and would actually perform better where staff were able to enable them to progress by viewing their education from their child centred perspective. Discussion with parents to inform staff and a holistic view of their learning pathway would enable your child to reach their academic potential, whilst also encouraging self awareness, personal growth and honing individual strengths into realistic roads for the future.
Local authorities place pupils after consultation with parents, previous educational settings and other involved professionals. If a pupil has been identified as needing a specialised provision, and all the mainstream and county run provisions are unable to meet their needs, the authority will consider other options and share suggestions with parents and carers. After an initial visit, and everyone being given the chance to consider if a place at The Lifehouse may be appropriate, discussions to move forward begin. The majority of pupils have statements of special educational needs, and whilst this is not an absolute requirement, it is true that you are unlikely to get the support from an authority without these needs already being recognised officially. There may be a short wait for a place at The Lifehouse, but this is totally dependent on the current cohort of pupils and how many we have on roll. We have a ceiling of 50 pupils, but we always consider how well another pupil will be able to fit in with our already established young people, and ensure that someone new has the best chance of success in their new setting. Most pupils are offered an assessment term prior to everyone involved (parents, authorities, other professionals, us) decide that The Lifehouse is the right place.
Each referral is considered individually and looked at to make the right decisions for the child, the family and for the whole dynamic management of the pupils already being educated to Bettws Lifehouse. Capacity changes from year to year so initial enquiries will lead to discussion that take many factors into account. The admission process is usually done through the Local Education Authority that manages your child's EHCP. If you, or the LEA have identified The Lifehouse as a potential school, then we will be sent through all the relevant documentation to consider and appraise. If we feel we could meet your child’s needs then you will be invited over to visit and meet key staff. Once the placement has been confirmed, we work together with families to ensure that the transition in process is as smooth as possible. Routes of contacts are established and we work together to make sure that anxieties are kept at a minimum.