Robson House (Camden Primary Pupil Referral Unit) Review 2026: A Sanctuary for Vulnerable Pupils

Located on Netley Campus near Euston Station in central London, Robson House serves as Camden's Primary Pupil Referral Unit, providing specialist placement for up to 20 pupils aged 5 to 11. The school operates with three mixed-age classes, each staffed by a qualified teacher and a dedicated children's support worker. Pupils arrive through three pathways: direct placement by Camden's SEN Team following EHCP assessment, managed moves from mainstream schools, or following permanent exclusion. All pupils have identified Special Educational Needs, primarily in social and emotional development and mental health, though many also present with learning difficulties. The September 2023 Ofsted inspection confirmed the school continues to be Good, recognising exceptional work in behaviour support, personal development, and safeguarding. This is a state-funded service at no cost to families, offered by Camden Council.

The physical environment reflects careful thought about emotional safety. The setting is calm, purposeful, and visibly welcoming. Pupils arrive each morning eager to learn, taking pride in their surroundings. Throughout the day, relationships between staff and pupils anchor everything; adults know every child deeply, noticing subtle shifts in mood or anxiety before behaviour escalates. Staff are trained to read emotional cues, intervening preventatively rather than reactively. Pupils experience genuine warmth alongside clear expectations. The fitness programme at the start of each school day prepares pupils physiologically and emotionally for learning, recognising that many arrive dysregulated from home or transport.

The multi-disciplinary team reflects serious commitment to whole-child development. Beyond teachers and support workers, the school employs clinical and educational psychologists, psychotherapists, speech and language therapists, social workers, and child and family mentors. This integrated approach means therapy is woven through the school day, not relegated to separate clinical sessions. Staff relationships are notably strong; colleagues support one another actively, particularly when managing challenging behaviour.

We do not publish standardised test data for pupil referral units. Progress here is measured against individual targets within each child's EHCP and tracked through formal assessment frameworks used across the service.

The Ofsted inspection found that pupils demonstrate remarkable progress in personal development. Staff help children become increasingly confident in different social settings, beginning immediately upon admission. This preparation for future independence is seen as foundational. Reading receives particular emphasis; staff use age-appropriate, evidence-based interventions to build fluency and confidence, with carefully selected texts designed to engage each pupil. Regular pupil progress meetings, often involving multiple agencies (educational psychologists, social workers, specialist teachers), identify barriers to learning and coordinate support. The school's work on behaviour is a major strength; potential incidents are often avoided because staff are so attuned to pupils' feelings and anxieties, intervening with skill and compassion.

Importantly, attendance at Robson House improves significantly compared to pupils' attendance at their previous schools. Leaders review each absence carefully and work closely with families to remove barriers, recognising that regular attendance is essential for progress.

The curriculum combines the National Curriculum with explicit attention to social and emotional learning. English and mathematics form the core, with clear, sequenced teaching designed to build foundational skills. Leaders have outlined key content expectations for each subject, though the inspection noted that consistency in delivery across staff requires ongoing attention. History, science, and other subjects are taught through thematic units and practical learning opportunities.

Flexibility characterises the pedagogical approach. Pupils may spend part of the day engaged in structured learning, part in therapeutic activity (art, music, movement), and part in practical life skills. This mix reflects the understanding that these pupils arrive with gaps in both academic learning and emotional regulation. Teachers differentiate extensively, pitching learning to each child's starting point while maintaining high expectations for progress. Small class sizes (typically 6-8 pupils) make personalised teaching feasible. Daily briefing and debriefing meetings allow staff to share observations, adjust approaches, and ensure consistent understanding of each pupil's needs and triggers.

Robson House deliberately expands pupils' horizons beyond what they would otherwise experience. The school has secured a singing performance at The Royal Albert Hall, one of London's most prestigious venues, giving pupils a transformative experience. This opportunity exemplifies the school's commitment to exposing children to cultural and emotional moments that build confidence and aspirations.

The extracurricular and enrichment offer, while tailored to the cohort's needs, is genuinely ambitious. Pupils participate in mentor-led sessions that combine academic support with relationship-building. Cooking features regularly as both life skill and therapeutic activity, encouraging practical competence and enabling discussion around nutrition and sensory preferences. Sewing develops fine motor control, concentration, and a sense of achievement through completion of tangible projects. Art provides non-verbal expression; children communicate feelings and experiences through creative media that avoid the demand for words. Music features prominently; pupils participate in singing, particularly within the context of whole-group performances such as the school play, where stage presence and collaborative learning combine. Annual school productions offer pupils the experience of performance, scripted dialogue, and being part of an ensemble effort.

Swimming is integrated both as a life skill and therapeutic activity. The sensory and physical engagement of water supports motor development and emotional regulation for many pupils. Football and team sports teach cooperation, physical activity, and the experience of belonging to a team. The school runs local sporting tournaments, grounding competition within a context of skill-building rather than ranking.

A structured fitness programme begins each school day, designed to engage pupils' bodies and prime them for learning. This recognition that emotional regulation often requires physical engagement reflects informed understanding of trauma-informed practice. Science week provides focused, hands-on learning in practical contexts. The school's outreach team works alongside mainstream schools, providing consultation and targeted interventions to support vulnerable pupils within their existing placements.

The broader Primary Learning Support Service (PLSS) infrastructure provides additional resources. This includes the Camden Language and Communication Service (CLCS), which offers speech and language therapy support, and the Behaviour Outreach Team, which works preventatively within mainstream settings.

Robson House serves only pupils with an Education, Health and Care Plan (EHCP) or those going through the SEN Panel assessment process. Parents cannot apply directly; referral comes through Camden's School Inclusion Team, SEN Panel, or the PLSS assessment process. Placement is allocated following assessment by the multi-disciplinary team, which gathers information from the child's current setting, family, and any specialist assessments (educational psychology, speech and language therapy, occupational therapy).

The transition to Robson House is typically phased, recognising that moving schools is stressful. Children may attend for increasing sessions across several weeks before full-time placement. Parents work closely with staff from first enquiry through to admission, with clear communication about the child's needs and the school's approach.

Children come to the school through three main pathways. Some are placed directly by Camden's SEN Team following EHCP identification of need. Others come through managed moves arranged collaboratively between their current school and the School Inclusion Team, offering a softer alternative to permanent exclusion. A third group are placed following permanent exclusion from a mainstream school, representing a final opportunity to engage with education in a more contained, therapeutic setting.

The school employs a clinical psychologist and a child psychotherapist, alongside educational psychologists, speech and language therapists, and social workers. This team is integrated; therapy is not separate from education but interwoven. Child and Family Mentors work directly with families, providing emotional support and practical guidance around parenting and development.

The multidisciplinary approach means professionals from different disciplines meet regularly to plan holistically for each pupil. A clinical psychologist might identify trauma responses affecting behaviour; the teacher adjusts the learning environment; a speech and language therapist addresses communication barriers that compound frustration; the social worker engages the family. This coordination removes the fragmentation that often undermines vulnerable pupils in mainstream settings.

Staff access ongoing professional development in child development, mental health, and trauma-informed practice. This continuous learning ensures approaches remain current and that staff themselves are supported in managing the emotional labour of this work.

Pastoral care is fundamental to the school's identity. Every pupil is known deeply; staff notice changes in mood, appetite, sleep quality, or family circumstances that might affect behaviour. The school's fitness programme, mentioned in the teaching section, exemplifies this holistic approach; staff recognise that many pupils arrive dysregulated and benefit from physical activity before formal learning.

The behaviour policy is built on relationship and understanding rather than punishment. Pupils are taught explicit strategies to manage their own emotions, including accessing a designated calm space when needed. The school takes bullying seriously; when it occurs (which is rare), leaders investigate thoroughly and support all involved to prevent recurrence.

Parents and carers consistently report appreciation for the school's approach to behaviour support. Staff avoid shaming families; parents report that staff never make them feel they are parenting incorrectly. This supportive stance extends to home, with the school offering guidance on managing behaviour at home alongside the in-school work.

Attendance is tracked closely and supported actively. Leaders recognise that regular attendance is essential for vulnerable pupils to make progress and work with families to identify and remove barriers.

School day: Pupils arrive from approximately 8:45am with lessons running through to 3:20pm. Exact timings may vary for phased transitions or individual needs.

Transport: The school is located on Netley Campus, Stanhope Street, close to Euston Station. Transport is typically arranged by Camden Council for pupils placed at the school, as the cohort spans across the borough. Families should check with the School Inclusion Team regarding transport arrangements.

Free service: As a state-funded Primary Pupil Referral Unit, there are no tuition fees. Any additional costs (educational psychology assessment, specialist equipment) are covered by Camden Council as part of EHCP provision.

Wraparound care: There is no formal breakfast or after-school club. The school day is 8:45am to 3:20pm. Families requiring extended hours should discuss needs with school leadership.

Contact the school directly for enquiries.

Trauma-informed work takes time. Pupils joining Robson House have experienced significant difficulties. While progress is often visible within weeks, deeper healing and sustained change require months or years. Parents should have realistic timescales for change and patience when progress plateaus.

Therapeutic work alongside education is not alternative provision. This is a full primary school, delivering the National Curriculum within a therapeutic framework. It is not a place to "work through" behaviour before returning to mainstream; for many pupils, it is their primary school home from ages 5 to 11.

Location and transport. The school is centrally located in Camden. While this offers proximity to Euston and good public transport, not all pupils have easy access. Families should confirm transport arrangements through the School Inclusion Team before placement is confirmed.

Integration with mainstream education. Robson House serves as specialist provision; it does not aim to reintegrate pupils into mainstream schools as a primary goal. Some pupils may return to mainstream with outreach support; others remain throughout primary. This is determined individually and discussed openly with families.

Robson House offers something rare: genuine sanctuary for children who have been failed by mainstream systems. The small size, the therapeutic approach, the staff expertise, and the multi-disciplinary integration create conditions where traumatised, dysregulated, or excluded children begin to trust, engage, and progress. This is not easy work, nor is it quick; but families consistently report that Robson House represents a turning point for their child. The September 2023 Ofsted inspection confirmed the school's consistent quality across behaviour support, personal development, and safeguarding. Best suited to pupils with identified SEMH or additional learning needs who require intensive, individualised support and cannot access mainstream schooling successfully. Families should enter with realistic understanding that healing takes time, but the commitment here to that healing is genuine.