Prospectus 2020-21

Outstanding in ALL judgements! June 2019

The Linnet Independent Learning Centre Main Site 107 Mount Pleasant Road Castle Gresley Derbyshire

DE11 9JE

Telephone: 01283 213989

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The Linnet Independent Learning The Linnet Independent Learning Centre Centre Treetops and Nest 107 Mount Pleasant Road 7-16 year olds Castle Gresley South Derbyshire DE11 9JE Telephone: (main site) 01283 213989

Executive Headteacher: Malcolm Kerridge Head of Education: Tom Smyth Head of Care and Welfare: David Butcher

The Linnet is a member of the small group of schools owned by Lewis Charlton Ltd. Registration Number: 4728806 England. Registration Office: 1 Woodborough Road, Nottingham. NG1 3FG. The Chair of Directors for Lewis Charlton Ltd. is Zaheer Esat Address: Head Office, 7 Huntington Court, Ashby de la Zouch, Leicestershire LE65 1AH

Outstanding in all Judgements June 2019 5*

Location:

The Linnet Independent Learning Centre is located in the centre of Castle Gresley, a small village on the outskirts of Burton Upon Trent, just six miles from Ashby De La Zouch, where The Linnet has an annex ‘The Willows’. Both sites make good use of the local National Forest Centre at Conkers and strong partnership arrangements have also been developed between The Linnet, nearby Lewis Charlton School in Ashby, Lewis Lodge Post 16 Unit, Rolleston Forestry Centre and Twycross Zoo. Facilities in Ashby and nearby Swadlincote include Swadlincote library, Ashby museum, shops, “The Hood” leisure centre in Ashby and swimming baths in Swadlincote. There is a regular bus service that has stops within a few minutes walk of both sites. Arrangements are in place for pupils at The Linnet to take full advantage of local community services and to make a positive contribution through links with Swadlincote Centre for Voluntary Services, The Woodland Trust and Manor Farm ‘adopt an animal’ scheme, as well as regular contract with charities oversees through International “Help the Aged” and “Action Aid”.

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Treetops The Nest Our Garden

‘The Willows’ based in Ashby-De-La-Zouch, is part of The Linnet Independent Learning Centre. The Willows site is designed to cater specifically for primary aged pupils with behavioural, emotional and social difficulties.

The Linnet Independent Learning Centre achieved Outstanding in Ofsted twice consecutively, and following its success, The Willows has now opened under the same registration. The Linnet ethos and principles run through the setting and The Willows will be governed by the Linnet Independent Learning Centre policies and procedures.

With an exciting new environment, The Willows will continue The Linnet’s outstanding education. Our education package is uniquely designed to engage Primary aged students and educate students regardless of any barriers, which may affect their learning.

Location:

The Willows is in the centre of the historic Ashby-de-la-Zouch. Facilities in Ashby include: Ashby Library, Ashby Museum, local independent shops and Ashby Castle. The local area has beautiful rural sites for educational visits and trips, as well as being a tranquil environment for therapeutic education.

Our Purpose

The Linnet Independent Learning Centre aims to provide a unique blend of therapeutic education and care for pupils who have experienced difficulties within mainstream and possibly also within other special educational provision. At The Linnet the focus is on empowering pupils to realise their intellectual and social potential by presenting mainstream curriculum and community responsibilities in a manner that enables individuals to understand that their experiences are relevant, their feelings validated and their contributions important. The school motto “Well-being, Involvement, Support and Challenge” illustrates well the school’s emphasis upon development of the ‘whole person’ within a context that promotes learning independence.

‘We must take care to perceive the needs of each child as unique, and to acknowledge that they each have special learning needs at different stages in their development’ (Rouse and Griffin 1992.149)

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This school promotes Fundamental British Values by teaching pupils about cultural, religious and personal: - Tolerance - Respect - Appreciation - Diversity All pupils bring into the school new ideas, experiences, achievements and perspectives. These will be celebrated and shared so that each pupil, regardless of difference, is able to develop a sense of belonging, a group identity and an understanding about collective responsibilities.

The Linnet offers an interactive, child-centred curriculum.

The Linnet Independent Learning Centre is a school for boys with learning and/or behaviour difficulties aged between six and sixteen years of age. The school is registered to provide for pupils from 3-16 years of age but currently does not have pupils on roll under 9 years of age. The curriculum is based upon the National Curriculum, but is adapted to meet the particular needs of young people who, in most cases, are operating well below age-related expectations. The Linnet School consists of three buildings, two sharing the same site in Castle Gresley and one in the centre of Ashby. On the school’s main site in Castle Gresley there is ‘Treetops’ and ‘The Nest’. Treetops is the larger building, offering education and care to eight of our younger and/or lesser able boys. The Nest is a smaller building offering education and care to 7 of our older and/or more able boys. The Willows, located in Ashby, offers pupils a similar experience with the building cut down the middle into 2 halves. One half for the younger/lesser able pupils and one half for the older/more able boys. Students can be timetabled to work in any of these three buildings for short periods of time or for a specific purpose, but will be based in the building that best meets their needs. Mostly, pupils at our school have a statement of special educational needs and we use this information when providing learning opportunities that offer appropriate levels of support and challenge. We present a learning experience that accommodates the needs of the ‘whole child’, has strong multi- agency and community links and responds with enthusiasm to the Government Strategy “Every Child Matters”. We believe that all young people learn best when they are actively involved and interested in the world around them and that young children learn best through quality and supported play. We intend to encourage all our pupils to develop as active, independent learners who want to investigate, explore and discover and who can become willing and able life-long learners.

Aims: The Linnet Independent Learning Centre aims to:

• Offer a personalised learning experience that reflects each pupil’s developing needs, abilities and interests. Enjoying and Achieving

• Promote pupils as independent and successful learners. Enjoying and Achieving

• Encourage pupils to be proactive learners who acquire a sense of satisfaction and enjoyment from their achievements. Enjoying and Achieving

• Challenge pupils to be the best they can be, to make good progress in all aspects of their learning and development and to make a positive contribution to the learning communities of which they are a part. Positive Contribution

• Provide an experiential learning environment that reflects the specific needs of each individual pupil, supporting their interests, promoting their engagement and raising their expectations. Enjoying and Achieving; Positive Contribution

• Create a learning community in which pupils can learn comfortably alongside and with other children and adults in meaningful contexts and real-life situations. Enjoying and Achieving; Positive Contribution

• Promote healthy living and healthy lifestyles. Being Healthy

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• Provide a safe and secure environment in which all children feel able to take sensible risks to further their learning and development. Keeping Safe

• Encourage pupils to take responsibility for their own health, safety and welfare within a secure and supportive environment that gives each pupil the opportunity to develop a sense of belonging and collective responsibilities. Being Healthy; Keeping Safe

• Broaden pupils’ knowledge and understanding of their world, so that they can begin to aspire to roles and responsibilities that will secure their future personal, social and economic well-being. Economic Well-Being

The Linnet aims to offer pupils a wide and varied curriculum that reflects their own particular needs and interests and builds upon the ways they like to learn best. The government promotion of Personal Learning and Thinking Skills (PLTS) is welcomed at the Linnet and mirrors well The Linnet’s emphasis upon the promotion of high levels of well-being and each young person’s active involvement in and responsibility for their own learning. Learning styles are monitored and learning skills are developed through the teaching and assessment of Higher Order Thinking Skills (Blooms). Through a selection of practical workshop areas and weekly educational off-site visits, pupils are encouraged to investigate, explore, experiment and research.

“… the high quality, out-of-classroom learning also influenced how children behave and the lifestyle choices they make. It shows the potential for school trips not just to change individual lives, but the lives of whole communities.” Dr Alan Peacock, February 2006: “Changing Minds-The lasting Impact of School Trips”

Timetables are flexible and introduce new experiences and new ways of learning as well as new information and skills. Literacy and numeracy are given emphasis through activities that have relevance and meaning in real-life situations. We try to make as many links as possible between the learning pupils do in school and their lives off school site. Pupils, whose home culture or home language is substantially different from that of the school, are provided with appropriate curricular support and, where possible, positive role models from their own culture and linguistic community. Parental interest and support for their children’s learning is an important contributor to their success. We encourage parents and carers to come into school to work alongside and with their children and to take part in special events such as school visits and visitors. We regularly send pupils home with information about what they have been doing, what they have been learning and to celebrate with parents and carers significant achievements and successes.

The Linnet aims to offer all pupils a safe, secure and enjoyable learning experience. In order to do this, there have to be some shared rules, routines and guidelines. At first admission every parent, carer and young person is provided with a home-school booklet that makes clear school aims and expectations. They are also offered an opportunity to discuss this booklet and are encouraged to sign a home-school agreement that secures their support for school values and approaches.

Admissions:

Our school receives referrals for a placement at The Linnet School from nearby Local Authorities. All referrals are given careful consideration. As and when places are available, pupils are admitted to the school on the grounds that they are able to take full advantage of the learning opportunities offered. We are guided by the recommendations on a young person’s statement of special needs. Should it appear likely that a particular young person would benefit from a place at The Linnet, a member of staff will visit make every effort to visit them in their home and/or in their existing educational placement. Following this visit, an opportunity is provided for the young person and their parents/carers to visit The Linnet, so they can decide whether they would like to take advantage of a place that may be offered to them. Potential pupils are then accepted on a provisional basis for a ‘taster’ period, usually lasting about a fortnight. The length of this ‘taster’ period may vary from one young person to another, so that staff have sufficient opportunities to undertake further on-site assessments when a young person is experiencing transitional difficulties.

Our school’s admissions policy is available upon request from the Head of Education.

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The Linnet operates for 3 terms a year. Additionally all pupils will receive visits from staff during the school holidays, to offer them and their families support, especially during the long summer break.

School term times for 2020-21 are: Autumn Term: Thursday 3rd September 2020 - Wednesday 16th December 2020 Autumn half-term Monday 19th October 2020 - Friday 30th October 2020 holiday: Spring Term: Wednesday 6th January 2021 – Thursday 1st April 2021 Spring half-term Monday 15th February 2021 - Friday 19th February 2021 holiday:

Easter Break: Monday 14th April 2021 - Friday 23rd Aril 2021 Summer Term: Tues day 27th April 2021 - Thursday 15th July 2021

School routines:

The school day runs from 9.00 a.m.to 4.00 p.m. Pupils arrive for 9.00 a.m. with breakfast offered on arrival, a slightly earlier or later start time can then be accommodated to make allowances for transport difficulties and at the other end of the day pupils leave at 1.00 p.m. on Monday and Wednesday, 3.00 p.m. on Tuesday and Thursday and 4.00 p.m. on a Friday. This staggered arrival and departure helps to ensure that all pupils receive individual attention and support by staff at the beginning and end of each day.

Most pupils do not attend school full-time straight away, but are given a timetable that allows them to settle into school routines gradually with minimum stress or anxiety. This settling-in period also gives staff time to get to know each young person and to plan for their needs appropriately. Some of our youngest pupils may only require a part-time place over the longer-term, as providers may work in partnership to offer a variety of learning experiences to most effectively meet a child’s specific special needs.

Lunch, mid-morning and mid-afternoon snacks are provided. We aim to provide well-balanced meals and healthy snacks.

Pupils have access to a selection of practical workshops throughout each day (both on and off site), designed to provide a broad and balanced learning experience, linked to the National Curriculum. Keyworkers monitor the pupils’ activities and learning and give emphasis in curriculum plans to those aspects/subjects where learning needs and interests are greatest. Learning through play is given high priority, especially for the younger pupils, with links made to the Foundation Stage Curriculum as well as The National Curriculum for those children whose needs are located within the preschool curriculum.

There are 2 departments within the school. The larger of which is called ‘Treetops’ and the smaller is called ‘The Nest’. Both departments offer similar facilities and learning opportunities, although The Nest provides for a smaller group of older children and offers a more challenging social and academic learning environment for pupils working towards national qualifications and at the higher levels of the primary curriculum

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Treetops workshop learning environments:

Discovery Den – science, Creative Corner – art and Solutions Bay – design technology, information design, music, drama, movement mathematics, including problem and communication technology, and dance. solving. religious education, history and geography.

Communication Centre Relaxation Room – Outdoors – garden, – language and literacy. personal, social and emotional community and local nature development. reserve.

Workshops are set out at the beginning of each day to reflect the learning needs of students and will change regularly throughout the day as resources are added and/or taken away and replaced.

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The Nest workshop learning environments:

Personal Social and Communication, Problem Solving, Emotional Development Language and Literacy Reasoning + Numeracy

Knowledge and Physical Development Creative Development

Understanding of the World

Promoting positive behaviour:

We hope that all pupils will show interest and enthusiasm for the activities offered, so that they want to learn and want to take part. We work hard to offer activities that provide good quality learning opportunities, but also that take into account each pupil’s interests and preferences. However, we know that there will be times when individual pupils find appropriate behaviour difficult. Every pupil is supported by their own keyworker throughout the day. Keyworkers come to know well the pupil with whom they work and are available to support their learning and their behaviour, when situations become stressful. This partnership of trust, support, challenge and encouragement is also intended to help to support pupils who have attachment and/or relationship issues.

We provide different physical ‘safe spaces’ in which pupils can learn how to manage their emotions appropriately and can ‘chill out’ or ‘burn off’ surplus energy. We have public and private spaces which include a relaxation room (for ‘time out’), a small therapeutic room, a willow dome, a forest school’s workshop, a woodland grove and log cabin for off-site learning, a ball park and a wildlife area.

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Willow Dome Outdoor Adventu re Frame in the nature garden

The school’s behaviour policy is made explicit and regularly reinforced. In a small school such as this one, it is possible to monitor closely the behaviour and relationships of pupils. All pupils are appropriately supervised by a member of staff at all times. In most learning situations each pupil works alongside and with their keyworker. Sometimes, the pupils are brought together in small groups for specific activities. At these times there is always at least two members of staff present. Bullying will not be tolerated. All reports of bullying incidents will be recorded and followed up with both the victim and the bully. Where bullying has been observed to take place, relationships and behaviours will be carefully monitored and regularly reviewed over the short and longer term. We will make every effort to ensure that behaviour expectations are realistic and achievable for each child and that discipline is relevant and fully understood. Our style involves helping pupils to express their concerns in words, rather than acting them out. Acting-out by bullying or violent means may result in temporary or even permanent exclusion, as may a failure to keep oneself safe. We want to help pupils to behave well; we do not believe in punishment as a solution. We aim to place an emphasis upon the prevention of inappropriate behaviour and the rewarding of positive behaviour. We want to help pupils to feel successful as they develop new social skills and friendships with us.

We will always do everything we can to prevent a pupil from being excluded from school. When this is unavoidable, exclusions are usually for no more than one or two days. Parents must take responsibility for the first 5 days of any exclusion, to ensure that their child is adequately supervised, safe and not found in a public place without reasonable justification. In the unlikely event that an exclusion should be set for longer than 6 days, educational provision in the form of homework, or visits by a pupil’s keyworker from school, will be made from day 6 of the exclusion. Occasionally, a Local Authority may choose to provide alternative educational provision for a pupil, from day 6 of any longer-term exclusion from school. (Reference to ‘Education and Inspections Act, 2006’).

A summary of our Behaviour and Discipline Policy and Anti-Bullying Policy are enclosed.

Exclusions:

Persistent poor behaviour, including bullying, will be taken very seriously and is always recorded by staff, discussed with the pupil/s concerned and monitored by the Head of Education and Head of Care and Welfare. We understand that the children at our school will have times when they find emotions and behaviour difficult to manage and we will do all we can to support them. We have a consultant psychotherapist visit our school every fortnight. When poor behaviour is persistently affecting a pupils’ access to learning or is inhibiting other pupils from learning we will consider temporary exclusion as a strategy to break the cycle of disruption and failure. In extreme cases we may find it necessary to permanently exclude a pupil from our school, when the learning opportunities we offer can no 9 longer meet their needs and interests, or are no longer accessible to them. All exclusions will be fully explained, recorded and discussed with the pupil, their parents/carers and representatives of the referring Local Authority.

A full copy of our exclusions policy is available upon request from the Head of Education or Head of Care and Welfare.

Number of exclusions in the academic year 2019-20: We have had less temporary exclusions this year than last year, for the second concurrent year.

Length of these exclusions: Minimum 1 day- Maximum 6 days Temporary: Boys 0

Permanent: Boys 0

Child Protection:

Through careful monitoring and assessment of each pupil’s well-being levels, we are able to readily pick up pupils who require additional, personal attention and support. We do all we can to secure the care and welfare of all our pupils through detailed tracking and recording. Where necessary, significant incidents will be referred to the appropriate support agencies. The curriculum provides pupils with taught opportunities to learn about sex and relationship education, drugs education, health (including healthy eating), fitness and safety. Close relationships between pupils and their keyworkers are promoted to ensure that pupils have ready access to emotional and social support and are able to develop healthy relationships of trust and respect.

Please see Child Protection Summary attached.

Health and safety:

We ensure that the learning environment is safe and secure and that the school is well supported by appropriately qualified staff in first-aid, hygiene, health and safety. Routine checks of the environment by school staff are complemented by advice from outside experts where appropriate. As part of routine curriculum planning and preparation, all keyworkers undertake regular risk assessments of workshop areas and learning activities (both on and off school site) with each young person’s particular needs in mind.

Our school currently holds an Eco School Silver Award; Centre of Excellence status for Inclusion Quality Mark; a Healthy Schools Award and a Food Hygiene five star rating.

If you wish to see or discuss any of our policies, including Health and Safety, Child Protection and Equal Opportunities, please contact the Head of Education or Head of Care and Welfare. These policies are also available on our school’s website, where you will find a wide range of information together with opportunities to make an active contribution….www.thelinnetindependentlearningcentre.co.uk

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Home and school partnerships

Homework It is important that pupils are able to use the things learned in school when in the real world outside the school gates. So, all pupils receive some tasks to do at home. These tasks encourage pupils to use and build upon what they have learned in school and include activities such as sports, games, finding resources, asking questions, artwork as well as literacy and numeracy tasks. Parents and carers will always be informed about what homework is set and will be encouraged to engage in homework tasks with their children.

looking

books carefully and and stories finding out

reading talking, discussing and sharing arts artand crafts At the end of each week parents receive a weekly wor bulletin about what their child has been learning k during the week and what their learning targets are using a computer for the coming week. Parents are also welcome to come into school, join in with some of the activities available and be a part of the school community. At regular intervals throughout the year, all parents making will receive invitations to meet with staff to discuss things their child’s learning and development in more detail with their child’s keyworker. Every parent or sports carer is expected to attend a more detailed annual, sports formal review for their child that involves contributions from other support agencies as well as school staff. At any time, parental involvement, suggestions and contributions will be welcomed.

The school offers a range of parent support and consultation sport sessionss and games throughout the year, when parents can get together with staff to discuss their children’s learning and development and to share experiences, aspirations and anxieties.

making things sports and

games

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Parental Support sessions 2020-21: delivered by the school therapist

These sessions are available on request by parents/carers once their child is admitted to the school, Sessions can take place 1:1 in school or can be delivered as a group session in school. A timetable will be established that meets family needs and commitments. Please ask your child’s keyworker for more details or if you wish to access one or more of these sessions. All sessions will address issues of parental concern and will help parents to better manage their child’s challenging behaviours and to better understand their special educational needs.

With parental consent, the school therapist will visit families at regular intervals throughout the year and will be able to ‘signpost’ parents to other family support services, as and when appropriate to do so. Each pupil’s keyworker will also be able to offer advice concerning behaviour management, e-safety and learning difficulties. Keyworkers will visit pupils at home during the long school holidays and will be available throughout the year. If you wish to contact your child’s keyworker please make contact initially through the school office by telephoning 01283 213989.

All parents of pupils will be invited into school a minimum of three times over the school year to discuss their child’s learning and development and help to plan their future provision. This is especially important for our youngest and/or least able pupils and for the oldest pupils as they approach transition into Post 16 provisions.

Close working between …… practitioners and parents is vital for the identification of children’s learning needs and to ensure a quick response to any areas of difficulty. Parents and families are central to a child’s wellbeing’. (DfE 2007)

If you have any additional or alternative requests for training we will be happy to consider your needs and will do our best to provide you with access to appropriate training courses. We have links with Burton College and Leicester College and will do our best to seek accreditation wherever possible.

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Meet ‘The Linnet’ team: Unfortunately, due to the recent data protection regulations we are unable to share with you details about individual staff.

However, here is a list of their roles and responsibilities:

Malcolm Kerridge : Executive Headteacher Tom Smyth : Head of Education Dave Butcher : Head of Welfare Barry Hernandez : Lead Teacher Chris Davis : Exam Officer / KS3 & 4 Coordinator Mat Dolphin: TeamTeach trainer & FE teacher with responsibility for science Craig Wake : Vocational Studies Coordinator / QTLS teacher Hannah Ward : Primary QTS teacher Jodie Stanton: Primary NQT / QTS teacher Ellie Farendon: Trainee QTLS teacher Adrian Boot : FE teacher and Forest Schools Ranger Wayne Bushell : Senior Instructor with responsibility for PE Richard Hill : Senior Instructor with responsibility for RE Gavin Record : Senior Instructor with responsibility for behaviour support and sports Craig Hartwell : Senior Instructor with responsibility for the school website Hayley Tallett: Senior Instructor and Educational Visits Coordinator Teresa Harvey: Senior Instructor James Brierley: Department Lead (The Willows) Kevin Brown: Behaviour Lead (The Willows) Anita Welch : Lead Teacher (The Willows) Conrad Carrolan: Senior Instructor (The Willows) Emma Kok: Senior Instructor (The Willows) Tedrah Paul: Senior Instructor (The Willows) Fiona Gardner: Senior Instructor (The Willows) Carly Saunders: Senior Instructor (The Willows) Tara Rice Senior Instructor (The Willows) Mollie Keight: Senior Instructor Matt Nixon: Senior Instructor Sarah Deeming: Office Administrator Geoff Ashley : IT Technician and Forest Schools Ranger Seema Ghai : Visiting Reflexologist Ellie Watt : Visiting Yoga and Mindfulness tutor Karen Coles: School therapist Marie Haywood : Visiting School Nurse Caroline Fern: School Cook

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Lyn Stringer : School Cleaner (Senior) Barrie Ellis : sub contract maintenance worker

Our school encourages continuing professional development for all staff. We seek to ensure that all staff are appropriately trained to best manage the full range of learning and behaviour difficulties expressed by pupils in our school and receive the support and training they require in order to teach across the curriculum within practical workshop areas.

Complaints procedures:

We want to establish a strong partnership with pupils’ parents/carers and the local community and provide many and varied opportunities for all members of the school’s community to communicate with us their views, perspectives and aspirations for the pupils and our school. Our staff pride themselves on their accessibility and will be happy to informally discuss issues at the beginning or end of any school day, or by booking an appointment with the Head of Education. Occasionally a parent/carer, or member of the school or local community, may have a complaint they wish to register with us. We will take all complaints seriously and deal with them promptly. Mostly complaints can be dealt with immediately to everyone’s satisfaction and do not need to engage others beyond those immediately involved. A complaint involving a particular pupil may be best addressed in the first instance by discussion with that pupil’s keyworker. A complaint involving a member of staff may be best addressed by discussing concerns with the Head of Education. However, sometimes complaints are more significant or more complicated and in these circumstances we understand the need for a more formal approach. The complaints procedure is available on request to parents of pupils and prospective pupils.

• It sets out clear time scales for the management of the complaint and allows for complaints to be made and considered initially on an informal basis. • It provides for a formal complaint to be made in writing if parents are not satisfied with the response to an informal complaint. • If parents are not satisfied with the response to a written complaint, there is provision for the establishment of a hearing before a panel appointed by the Head of Education of at least three people who have not been directly involved in the matters detailed in the complaint, at least one of whom is independent of the management and running of the school. • This procedure allows for parents to attend the panel hearing and, if they wish, to be accompanied. • It provides for the panel to make findings and recommendations and stipulates that the complainant, Head of Education, director of the school and, where relevant, the person complained about, should be given a copy of findings and recommendations. • Written records will be kept of all complaints indicating whether they were resolved at the preliminary stage, or whether they proceeded to a panel hearing. • Correspondence, statements and records of complaints will be kept confidential but may be requested by the Secretary of State (or representative).

However, we hope that by maintaining close liaison with parents/carers and involving them in their child’s education we can intercept complaints at the initial level of concern.

During the previous school year 2019 -20, our school has received 0 formal complaints

The school wishes to thank staff, parents, carers and pupils in anticipation of their support over the coming year.

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CHILD PROTECTION: SAFEGUARDING CHILDREN The Linnet INFORMATION FOR PARENTS

Our school feels it is of the utmost importance to have good systems for protecting children and safeguarding their welfare, throughout all the activities which the school undertakes. This means that staff and volunteers must be alert to possible concerns about every pupil, and to report these in a proper fashion. The school has a Safeguarding and Child Protection policy: parents may request a copy of this at any time.

It is important for parents to be aware that:

• Staff and volunteers in the school have a duty to report concerns about a child, whether this means the child may be in need of additional support or help of some kind or whether it is thought that a child may have been abused or be at risk of abuse.

• There are four categories of abuse: physical, sexual, emotional and neglect.

• In some cases the school is obliged to refer children to children’s Social Care staff, for children’s needs to be assessed or if an investigation into possible child abuse is required. In many cases there will already have been discussions between school staff and the parents/carersof the child, so the situation and concerns will not be a surprise. However, parents/carers may not be told that the school has referred their child to children’s Social Care if it is thought that this might put the child at additional risk.

• Children’s Social Care tries to carry out its enquiries in a sensitive fashion. It has to gather information and generally it can be open with parents about the steps being taken.

• If you think your child may have been abused you should contact the children’s Social Care office. If you think the abuse may have happened in school please contact one of the school’s Designated Senior Persons for Child Protection, who are Tom Smyth, Head of Education, and Dave Butcher, Head of Care and Welfare. If you think your child has been hurt, arrange to visit your doctor. Comfort and reassure your child.

• If school staff need to express concerns about a child or refer a child to children’s Social Care, it is understood that this can cause distress or anger for the child’s parents. Please do discuss your concerns with us and be assured that at all times we will be responding in the best interests of your child.

For parents’ enquiries please contact: Tom or Dave on 01283 213989 or email [email protected] and write for the attention of Tom Smyth and/or David Butcher.

Thank you.

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At The Linnet we believe that every pupil has the right to learn without fear of intimidation or exploitation. What do we mean by ‘bullying’? We regard bullying as the repeated and deliberate intimidation or exploitation of one person by one or more others. It will usually include one or more of the following: ▪ Making someone do something they don’t want to do that is against their best interests. ▪ Starting a fight, calling names or making threats. ▪ Using lies against someone. Any and all types of bullying will not be tolerated What will we do about it? We will: Ensure that staff are readily available for pupils and parents/carers, so that incidents of bullying can be easily reported in confidence and with confidentiality. ▪ Take all reports of bullying seriously. ▪ Apply a ‘no blame’ approach to the ways that bullying incidents are dealt with. ▪ Keep a record of all bullying incidents. ▪ Refer the incident to parents/carers and the Head of Education if it is not resolved within a 2 week period. ▪ Follow-up all reported incidents of bullying to make sure that they do not happen again at a later date.

How will we try to prevent bullying happening? ▪ All pupils will have a keyworker who will work with them throughout the day to assist with their learning and help them feel safe. ▪ We will keep day-to-day records of how pupils feel (well-being) and how they are able to take part and enjoy the learning activities available for them (involvement). If a pupil is more than usually stressed or anxious for any reason we will always follow this up. ▪ All staff will be trained to identify and deal with incidents of bullying. ▪ All parents and pupils will be provided with opportunities to discuss the Anti-Bullying policy and to contribute their suggestions and experiences. ▪ There will be many and varied opportunities for pupils to learn new social skills and behaviours as part of their day-to-day experiences across all aspects of their learning programme.

How can I help? You can help by: ▪ Telling a member of staff right away if you think that your child is being bullied or is bullying others – even when this might be happening off school site. Please also tell us if you see other pupils at our school being bullied or being a bully. ▪ Reading through the Anti-Bullying Policy when you receive it during your child’s first term at school. You can then use this to help you to discuss bullying with your child’s keyworker at their first review meeting. ▪ Coming along to the Anti-Bullying parents’ meeting at the beginning of each new school year. ▪ Completing and returning the ‘Bullying’ questionnaire provided during your child’s first term and again at the beginning of each new school year. ▪ Taking time to read the schools termly newsletter, in which you will find a report about any incidents of bullying that have taken place at the school during that term. ▪ Talking to your child regularly about bullying issues and encouraging them to share with you their own experiences. ▪ Talking to us! Share with us any of your questions, comments or suggestions about bullying at any time. You can telephone (01283 213989) or visit us and sometimes we may arrange to come to visit you.

If you would like to see a full copy of our Anti-Bullying Policy and Procedures, please contact Tom Smyth (Head of Education) on 01283 213989 If you are worried about bullying in any respect, we can help you to make contact with support groups, information centres and counselling services. COME AND SEE US : DON’T SUFFER IN SILENCE!

During the previous year 2019-20 there has been reported incident of bullying. 0

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The Linnet Independent Learning Centre Admissions Policy

Nature of the school

The Linnet Independent Learning Centre is a day school for boys aged 3-16 years of age, most of whom arrive with statements of special educational needs. The centre offers pupils learning opportunities through a selection of workshops designed to promote involvement, inclusion and independence. Intensive adult (key worker) support and encouragement is designed to help pupils with learning and behaviour difficulties to begin to take some responsibility for their learning and behaviour. This model of learning and teaching is particularly effective for pupils who are achieving below normal expectations for their chronological age and for pupils with attachment difficulties. Currently the school is able to accept up to 11 full-time pupils.

Admissions procedures

Pupils are referred to The Linnet from Local Education Authorities. Whilst the school is located in Derbyshire, pupils may also be drawn from other nearby Authorities. It is the responsibility of these referring Authorities to make transportation arrangements with a child’s parents/carers.

Stage 1

The Linnet Independent Learning Centre does not discriminate on the grounds of living distance from school, age, gender, sexual orientation, race, culture or religion. All pupils referred to the school will be selected purely on their ability to take advantage and benefit from the opportunities The Linnet is able to offer. This does mean that some referrals are refused at an early stage, when the school first receives details of a pupil’s statement of needs. Referrals will, of course, also be refused at an early stage if the school is already full. When there is competition for a place, high priority will be given to ‘looked after’ children.

Stage 2

If it appears from paperwork details that a pupil may benefit from the learning opportunities at The Linnet, a member of staff will visit the pupil and their parents/carers in their home. This meeting will provide opportunities for parents/carers, staff and pupil to get to know each other and to discuss school principles, values, and routines. A convenient date will be agreed when the pupil (and if possible also their parents/carers) can visit the school and take part in some of the activities on offer.

Stage 3

Following the home-visit, the pupil, together with their parents/carers, will be invited to make a decision as to whether they would like to formally register at The Linnet. A trial period will then be identified, when the pupil can attend the school and take part in a structured induction programme. Each pupil will be provided with a key worker, who will work alongside the pupil during their induction period and will liaise regularly with the pupil’s parents/carers/family. The length of this induction period will be designed to suit the adjustment needs of each individual pupil. At any point during this trial, induction period the pupil’s application may be refused on the grounds that The Linnet is not an appropriate learning environment and the pupil is failing to make the necessary adjustments and progress.

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Stage 4

Once a pupil has successfully completed a trial and induction period, they will be invited to transfer onto the school’s permanent register. Parents/carers and pupil will be invited to sign a home-school agreement and a pattern of attendance will be established that matches the pupil’s statement of special needs. Not all pupils will be automatically be admitted onto the school’s register full-time, some pupils may benefit most from part-time provision. Patterns of attendance will be regularly reviewed as circumstances change.

Appeals procedure

All decisions about a pupil’s suitability for a place at The Linnet and their patterns of attendance will be made in full consultation with the pupil themselves and their parents/carers. Where parents/carers wish to appeal against a decision, a meeting will be arranged with the Governors of the school (Lewis Charlton Ltd.) and the school’s consultant educational psychologist. A representative from the referring Local Authority will also be invited.

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Parent questionnaire - September 2020 Parent Questionnaire September Results 2020 Needs Needs some significant # Excellent Good Okay improvement improvement How would you rate the quality of 1 Education at The Linnet School? 10 Parent Questionnaire results 20-21 Do you think that The Linnet is able 12 to effectively meet your child's special needs and help them to 2 improve? 10 Do you believe that your child has 10 made learning progress over the 3 last year? 8 1 1 Do you feel well enough informed about what your child has ben 8 learning and how well they are 4 progressing? 7 3 Do you believe your views are 5 listened to? 9 1 6 Do you know who to contact if you 6 have a concern? 9 1 Do you feel that the school is doing all it can to help you better cope 4 with your child's challenging 7 behaviour at home? 10 Would you like your child to receive 8 regular homework? 3 1 4 2 2 How would you rate your child's 9 behaviour at home? 3 5 2 How did the school support you 0 during the COVID19 remote 10 learning package? 8 2 Excellent Good How did the school support your Okay Needs some improvement child during the COVID19 learning Needs significant improvement 11 package? 9 1

COMMENTS: What do you like the most about The Linnet School? "How supportive and friendly the staff are" "Staff are very polite and friendly" "From what I have seen and heard so far, the education layout seems to work well, breaking the day up to keep attention of the pupil fully engaged" "[My child] is very happy at school. The Linnet is ensuring that [my child] and grandparents views are listened to. The school communicates any issues or progress to social care" "Communication" "The communication between the school and home is fantastic. If I could, I would send all of my looked after young people there" "The support is excellent both at home and at school. Staff are first class" "Everyone is so helpful and encouraging. Help is always there when needed. Understanding of each child is excellent. They are treated as individuals, but are helped to better themselves" "They are always there to help me and my child" "Setting and approachability of staff" "Home school community, the support and validation [my child] gets" COMMENTS: How could we better help your child to make progress in school? "Given more practical opportunities to think about career opportunities" "They couldn't do any better than they already do. 100% FAB!" "Nothing. Don't change a thing" "Do not change a thing. School and staff are perfect as they are!"

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Parent questionnaire - September 2020 Pupil Questionnaire September Results 2020 Needs Needs some significant # Excellent Good Okay improvement improvement How well do you think school is 1 helping you to learn? 7 6 1 Pupil Questionnaire results 20-21 Do you think the school is helping 12 you to cope better with your special needs and/or your difficult 2 behaviours? 9 3 1 1 10 Do you believe that you have made good learning progress over the 3 past year? 6 5 3 8 Do you feel confident and happy in 4 school? 7 5 2 Do you feel that teachers listen to 6 your views and do their best to help 5 you? 5 6 3 Do you know who to contact if you 4 6 have a concern? 10 1 3 Do you think your behaviour at home has improved over the past 2 7 year? 10 1 1 2 8 Do you do homework? 4 2 3 1 4 Would you be willing to do 0 9 homework? 2 2 10 Excellent Good How well did school support you Okay Needs some improvement when you were learning from home Needs significant improvement 10 (due to COVID19)? 5 3 1 2 1

COMMENTS: How could school be made better so that you can learn more quickly? "I would like more chances to 'switch off' from working more times during the day" "Nothing [can be made better]" "A therapy dog" "Give out more homework" "Youtube, for clean music and education" "It is impossible [for school to be even better]" "Nothing, happy with what is happening"

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