Bishopswood School Prospectus 2010/2011

Prospectus 2010/2011

Grove Road Sonning Common South Oxon RG4 9RJ Tel: 0118 972 4311 Fax: 0118 924 2730 Email: [email protected] Website: [email protected]

MISSION STATEMENT

EVERY PUPIL MATTERS AT BISHOPSWOOD

‘The school strives to create an outstanding community in which pupils are valued and enabled to develop individual skills, interests, independence and character and are well prepared for the next step in their lives’

Amended November 2010 1 Bishopswood School Prospectus 2010/2011

CONTENTS

Page WELCOME TO BISHOPSWOOD 4

Our School Aims 5

THE SCHOOL'S CATCHMENT AREA 6

ADMISSION TO SCHOOL 7

THE SCHOOL DEPARTMENTS 8

The Nursery Class, Valley Road Nursery 8 The Primary Classes at Sonning Common Primary School 8 The Senior Classes at Chiltern Edge School 9 Leaving School 9 The Outreach Service 10

WHAT ELSE YOU MIGHT NEED TO KNOW ABOUT SCHOOL 11

The School Day 11 Attendance 11 School meals 11 School uniform 11 Care of sick children 12 Medication in School 12 Discipline 12 Homework 13 Procedure for dealing with children not collected from school at the 13 end of the school day/school activity Transport 13 Inclement weather 14

THE SPECIALIST SERVICES THAT SUPPORT US 14

Speech and Language Therapy 14 Physiotherapy 14 Occupational Therapy 15 The School Medical Service 15 Educational Psychology 15 Links with other Educational Services 15

THE CURRICULUM Page Teaching and Learning in the Bishopswood Curriculum 16 Bishopswood Core subjects: 17 English 17 Learning to Learn 18 Mathematics 18 ICT 18 Personal, Social, Health and Citizenship Education 19 Physical Education 19 Bishopswood Foundation Subjects 19 The World Around Us (History, Geography, RE) 19 Science 20 Creative (Design and Techology, Art and Design, Music) 20 International Links 21 Countryside Stewardship Award 21 Horse Riding 21 Results of National Curriculum Assessments at end of key stages 22

ACTIVITIES OUTSIDE SCHOOL 22 Out of School Liaision Officer (OSLO) 22 Charges and remissions for School Activities 22 Insurance HOW WE LINK WITH YOU Finding out what your child does in school 23 Finding out how your child is progressing in school 23 Working together 24 Home School Community Link Worker 24 Child protection 24 Supporting the work of the school 25 Services available to support you 25 Linking into the Local Community 25 The Complaints Procedure 26 Documents Available For Inspection 26 The Bishopswood Staff Association 27

The School Governors 28 APPENDICES 29 School Uniform 29 Staff List 30 Useful Telephone Numbers 32 Dates Of School Terms And Closures 34

NOTE: The information contained in this prospectus is correct at the time of printing, in relation to 2010/2011. It may be amended before the start of, or during the school year.

Welcome to Bishopswood!

We hope you find this prospectus helpful, both as an introduction to Bishopswood and as a practical guide. You are very welcome to come and visit us.

Bishopswood is a special school that offers education within a mainstream setting. Our school caters for pupils with developmental delay and pupils with severe or complex learning difficulties.The pupils have statements of Special Educational Need or are being assessed for a statement. It is an integral part of Oxfordshire County Council education provision in South Oxfordshire. Bishopswood is committed to promoting equality of opportunity, promoting good relationships between different racial, cultural and religious groups and communities as well as eliminating unlawful discrimination. Classes for all pupils, whatever the nature or degree of their learning difficulties are sited on the following mainstream school sites.

VALLEY ROAD NURSERY CLASS, VALLEY ROAD SCHOOL, HENLEY-ON-THAMES

The nursery provides a fully inclusive placement for pupils who have a very wide range of special educational needs, who are aged 2 - 5 years. Bishopswood nursery staffwork closely with the Valley Road staff in well resourced classrooms and outdoor environment.

SONNING COMMON PRIMARY SCHOOL, SONNING COMMON

Classes for pupils aged 5 - 11 years share a site with this large friendly village school. The Bishopswood classes have a new building with purpose built facilities.

CHILTERN EDGE COMPREHENSIVE SCHOOL, SONNING COMMON

Classes for pupils aged 11 - l6 years share a site with this bustling comprehensive school. Bishopswood classrooms lead off the mainstream corridor.

WORKING WITH PARTNER SCHOOLS

Opportunities for a broad and balanced education are enhanced by our close association with partner schools. Our pupils are seen as a vital part of these mainstream school communities. Socially there are many and varied opportunities for links with mainstream peers.

Shared educational experiences are encouraged and arranged as appropriate for each individual pupil. Bishopswood school retains its own identity, headteacher, Governing Body and pupil roll to enable its pupils' very special educational needs to be met. Access to experienced, especially trained staff, small class sizes, specialised equipment and excellent facilities are ensured by this policy.

In addition to providing an educational service for pupils on its own roll, the school also offers an Outreach Support Service to pupils with significant special educational needs attending local mainstream schools within its catchment area and outreach to settings for children under 5 years.

We believe the following aims are particularly relevant and provide us with the principles upon which we plan and implement the curriculum. We think they also demonstrate the lively and optimistic spirit of Bishopswood.

AIMS TO SUPPORT OUR MISSON STATEMENT  To create a community who respect and value each other.  To provide an environment which supports and challenges learning, communication, confidence, self-esteem and independence and is safe and promotes a healthy lifestyle.  To include all pupils with their peers in partner and local schools and local community as far as this process advances their educational, social and emotional development.  To develop a creative curriculum which is broad and balanced whilst including specialist approaches and the development of leisure and skills for life.  To enable pupils to make progress by setting and monitoring challenging but realistic targets that staff and pupils are motivated to achieve as they are based on thorough on-going assessments co-ordinated with relevant input.  To promote the recognition of pupils as valued members of the wider community.  To provide specialist training and professional development for teachers and staff to the long term benefit of themselves and pupils.

VALUES THAT SUPPORT OUR ACTIONS  We value and appreciate the unique contribution made by each pupil to the life of the school.  We value and believe the understanding and mutual respect that follows the development of closer links between Bishopswood, our partner schools and the wider community benefits all parties involved.  We value and recognise the positive support that parents and carers provide in helping us to deliver our stated aims for each child.  We value and celebrate the achievements, no matter how big or small made by individual pupils.  We value and recognise the importance of teamwork and the different roles and skills contributed by individual staff or groups of staff.

Bishopswood is an equal opportunities school, this is reflected in our curriculum and policies. We are committed to:  Promoting equality of opportunity (race, gender, disability and access for all;  Promoting good relations between different racial, cultural and religious groups and communities;  Eliminating unlawful discrimination and harassment. A copy of the Equal Opportunities Policy is available from the School Office. The school is also committed to the welfare and safeguarding of pupils and follows appropriate DCSF and Oxfordshire County Council guidelines and policies. Amended November 2010 5 Bishopswood School Prospectus 2010/2011

THE SCHOOL’S CATCHMENT AREA (MAP)

Our catchment area is considerably larger than that of the three schools in which our classes are based and covers much of South Oxfordshire. Pupils come from Goring, Wallingford, Watlington, Henley, Sonning Common and the surrounding rural area. A few pupils live in neighbouring unitary authorities. With agreement, pupils are admitted from neighbouring education authorities.

ADMISSION TO SCHOOL

Bishopswood is the Oxfordshire County Council special school provision in South Oxfordshire, and in conjunction with the Local Authority (LA), children are admitted to the school with a Statement of Special Educational Needs. For further information, please contact the school.

Parents considering whether to send their child to Bishopswood are welcome to visit with their child. All you have to do is telephone the School and make a mutually convenient appointment.

Parents of pre-school children are invited to read our booklet describing the work of our nursery class in more detail.

We aim to make the introduction into school as smooth as we can for you and your child.

It would be very helpful if you could provide the following items for your child’s use in school. They should be clearly labelled. Plimsolls Swimming costume/trunks Large towel (for swimming) Small towel* Flannel* Toothbrush and paste* Gym shorts and T Shirt Tracksuit and trainers School bag

* Items asterisked above are needed for the nursery. All nine items are required for the primary and secondary classes.

THE SCHOOL DEPARTMENTS

THE NURSERY CLASS, VALLEY ROAD SCHOOL, HENLEY

There are the equivalent of eight full time places allocated in the nursery class for Bishopswood pupils. These places are assigned on a sessional, part time basis to the pupils on roll. There is a fully trained Bishopswood teacher and learning support assistants, supported by a Speech and Language Therapist, Physiotherapist, Occupational Therapist and a Clinical Nurse Specialist on a part time basis.

The Nursery is fully integrated with all staff and children working and playing together. Bishopswood staff will work with children to ensure that equipment, language and activities are pitched at the appropriate level. The Bishopswood staff observe how children interact with others in the Nursery and how they use the equipment and space. Over time this helps us build up an accurate picture of a child's abilities and areas where extra help may be necessary. The assessment of the child's progress will be discussed with parents regularly and plans made for the next stage in his/her education.

Preparation for moving to the next school at five years of age begins when a child is four years old. This is achieved together with parents and other professionals who look carefully and sensitively at the child's needs and where those needs can be best met after the nursery years. The Nursery is a happy, fun place which provides a outstanding nursery education for every child who attends.

THE PRIMARY CLASSES AT SONNING COMMON PRIMARY SCHOOL

Our new purpose-built building provides office accommodation for the Headteacher, secretarial staff, therapists and and a base for the outreach team. There are currently two classes in our new primary department, with room for expansion. There are two full time teachers, a team of learning support assistants in each class and lunchtime supervisors. We have some regular volunteers who help with activities such as swimming. The speech therapists, physiotherapist, occupational therapist and school nurse all visit regularly and form part of the team.

We may use the 'Waldon Approach' for teaching thinking skills and provide a special movement programme for pupils whose motor development is delayed. There is hydrotherapy for pupils who may benefit. Bishopswood primary aged pupils also have access to the swimming pool at Sonning Common Primary School. There is also a superb interactive sensory room. Each classroom has its own computers. There is also a joint school and community library. The grounds are extensive, pleasant and safe. There is a sensory garden for use by all our pupils.

Some pupils attend the mainstream assemblies and events such as visiting storytellers, musicians, along with all the other classes. A member of our staff usually accompanies individuals or a small group into mainstream lessons. Small groups of primary school pupils may also join our classes for specific activities.

Pupils have a choice of school dinners or packed lunch, some pupils eat with their mainstream peers. The pupils are closely supervised to ensure that good table manners are established.

THE SENIOR CLASSES AT CHILTERN EDGE SCHOOL

Our senior department is a part of the everyday life of Chiltern Edge. The classrooms are situated in the middle of the school, close to the dining room, hall, and Humanities Department. At Key stage 4 we subscribe to the ASDAN scheme (Award Scheme Development and Accreditation Network). Some students at Keystage 4 follow the Transition Challenge, a scheme specifically designed for students with severe learning difficulties or the ASDAN Award for pupils who require more challenge. When the students have successfully completed the required tasks their work is taken for external moderation, and if the agreed standard is met, a certificate is issued. Some individual pupils may follow G.C.S.E courses in mainstream classes.

The facilities we have are exceptional for all groups, including well-designed hygiene area and toilet facilities to meet the students' personal needs and a hydrotherapy pool and sensory room. There is a special outdoor “Activezone” and sensory garden. We have use of the main school's facilities, such as the library, drama studio, large gym and sports hall Swimming sessions take place at the public pool in Henley.

The Curriculum offers a rich educational experience based on special educational expertise. Pupils with multiple needs have a movement/sensory-based day, while work with other groups develops basic skills in communication, numeracy and problem-solving linking into levels 1-3 of the National Curriculum. Pupils are involved in their own decision making whenever possible. A second important strand is time spent by some pupils in mainstream lessons. It is always our aim to increase the number of mainstream classes that our pupils attend.

The senior department also promotes links with other mainstream secondary schools. Currently some pupils in years 10-11, attend the conservation project at Little Wittenham nature reserve. We also set up link courses with Colleges for students in their final year (Year 11) and, where appropriate, work experience and an enterprise activity. The Bishopswood School Council links with the Chiltern Edge School Council.

LEAVING SCHOOL

Bishopswood School may cease to be the most appropriate provision for a particular child. In such cases the LA, working closely with parents, will arrange for alternative provision with an appropriate level of support, which may include assistance from Bishopswood School’s Outreach Service where the placement is in a mainstream school.

During a young person’s final years with us (Year 11), we aim to provide a suitable programme for our young people moving to Further Education. This provision helps

Amended November 2010 9 Bishopswood School Prospectus 2010/2011 to bridge the gap between dependent childhood and a more independent adulthood. The contents of the programme follow the recommendations of the transition plan drawn up in Year 9.

Programmes in the senior department help to promote social confidence, an enthusiasm for learning together with some training for independent living. Whenever appropriate, pupils will be entered for public examinations. We have entered pupils for GCSE examinations. Special programmes enable each of our more disabled students to become as independent as possible.

Pupils leave Bishopswood at 16 years of age and most move on to one of several courses arranged by the Special Needs Department at Henley college. During their final year at school, a link course is set up to introduce pupils to life as a student. In addition, a college lecturer will normally attend a pupil’s last two annual reviews, and parents are encouraged to visit the College before the link course begins. Pupils choose examples of their work or a photo profile is put together to provide a summary record of their achievements and experiences at Bishopswood.

THE OUTREACH SERVICE

There are two part-time teachers in the Outreach Team. The teachers offer support for pupils in 22 local schools. Additional support is provided by staff based in the school (Headteacher .2 teacher and informal support through links with the partner school). The Bishopswood nursery teacher has a community outreach role for .5 of the week supporting and advising local pre-school settings with SEN issues.

All referrals link into stages 3-5 as outlined in the national Code of Practice. Support has to be agreed by the headteacher of Bishopswood/Outreach Team Leader in consultation with Area Education Officers, Educational Psychologists and parents. Children currently supported have a wide range of learning difficulties.

We work closely with the headteachers and class teachers to assist in the development of a balanced curriculum to cater for the pupils' particular needs. All pupils will be working from the National Curriculum in some, if not most areas, at the appropriate level. All pupils are reviewed each term. We may work with pupils individually or in small groups, following the current class topic. Daily records are kept for each pupil on work in progress, and a record book may be kept in each classroom to keep everyone informed. This helps prevent inconsistencies and enables all those working with a child to share ideas. We also work closely with other staff employed by the LA to help children with special needs. It is part of our role to provide parents with information about transition and other services which they might like to use e.g. respite care provision, social and other services.

Additionally a small number of pupils (from partner/outreach schools) may spend some time in a Bishopswood class, with TA support from their school, on a regular basis.

WHAT ELSE YOU MIGHT NEED TO KNOW ABOUT SCHOOL

THE SCHOOL DAY

Valley Road Nursery Morning session 9.00 a.m. to 12.00 p.m. Afternoon session 12.30 p.m. to 3.30 p.m. Sonning Common Department Morning session 9.00 a.m. to 12.00 p.m. Afternoon session 1.15 p.m. to 3.30 p.m.* ( Wednesdays finish 3.00 p.m.) Chiltern Edge Department Morning session 8.50 a.m. to 12.50 p.m. Afternoon session 1.50 p.m. to 3.20 p.m.* ( Wednesdays finish 2.50 p.m.)

ATTENDANCE

Should your child be unable to attend school, parents are asked to either phone in or write to the class teacher (this can be in the home-school book) giving the reason for absence. Unexplained absences will be followed up by a telephone call or a letter. We prefer all pupils to attend school regularly so that their education is not affected by unnecessary absence and we would actively encourage parents not to take holidays during term time. However, circumstances do vary, therefore parents must request permission in writing from the Headteacher 14 days in advance if they wish their child to be absent from school for any reason - other than medical reasons. The maximum number of days allowed in one school year is ten days. There is a request form available from the school office. In 2009/2010 our authorised absence rate was 10% and there were 0.001% unauthorised absences.

SCHOOL MEALS

The County Council sets the cost of school meals. At Chiltern Edge pupils bring money in to pay at the canteen on a daily basis. Special diets are prepared for those children needing them and religious dietary restrictions are respected. Your child may bring a packed lunch if you wish.

Most children eat in the dining area with their mainstream peers. In the early years pupils are closely supervised and good manners at the table are encouraged. Should children require a quiet environment in which to eat, this is arranged.

SCHOOL UNIFORM

Uniform at Sonning Common department is encouraged but it is optional. Bishopswood parents are encouraged to purchase a Sonning Common Primary School uniform for their child. Children attending at Chiltern Edge are expected to conform to the uniform requirements of that school, unless a uniform is not practical. However clothes of the same colour as the uniform are equally acceptable. Clothing that is easy to wear and wash is of course an important consideration.

Whatever your child wears for school, please see that items of clothing are clearly labelled. Without clear labels we cannot accept responsibility should they be mislaid.

CARE OF SICK CHILDREN

Most cuts and bruises resulting from falls etc. can be dealt with in school. When stitches or other expert help is required, advice is taken from Sonning Common or Henley Health Centres or the child is taken to the Casualty Department at Royal Berkshire Hospital, Reading. Should this be necessary, parents/residential carers are immediately informed. Mid-day or emergency medication can be administered in school but parents must supply the school with up-to-date written information on any medication to be given during school hours and the medication should be in the original container. A letter is sent home regularly asking for such information and needs to be returned promptly.

If your child is unwell, please do not send them into school especially if they have infectious symptoms as we do not have the facilities or resources for nursing children who are unwell. If your child becomes unwell during the day, they will be monitored closely for an appropriate length of time and you will be informed and contacted should it be necessary for them to be taken home.

Medication in school

Staff administer medication on a voluntary basis and receive necessary training from the School Nurse. It is school policy that written and signed consent must be obtained from a parent/legal guardian before any medication can be administered. This prescribed medication must be in a clearly labelled container, dispensed and labelled by a pharmacist. Should a parent request an infrequent medication to be given eg antibiotics or paracetamol, a consent within the home school book will be acceptable on the initial occasion providing the following information is given: name of child and medicine, dose, time to be given, signature of parent. A consent form will be sent home and should be filled in and returned as soon as possible. Medications are checked on a termly basis (x 3 a year) by the school nurse. A new consent form in needed when there is a change in the medication or dose.

DISCIPLINE

At Bishopswood we actively encourage and praise good behaviour, believing that if pupils have a positive self-image, they will behave in a positive way. The school follows the policy on exclusion. The school has a suitable policy “Promoting Positive Behaviour” to which all staff are committed. Further information can be obtained from the office should this be required. From time to time it will be necessary to reprimand a child, but the nature of any sanctions/punishments felt appropriate will be discussed with parents. If the need is felt, a child may have an individual behaviour programme and/or physical intervention guidelines, after careful liaison with parents. Bullying and harassment on any grounds are dealt with seriously.

HOMEWORK /ACTIVITES

The amount and nature of homework or activities for home to be given will be discussed and agreed with parents, at annual review meetings. Homework may consist of input into modules taught, advice on learning and development, work to be completed at home, book sharing, worksheets, bringing things of interest into school etc.

PROCEDURE FOR DEALING WITH CHILDREN NOT COLLECTED FROM SCHOOL AT THE END OF THE SCHOOL DAY/SCHOOL ACTIVITY

In the event that a child is not collected by a parent or carer, this will be brought to the attention of the Headteacher or person with designated responsibility for child protection. The Headteacher or person with designated responsibility will then make every effort to contact the parent or carer or named alternative carer(s) as per the child’s school records.

If the child has not been collected and no contact has been made with the child’s parent(s) or carer(s) by 4.30 pm (or within 30 minutes of the end of the school activity), the Headteacher or person with designated responsibility will telephone the police. If the child is known to the assessment team, contact will also be made with the child’s allocated social worker or the emergency duty social worker if it is out of normal office hours.

Where arrangements are in place for a child to be escorted home from school, eg OCC Home-School Transport and there is no response at the home address, the driver will immediately notify OCC Transport and the school (in the event of no answer form the school, OCC have a mobile phone contact number for the Headteacher). The school/OCC special transport section will take note of the name of the child, time of call and advice provided to the driver. They will attempt to contact the parents or other family contact. If other children have to be taken home, the child will remain in the vehicle whilst this is done. The taxi driver will be directed by OCC Transport or the school where to take the child. In the event that the parent or carer continues to be unobtainable the school will liaise with the police/assessment team for the area in which the child resides.

A record of such incidents will be kept and all incidents will be discussed with the parent/carers.

TRANSPORT

The LA provides transport for pupils attending Bishopswood if this is needed. Some parents prefer to bring their child to school themselves.

Providing transport for pupils coming some distance to one of three sites is quite complicated. Should parents have any urgent complaint or concern about the service provided, they should ring the Transport Section, and inform the headteacher. Parents are sent guidelines when LA provided transport is arranged. From time to time parents wishing to visit school ask if they can use the school transport. Unfortunately, the county insurance only covers the transport of pupils.

Please ask if you would like to attend but have difficulties with transport as your visit/support, particularly at events such as our church services or children’s parties, is very much appreciated.

School staff supervise the arrival and departure of pupils.

INCLEMENT WEATHER

When there is extremely bad weather, schools are occasionally forced to close for the day in the interest of pupils' safety. On such mornings, parents should listen to either Radio 210 FM, BBC Radio Oxford, BBC Radio Berks or Heart FM for details of school closures. If the mainstream school, in which your child's class is located, is closed for the day, then it is closed for Bishopswood pupils too. Very occasionally, the taxi firms hired to transport pupils to and from Bishopswood classes may feel that the weather is too severe for their cars to be on the roads. Should this be the case, we also do our best to contact the schools' radio programmes and to contact parents.

THE SPECIALIST SERVICES THAT SUPPORT US

SPEECH AND LANGUAGE THERAPY

Speech and Language Therapists work in the school for a total of 2 days a week. Pupils in all three departments have access to this service. This means our pupils have comparatively good speech and language therapy cover. The therapists work closely with staff teams and parents to: assess pupils' communication needs plan programmes take individual pupils and small groups for language development work provide in-service training for staff and meetings with parents. make referrals to the ACE centre for alternative communication aids.

PHYSIOTHERAPY

The school is comparatively well provided for with this service. The physiotherapist and technical assistant work on Wednesday’s/Thursday’s with responsibility for: encouraging the mobility of pupils who are motor delayed appliances, aids and specialised equipment advising staff in the management of pupils who are motor impaired visiting parents at home when this is indicated. advising on and making risk assessments for moving and handling pupils providing individual motor programmes

They work closely with other professionals in the health service such as the orthopaedic departments of hospitals.

OCCUPATIONAL THERAPY

Two Occupational Therapists visit the school for one day a week each and again pupils in all three departments have access to the service.

THE SCHOOL MEDICAL SERVICE

We have a part-time school nurse, who oversees many aspects of children's medical needs including the monitoring of day time administration of medicines and the training of staff in relation to individual care needs. She also assists with medical examinations and is available to advise parents on routine matters concerning the health of their children at school. She works in close co-operation with local Health Visitors, General Practitioners and the Chilterns Centre.

Parents with their children may see Dr. Alex McCrae (Consultant Community Paediatrician), based in Reading, from time to time. Dr John Shaw (Consultant Community Paediatritian), based in Oxford, holds clinics in school three times a year.

The school dentist visits the school once a year and parents can choose to have any necessary treatment carried out through the school dentist if they wish. The Clinical Nurse Specialist has contacts with the Community Dental Service so any problems can be responded to.

The Orthoptist sees some children in school to assess vision. Parents are always informed of the time of these visits.

Our work is co-ordinated with that carried out in Child Development Centres for children attending these clinics - Hugh Ellis Paediatric Assessment Centre (HEPAC) for Wallingford pupils and the Dingley Centre in Reading for pupils living in the Berkshire/ Oxfordshire overlap area.

EDUCATIONAL PSYCHOLOGY

An Educational Psychologist, employed by Oxfordshire LA, visits the school regularly. The Psychologist meets children and their parents before they start in our Nursery and also assesses children under the requirements of the 2001 Code of Practice. They follow the progress of pupils throughout their time at Bishopswood, advising and supporting parents and staff whenever their help is requested. Appointments are usually made through the headteacher, but any parent may contact the Educational Psychology Office direct if they wish.

LINKS WITH OTHER EDUCATIONAL SERVICES

Specialist teachers visit on a regular basis for pupils with sensory impairment (hearing or visual impairment ).

The school has good links with the staff at the Chinnor Resource Centre, who have a great deal of experience and expertise in the education of children with autism.

THE CURRICULUM

Our curriculum has the following aims:

 Enabling pupils to interact and communicate with a wide range of people, to express preferences, communicate needs, make choices, make decisions and choose options that other people act upon and respect  Promoting supported self-advocacy  Increasing pupils’ awareness and understanding of their environment and of the world  Encouraging pupils to explore, to question and to challenge  Providing a wide range of learning experiences for pupils in each key stage suitable for their age  Developing active learning and high self esteem  Preparing pupils for an adult life in which they have the greatest possible degree of autonomy and support them in having relationships with mutual respect and dependence on each other

Teaching and Learning in the Bishopswood Curriculum

The following elements, which form shared entitlements for all pupils in various age groups, are represented in the curriculum:  ‘The Early Years Foundation Stage’ for pupils in the first years of their education  The general requirements and full range of subjects in the revised National Curriculum using programmes of study taken primarily from Key Stage 1 and 2, also material from KS3 where appropriate.  Learning alongside pupils attending mainstream partner schools  Provision which prepares pupils for further education and for adult life, with access to suitably accredited courses as they grow older  The provision of physical care and therapeutic programmes to meet priority needs.

Curriculum teaching meets the diverse learning needs of all pupils in the school, including those with physical disabilities, communication and language difficulties, behaviour difficulties, autism, profound and multiple disabilities and/or sensory impairment in addition to learning difficulties. Teaching is based on careful assessment, builds on the strengths of individual pupils; sets suitable learning challenges and includes all learners by overcoming potential barriers to learning and assessment. It recognises the importance of people, processes and contexts alongside outcomes. We are committed to high teaching standards throughout the school. Styles of teaching will vary according to the pupils’ needs, age and the unique strengths of individual members of staff. Approaches used are multi-sensory and interactive throughout the school. The local and wider environment and

Amended November 2010 16 Bishopswood School Prospectus 2010/2011 community resources are well used with many and varied visits throughout the year.

Starting points in all curriculum areas for each child will differ, as will learning contexts.

Pupils may be taught:  1:1, in small groups, as a class and during whole school activities  by teachers, LSAs, therapists, visiting specialists and trained volunteers  in their base class, in mainstream lessons, in wider school environments e.g. the outside play areas, in specialist areas e.g. the sensory room and in the community

For pupils beyond the early foundation stage there are six core subjects, R.E. and the foundation subjects in the Bishopswood Curriculum which are grouped under the headings: Science, World around Us and Creative. The subject schemes of work overlap to provide part of a broad, continuous and progressive curriculum and in many classes delivered through a cross curricular topic.

In order to maximise learning potential, development and to provide a balanced curriculum, time will also be allocated for:  opportunities to acquire, practise, apply and extend learning skills across the curriculum  for therapeutic programmes, parts of which are successfully integrated into classroom activities  to meet priority needs such as mobility, personal care etc. as required.

All our curriculum policies and schemes of work are available from the School office.

Bishopswood Core Subjects

The six areas of the core curriculum; English (Communication & Literacy), Learning to Learn, Maths, Information and Communication Technology, Personal, Social and Health Education (PSHE) and Physical Education may all be included in Individual Education Plans (IEPs). Our schemes of work in these core subjects give pupils the tools they need to learn for themselves.

ENGLISH

Language & Communication Our scheme of work encourages all forms of communication before the development of speech, e.g. turn-taking and pointing. It goes on to expand comprehension of the spoken word, e.g. understanding instructions and vocabulary. Pupils learn how to use sentences, speak clearly and become good listeners. Pupils also learn how to communicate effectively in different situations.

Makaton signing, Intensive Interaction and speech and language therapy sessions may be used to encourage and develop communication. The school also use a range of speech/communication aids, approaches such as the Picture

Exchange Communication system and communication books, grids, photos and symbols.

LITERACY Our pupils are encouraged to enjoy listening to and reading stories and looking at many kinds of books in all subject areas. Strategies for reading are taught systematically. A variety of strategies are used to ensure children develop writing skills, their work may be scribed or supported with the use of symbols and computers. Mark making, handwriting and spelling are practised. Literacy lessons include speaking and listening, reading with understanding and writing for a purpose. There are opportunities to use role-play, and drama to assist learning throughout the curriculum

LEARNING TO LEARN

This scheme of work, using play and games develops thinking skills, from early understanding, e.g. object permanence, cause and effect to reasoning, problem solving and self evaluation. This is achieved as pupils ‘learn how to learn’ and develop concepts e.g. concepts of space, time, people, everyday objects, their properties and uses. ‘Learning how to learn’ tools are then available for pupils to participate and make progress in subjects such as Maths, Science, Literacy and the Humanities and learn independently.

The Geoffrey Waldon approach to learning how to learn is frequently used to develop the foundations for learning.

MATHEMATICS

Through practical activities and discussion pupils learn basic mathematical processes, concepts and skills e.g. sorting, matching, ordering, comparing and pattern work. They learn to count, read, write and order numbers and develop calculation skills. They learn about space, shape and measures by building on their understanding of their immediate environment. They learn how to handle data and the meanings of mathematical language.

INFORMATION TECHNOLOGY (ICT)

Through ICT pupils learn to control their environment. ICT includes the use of low- technology aids e.g. adapted toys and tools to present, store or process information, e.g. video recorders, telephones, cassette recorders, cameras, and the use of equipment to change the environment within the sensory room.

Pupils explore ICT, learning to use it with varying levels of support. They become familiar with high- technology tools e.g. computers, a variety of software, digital cameras and an interactive whiteboard. Using ICT, pupils find things out, make things happen and share information. They use ICT as a learning tool and to record their work in other curriculum areas.

PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION Amended November 2010 18 Bishopswood School Prospectus 2010/2011

In this scheme of work pupils learn many of life skills. They learn about keeping themselves well and healthy and independence skills, e.g. learning to meet personal needs, cook a meal, answer the telephone. They learn how to interact with other people in different situations and behave appropriately. Each pupil is encouraged to develop as a person. Pupils learn to care, share, and be assertive and responsible. Some pupils may enjoy massage (TACPAC) to relax and improve readiness to learn. Citizenship is taught. Topics may include; making rules, caring for the local environment, public services and media issues. Finding out about the world of work is taught and there are opportunities for quality work experience.

Sex Relationship Education (SRE). Each topic used in sex education lessons relates to the lives of our pupils. Parents are invited to view the videotapes, photographic material and written material that is being used. Parents who have any concerns about the teaching of sex education are asked to make an appointment to see the Headteacher or Deputy Head.

PHYSICAL EDUCATION

We have a scheme of work for pupils with significant physical disabilities and pupils in the early stages of movement development. Pupils build on their natural enthusiasm for movement. By watching, listening and experimenting they develop their movement and co-ordination skills in a variety of activities e.g. health-related fitness, dance, games, gym, outdoor activities and athletics. Swimming activities and water safety are taught regularly from an early age. Pupils learn to work and play in pairs, small groups and teams. Hydrotherapy, integrated movement lessons, physiotherapy and a motor education programme are available for pupils with motor difficulties (as recommended by the physiotherapist.)

Bishopswood Foundation Subjects

Our schemes of work have been designed to suit all levels of ability and a wide range of special needs. Skills, knowledge and attitudes learnt in core subjects are reinforced and put to practical use in foundation subject teaching.

THE WORLD AROUND US:

HISTORY Pupils look at, think about and share personal, family and local histories. They also learn how the past is different from the present by studying events, people and change in the past. Pupils are encouraged to give opinions about what it might have felt like to have lived in a different time e.g. during World War 2 or during the Great fire of London.

GEOGRAPHY In geography pupils learn to move around and find out about the school and local environments. They learn to build mental maps. They also begin to learn about other places in the UK and in the wider world. They learn to use resources such as

Amended November 2010 19 Bishopswood School Prospectus 2010/2011 maps and atlases. They find out how people affect the environment and how they are affected by it.

RELIGIOUS EDUCATION It is our aim to promote the religious education of all pupils, whatever their religious or non-religious beliefs. Religious education develops our pupils' experience, knowledge and understanding of religious traditions. Pupils learn to think about some of life’s important questions. Our curriculum meets local and national guidelines. Our work covers some of the people, occasions, places that are special to different religions. Pupils also learn about special objects and symbols and forms of religious expression. Lessons relate to their own lives. They learn what religion is about through the study of Christianity. Celebrations such as Harvest Festival, Christmas and Easter are experienced with increasing understanding. Pupils also have the opportunity to learn other religions and ways of life e.g about Islam and Buddhism.

SPIRITUAL development It is our aim to promote the spiritual development of all pupils. An atmosphere of tolerance and respect is encouraged through the whole school curriculum and the general life and ethos of the school. Collective worship may be based on Christian or human values. Assemblies provide an opportunity to share successes and grow together. Pupils have frequent opportunities to think about the needs of others. Parents who have concerns about the teaching of religious education or collective worship, are asked to make an appointment to see the Headteacher or Deputy Head.

SCIENCE

Science is fun, hands-on, investigative and experimental. The following areas are covered: Life processes and living things in their environment, e.g. humans and other animals, plants, variation and classification. Materials, e.g. changing and grouping materials, separating mixtures. Physical Processes, e.g. electricity, forces, motion light and sound. Pupils will start to learn about the sun, earth and moon. Pupils learn to make links from their explorations and observations

CREATIVE

DESIGN AND TECHNOLOGY Through sensory play, Occupational Therapy advice and practice pupils are encouraged to use their hands and tools effectively in everyday activities such as teeth cleaning or eating, playing, drawing and cutting. They develop planning and making skills through:- Designing and making assignments (developing products that meet real needs). Focused practical tasks (learning practical skills) They explore how familiar things work. They evaluate their own products and explore existing products. Areas of study will include textiles, food and resistant materials (e.g. wood, clay, plastic, etc.)

ART AND DESIGN Pupils develop their creativity & imagination by exploring the visual, tactile and sensory qualities of materials and processes. They look at and touch art in their environment and in different times and cultures. They experiment with colour, shape, space, pattern and texture. They learn to use a variety of tools to express themselves in art and design. They learn to give opinions about what they see.

MUSIC Pupils listen carefully and respond physically to a wide range of sounds, silence and music from different times and cultures. They explore and play musical instruments. They make their own songs and sing a wide variety from different traditions. Pupils create short compositions, improvise and perform. They learn how music creates different moods and effects.

INTERNATIONAL LINKS Some simple Spanish is taught and cultural awareness is explored. Pupils learn to listen, speak and respond in another language about familiar topics. The teaching of a Modern Foreign language in KS3 and KS4 introduces an international dimension to pupils learning. It also extends their knowledge of how language works. They explore the differences and similarities between the foreign language and spoken English.

The school is actively taking part in a ‘Comenius Project’ which involves projects and links with special schools in Holland, Spain, Austria, Italy and Greece.

COUNTRYSIDE STEWARDSHIP AWARD

This is a two-year course based at Wittenham Nature Reserve for pupils at KS4 (occasionally pupils in Year 9 will attend for an extra year). Pupils will learn about land management, countryside code, health and safety, animal husbandry and using their senses. Pupils completing the two-years will receive a certificate from school.

HORSE RIDING

Following an assessment for suitability, all pupils, in turn, have the opportunity to ride and to learn about stable management.

SEN: special curriculum strategies include Riding, hydrotherapy, Waldon, TacPac, Soundabout and Soundbeam, use of sensory room, Halliwick swimming, visual learning strategies, social stories, sensory stories.

SEN REGISTER

The School SEN Register maintains a special needs register which enables us to monitor our provision for pupils with physical, behaviour, autism, profound and `multiple disabilities and/or sensory impairment in addition to learning difficulties. Amended November 2010 21 Bishopswood School Prospectus 2010/2011

RESULTS OF NATIONAL CURRICULUM ASSESSMENTS AT END OF KEY STAGES

In 2010 the number of pupils at each key stage taking the tests was small, so in order to maintain the confidentiality of individual results the Governors are not publishing percentage results. In general, pupils undertake the teacher assessment tasks.

ACTIVITIES OUTSIDE SCHOOL

Transport difficulties sometimes prevent us from offering as extensive a programme of extra-curricular out of school hour activities as we would wish. There are opportunities for some children to join mainstream clubs at lunchtime and after school. There are also some lunchtime clubs specifically for our pupils e.g. music, games, ICT.

The school aims to run some short residential school trips. These usually take place in term time. Often these are run jointly with our mainstream partner schools.

The Chilterns Resource Centre run an after school club once a week on the primary site for 8-13 year olds during term time.

The Guideposts Trust now organise an inclusive playscheme for all our pupils and local mainstream pupils during all school holidays based at the primary site and an after school club.

The school has an ‘Out of School Liaision Officer’ who supports families in finding activities out of school hours.

CHARGES AND REMISSIONS FOR SCHOOL ACTIVITIES

As the level of assistance from the County to finance residential trips or school activities is rare, we do rely on parents making a voluntary contribution towards the cost of such activities. No child is penalised because a parent or carer is unable to make a contribution. However, if the level of contribution does not reach the sum to run the trip, it may have to be cancelled.

The Bishopswood School Association may offer some financial assistance in cases of need, and to date we have not had to cancel a planned trip for financial reasons.

Please contact the school if you are in receipt of income support or family credit, or if for any reason you would like your child to take part in a trip/activity but are unable to make a voluntary contribution.

INSURANCE

Personal Accident Insurance Scheme for School Children The National Confederation of Parent-Teacher Associations have arranged the establishment of a special Child's Personal Accident Insurance Scheme. Please write Amended November 2010 22 Bishopswood School Prospectus 2010/2011 directly to Brown Shipley School Limited, Rockwood House, 9-l7 Perrymount Road, Haywards Heath, West Sussex, RHl6 lBR.

School Activities The Council has a Third Party Insurance which will operate if an incident is deemed to have occurred because the Council, its employees or volunteers caused it through their negligence.

Residential Activities The school arranges 'School Journey Insurance' for residential activities and for such trips a parental consent form will be required. Details of this insurance are available in school.

HOME SCHOOL PARTNERSHIP

We take the view that all parents wish to be informed; some wish and are able to reinforce at home, work done in school; and a few (quite a few at Bishopswood) can take an active part in helping the school. We recognise the fundamental role of the child's family in all aspects of his/her life. The school encourages parents to sign up to a ‘Home-School’ partnership agreement that outlines parental and school responsibilities in relation to each child’s education. The Home School Partnership policy shows the many different ways in which links are fostered.

FINDING OUT WHAT YOUR CHILD DOES IN SCHOOL

Each child has a book which travels daily between home and school (and respite care). In this book, a member of staff will write important messages, keeping you informed of your child's day, noting down any activity that has been especially enjoyed, or not, as the case may be. Unfortunately, our accounts cannot be exhaustive as limited time is available to teachers in order to write in these books. However, there are other ways to find out what your child is doing in school.

Timetables are sent home on request. Schemes of work are available on request. Regular Newsletters will keep you informed about school events in general. Termly meetings with parents are offered to review Individual Education Plans. Photographs of events and activities Class newsletters

FINDING OUT HOW YOUR CHILD IS PROGRESSING IN SCHOOL

We hope there will be evidence of progress at home, as well as in school, as skills learned are generalised!

Teachers assess progress through schemes of work and curriculum areas (using P Scales and National Curriculum levels). Notes are taken when pupils are supported in mainstream classes. We use them to assess whether more sessions, different sessions, etc. are indicated. Certificates of achievement are awarded to pupils at regular assemblies throughout the year. All are eligible, however small the step Amended November 2010 23 Bishopswood School Prospectus 2010/2011 mastered. You will receive a thorough progress report once a year at the Annual Review and are welcome to discuss progress with the class teacher.

Also available is an annual photo profile of their child's achievements in school. This includes pieces of work or photos chosen and commented on by the child or his/her teacher.

Individual Education Plans are written for each pupil with targets in each of the core curriculum areas. It will outline the priority areas and targets each child is expected to achieve during the forthcoming year. Your child's plan will be discussed with you termly and at the Annual Review.

Be prepared to offer your opinions at annual reviews. We like to know what areas you consider should be priorities, any problems at home that we can help with, etc. A form sent home before the review from school may assist you and your child to compile your thoughts in advance.

WORKING TOGETHER

You know your child best, tell us about him/her as a family member.

We recognise that parents can be under a lot of pressure, especially during the early morning rush but it helps if the home/school book is a two-way process. There are some suggestions about the sort of information which is helpful in the front of the book.

Please ring or speak to your child's teacher if you are worried about ANYTHING. It does not help to wait until the next review. Appointments with the Headteacher can always be made through the school secretary.

Should your child have a new teacher, you will be invited to meet him/her and other members of the class team before or soon after transfer.

We aim to avoid conflict between how a child is taught at home and at school. Every family is different. Some feel that home and school should be kept quite separate, other families are quite happy to take on a teaching role. We are happy to offer guidance if you wish to be involved.

The school and parents can access the support of a Home School Community Link Worker based in the local partnership of schools.

CHILD PROTECTION

Under the requirements of the Children's Act 1989, we have a responsibility to work with the Area Child Protection Team. The school is not an investigation or intervention agency for child protection but it has an important role to play at the recognition and referral stages.

Our first priority is your child’s welfare and therefore there may be occasions when our concern means that we have to consult other agencies even before we contact Amended November 2010 24 Bishopswood School Prospectus 2010/2011 parents. The procedures we follow have been laid down by the Area Child Protection Committee. If you want to know more about this procedure, please speak to the Headteacher or the Deputy Headteacher.

We feel sure that you will realise that these Child Protection safeguards are necessary to ensure the welfare of all children, and that referrals have to be made in all cases where harm to a child is suspected.

SUPPORTING THE WORK OF THE SCHOOL

It is often the little every-day things that help most, such as labelling clothes, and arriving in time for the start of the morning session.

Quite a lot of the work we do with our children and young people requires an adult for either every child or a small group of children, e.g. swimming, school visits, horse-riding. Volunatry help would be very much appreciated – please contact the class teacher if you are interested.

SERVICES AVAILABLE TO SUPPORT YOU

Early Years S.E.N. Inclusion Team

The Early Years Special Education Needs Inclusion Teacher (EYSENIT) visits the homes and other pre-school settings of children under 5 with special needs, who do not attend or have just begun to attend our nursery class. The EYSENIT will give advice if requested about ways to encourage your child's early development and assist with the initial statutory assessment.

Social Services Departments

Some of our children have social workers. They are invaluable if you need advice about your entitlement to allowances, etc. You are most likely to need their help as your child gets older, especially if he/she will need financial assistance or special facilities of any kind on leaving school.

Social Services also provide care plans which may include respite care.

Educational Social Worker

The role of the Educational Social Worker is to provide support in the widest sense for the families of children at school and follows up issues regarding school attendance.

Connexions Careers Service

The Connexions service, based in Abingdon, will give you advice on post 16 placements and post 19 provision/ arrangements for continuing education. A careers advisor is invited to the annual educational review of all 14 year old pupils. At this review a transition plan is drafted which outlines an agreed plan for appropriate 16+ provision. South Oxfordshire Team for Learning Disabilities Amended November 2010 25 Bishopswood School Prospectus 2010/2011

This team is employed by the health service to give on-going advice and support to families. They may be particularly useful to those families under the greatest pressure as they often co-ordinate all the necessary services.

There are other local educational, social services and voluntary organisations to support families with a special needs child. Brief details can only be given in this prospectus, but you will find some useful telephone numbers in Appendix 3 or please ask at school for more details.

LINKING INTO THE LOCAL COMMUNITY We hold services at local churches at times of celebration and are often joined by pupils from other schools. Parents are especially welcome to come along.

Our integrated provision illustrates our exceptionally close links with the local community. Staff, parents and pupils at our partner schools repeatedly show their support of Bishopswood pupils, their families, and the work we do. Not infrequently, we are told that it is others - adults and children without disabilities or learning difficulties - who gain the most from our close association. Whilst this is pleasing to hear, we cannot agree, as we know how very much our pupils benefit too.

COMPLAINTS PROCEDURE (FOR CURRICULUM AND RELIGIOUS WORSHIP) A detailed Complaints Procedure Document for Oxfordshire County Council is available on request at the school. The complaints covered include complaints about the curriculum including religious education and worship, implementation of the National Curriculum and other matters relating to the 1988 Education Reform Act. Complaints regarding discipline or admissions do not come within the scope of these arrangements, nor do complaints about the action of individual teachers or the Head Teacher.

DOCUMENTS AND INFORMATION AVAILABLE AT SCHOOL The LA’s statement of curriculum policy and the Governing Body’s Statement of Curriculum Aims. Statutory instruments, circulars and administrative memoranda relating to powers and duties made under the 1988 Education Act concerning the curriculum. Schemes of work currently used by teachers at Bishopswood A full copy of the arrangements for the consideration of complaints about the school curriculum made by the LA under Section 23 of the 1988 Education Act The LA’s agreed syllabus for RE and Governing Body’s Statement on RE and Collective Worship The LA and Governing Body’s policy on Charges and Remissions The School Development Plan The School Prospectus Policy on Exclusion The Sex Education Policy – PSHE Policy The Special Needs Policy The most recent Ofsted Report All other documents and policies mentioned in this prospectus.

THE BISHOPSWOOD SCHOOL ASSOCIATION

Bishopswood has an active school association - Bishopswood School Association (BSA). As we are a small school, the Committee needs as many parents to support its work as possible. In the Summer term of each year, it holds its Annual General Meeting and at this meeting the committee is elected. Anyone who volunteers becomes a co-opted member, even if all the committee vacancies are filled! The first role of the BSA is fund raising, which is hard work, but a lot of fun. The BSA keeps two buses on the road so that all pupils can make regular outside visits to places of interest.

The committee arranges a number of thoroughly enjoyable events for the whole family, at which we hope to see as many of our families as possible. Transport can always be arranged by contacting any committee member.

Current BSA Officers are: Chairperson Carol Parrey Vice chair Hon Treasurer Su Eames Hon Secretary

THE SCHOOL GOVERNORS

The school has its own governing body which meets at least once a term. A reciprocal arrangement exists to enable a governor representative to attend as observer, the meetings of the governing bodies of our partner schools when there are matters of mutual interest on the agenda. Governors support the work of the school and are more than happy to help parents with any matter of concern in connection with the school. They report formally to parents, at a meeting held once a year, and send home occasional newsletters about their activities.

Current Governors

Mr. Mark Wimbush Parent Governor Mrs. Jeanne Vella Eyre Parent Governor Mrs Sue Robson Community Governor (Chair) Mrs Linda Oxberry Community Governor Ms Fiona Lloyd Community Governor Mrs Jenny Wager Headteacher Mrs Liz King Teacher Governor Ms Diana Layfield Staff Governor Mrs. Philippa Seymour LA Nomination Mrs. Judy Coulson LA Nomination (Vice Chair) Mrs Marian Lee Co-opted Governor Mrs. Janet Kellett Associate Member

Clerk to the Governors Mrs Julie Parkes Bowen

APP1 SCHOOL UNIFORM

School uniform is not obligatory but it is encouraged. We ask the children to dress sensibly and neatly.

Sonning Common Primary School

BOYS GIRLS

Blue, white or grey shirt Blue or white blouse Grey trousers (long or short) Navy blue skirt Navy blue jumper Navy blue jumper or School cardigan Tie (optional) Sensible shoes Sensible shoes (In the summer a blue or blue/white dress may be preferred.)

New and second hand uniform may be obtained from Sonning Common Primary School Parents Association (School telephone no. 972 2105).

Chiltern Edge School

BOYS GIRLS

Trousers - grey, black (not denim or Navy blue skirt or trousers (not cord) denim or cord) Shirts - white, Blouses - plain white, blue or navy Socks – navy, grey, white Sweaters, cardigans and sweat shirts-navy Sensible shoes Socks - navy or white Sweatshirt - navy Sensible shoes

There is a school uniform exchange shop at Chiltern Edge for buying and selling good quality second-hand clothing, 20p in the £ going to their school funds.

APP2 STAFF LIST

Head Teacher Jenny Wager

Chiltern Edge Teachers Janet Kellett Deputy Head Gail Yeats Elaine Greenwell (part-time)

Learning Support Assistants Claire Fort Sue Evans (part-time) Joan Gardener (part-time) Christine Symmonds Linda Fullick Sue Oliver Tim Pritchard Sharon Hickles Mel Constantino (part-time) Laura Tozer

Lunch time supervisors Sue Evans

Sonning Common Primary School Teachers Judi Stacpoole Liz King (part-time) Sarah Blundell (part-time)

Learning Support Assistants Penny Cottrell Diana Layfield (part-time) Boo Johnston (part-time) Sam Maloney Charlotte Butler Fiona Edney (part-time) Debbie Friel Yvonne Evans Sarah Smith (part-time) Victoria Andrews

Lunch time supervisors Donna Fullick Sarah Knowles Roberta Valbusa

Valley Road Nursery

Teacher Carol Parrey

Learning Support Assistants Debbie Emmett Rachel Willmore

Lunch time supervisor Karen Thatcher

Non-contact time teachers (whole school) Elaine Greenwell (part-time) Boo Johnston (part-time)

Outreach Sarah Mitson Yvonne Wilson (part-time)

Medical Clinical Nurse Specialist Alyson Martin Occupational Therapists Judith Griffin Tracey Pederson Physiotherapists Lynn Johnson Jaroslaw Semeniuk - Technician Speech Therapists Lauren Palmer Hayley Hill

Administrative Staff Julie Parkes Bowen – Administrator (part-time) Sharon Orr – Secretary - (part-time) Derek Hepburn – Bursar - (part-time)

Classroom Technician Nicky Bridge (part-time)

ICT/LSA Mark Singleton (part-time)

APP3 USEFUL TELEPHONE NUMBERS

Bishopswood School Office 0118 972 4311 Mrs J Wager (Headteacher) Mrs Julie Parkes Bowen (School Administrator) Outreach Service Bishopswood Primary Department, SCPS.

Nursery Class, Valley Road School 01491 410191 Mrs Carol Parrey

Bishopswood Senior Dept., Chiltern Edge 0118 972 4583 Mrs Janet Kellett

Clinical Nurse Specialist/Therapists 0118 972 3501

Parent Governors Mr Mark Wimbush Contact school on 0118 972 4311 Mrs Jeanne Vellla-Eyre if you would like to speak to a parent governor

Bishopswood School Association Carol Parrey (Chair) 0118 972 4311 Su Eames (Treasurer)

Partner Schools

Sonning Common Primary School 0118 972 2105 Mr Chris Hirst (Headteacher)

Chiltern Edge School 0118 972 2666 Mr Daniel Sadler (Headteacher)

Valley Road Nursery and Primary School 01491 573784 Mr Tim Coulson (Headteacher)

Henley College 01491 579988 Mrs Sallie Paul l Ex 270

Early Years Special Education Needs Teachers 01235 528139

Children, Young People & Families Directorate Oxfordshire County Council Education Officer (South) – Hester Collicutt 01865 810546 SEN Officer - Catherine Byrne 01865 810612 Integrated Transport 01865 323795 Admin Officer (SEN) – Jo-Ann Wheble 01865 815173

Educational Psychologist 01235 554554 Catherine Roderick

VI Advisory Teacher 01865 456711 Liz Holmes

Social Services Reading 0118 987 5444 Didcot 01235 814411 Henley 01491 576464

Educational Social Worker 01491 833293 Mrs. Margaret Bhatt

Department of Social Security 0118 958 1261

Chilterns Resource Centre 01491 575575

Dingley Centre 0118 958 366

HEPAC 01865 64841 ext 7050/7184

School Medical Service 0118 986 2277

Guideposts Trust 01993 772886 Jackie Goodwin

Extended Services Home School Link Worker Jackie Napier 0775 1251700 Out of School Liaison Officer Davinia Gammer 07732 667245

Bishopswood Special School

Term Dates 2010 – 2011 Autumn Wednesday1st September INSET Thursday 2nd September INSET Friday 3rd September INSET

Term 1: Monday 6th September to Friday 22nd October 2010

Half term: Monday 25th October to Friday 29th October

Term 2: Monday 1st November to Friday 17th December 2010

Spring

Tuesday 4th January INSET

Term 3: Wednesday 5th January to Thursday 17th February 2011

Friday 18th February INSET

Half term: Monday 21st February to Friday 25th February

Term 4: Monday 28th February to Friday 8th April 2011

Summer

Term 5: Tuesday 26th April to Friday 27th May 2011

Bank Holiday: Monday 2nd May

Half term: Monday 30th May to Friday 3rd June Monday 6 th June 2010 Health & Safety training day

Term 6: Tuesday 7th June to Friday 22nd July 2011

Amended November 2010 34