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Staff Handbook Staff Handbook Policy Owner Trish Turner Role Headteacher Date issued September 2019 Chair of Governors Signature R D’Angelis Date and Minute Number 861 21st October 2019 Next review Reviewed Reviewed Changes made to the Date and Chair of date Date By policy Minute Governors number signature September 19th June T Turner Policies removed to go 884 Rachel D’Angelis 2020 2020 into Education Handbook September 12th T Turner Accessibility Plan 889 2020 October Appraisal Policy Suzanne 2020 Complaints Millership-Liddle Disciplinary Procedure Management of Sickness Absence Policy Organisation Structure, Meeting and Communication Policy Recruitment Selection & Retention Transport January 2022 January T Tuner Volunteer and Student 11th 2021 Placements January Suzanne 2020 - 916 Millership-Liddle 1 Contents Accessibility Plan Appraisal Policy Behaviour Principles Code of Conduct for Staff Complaints Procedure for External Complaints A Disciplinary Procedure Intent, Implementation, and Impact Management of Sickness Absence Policy Maternity, Paternity, Parental and Adoption Leave Scheme Organisation Structure, Meeting and Communication Policy Recruitment Selection and Retention (including Advice and Guidance) School Complaints Teachers Pay and Conditions Transport In and Out of School for Pupils Written Statement of Behaviour Principles Volunteer and Student Placements 2 Contents Changing children’s worlds; inspiring, exploring, learning Context Type of School Brackenfield is an oversubscribed South Derbyshire special school for children from 4-16 years old. Over the last 2 years we have streamlined our offer to become a specialist school for pupils with communication and comprehension difficulties. All our pupils are significantly cognitively impaired operating developmentally between 0 – 6 years of age. We support pupils’ learning and journey into adulthood through a curriculum based on life skills and skill generalisation. There has been a significant rise in the intake of younger pupils with severe communication difficulties. This has informed our SIP and school structure to meet the needs of the changing cohort. The school year runs from June to June and is divided in to 4 Monitor, Evaluation and Review (MER) windows each of 10 weeks- the school structure, QA, finance and reporting to stakeholders all run in line with the MER windows. Last inspection Brackenfield was last inspected in February 2017 by Ofsted with a maintained judgement of Good. Derbyshire County Council has increased pupil numbers to 82 for September 2020. Intent Vision To support our students to reach their potential and become functionally and emotionally literate young adults. Through a curriculum with functional life skills at its core develop young adults who can safely navigate and contribute to society- with independence appropriate to their needs. To be fully committed to the safeguarding of all pupils which is embedded through all aspects of school life and strong home-school links. To develop pupil voice to enable our students to make positive choices, share their opinions and preferences whilst demonstrating an understanding of British Values. Through character education support our pupils development and self-recognition of character, alongside providing a curriculum that is ambitious and designed to give our young people the knowledge, self-belief and cultural capital they need to succeed and be happy in life. Ethos: Our School Values Brackenfield Characters Belong Believe Be Brave Never giving up; trying Caring for each other; Trying our hardest; even when we find helping each other; treating everyone fairly; Kindness Resilience Cooperation Determination Honesty Curiosity Courage something hard; telling wearing our uniforms listening to each other the truth Curriculum Pathways Our curriculum is designed with the understanding that each pupil will have unique starting Pupils are not taught in chronological age groups they are placed in class groups dependent on their cognitive, sensory, and destination points. Our curriculum structure has 3 broad levels: social emotional and communication needs. Classes are organised in to three pathways. All pupils are placed in a pathway however some may have some of their education in another pathway based on their individual needs. Pupils may move pathways in their school career or even in year. Pre- • Pupils at very early stages of development • Functioning typically between birth and 36 months formal • Learning to Play - Inspiring • Pupils at early stages of development Semi • Currently KS1 and KS2 • Currently KS1, KS2, KS3 • Currently KS3 - KS4 • Functioning typically between 30 and 60 months pupils pupils pupils • Topic based learning and learning through play - Exploring Formal • Develop skills to express • Develop skills to share • Develop purposeful life needs, share wants and opinions, obtain and give skills to prepare for learn to socialise information adulthood • Pupils at later stages of development • Enable independent • Problem solve to enable • Develop our competency • Functioning typically between 5 and 11 years navigation of our familiar independent navigation Decode to independently explore Formal • Subject specific learning - Learning world of our world our world • Pre and semi formal • Pre, semi and formal • Semi and formal learners The three levels of curriculum complement our Pathways. The model is based on the work learners Comprehend learners Communicate of Dr Penny Lacey and Peter Imray at Swiss Cottage School (Challenge Partners, 2017). Linear and Lateral Curriculums Our linear curriculum is based on the content of EYFS and Key Stage 1 and 2 content from the National Curriculum. Our 4 life skills areas are based on the Preparation for Adulthood guidelines. The life skill subjects specifically focus on teaching the functional skills our pupils will require in later life. For some, this means equipping them with the skills to make simple but nutritious meals or to maintain good hygiene; for others it might mean creating a CV or catching a bus independently. We recognise that some of our pupils, due to their complex needs, may never developmentally acquire certain skills; i.e. they may not progress in a linear manner; therefore we also provide a lateral curriculum for each pupil. The lateral curriculum is focused on the refinement and strengthening of skills over time and is personalised for each child through the setting of effective Personalised Learning Intentions (PLIs). This correlates with EHC plans and the 4 areas of SEND. Implementation Staff Brackenfield has an extensive wealth of knowledge within the staff team. Each class is supported by a class teacher and Specialist Teaching and Learning Assistants. The Children Services team support the pastoral offer across the school and work closely with families. The Vulnerable Educational Needs Coordinator leads the team which includes a family support worker, personal and health care technician and a family support worker who is also a sleep practitioner. In addition to this Brackenfield have service level agreements with educational psychologists and speech and language therapists as well as working closely with occupational therapists, clinical psychologists and other health and educational professionals. The senior leadership team consists of the Headteacher, two Deputy Headteachers, VENCo and School Business Manager. Curriculum Construction All pupils access a broad and balanced curriculum; subject offer is designed around a pupil’s stage of access. Curriculum Content (subject areas) Core Learning to Play Formal Formal - 36 months) 36 - Literacy Numeracy Personal Social and Physical Development (inc Communication and Pre Pre (0 Emotional Development swimming) Language Core Life skills subjects Foundation Additional - 60 60 - Physical Expressive Forest Schools Semi (30 Independent Community Formal Formal months) Literacy Numeracy Employment Good Health Education (inc Arts and Living Participation swimming) Design College Core Life skills subjects Foundation Additional KS4 Accredited learning Accredited KS4 Preparation for adulthood for Preparation College Physical Expressive 11 years) 11 Independent Community Formal - Literacy Numeracy Employment Good Health Education (inc Arts and D of E (5 Living Participation swimming) Design Forest Schools 3 Contents How the curriculum is delivered Cultural Capital Content Approach Method What is being Themes: Our school year runs from June to June to support effective transition of pupils through the school. The year is What is required to learn? How is it taught? learnt? broken down into 4 MER (Monitor, Evaluation and Review windows) which span 10 weeks each. Themes Pre-Formal Intensiveinteraction We run a thematic based curriculum- there is a different theme each MER point. Themes are designed to support the 4 strands Subjects Semi- Formal TEEACH of the preparation for adulthood (and therefore also the life skills subjects). Though discrete subject based learning will still SMSC Formal Play occur it will based on the current theme (where possible) to support pupils acquisition of knowledge. British Values Accredited Attention Autism Trips and Learning beyond the classroom: learning outside the classroom and extending learning experiences through trips Safeguarding and Multi-Sensory Role Play and visits is imperative to support pupils to contextualise their skills and knowledge, both routine and one off trips are planned Online Safety Positive behaviour support Visits throughout the school
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