School Prospectus
Independent residential school for pupils aged 8-17 with social, emotional and mental health difficulties
Headteacher: Ollie Sharp
15-17 Somerby Road, Knossington, Leicestershire, LE15 8LY Tel: 01664 454264 Fax: 01664 454234 Email: office@knossington.rutland.sch.uk Website: www.thegrangetherapeuticschool.co.uk Contents
INTRODUCTION 5
Communication
Care
Therapy
Outreach
Education
Contacting the school 9
Proud to be part of the Acorn Group
STATEMENT OF PURPOSE 10
Complaints procedure
Pupil numbers
Admission criteria
Admissions process
Family liaison
Uniform
THERAPY AT THE GRANGE 13
Mission statement
Team composition
Referrals
Therapy sessions
Assessment
Evaluation of potential pupils
MANAGEMENT OF BEHAVIOUR 16
Appropriate behaviour
Rewards
Sanctions
2 Positive handling
Exclusions
Bullying and harassment
Racism and sexism
RESIDENTIAL CARE AT THE GRANGE 18
SPECIAL EDUCATIONAL NEEDS 20
SEN policy and practice
Definition of Special Educational Needs (SEN)
OBJECTIVES 21
Inclusion
Early identification
Raising standards
Partnership
SEN Policy in action
SEN Policy and practice
Training, advice and support
Reviewing and updating SEN policy
CURRICULUM 25
National Curriculum
Nurture Curriculum
Key Stage 2 Curriculum
Key Stage 3 Curriculum
Key Stage 4 Curriculum
College links and vocational education
Homework
External examination opportunities
3 OTHER CURRICULUM OPPORTUNITIES 28
Assemblies and Religious Education
Sex and Relationships Education
Parental consent
Drug Education policy
Careers education and guidance
Work experience
The Curriculum Enrichment Program
REVIEWS AND REPORTS 30
Annual Reviews
Reports
Academic Results 2013
CHILD PROTECTION 35
SAFEGUARDING STATEMENT 35
What is Safeguarding?
STATEMENT OF INTENT 35
Monitoring
Health and Safety
STAFF QUALIFICATIONS 38
Care staff
Education staff
Therapy staff
4 INTRODUCTION
Welcome to The Grange Therapeutic School. This prospectus provides you with general information but if you require additional details you can telephone the Main School office on 01664 454264, email us at [email protected] or visit our website www.thegrangetherapeuticschool.co.uk. If you would like to visit us you would be more than welcome – please contact us to make an appointment.
We are a small school dedicated to working closely with parents/carers and Local Authorities to provide for the individual needs of our pupils.
The Grange Therapeutic School is an independent special school for young people who have an Education Health Care Plan (EHCP) for social, emotional and mental health difficulties. Young people are referred from Local Authorities throughout the UK. We have a mix of day and boarding pupils of primary and secondary ages.
The Grange is a small school that can accommodate up to 85 pupils. Everyone knows each other. Relationships between staff and pupils are based on a sensitive understanding of the needs of each young person and our aim is to achieve a family atmosphere where they feel cared for and safe.
The school is situated in the beautiful village of Knossington in Leicestershire and is well placed for access from the A1 to the east and the M1 to the west. Pupils from Local Authorities from all areas of the country attend the school. We offer 38 weeks per year boarding provision. The Local Authorities provide taxi transportation for our pupils; however, one of our aims is to prepare the pupils for later life by having older pupils eventually travel to and from school independently.
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Our new Lower School building
The school is placed in a large attractive house in beautiful landscaped grounds and has two residential houses which span the year groups, both in the Knossington village.
At The Grange we are committed to providing bespoke education, residential care and therapy. The school is characterised by high expectations, quality teaching and the highest standards of physical and emotional care.
“Partnership work with parents and external professionals is a particular strength of this residential school.” Residential Care Ofsted, January 2016
Communication Communication with parents/carers at The Grange is based on strong relationships between school, staff and home environments. Form tutors are the first point of contact with home for news about the school day. Care teams ensure parents and carers are kept up-to-date with the social and emotional development of pupils outside the school day. All groups of staff communicate regularly with each other to provide an effective team for all round support for our young people.
Education at The Grange offers a challenging, broad and balanced curriculum. Experiences and opportunities encourage the most reluctant learners to engage in education, with timetables to meet individual needs. Classes are small groups with high staff-to-pupil ratios including Teaching Assistants to support learning in the classroom.
Care Young people live at The Grange in high quality residential houses in a family environment. Pupils board weekly during a 38 week school year. House teams ensure a wide variety of activities are on offer after school has finished.
6 Therapy The therapy team works closely with the pastoral, education and care teams to support students. It consists of 5 therapists whose disciplines and areas of expertise is designed to meet the needs of the young people in our care. The team also advise and guide staff through case conferences and training.
Outreach Outreach education from The Grange offers additional individualised packages off site for pupils who are referred to us as non-attenders. We organise programmes to develop confidence and self- esteem for young people from neighbouring Local Authorities. We have an excellent record in preparing pupils for reintegration into full time education at school and college.
“The Outreach programme is successful…and keeps disaffected pupils in education. The Outreach team work closely with pupils and their families to develop a set of weekly learning activities which have a clear purpose to them.” Ofsted, December 2015
Education The Grange Therapeutic School has a Lower School which caters for boys and girls from Year 4 to 7 and an Upper School which runs from Year 8 to 12, although the vast majority of students leave after Year 11. In the Lower School nurture groups support boys with particular needs. In the Upper School a separate group is run along primary school lines to support more vulnerable pupils. Each young person belongs to a form group and his form tutor is the point of contact for parents/carers.
“Staff demonstrate a passion to support pupils to achieve their personal best.” Ofsted, December 2015
A class lesson at Lower School
7 A focus on the key skills of English, Maths, Science and ICT lies at the heart of the school week for all year groups. Core subjects are taught in the morning when our pupils are more focussed and their concentration is high.
The school has a strong varied curriculum including activities designed to build the pupils skills, self confidence and give them practical vocational qualifications. These include motor vehicle, animal care, hair and beauty, construction, art, music, cycling, PE, Art and Design, fishing, outdoor pursuits, horticulture and horse riding. All of these curriculum opportunities carry their own accreditation and certification. Recently the school has started offering the Forest Schools programme and Duke of Edinburgh awards, both of which are very popular with pupils. These courses help the pupils prepare for adult life.
Horticulture at The Grange
Skilled, professional and specialist teaching staff make up the education team at The Grange. SEAL (social and emotional aspects of learning) concepts underpin education at the school. Pupils are encouraged to stay on target with learning through a combination of appropriately differentiated work, achievable target setting and constant feedback of results.
Pastoral staff encourage pupils to develop self-management and learning skills. A credit reward system sets targets, monitors progress and encourages good behaviour.
Measures of success at The Grange ensure recognition when young people reach their learning targets. School assemblies regularly celebrate personal achievements large and small, and individual mentors support young people to review and maintain their progress. Accredited qualifications reward success throughout the curriculum.
Experiences and opportunities are built into learning at The Grange. All pupils have the opportunity to engage in residential trips which provide stimulating challenges and the opportunities to develop socially and emotionally. We aim to nurture our pupils into becoming well-rounded young people who will be able to thrive when they leave school.
“Staff have a very clear understanding of their safeguarding responsibilities, including whistle blowing, should they have concerns about another professional’s care practice.” Residential Care Ofsted, January 2016
8 Contacting the school If you wish to speak directly to a member of the Senior Leadership Team for more information please call the main office number on 01664 454264 and ask to speak to Ollie Sharp (Headteacher).
You may request copies of the school policies relating to bullying, child protection, Health and Safety, the promotion of good behaviour and sanctions adopted in the event of pupils misbehaving, complaint procedures and the number of complaints. You can also request information on the number of staff employed at the school and their qualifications by contacting the school. Alternatively, you can find information on our school policies by visiting our website at www.thegrangetherapeuticschool.co.uk
Education and the standard of care in school is inspected by Ofsted. This is the government organisation responsible for all children’s education and social care standards in Great Britain. You can contact them at:
Enquiries Ofsted Executive PBuilding C Cumberland Place Park Row Nottingham NG1 6HJ Tel: 0300 123 1231 Email: [email protected] www.ofsted.gov.uk
“A reoccurring theme raised by parents and carers is the progress pupils make in learning to regulate and manage their behaviours.” Ofsted, December 2015
Down at our private fishing lakes
9 Proud to be part of the Acorn Group
The Grange Therapeutic School is part of the Acorn Care and Education group of schools and specialist childcare providers. Iain Anderson is the Chief Executive Officer of the parent company – The National Fostering Agency.
In the event of the school being closed and you wish to make contact please use the below details:
Iain Anderson Chief Executive Acorn Care and Education 1 Merchants Place River Street Bolton BL2 1BX
Tel: 01204 558038 Fax: 01204 558059 Email: [email protected] Web address: www.acorncare.co.uk
10 STATEMENT OF PURPOSE
“Discover potential, enjoy success, prepare for life”
The Grange Therapeutic School integrates care and education with a therapeutic approach in order to deliver measurable outcomes.
We provide a therapeutic environment and a culture in care and education to help to build confidence in our pupils We listen to parents/carers and work together to support our pupils We enable pupils to change and improve their behaviour We get to know our pupils individually We ensure individual, flexible learning path ways are planned to engage our pupils We have a diverse, innovative and unique 24 hour curriculum that inspires and engages our pupils We listen to our pupils and we are creative in finding solutions when they have difficulties We build confidence to ensure pupil success We have a focus on life skills in order to prepare pupils for an independent life after The Grange We celebrate success at every opportunity.
Complaints procedure If any parent/carer or other person wishes to make a complaint they should contact the school either by telephone or letter, which will responded to within five working days. If necessary, the complaint will be further investigated and a response will be provided within 15 working days. Copies of the school’s complaints procedures are available on request from the school office.
Pupil numbers The school provides place for up to 85 boys and girls aged 8 to 17. There are currently twelve classes across both sites (with another to open shortly at Lower School) which are grouped, not simply according to ability or age, but according to social and emotional development. Classes normally have no more than six pupils except, for example, in PE where a whole year group might be taught together.
The school also offers provision for day pupils drawn from the local regions. Our pupils have been referred to us from Leicester City, Leicestershire, Rutland, Nottinghamshire, Nottingham City, Derby, Northamptonshire, Peterborough, etc.
Admission criteria Pupils will aged between 8 and 17 years All pupils will have a statement of special educational needs or an EHCP and be of any ability Pupils may have learning, communication difficulties and / or low attainment that are associated with their social, emotional and mental health difficulties Pupils may have specific learning difficulties such as dyslexia, dyspraxia and dyscalculia Pupils may be admitted on the basis of their need for therapeutic input (see section on Therapy at The Grange).
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Admissions process All pupils admitted to The Grange Therapeutic School will have been initially referred by their Local Authority (LA), though we have many informal enquiries from parents/carers and professionals which we are able to facilitate. If, after reviewing the information provided, the school believes that it can help the young person in accordance with the admission criteria, arrangements will be made with the LA for the parents/carers to visit the school.
It is important the pupil is not present on this first visit so that parents/carers are able to talk freely to the staff at school and both parties are able to ascertain whether the school would be appropriate for the young person. When both parties are certain that the placement would be successful we invite the pupil in to visit the school, and to reduce anxiety for him every effort is made to make the visit as informal as possible.
“There is a culture of openness at the school regarding the safety of pupils. Staff and pupils keep themselves safe by being vigilant and reporting any concerns.” Ofsted, December 2015
Family liaison The form tutor is the key person in the school to keep in contact with parents/carers. Each form consists of a maximum of six pupils and tutors call home regularly to ensure that there is good communication about the pupil’s welfare and educational progress. In addition to this support we have a family liaison worker who support families by attending meetings, doing home visits, liaising with professionals, etc. If a pupil is at The Grange on a residential basis the Care staff will build a strong relationship with the family and be there to support and advise as well as to communicate about the pupil’s progress.
Uniform The school uniform requirements are quite simple. A school polo shirt and sweatshirt is to be worn, with black or dark grey trousers. We also expect our pupils to wear black shoes or trainers. Parents/carers are able to purchase additional shirts and sweatshirts from the school.
12 THERAPY AT THE GRANGE
We have our own onsite therapy team to meet the needs and support the pupils
Statement of purpose The purpose of the therapy team is to provide a therapeutic framework for young people and staff at The Grange, in order to promote positive emotional health and, hence, positive life chances and outcomes for all.
Team composition Sarah Press (BSc Psychotherapist) is our full-time staff member and visiting therapists are currently Lisa Barnett (Speech and Language) and Tracy Moore (Counsellor), Jane Trent (Counsellor - Dip MBACP) and Jonathan Kemp (Counsellor - BSc Psychology). The team is supported and advised by Dr Jonathan Middleton (BA Hons, BSc Hons, PGCE, MSc, Doc Ed Psy, AFBPS, C. Psychol).
Referrals Some pupils arrive at the school with a request for therapeutic input as part of their statement of special educational needs; others may be referred at a later date in their school career as a result of developments in their emotional or social lives at home or at school. Referrals from school staff are submitted to the Therapy team, who then evaluate and prioritise cases at regular panel meetings every six to seven weeks.
Therapy sessions Individual sessions are usually offered once a week lasting around forty minutes. Topics may cover themes such as attachment disorders, anger management or the building of self-esteem. While client confidentiality is always respected, a half-termly report is produced for staff, parents Local Authorities and other involved professionals.
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Therapy sessions are adapted to each pupil’s needs
The sessions take place in The Lodge, situated at the beginning of the drive to the Main School. This provides a safe, comfortable venue removed from the rest of the school.
Members of the therapy team are able to provide a link between the therapy input, the school day and the pupils’ Personal Support Worker in their house groups. The therapy team is involved in the handover process at the end of the school day, and visit individual class tutorials where they work alongside education and care staff to discuss and draw up individual targets for each of their identified pupils.
Assessment The therapy team carries out a series of assessments which provide detailed information about our pupils; these details can be used to set individual targets, to identify areas of strength and weakness, and to draw up accurate profiles for each pupil.
Tests used regularly include: Conner’s Teacher Rating Scale - a useful screening tool for the presence of indicators of ADHD Beck Youth Inventory - an analysis of self-esteem, anxiety, depression and anger. This is a test commonly carried out by the Children and Adolescent Mental Health Service (CAMHS) Child Autism Rating Scale - a useful screening test for ASD.
Other assessments may include: Strengths and Difficulties Questionnaire - focusing on emotional symptoms, conduct problems, hyperactivity or inattention, peer relationship problems and pro-social behaviour Moods and Feelings Questionnaire - a self-rated questionnaire of depressive symptoms Boxall Profile - which identifies areas of difficulty and helps to set targets PASS profiling - which concentrates on pupils attitudes to school and themselves.
Results gained from these assessments are shared with the individual pupil, parents/carers, members of staff and other professionals involved with each young person.
14 Evaluation of potential pupils The therapy team is called upon to evaluate the suitability of offering a place to potential new pupils at The Grange. By reading carefully through the psychological advice contained in each pupil’s Statement of Special Educational Needs or EHCP the staff are able to build up a picture of individual pupils and then advise members of the Senior Leadership Team (SLT) as to the suitability or otherwise of pupils referred to the school. Using their contacts with other professionals they might access further information about a pupil, and engage in informal discussions to clear up any inconsistencies and ambiguities contained in more formal reports. In this way members of the team are able to gain a clear idea of the individual needs of potential pupils and to make appropriate plans for prioritised therapy.
15 MANAGEMENT OF BEHAVIOUR
Appropriate behaviour The school has a policy on Promoting Good Behaviour. A copy of the full policy is available on request. Issues relating to the policy are discussed with prospective pupils and parents/carers during the admission process.
The school aims to provide a high standard of education to its pupils within a caring environment. To enable pupils to meet their potential the school helps and encourages them to improve their behaviour, social skills and achievement so that they can take the best advantage of the educational opportunities the school offers. Socially acceptable behaviour and individual achievement is encouraged through a positive reward system (details of which are available on request).
Rewards Pupils’ appropriate behaviour is rewarded through the opportunity to take part in activities such as organised football, cricket, music, board games, cycling, art activities and computer games during morning and lunchtime breaks. Consistently appropriate behaviour throughout the week is recognised through the award of credits and the opportunity to take part in extended and more varied activities on a Friday afternoon. These activities include swimming, ten-pin bowling, football matches, cultural visits, outdoor education activities, computer/games room, horse riding, laser quest, golf, animation club, cooking, mountain biking and the cinema. Pupils’ good work is also rewarded through commendations and book tokens awarded by subject teachers and Teaching Assistants for outstanding work in their lessons. Further awards are made at the end of each term for consistently good behaviour, effort in class, excellence in each subject area and attendance throughout the term. All certificates and rewards are presented in assemblies where all success regularly recognised and celebrated.
Each class has a Teaching Assistant to support the teacher
Sanctions Appropriate sanctions are applied when pupils have not met the school’s high standard of expected behaviour as set out in the Promoting Good Behaviour policy. This can be either in or out of class, or while travelling to and from school. For minor incidents pupils complete supervised morning or lunch break. For more serious incidents ‘catch up’ after school is an option as a consequence. Parents/carers will always be consulted in the case of an after school catch up.
16 There may be some occasions where, despite the best efforts of staff, a pupil’s behaviour is seen as seriously disruptive, likely to endanger themselves, other pupils or staff, or to cause major damage to property. On these occasions it may be necessary for the staff to ensure the safety of all concerned by the use of agreed positive handling techniques. Restrictive Physical Intervention is explained in our policy on Promoting Good Behaviour policy which is available on request from the school office.
Positive handling All staff are trained in using positive handling techniques Positive handling techniques will only be used as a last resort Positive handling techniques will only be used with minimum force with maximum concern for safety The methods may be demonstrated and discussed during the admission process with both parents/carers and prospective pupils if this is required Parents/carers and LAs will be kept informed of any incidents involving positive handling.
Exclusions The school has a policy on exclusions which complies with the Department of Education’s Exclusions Guidance and updates its policies accordingly. This can be seen on request. The decision to exclude a pupil either for a fixed term or on a permanent basis is serious and will normally only be the final step after a range of strategies has been employed by the school. Exclusion will generally only be used when these strategies have been unsuccessful.
A decision to exclude a pupil will only be taken: in response to a serious breach or ongoing breaches of the school’s behaviour policy or, if allowing the pupil to remain in school would seriously harm the education and/or the welfare of the pupil or others in the school.
If a pupil is excluded for more than one day, work will be provided for him to complete at home during his absence from school. The number of days of exclusion at The Grange is significantly below the national average.
Bullying and harassment Bullying behaviour is not accepted in school and is never ignored. Bullying is a behaviour which is deliberately hurtful and frightening and can be both physical and verbal. If bullying is suspected or reported it is investigated immediately. It is dealt with appropriately and followed up to ensure that it has not resumed at a later date. Incidents of bullying and how they have been dealt with are recorded. Copies of the Anti-Bullying Policy are available on request.
Equality and diversity We promote equality and diversity by: Treating all staff and students fairly Creating an inclusive culture for all staff and students Enabling all staff and students to develop to their full potential Equip staff and students with the skills to challenge inequality and discrimination in their work/study environment Making certain that any learning materials do not discriminate against any individuals or groups Ensuring policies, procedures and processes do not discriminate.
17 RESIDENTIAL CARE AT THE GRANGE
38 week residential care of our pupils is provided across two residential houses, both in the village of Knossington. The Spinney is for our younger pupils, although some pupils may continue to be cared for at the house as they progress through the school if it is felt they are best placed there. Facilities at The Spinney have been extended to provide additional bedrooms, an outdoor hard play area and a large refurbished playroom. The Manor is close to the main school building and has benefitted from refurbished bedrooms and bathroom. Both are large attractive family houses separate from the school buildings, with their own gardens. The houses provide a very high standard of living accommodation, a homely atmosphere and opportunities for the pupils to engage in a wide variety of activities that support the 24 hour curriculum.
Students at the Spinney.
Each house has a team of care staff who provide care to the group and individual support through the ‘Personal Support Worker’ system. A Personal Support Worker (PSW) is a key-working role responsible for meeting all day-to-day needs of the pupil, providing health, care and placement planning, individual support and target planning. They also provide a main point of contact for parents. The care teams are responsible for the pupil’s social and emotional development outside of the classroom. All care staff are required to undertake training at Level 3 in Health and Social Care – Children and Young People.
Our residential pupils can be registered with Doctor Karen Bailey of the Oakham Medical Practice. However, we are able to have access to the Practice should any pupil require medical treatment.
Residential pupils enjoy a range of activities in the houses and frequent trips to local facilities, such as swimming, skate-board activity parks, cinema, bowling, and many others. Students contribute to decisions over activities and care through house group meetings where they are encouraged to chair the meetings and take their own minutes.
“The highly experienced staff and management team effectively implement up-to-date safeguarding policy and procedure. Risk assessments are proportionate and regularly reviewed so that they enable pupils to develop new skills while remaining safe.” Residential Care Ofsted, 2016
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The Manor House
The Spinney House
19 SPECIAL EDUCATIONAL NEEDS
SEN policy and practice Response to our pupils’ Special Educational Needs (SEN) is an integral part of the work of the school and reflects some key principles, which are:
putting pupils as our first priority setting challenging targets for all partners and acknowledging effort and success establishing high levels of professional confidence and competence creating a climate of openness and honesty recognising that progress depends on partnership valuing initiative and enterprise identifying the critical importance of excellent leadership maximising the potential of new technology and learning maintaining and enhancing the religious, cultural and linguistic diversity within our community.
The Grange embraces the following principles and understandings when meeting SEN:
a child with special educational needs should have their needs met the views of the child should be sought and taken into account parents have a vital role to play in supporting their child’s education children with special educational needs should be offered full access to a broad, balanced and relevant education based on the National Curriculum.
Definition of Special Educational Needs (SEN) A child has special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.
A child has a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age b) have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Education Authority c) is under five and falls within the definition at (a) or (b) above and would so do if special educational provision was not made for the child.
A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.
20 OBJECTIVES
Inclusion All children at The Grange have equal rights to the opportunities offered by education. All pupils at our school have a statement of SEN or EHCP on account of their social, emotional and mental health difficulties. In addition, they may also be diagnosed with specific learning difficulties and a wide range of syndromes and conditions.
Early identification The school recognises the importance of early identification, assessment and intervention for all pupils. It will seek to work in close liaison with both statutory and voluntary agencies to facilitate a co-ordinated and holistic approach to both assessment and intervention.
Raising standards The school is committed to raising standards of pupil achievement across the age range by seeking the participation of all pupils in learning which leads to the highest possible level of achievement. We support the approach of Central Government in emphasising the need for high expectations for children experiencing special educational needs. A range of assessments will be used to provide information about pupil progress. These will include National Curriculum attainments, teacher assessments, baseline assessments and progress against individual education plans. We have recently created a role within school with the main focus being pupil progress and attainment. The main purpose of this role is to track progress across the school and to identify young people that are not making the expected progress and then to liaise with staff to implement procedures to help to increase the progress of the young person.
21 Partnership The school recognises that in order for pupils with special needs to achieve their maximum potential a key issue is that of ‘partnership’ with a number of parties. Specifically, such partnerships are likely to include: pupils parents/carers voluntary organisations Health and Social Service Departments local Further Education colleges.
SEN policy in action The process and procedures which will be used to implement this policy will be in accordance with statutory guidance and agreed established practice whilst remaining aware of new initiatives and developments. We will continually review and seek to improve practice in all areas, which impact upon our pupils. We will continue to provide advice on criteria in relation to statutory assessment; guidance on issues and documentation in relation to special needs. This will include: processes, criteria and procedures related to identification assessment and provision difficulties which children experience in their learning strategies to manage learning and behaviour (including the training available) special education provision available including admissions criteria the school’s responsibility towards the education of Looked After Children; information children and parents need to make informed decisions.
Funding from Local Authorities is expected to cover the following activities: the curriculum activities for all pupils, including both organisation and delivery specific arrangements to match teaching styles, content and assessment to pupil needs planning that takes account of the needs of all pupils modification/differentiation of some materials for an individual pupil preparing all students to live in a diverse society support to modify pupil behaviour access to speech therapy if nominated on a pupil’s statement/EHCP access to school based resources monitoring and review of progress arrangements for communication between staff 22 enhanced home/school contact individual psychotherapy.
Developing and implementing a clear whole school policy for SEN that: describes how needs are identified and met makes it explicit how children’s needs are recorded and communicated to all other staff as well as parents and students if appropriate outlines arrangements for establishing and maintaining links with other agencies explains how staff training needs in relation to SEN will be identified and met makes it clear how complaints and disagreements are managed ensures that reports are made to parents on how SEN policies are implemented describes arrangements for monitoring and evaluating the effectiveness of provision for SEN.
SEN policy and practice The school is committed to promoting high standards of education for all its pupils. It seeks to achieve this by: ensuring all children and young people should have the same curricular entitlement the National Curriculum will be followed by all children, unless meeting their particular SEN requires its modification or disapplication securing effective training for school staff to assist them in meeting needs appropriately giving advice and guidance on general SEN related management and policy issues carrying out assessments where appropriate, according to the nature and severity of their needs encouraging teachers to have high expectations of their pupils working with teachers to set challenging improvement targets for their pupils the development of the use of pupil data systems.
The school strongly endorses the philosophy of the SEN Code of Practice to encourage children to be more fully involved in their school and communities and to take part in decisions being made about their education.
Training, advice and support The school provides a regular program of training for staff on SEN issues. This program is based on training needs identified via consultation with staff, evaluation forms of previous courses and through the school’s own training priorities. The forms of training and advice offered by the school are as follows:
courses offered with the regular INSET program training related to SEN Code of Practice training relating to the Disability Discrimination Act single events on specific topics such as dyslexia and autism advice and guidance for individuals or groups offered by the Learning Support Services of LAs sharing good practice ICT support, assessment, guidance and advice funding for teachers, members of the pastoral team and teaching assistants to attend accredited courses.
23 Reviewing and updating SEN policy This policy will be reviewed annually in consultation with staff, parents, pupils and other interested parties. The policy will be updated in light of:
any changes in legislation changes in governments policies advice from Acorn management individual annual reviews following consultation with stakeholders.
A Maths lesson at Lower School
24 CURRICULUM
The pupils who attend The Grange Therapeutic School exhibit a wide range of both emotional and educational needs, which by their very nature can impinge negatively upon their progress. The school therefore provides a curriculum that addresses all areas of pupil needs. Full details of this curriculum are available on request.
National Curriculum The schools’ statement of intent is as follows:
to provide a broad and balanced curriculum to our young people to promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society to prepare young people at the school for the opportunities, responsibilities and experiences of later life.
“Pupils who are not making the progress expected of them in English and Mathematics benefit from one-to-one intervention work from specialist staff. These regular sessions are enjoyed by pupils and help them to focus on improving particular areas of their learning that may be hindering their progress in other subjects.” Ofsted, December 2015
25 Nurture Curriculum Our Nurture pupils develop essential speaking and listening skills in a variety of situations. Through the introduction of letters and sounds they begin to establish the building blocks for reading, which is reinforced through one-to-one reading sessions.
We believe in our young people developing skills in mathematics through active learning. This includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes and measures. Young people develop the skills that help them make sense of the world by following our very own Nurture Curriculum that was written within the school with the help of Doctor Tina Rae. This curriculum is heavily based around the five principles of SEAL.
The Nurture curriculum is delivered in our Nurture bases, and offers a curriculum delivered via nurturing principles and the development of a social and emotional skills programme.
The pupils participate in weekly cooking lessons and also go out on weekly half day Outdoor Education trips, visits to local Police and Fire Stations and learning skills including walking and map reading.
We believe that the Nurture programme develops skills in such a way that it is more likely to ensure academic success.
Key Stage 2 Curriculum The school offers a wide curriculum and an abundance of extra-curricular activities, which is successful in re-engaging reluctant learners. Lesson content is adapted to meet the needs of each individual.
Texts are chosen to interest and engage the boys and are planned, where possible, within our themed work; fictional texts are also chosen to enhance and support each topic.
All core and foundation subjects as set out in the National Curriculum are planned and delivered through a theme or topic approach each half term or term. We also deliver SEAL and RE which is differentiated through the classes and our curriculum runs on a three-year cycle to ensure that no young person repeats any area.
An IT lesson with a KS2 class
26 Initial baseline assessments indicate where there are gaps within an individual’s education and this is addressed through adapted individual work. Progress is monitored and tracked through the National Curriculum levels and through the national end of Key Stage assessments.
All lessons cater for young people’s individual learning needs and include auditory, visual and kinesthetic learning. Class teachers deliver the majority of lessons, although specialist teachers are also timetabled to help support the Key Stage 2 curriculum. This in turn helps to improve the transition phase over to Main School as pupils continue their education.
“Lower School pupils demonstrate good attitudes towards their learning. The Nurture provision provides a supportive environment where pupils start to develop a better understanding of their needs…” Ofsted, December 2015
We have a Speech and Language therapist who comes in regularly to work with our pupils
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Key Stage 3 Curriculum At the end of Year 7 pupils move into one of our Year 8/9 classes based on their cognitive and emotional development. The move from Year 7 to Year 8/9 is done over the final summer half term in a gradual manner to ensure a smooth transition and as little stress put onto the young person as possible. The Year 8/9 pupils are then encouraged to develop and consolidate their key skills in core subjects and are also offered opportunities to extend their knowledge in other areas of the curriculum.
Students in Year 8/9 study a common curriculum consisting of English, Maths, Science, Art, Catering, Geography, History, ICT, Life Skills, Music, PE, PSHEE (personal, social, health and economic education), Rural Studies and Technology. They are also given the opportunity to tailor some of their timetable with subjects such as Bikeability, Carp Academy, horse riding, Horticulture, kayaking and climbing.
In addition to the core curriculum students are given the opportunity for accreditation at Unit Award/Entry Level in Maths, English and PE as well as Level 1 NCFE and Entry Level Unit Awards qualifications in Art, and Level 1 NCFE Interactive Media. The final half term of Year 9 is geared towards preparing the students for the transition to KS4 and the start of their GCSE courses. Pupils at this stage are able to make the choices to personalise their learning for the beginning of Year 10. These 28 choices run for one year and are then reviewed at the end of Year 10. SMSC (social, moral, spiritual and cultural) aspects of learning and SEAL (social and emotional aspects of learning are incorporated into planning across the curriculum as well as issues being addressed directly in the PSHEE programme.
Key Stage 4 Curriculum In Years 10 and 11, students study a core curriculum of Careers, English, ICT, Maths, PSHEE and Science and can then choose up to six of the following:
Bikeability Carp Academy Catering Fisheries Management Horticulture ICT Music Technology Outdoor Education PE Climbing Kayaking Boxing ASDAN Wider Key Skills Sport’s Leaders Award Music Technology
This allows the students to achieve in each of their core subjects. In addition to these subjects, students complete work across the curriculum towards their ASDAN CoPE (certificate of personal effectiveness) qualification. This qualification allows our young people to improve skills such as working with others, improving their own learning and performance and problem solving. This helps to prepare them for the next stage of their education when they leave The Grange.
At this stage, our young people have the opportunity to attend one of our local colleges to complete various Level 1 and 2 courses in subject areas such as catering, construction, cycle maintenance, ICT, motor mechanics, painting and decorating and sport studies.
Qualifications offered include: GCSE – English, Maths, PE and Media Studies Short Course GCSE PE BTEC – Science Functional Skills – English and Maths NCFE Level 1 – Catering NCFE Level 1 – Interactive Media OPEN Award Level – ICT User Skills Unit Awards – Horse riding NCFE Levels 1 and 2 – Art Duke of Edinburgh – Bronze Level 1 – Mechanics, Construction, Hair and Beauty, Small Animal Care, Childcare, ICT, Hospitality, Employability Skills (via the Melton Learning Hub)
Further qualifications are being developed as the school progresses.
The unique timetables are designed to meet the desired requests of the young person, statutory requirements of each pupil’s statement, and views taken from significant stakeholders. The aim of this phase is to individualise the curriculum to meet personal needs, engage the learners and provide maximum opportunity to achieve.
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Our SK4 pupils are able to personalise their timetables
College links and vocational education The school has very strong links to the wider local community and other educational facilities including local colleges. These links have been established over a period of some years and are based on strong working relationships between school staff and staff from these institutions. Students are offered and are attending a variety of college placements and courses in Years 10 and 11.
“Pupils are well prepared for their next stage of education, employment or training. All pupils go on to further opportunities at colleges or in the world of work. The school actively engages with careers advisers, Parents and Local Authorities so that the pupils are helped to make considered decisions about their future placements.” Ofsted, December 2015
Homework Although it is not compulsory homework is always available and young people are encouraged to develop independent study skills to help them make faster progress in their leaning. Homework tends to concentrate on Literacy and Numeracy in Key Stage 3, whilst emphasis is placed on all GCSE topics in Key Stage 4.
30 OTHER CURRICULUM OPPORTUNITIES
Assemblies and Religious Education The school is non-denominational. Major religious festivals are highlighted throughout the year, and topical issues are addressed. Assemblies in Upper and Lower schools celebrate the success and achievement. Assemblies are led by staff and both staff and young people play an active part in them.
In Key Stages 2 and 3 the major faiths of Christianity, Judaism, Hinduism, Islam and Sikhism are studied. Young people learn about the history of these faiths, the vocabulary associated with them and their practices. In Key Stage 4 moral and social issues are studied and the attitudes of these faiths towards these issues examined.
Sex and Relationships Education It is the policy of The Grange Therapeutic School that Sex and Relationships Education should form part of the curriculum of the school. The school aims to provide the opportunity for young people to learn about sex and relationships through Science, PSHEE, Citizenship and the local Health Care Trust. This learning is supported by a series of PSHEE mornings such as e-Safety productions, etc. We endeavor to give young people the opportunity to learn the facts while dispelling myths and half- truths without creating fear or anxiety.
Parental consent All parents/carers will be informed by letter before the delivery of the PSHEE/Citizenship part of the curriculum and given the opportunity to withdraw from the lessons. However, it is compulsory to teach the biological facts of reproduction in secondary school science lessons
Drug Education policy It is the school’s policy to provide an ongoing program of Drug Education as part of its KS3 and KS4 curriculum.
Although there are opportunities for drugs to be discussed across the curriculum and through the therapy department it is within the area of PSHEE/Citizenship, coupled with the Statutory Science Orders that we can best provide a formal framework for delivery. We use a range of teaching and learning techniques to deliver information and raise awareness including group discussion, role play, structured games, information and knowledge programs and the use of speakers from outside agencies.
The National Curriculum requires the following elements of Drug Education to be taught:
recognising the impact of diet, exercise, drugs and lifestyle on the way their bodies function (KS2) the effects of recreational drugs (including substance misuse) on behaviour, health and life processes (KS3) the impact of exercise, asthma and smoking on the human gas exchange system (KS3).
31 Careers education and guidance The Grange Therapeutic School provides quality care for its young people’s needs and abilities and this is particularly relevant in its provision of Careers Education and Guidance. The school has in place a planned careers program that starts at Year 8, continuing through to Year 11 culminating in individualised opportunities.
The Grange provides specific careers guidance throughout the academic year through the Careers lessons.
In Key Stage 4 emphasis is placed on the world of work, opportunity awareness, handling careers information, college experience, work experience and CVs. Young people also develop their Progress File and practice completing application forms and writing application letters. During KS4 a comprehensive program of outside speakers visit the school. These include visiting speakers from the Armed Forces, college representatives and business mentors, who inform pupils of possible career paths.
It is our aim for all young people should leave school with a suitable placement; therefore all Year 11s are actively encouraged and supported to apply for college placements, training schemes or jobs whilst in their final year.
Work experience Work experience is arranged for our Year 10 and 11 young people where appropriate. If possible placements are made for them to work in an occupational area where they have already shown an interest, and placements are made in the young person’s home area wherever possible.
Through work experience young people have the opportunity to work alongside people of varying age, background and status. For many, this will be the first experience of a working situation so attention is given to preparation, particularly to Health and Safety, conduct and appropriateness of the placement.
Work experience provides an excellent opportunity for young people to practice and develop skills learned in the classroom and to experience some of the challenges of working life, e.g. teamwork and discipline. This contributes towards helping our young people to be better prepared for life after school.
The length and nature of work experience will differ according to individual needs and ability. Placements are usually on a chosen day, on a weekly basis or for one full week in the year. However some pupils have the additional opportunity to undertake an extended work experience placement, up to two days a week for a set period of time. We aim to give young people the opportunity of an experience of work which is appropriate to their personal development and to their overall curriculum experience. We recognise that some young people will need additional support to achieve this aim. Leicestershire Education Business Company (LEBC) vet work experience placements for an individual for safeguarding arrangements.
32 REVIEWS AND REPORTS
Annual Reviews Every pupil has an Annual Review. The pupil, his parents/carers, the Local Authority (LA) and any other agencies that have a contribution to make are all invited to attend. At the review the pupil’s academic, social and behavioural progress during the previous year is discussed and targets set at the previous review are examined and new ones set. The review meeting is an opportunity for recognition of a pupil’s progress and for ideas to be shared if there are any problems which need to be addressed. If it is considered that it may be appropriate for the pupil to return to mainstream school it will be discussed at this meeting and plans for a return can be made. The current statement will be reviewed and the necessary paperwork will be sent to each LA within the statutory 10 days. If the need arises an Annual Review meeting can be convened earlier than usual.
Reports Before a pupil’s Annual Review teachers, therapists, Pastoral Head and the PSW write detailed reports on the young person’s academic attainment and progress and on his social and behavioural development. This report is sent to all those involved in the review and provides the main source of information on which to base discussion at the review meeting.
Parents/carers receive six reports throughout the year. At the end of each half term there is an academic snapshot that includes ‘working at’ grades and ‘effort’ grades. In addition, at the end of each term there is a more detailed report including written comments and areas for improvement from each teacher and the form tutor.
Progress is tracked and monitored
33 Destinations Since 2014 everyone one of our leavers has found either a work or college placement – well above the national figure for school leavers. Destinations include: Stamford College Brooksby College Leicester College Hamilton College Stephenson College Heart of England College Loughborough College Soar Valley College Chelmsford College
Academic Results in 2017 The 2017 results places the school alongside Outstanding SEN schools, and in some subjects, notably English, the results exceeds these schools. The average amount of recognized qualifications achieved by Year 11 students was 7.1 and over three quarters of the students passed a GCSE in English.
Our staff work hard to provide for the individual needs of the pupils
CHILD PROTECTION
Safeguarding our pupils is at the core of all we do at The Grange. All school staff receive child protection training through the Leicestershire Children and Young People’s Service. Staff promote ‘keeping safe’ with pupils through education, care, personal support work and therapy. The school follows the Leicestershire Children and Young People’s Service safeguarding procedures. There are six trained Designated Senior Persons in the school who are responsible for Child Protection issues. All staff are trained by Leicestershire Children and Young People Service and the training is regularly updated. The school has a Safeguarding and Child Protection policy, which is available from the school on request. 34
SAFEGUARDING STATEMENT
What is Safeguarding? Safeguarding is promoting the welfare of children and prevention for harm by:
protecting children from maltreatment preventing impairment of children’s health or development ensuring that children are growing up in circumstances consistent with safe and effective care enabling children to have the best life chances and to enter adulthood effectively all agencies working with children, young people and their families taking all reasonable measures to ensure that the risk of harm to children’s welfare are minimised; and where there are concerns about children and young people’s welfare, all agencies taking appropriate actions to address those concerns, working to agreed local policies and in full partnership with other local agencies (Working Together to Safeguarding Children – 2006).
The Grange accepts these definitions and its primary role and responsibility is to ensure the school has policies, practices and procedures to safeguard and promote the welfare of children and young people in its care.
STATEMENT OF INTENT
The Grange Therapeutic School recognises that the welfare of the child is paramount and takes seriously its duty and responsibilities to safeguard and promote the welfare of the children and young people in its care. The Grange will:
protect the welfare of children and young people and support their development in a way that will foster security, confidence and resilience promote a culture which makes the school a safe place to learn promote a culture which makes the school a safe and secure place for children and young people to live, grow and develop acceptably.
The Grange is committed to the Every Child Matters framework, which focuses on improving the outcomes for children and young people in terms of:
being healthy staying safe enjoying and achieving making a positive contribution achieving economic well being.
35 The Grange believes all children have the right to be safeguarded from harm or exploitation whatever their: race, religion, first language or ethnicity gender or sexuality age health or disability political or immigration status.
The officers of Acorn Care and Education, staff, volunteers and agency staff within the school acknowledge and understand the importance of working in partnership with children, their parent/carers and other agencies in order to protect and promote children and young people’s welfare. All staff have safeguarding responsibilities and have a duty to ensure that our schools and children’s homes provide a safe, caring, positive and stimulating environment that promotes the social, emotional, physical, educational, moral and spiritual development of each individual child and young person.
The Grange will endeavor to safeguard children and young people by ensuring that they: value children and young people by listening to, and respecting, them involve children and young people in decisions which affect them, taking account of their views and the development of services make sure all staff, volunteers and agency staff are aware of and committed to the safeguarding policies, practices and child protection procedures recruit and select staff, volunteers and agency staff safely, ensuring appropriate and necessary checks are made share information about concerns with agencies that need to know, and involve children and their parents/carers where appropriate. Following locally agreed procedures, maintain relevant confidential records. At all times, the protection of the child is the most important consideration provide effective management through induction, support, accountability, guidance and training ensure staff, volunteers and consultants understand about ‘whistle blowing’ procedures deal appropriately with allegations/concerns about staff take immediate action when there is safeguarding concerns.
Monitoring The reporting and communication system, through notes of visits by Acorn Care and Education personnel, is an essential feature to the monitoring process and ensure good safeguarding practices and procedures are in place and being followed.
Health and Safety The school has a Health and Safety policy, which ensures the safety and well-being of all pupils, staff and visitors. Health and Safety is an issue always addressed in the School Improvement Plan and there is a rolling program of maintenance to keep the standards of the learning and working environment at a high level. The policy is available on request from the school.
36 STAFF QUALIFICATIONS
Care staff all care staff are qualified to NVQ Level 3 in Children and Young People two senior care staff hold or are working towards the Level 4 qualification
Education staff Education staff have the following qualifications: - Degree and Teacher Training Qualifications - Certificate of Education - Higher Level Teaching Assistant Certificate - NVQ in Support for Teaching and Learning
Ollie Sharp (Headteacher) BA (Hons) History PGCE NPQH Leo Guy (Head of Education) BSc (Hons) Sports Science for Performance Coaching PGCE Katherine McKenna (Head of Lower School) HTLA Paul Cope BEd – Primary Kate Theedom BA (Hons) English HTLA SpLDTPC/APC (Specialist Teacher - Dyslexia) Rob Williams BA (Hons) Music ABSM Teaching Certificate Lauren O’Brien BSc (Hons) Hospitality Management PGCE Lesley Bath HLTA Kieron Chapman NVQ Level 3 Care Level 2 Coaching Award Caroline Webb BEd Hons Charlotte Boswell NVQ Level 3 Pete Scott BSc (Hons) PE PGCE Liam Walsh Higher Sports Leader Award Level 3 Sharon Komrska-Clark-Monks QTLS Dave Parker (Outreach Coordinator) BA (Hons) Humanities PGCE NPQH Med Certificate of competence in inspection skills (Ofsted) Gilly Morrow BA (Hons) English Literature PGCE Owen Whelband BSc (Hons) Physical Education and Youth Sport PGDip (QTS) Secondary Education (QTS) PE Dan Court BSc (Hons) Biology and Sport Science PCGE Biology and Balanced Science MA in Special Educational Needs Liz Winfindale Level 2 in Supporting Teaching and Learning
37 Helayna O’Brien Level 3 Supporting Teaching and Learning in Schools Level 3 Cover Supervision of Pupils in Schools Andy Moore BSc (Hons) Sports Coaching Physical Education (QTS) 11-16 years Ryan Hurst BSc (Hons) Sport and Exercise Science with Sport Development Primary Education (QTS) 3-11 years Rob Delucchi (South Africa) National Diploma: Printing Management Level 2 (South Africa) Advertising Diploma: Art Director PGCE Design and Technology 11-18 years Level 2 Certificate in Supporting Teaching and Learning in Jill Powell Schools Intermediate Level Apprenticeship in Support in Teaching and
Learning in Schools Victoria Jackson BA (Hons) Humanities PGCE Danielle Leverton BA (Hons) English and Philosophy PGSE Secondary English Karima Maghraby BSc Computer Science Cert Ed – Post Compulsory Education PGCE Computer Science MSc Computer Information Systems Management Dave Hearn BSc Aerospace Engineering MSc in International Relations Hazel Lake BSc (Hons) Psychology Certificate of Educational Studies: Effective Classroom Assistants (HTLA) Sarah Alldridge Level 3 NVQ in Health & Social Care (Adults) Level 5 Diploma: Explore models for disability (CBT) Level 4 Preparing to Teach in the Lifelong Learning Sector
Therapy Staff
Sarah Press Psychotherapist BA (Hons), PGDip, MA, MBACP
Lisa Barnett Speech and Language Therapist BSc (Hons), MRSCLT, MHPC, MASLTIP
Tracy Moore Counsellor PGCert in Relationship Therapy
Jane Trent Counsellor Counsellor/Therapist Dip MBACP
Jonathan Kemp Counsellor BSc Psych, MNCS Acc
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