25837 Abbey Court Add Info Booklet

2017/18

Abbey Court is committed to safeguarding and promoting the welfare of children, achieving equal opportunities, and combating discrimination.

Additional Information 2020 – 2021

Quality of Education Overview To improve the quality of teaching, learning and assessment to 95% good or better Terms 1 & 2

Terms 3 & 4

Terms 5 & 6

Subject Review & Development: Science (CW)* (Formal Observations)

History (SH)

Art (EW)

Personal Development (SB)* (Learning Walk)

Foreign Languages (EC)

Physical Education (GJ)

Behaviour Review (external consultant)* (JB)

Health Education & Drugs Education (Subject Leader)

Citizenship/British Values (Subject Leader)

Derived From Leadership Group

Review of lunchtimes (DHT/ external consultant)* Development of farm provision and curriculum including website/Webcam, etc (KJ/ZS/DS)

Governors, Staff and Leadership Group

Assessment, revision and development of all aspects re. action plan, including review of accreditation and engagement model (ZS/KS Leaders)

Leadership Group

*carried over from 2019/2020

Indicates link to Abbey Court’s Single Equality Scheme

02

Quality of Education Overview (Continued) To improve the quality of teaching, learning and assessment to 95% good or better Terms 1 & 2

Terms 3 & 4

Terms 5 & 6

Derived From

To rationalise accreditation targets to ensure there is progression and that accreditation is appropriate to the key stage. External award predictions: EYFS/KS1 to achieve – •4 Swimming awards • 5 Gym awards KS2 to achieve – • 1 1 Swimming awards • 10 Gym awards • 3 0 AQA unit awards KS3 to achieve – • 1 9 Swimming awards • 1 6 Gym awards • 1 5 Tonto/riding awards • 2 0 New Horizons awards KS4 to achieve – • 5 Swimming awards • 1 5 Gym awards • 1 0 Tonto/riding awards • 8 Transition Challenge awards KS5 to achieve – •9 Swimming awards • 2 0 Tonto/riding awards •8 0 Towards Independence awards • 5 Bronze and 4 Silver Duke of Edinburgh awards Indicates link to Abbey Court’s Single Equality Scheme

03

Behaviour & Attitudes Overview To ensure pupils’ behaviour and attitudes remain outstanding Terms 1 & 2

Terms 3 & 4

Derived From

Revisit with all, how to write a behaviour support plan and how these are used in school at levels 1 and 2. (JB)

Staff Group

Re-focus of briefings re. CPD element (DHTs)

Staff Group Revision of SMSC (JBr)

Review of health and safety provision

Indicates link to Abbey Court’s Single Equality Scheme

04

Terms 5 & 6

Leadership Group Leadership Group

Personal Development Overview To ensure pupils’ personal development remains outstanding Terms 1 & 2

Terms 3 & 4

Terms 5 & 6

Work on the achievement of the School Mental Health Award (SB)

Derived From Leadership Group

Pupil Voice

Pupil Voice

Mental Health and Well-being (SB)

PE and Sport (GJ)

Pupil Voice Lunchtime Clubs and Breaks (Subject Leader)

Parents Voice

Parents Voice

Parents Voice

Website feedback and development (JB)

Home-school communication and prospectus feedback and development (JB)

Mental Health and Well-being (JB)

Staff Voice

Staff Voice

Staff Voice

Workload survey results and plan (VA)

Health and Well-being (VA)

Development Opportunities (VA)

Implementation of revised sex education curriculum (Subject Leader)

Pupil Survey

Central Government

Indicates link to Abbey Court’s Single Equality Scheme

Leadership & Management Overview To ensure leadership and management remains outstanding Terms 1 & 2 Revision of Bereavement/Food and Home Learning policies (JR)

Terms 3 & 4

Terms 5 & 6

Derived From Central Government and Leadership Group

Completion of phase 2 farm project (KJ) Phase 2 build project (KJ)

Governors/ Leadership Group

Governors to consider ways forward for the development of the school re. phase 3, 19-25 provision (GB)

Governors

To participate in the DfE voluntary Early Years Foundation Stage (EYFS) reforms early adopter scheme (KJ)

Leadership Group

05

3 Year Overview 2020 / 2021 Quality of Education

2021 / 2022

• Focus on foundation subjects

• Focus on foundation subjects

• Focus on O2BO

• Focus on O2BO

• Share good practice beyond the school

• Share outstanding practice beyond the school

2022 / 2023 • Focus on core subjects • Focus on O2BO • Sharing outstanding practice (Nb. farm outreach)

• Review all staff training programmes/CPD offer Curriculum

• Review accreditation • Review assessment procedures

Leadership & Management

• Lobby for 19-25 provision (phase 3)

• Lobby for 19-25 provision (phase 3)

• Review of health and safety

• Development of farm curriculum

• Development of school farm outreach provision

• Lobby for single-site (phase 2 build) and 19-25 provision

• Review of PSHCE curriculum

• Review of pupil/parent voice

• Development of school farm (funding) • Review of health and safety Behaviour & Attitudes

• Review of SMSC

Personal Development

• Review of RRS Unicef Gold award

• Focus on International Schools Award re-accreditation

School Targets Achievements of 2021/2022 targets School improvement targets for the 2021/2022 academic year are located on page 13.

National Curriculum Assessments These are carried out at the end of Foundation Stage and Key Stages 1, 2, 3 every year, in line with mainstream schools. Reports on the results at the end of each Key Stage are reported to parents. Copies of these can be obtained from the school on request.

06

National Progression Quartile Tables 2010 Data Set 3: Progression 2010 – 2011 Key Stage 1 to Key Stage 2 English

KS1 prior attainment P1(i)

P1(ii)

KS2 (LQ) 25th percentile P1(i)

KS2 P scale/NC scale

KS2 (median) 50th percentile

KS2 (UQ) 75th percentile

P2(ii)

P2(ii)

P2(i)

P2(i)

P2(ii)

P2(ii)

P2(i)

P2(ii)

P3(ii)

P2(ii)

P3(ii)

P4

P3(ii)

P3(i)

P3(ii)

P5

P4

P4

P5

P2(i) P3(i) P4 P5

P6 P7

P5

P5

P7

P6

P7

P8

P7

L1C

L1A

L1C

L1B

L2C

L1A

L2C

L2B

KS1 prior attainment

KS2 (LQ) 25th percentile

KS2 (median) 50th percentile

KS2 (UQ) 75th percentile

P1(i)

P1(i)

P1(ii)

P2(i)

P1(ii)

P1(ii)

P2(i)

P2(ii)

P8 Mathematics

KS2 P scale/NC scale

P2(i)

P2(i)

P2(i)

P3(i)

P2(ii)

P3(i)

P3(ii)

P4

P3(i)

P3(i)

P4

P4

P3(ii)

P4

P5

P5

P4

P5

P6

P6

P5

P6

P7

P8

P6

P8

L1C

L1B

P7

L1C

L1B

L2C

P8

L1B

L1A

L2B

KS1 prior attainment

KS2 (UQ) 25th percentile

KS2 (median) 50th percentile

KS2 (UQ) 75th percentile

P1(ii)

P1(ii)

P2(ii)

P3(ii)

P2(ii)

P2(ii)

P3(ii)

P4

Science P1(i)

P2(i) P3(i) P4

P1(i)

P2(ii)

P3(ii)

P4

P5

P6

P7

L1C

P8

P2(ii)

P2(i)

P5

P6

KS2 P scale/NC scale

P8

L1B

P3(ii) P5

P6 P8

P2(ii) P3(i) P4 P4 P5

P6

L1B

L1B

L2C

L2C

L2B

L1A

L2B

07

Key Stage 2 to Key Stage 3 English

KS3 P scale/NC scale

KS2 prior attainment

KS3 (LQ) 25th percentile

KS3 (median) 50th percentile

KS3 (UQ) 75th percentile

P1(i)

P1(i)

P2(ii)

P2(ii)

P1(ii)

P1(ii)

P2(i)

P2(ii)

P2(i)

P2(i)

P2(ii)

P3(ii)

P2(ii)

P2(ii)

P3(ii)

P4

P3(i)

P3(i)

P3(ii)

P5

P3(ii)

P3(ii)

P4

P5

P4

P4

P5

P7

P5

P5

P7

P8

P6

P6

L1C

L1A

P7

P7

L1B

L2C

P8

L1C

L1B

L2B

Mathematics

KS3 P scale/NC scale

KS2 prior attainment

KS3 (LQ) 25th percentile

KS3 (median) 50th percentile

KS3 (UQ) 75th percentile

P1(i)

P1(i)

P1(ii)

P2(i)

P1(ii)

P1(ii)

P2(i)

P2(ii)

P2(i)

P2(i)

P2(i)

P3(i)

P2(ii)

P3(i)

P3(ii)

P4

P3(i)

P3(i)

P4

P4

P3(ii)

P4

P5

P5

P4

P5

P6

P6

P5

P6

P7

P8

P6

P8

L1C

L1B

P7

L1C

L1B

L2C

P8

L1B

L1A

L2B

Science

08

KS3 P scale/NC scale

KS2 prior attainment

KS3 (UQ) 25th percentile

KS3 (median) 50th percentile

KS3 (UQ) 75th percentile

P1(i)

P1(i)

P2(ii)

P2(ii)

P1(ii)

P1(ii)

P2(ii)

P3(ii)

P2(i)

P2(i)

P2(ii)

P3(i)

P2(ii)

P2(ii)

P3(ii)

P4

P3(i)

P3(ii)

P4

P4

P3(ii)

P4

P5

P5

P4

P5

P6

P6

P5

P6

P8

L1B

P6

P8

L1B

L2C

P7

L1C

L1A

L2B

P8

L1B

L2C

L2B

Key Stage 3 to Key Stage 4 English

KS3 P scale/NC scale

KS3 prior attainment

KS4 (LQ) 25th percentile

KS4 (median) 50th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(i)

P1(i)

P1(i)

P1(ii)

P1(i)

P1(ii)

P2(i)

P2(i)

P2(i)

P2(i)

P2(ii)

P2(ii)

P2(ii)

P2(ii)

P2(ii)

P3(i)

P3(i)

P3(ii)

P4

P3(ii)

P3(ii)

P3(ii)

P4

P4

P4

P4

P5

P5

P5

P5

P6

P6

P6

P6

P7

P7

P7

P7

P8

P8

P8

L1C

L1B

Mathematics KS3 prior attainment

KS3 P scale/NC scale KS4 (LQ) 25th percentile

KS4 (median) 50th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(i)

P1(i)

P1(i)

P1(ii)

P1(i)

P1(ii)

P1(ii)

P2(i)

P2(i)

P2(i)

P2(ii)

P2(ii)

P2(i)

P2(ii)

P2(ii)

P3(i)

P2(ii)

P3(i)

P4

P3(ii)

P3(ii)

P3(ii)

P4

P4

P4

P4

P5

P5

P5

P5

P6

P6

P6

P6

P7

P7

P7

P7

P8

P8

P8

L1C

L1B

Science

KS3 P scale/NC scale

KS3 prior attainment

KS4 (UQ) 75th percentile

KS4 (median) 50th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(i)

P1(i)

P1(i)

P1(ii)

P1(ii)

P1(ii)

P2(i)

P2(i)

P2(i)

P2(i)

P2(ii)

P2(ii)

P2(ii)

P2(ii)

P3(ii)

P3(i)

P3(i)

P3(ii)

P3(ii)

P3(ii)

P3(ii)

P4

P4

P4

P4

P4

P5

P5

P5

P5

P6

P6

P6

P7

P7

P7

P7

P8

L1C

P8

P8

L1B

L1B

09

Comparison of Achievements (Predicted scores adjusted to take account of missed summer term 2020 due to coronavirus pandemic) Comparison of achievements of pupils: Key Stage R-1, Key Stage 1-2, Key Stage 2-3, Key Stage 3-4 and Key Stage 4-5 in the academic year 2019/20 against the Progression Guidance 2010 data from National Strategies.

Key Stage R – 1 Abbey Court Predicted

Year 2

Year R

Abbey Court Predicted

Year 2

Year R

Abbey Court Predicted

Year 2

Science

P3.1.00 P3.1.00 P2.2.20 P2.2.80 P2.1.80 P2.2.80 p3.2.20 P2.1.80 p4.20 p6.80 p3.2.60 p3.1.60 p3.2.60 p3.2.40 P3.1.80 p4.00 p4.00 p4.00 p3.1.80

P3.2.00 P3.2.00 P3.1.00 p3.1.80 P2.2.80 P3.1.60 p4.20 P2.2.40 p5.20 p7.80 p4.60 p3.2.60 p4.60 p4.40 p3.2.40 p5.00 p5.00 p5.00 p3.2.20

P3.2.00 P3.2.00 P3.1.00 p3.1.80 P2.2.80 P3.1.60 p4.20 P2.2.40 p5.20 p7.80 p4.60 p3.2.60 p4.60 P4.40 p3.2.40 p5.00 p5.20 p5.20 p3.2.20

P3.1.00 P3.1.00 P2.2.00 P2.2.20 P1.2.80 P2.2.60 p3.2.20 P2.1.80 p4.00 p7.20 p3.2.40 p3.1.80 p4.40 p3.2.60 p3.1.80 p4.00 p4.20 p4.20 p3.1.20

P3.2.00 P3.2.00 P2.2.80 p3.1.20 P1.2.80 P3.1.60 p4.20 P2.2.40 p5.00 p8.10 p4.40 p3.2.80 p5.40 p4.60 p3.2.40 p5.00 p5.20 p5.20 p3.1.80

P3.2.00 P3.2.00 P2.2.80 p3.1.20 P1.2.80 P3.1.60 p4.20 P2.2.40 p5.00 p8.10 p4.40 p3.2.80 p5.40 p4.60 p3.2.40 p5.00 p5.20 p5.20 p3.1.80

P3.1.00 P4.00 P2.2.00 P2.2.80 P2.2.00 P2.2.60 p3.1.80 P2.1.80 p4.20 p6.40 P4.00 p3.1.60 p4.40 p3.2.80 p3.1.60 p5.00 p4.20 p4.20 p3.1.20

P3.2.00 P5.00 P2.2.80 p3.1.80 P3.1.00 P3.1.60 p3.2.80 P2.2.40 p5.20 p7.40 P5.00 p3.2.60 p5.40 p4.80 p3.2.20 p6.00 p5.20 p5.20 p3.1.80

P3.2.00 P5.00 P2.2.80 p3.1.80 P3.1.00 P3.1.60 p3.2.80 P2.2.40 p5.20 p7.40 P5.00 p3.2.60 p5.40 p4.80 p3.2.20 p6.00 p5.20 p5.20 p3.1.80

Year 2 pupils in 2019/20

A B C D E F G H I J K L M N O P Q R S

Maths

Year R

English

Comment: One pupil, S did not achieve the school standard in English, falling short by just 20% - his ongoing progress will be closely monitored in termly progress meetings. Otherwise all pupils met their predictions.

Key Stage 1 – 2

10

p7.20 p5.20 P4.40 P7.60

p4.40

P6.00

p5.80

p6

p4.20

p5.60

p5.00

p7.20

p7.40

p7

P4.40

p6.80

National UQ Prediction

p4.60 p3.2.80 P3.2.00 p5.40

Year 6

P6 p5 p5 p6

Abbey Court Predicted

P7.00 p5.20 P4.80 p6.80

Year 2

P7.00 p5.20 P5.20 p6.80

National UQ Prediction

Abbey Court Predicted

p4.80 p3.2.80 P3.2.80 p5.00

Science

Year 6

Year 2

F

National UQ Prediction

B C D E

Year 6

A

Abbey Court Predicted

Year 6 2019/20

Maths

Year 2

English

p7.40 p5.20 P4.40 P7.80

P6 p5 p4 p7

p4.80 p4.00 P3.2.00 p4.80

p7.00 p5.40 P4.40 p6.80

p7.20 p5.40 P4.40 p6.60

p6 p5 p4 p6

p5.40

p5

p4.40

p5.80

p5.80

p5

p6.80

p5

p5.00

p7.20

p7.40

p8

G H I J

p4.40 P3.2.00 p2.2.20

p6.60 p4.40 P3.1.40

p6.60 p4.40 p2.2.80

p6 p4 P3.2

p4.40 p3.1.80 p2.1.40

p6.60 p4.20 P3.1.20

p6.60 p4.40 p2.2.60

p6 p4 P2.2

p4.80 p3.1.80 p2.1.20

p7.00 p3.2.80 p2.2.60

p7.00 p3.2.80 p2.2.60

p5 p3 P2.2

p4.20

P6.40

p5.60

p6

p4.60

p6.60

p6.00

p6

p4.60

P6.40

p6.20

p6

Comment: All pupils identified achieved within the upper quartile with the exception of C who achieved above the median in English; F who achieved the median in Science; and I who achieved the median in English.

Key Stage 2 – 3 Year 9

National UQ Prediction

Year 6

Abbey Court Predicted

Year 9

National UQ Prediction

Year 6

Abbey Court Predicted

Year 9

National UQ Prediction

A B C D E

Science

Abbey Court Predicted

Year 9 2019/20

Maths

Year 6

English

p6.60 p3.2.40 p7.40 p4.20 p3.2.40

P7.80 p4.20 P8.50 p5.60 p4.40

p8.00 p4.40 P8.50 p5.60 p4.40

p8 P3.2 P8 p6 P4

p7.00 p3.1.80 p7.60 p5.20 p3.1.80

p8.00 p3.2.60 p8.50 p6.80 p3.2.80

p8.20 p3.2.80 p8.60 p6.80 p3.2.80

p8 P3.2 p8 P7 p4

p6.60 p3.2.00 p8.50 p5.80 p3.2.00

p7.80 p4.00 p9.30 p7.40 p4.00

p7.80 p4.00 p9.30 p7.40 p4.00

L1 p4 L1 P8 p4

Comment: All pupils identified achieved within the school standard in all subjects but A was within the median quartile in science; D was above the median in English, Maths and Science; and E was within the median in Maths.

Key Stage 3 – 4 Year 11

National UQ Prediction

Year 9

Abbey Court Predicted

Year 11

National UQ Prediction

Year 9

Abbey Court Predicted

Year 11

National UQ Prediction

A B C D E F G H I J K

Science

Abbey Court Predicted

Year 11 2019/20

Maths

Year 9

English

P3.2.60 n/a n/a n/a P5.60 p4.80 p8.00 p4.40 p7.60 p3.2.40 p6.00

P4.40 n/a n/a n/a P6.80 p5.40 p8.50 p5.20 p8.30 p4.00 p7.00

P4.40 n/a n/a n/a P6.80 p5.40 p8.50 p5.00 p8.30 p4.00 p7.00

P4 n/a n/a n/a P6 p5 n/a p5 p8 p4 p7

P3.2.60 n/a n/a n/a P5.80 p4.20 p8.00 p4.80 p7.80 p3.2.80 p5.60

P4.40 n/a n/a n/a P7 p4.80 p8.50 p5.20 P8.40 p4.40 p6.40

P4.40 n/a n/a n/a P7 p4.80 p8.50 p5.20 P8.60 p4.40 p6.40

P4 n/a n/a n/a P6 p4 n/a p5 p8 p4 p6

P3.2.60 n/a n/a n/a P6 p4.60 p8.50 p3.2.80 p8.00 p3.1.60 p6.00

P4.40 n/a n/a n/a P7.20 p5.20 p9.00 p4.40 p8.50 p3.2.20 p7.00

P4.20 n/a n/a n/a P7.20 p5.20 p9.00 p4.60 p8.50 p3.2.20 p7.00

P4 n/a n/a n/a P7 p5 n/a p4 n/a P3.2 p7

Comment: All pupils identified achieved within the upper quartile or above. (n/a – progression guidance does not provide comparative data for pupils working above P8.)

11

Key Stage 4 – 5 English Abbey Court Predicted

Year 14

Year 11

Abbey Court Predicted

Year 14

Year 11

Abbey Court Predicted

Year 14

Science

Year 11

Year 14 2019/20

Maths

A

p5.80

p6.80

p6.80

p5.80

p6.80

p6.80

p6.40

p7.60

p7.60

B

P5.80

P6.80

P6.80

P5.80

P6.80

P6.80

P6.40

P7.60

P7.60

C

p8.30

P9.10

P9.10

p8.80

p9.60

p9.60

p9.70

p10.50

p10.50

D E F G H I

p9.00 p11.00 p5.40 P6.80 p6.60 p8.80

p9.80 p11.00 p6.40 p8.00 p8.10 p9.60

p9.80 p12.10 p6.40 p8.00 p8.10 p9.60

p9.40 p11.20 p5.00 p6.20 p6.80 p8.20

p10.20 p12.00 p6.20 p7.80 p8.00 p9.10

p10.20 p12.00 p6.20 p7.80 p8.00 p9.10

p9.40 p11.80 p5.80 p6.60 p5.80 p8.90

p10.20 p13.00 p6.80 p8.10 p7.40 p9.70

p10.20 p13.00 p6.80 p8.00 p7.40 p9.70

Comment: All pupils achieved within the upper quartile except for one in Maths and Science. (n/a – progression guidance does not provide comparative data for pupils working above the P levels.)

Summary and Conclusions When analysing pupils progress across a Key Stage, pupils at KSR-1 achieve outstandingly well, with only 1 pupil failing to make outstanding in 1 subject.

In KS1-2, all pupils achieved the upper percentile with the exception of 3 pupils who achieve within the median or higher in one subject.

In KS2-3 all pupils identified achieved within the upper quartile with the exception of 2 pupils who were above the median in 1 subject, and 1 pupil working within the median all subjects.

In KS3-4 all pupils identified achieved within the upper quartile.

In KS4-5 pupils achieve outstandingly well.

12

School Improvement Targets 2020/2021 1. To achieve 95% good or better teaching (across the whole teaching staff team).

(Derived from Leadership Group analysis) 2. To focus on speaking, reading and writing and improve percentages of good or better progress from 96% to 97% (Derived from Leadership Group analysis) 3. To complete the home-learning packages to ensure a comprehensive school-wide scheme is in place should a local lockdown occur. (Central Government) 4. To develop the engagement assessment model and integrate it into all PARR systems.

(From Leadership Group) 5. To achieve the School Mental Health and Well-being Award. (Derived from staff feedback)

Pupil Premium 2019/20 The table overleaf shows the 60 designated Pupil Premium pupils for 2019/20, and the outcomes in terms of the impact on their progress.

In the 137 subjects related to provision, 96% were Good or Outstanding progress (colour coded in yellow), leaving 4% graded as Requires Improvement (in grey). The pupils who require improvement have been discussed through pupil progress meetings with a multi-disciplinary team and alternative strategies, along with new targets, have been agreed for them and will be monitored continually over the coming year, with a termly review to check on progress.

Each pupil has a target related to their subject(s) requiring improvement and these are also being supported and monitored by the subject leaders working with the class teachers.

6. To complete the farm phase 2 project and open the farm to schools across Medway from Summer 2021.

(From Governing Body)

13

Pupil Premium 2019/2020 Funding Stream Name

LAC

£1,320 (Pri)

£1,900

£935 (Sec)

(PEP)

PP PLUS

Year 7 Catch Up

Early Years

£2,300

£300

£458.28

Variable

Year

Class

Pupil 1

N2

N

Pupil 3

R

R

Pupil 2 Pupil 4 Pupil 5

Pupil 6 Pupil 7

N2 R

R

R 1

N

P1

1

P3

1

P2

Pupil 10

3

P6

3

P6

4

P7

Pupil 11

Pupil 12

3

P5

P6

Pupil 13

4

Pupil 15

4

P8

Pupil 17

4

P8

Pupil 14 Pupil 16 Pupil 18

Pupil 19

4 5

P7

P8

P9

5

P9

Pupil 21

5

P10

Pupil 23

6

P10

Pupil 25

6

Pupil 27

7

Pupil 20 Pupil 22 Pupil 24 Pupil 26 Pupil 28

Pupil 29

5 5

6 7

7

P10

P10 P11 S1

S1

7

S1

Pupil 32

7

S1

7

S2

Pupil 35

7

S2

Pupil 37

7

S2

Pupil 39

7

S2

Pupil 36 Pupil 38

Pupil 40

7 7

7

7

Pupil 41

7

Pupil 43

7

Pupil 42 Pupil 44

7

7

S2

2 3

3

4 1

7

7

S2 S3 S3 S3 S3 S3

8

S3

Pupil 47

9

S4

8

3

S2

Pupil 45

Pupil 46

1

S1

Pupil 33

Pupil 34

1

S1 S1

7

Pupil 31

P9

7

Pupil 30

2 3

R

2

2

No. per Class

R

Pupil 8

Pupil 9

14

FSM

Service Child

S3

7

1

Intervention 1:1

Riding (off site)

Trampolining (off Site)

Attainment 2019/20 Other

Comment

Self care routines set 1:1 Reading

Tonto/Massage/Rebound Massage/Music/Rebound/Acheeva Massage/SALT/Rebound/Tonto Adapted trike

Subject

Eng

Eng

Eng

Eng

Eng

Eng

Eng

Grade

Subject

Math

Math

Math

PE

Math

Residential

Eng

Math

Rebound/Tonto

1:1 Reading/Music Rebound

Rebound/Tonto

Eng

Eng

Math

Math

Math

Eng

Math

Eng

Math

Eng

Eng

Eng

PE

PE

Math

1:1 Reading/Tonto

Math

Math

Math

PE

PE

Music PE

PE

Tonto

Eng

Math

PE

Rebound/Tonto

Eng

Math

PE

Rebound/Tonto

Eng

Math

Eng

Math

Eng Eng Tonto/Music

Eng

Eng

Math

Math

Math

Eng

Math

Eng Eng Eng Eng Eng Eng

Eng

PE

Math

Math

Eng

PE

Math

Eng Eng

Rebound/Tonto

Math

Eng Eng

PE

Math Math Math Math Math Math Math Math

Math

PE

Tonto / Eng/Maths

Eng

Math

PE

Rebound/Tonto

Eng

Math

PE

Eng/Maths

Eng

Grade

PE

Math

Eng

Eng

Subject

Math

Math

Rebound

Rebound/Tonto

Grade

Math

15

Pupil 48

Pupil 49 Pupil 50 Pupil 51

S5

10

S5

10

S5

10

S6

Pupil 54

11

S6

10

S6

Pupil 55

11

S6

Pupil 57

11

S7

Pupil 59

11

Pupil 56 Pupil 58

Pupil 60

Curriculum Teaching and learning at Abbey Court is delivered through a topic-based Creative Curriculum, at the Primary site, where links are made between subjects, so that children develop a broad and coherent understanding of a topic. Topics change each term. At the Secondary site, the curriculum is subjectbased and builds on the skills and knowledge already gained at Primary. Both sites follow the National Curriculum.

Schemes of work are differentiated to meet the needs of individual pupils and are progressive and age-appropriate to the learner. Our curriculum also focuses on developing the key skills of communication, cognition, independence, physical development and self-care. These are transferable skills that equip children and young people for life beyond the school, to ensure the development of the whole child.

Teaching and learning at Abbey Court School is supported by a range of co-providers, all of whom support the teaching staff in meeting the needs of individual pupils. These include therapists, psychologists and visiting teachers for the sensory impaired.

The specific impact on teaching and learning that each group has can be briefly described as: • Therapists: The specific expertise of the therapists is used by teaching teams to support pupils’ physical needs whilst ensuring minimum disruption to the curriculum. Indeed, the approaches used are designed to facilitate access to the curriculum whilst Mobility Opportunities Via Education impact on teaching and learning by motivating and enabling the pupils (See the MOVE section within the P.E. policy, available on request).

11

11 11

3

S6

Pupil 52 Pupil 53

16

9

10

6

S6 S7

S7

4

S7

• Educational Psychologist: A significant number of pupils have challenging behaviours. The skills of teaching staff, supported by the knowledge and advice of the Ed. Psych., enable the effects of their behaviours not only to be minimised on the education of all pupils but indeed, to endeavour to modify the behaviours which will positively impact on the specific pupil’s learning.

• Visiting Teachers for Sensory Impairments: The specific expertise of the visiting teachers is used by teaching teams to support pupils’ sensory needs in order to impact on teaching and learning by facilitating and enabling the pupils.

English and Communication English at Abbey Court encompasses all aspects of communication; verbal, non-verbal and written.

Work undertaken in English promotes learning across the whole of the school curriculum, and has an impact on pupils’ achievements in all aspects of their lives. More specifically, English offers pupils the opportunity to develop the ability to respond, to listen and to understand. English and communication at Abbey Court is supported by the use of Objects of Reference, symbols and Makaton signs. A range of communication aids are used appropriate to the individual needs of pupils. The curriculum is supported by visits to local libraries for special events, drama groups coming in to school and participation in national events such as World Book Day. Abbey Court has libraries with resources that are accessible to all, including; story sacks, talking books and books of interest to all ages and abilities.

Rebound/Tonto

Eng

Math

PE

Rebound/Tonto

Eng

Math

PE

Rebound/Tonto

Rebound/Tonto Rebound/Tonto Rebound/Tonto Rebound/Tonto Rebound/Tonto Rebound/Tonto Rebound/Tonto Rebound/Tonto Tonto

Eng

Math

Eng

Math

Eng

Math

Eng Eng Eng Eng Eng Eng Eng

Eng

PE

Math

PE

Math

PE

Math Math Math Math Math

Math

PE PE PE PE PE PE

PE

Maths Teaching and learning of maths includes developing pupils’ understanding of numeracy skills with an emphasis on life skills. Through differentiating Schemes of Work for the whole ability range, pupils develop skills for everyday life.

The focus is on numbers, money, time and handling data e.g. reading timetables, weighing and measuring.

Science and Environmental Education Science provides a variety of experiences which give all pupils the opportunity to think, learn and develop an interest in, and curiosity about, the world around them through exploration and questioning. Pupils are encouraged to appreciate and respect the environment both locally and on a wider scale.

Geography Through practical activities pupils learn about their immediate locality and, as appropriate for older pupils, the wider world. This may include travel training, road safety, directions etc. The geography curriculum is supported by relevant educational visits.

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History

PSHE and Citizenship

Developing an understanding of History begins with developing pupils’ sense of time. It is very focused on practical events such as the timetable for the day and includes learning about some significant events in the past through role-play, exploration of historical artefacts, and educational visits to places of local historical interest.

PSHE plays a major role in the curriculum and prepares pupils for life beyond school by developing life skills that encourage independence. Pupils are encouraged to take a full and active part in school life and Pupil Focus Groups are in place on both the Primary and Secondary Site.

Music Music is an important source of sensory stimulation and is used to develop language skills and communication. Pupils are given opportunities to explore music through dance and song. As well as accessing a wide variety of instruments from different cultures, musicians invited into school to play help to develop pupils’ interest and enjoyment. Pupils’ skills are enhanced through opportunities to perform in front of others e.g. at assemblies or whole school productions.

Design and Technology Design and Technology begins with learning through play in the Early Years and develops throughout the school through differentiated Schemes of Work. The aim of pupils’ work includes a focus on developing transferable skills that can be used in everyday lives e.g. cooking their own meals or snacks.

Computing Computing is an integral part of learning at Abbey Court and for many of our pupils provides a means of communication.

All classrooms have an interactive whiteboard, cameras and ipads as well as computers with appropriate software for each age range. In addition, at the Secondary Site, there is a dedicated ICT suite. A focus on E-safety is incorporated within the curriculum. Computing is also used in the community to teach pupils about safety when they are out such as road crossings and pedestrian crossings and using control devices in the outside world such as operating a lift and automatic doors. Computing covers many areas that supports the teaching of life-skills and life-long learning.

Art & Design Art and Design encourages pupils to explore textures, materials and methods in order to express themselves through different mediums e.g. paint, charcoal, clay, sand, foam etc. An individual approach is used alongside adapted aids that provides access as appropriate to need.

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Relationships, Sex and Health Education is taught across all age ranges, with parental consent, in a way that is appropriate to individual need and is seen as an important aspect of PSHE. A programme of study ensures that pupils from the Foundation Stage through to the Further Education Department have a developing understanding and awareness of both themselves and others, so that students leave Abbey Court well equipped for the emotional and physical changes that they will experience in their adult lives.

Careers Education, Enterprise and work-related learning is taught throughout the age range and develops as pupils move through the Key Stages. On the primary site, pupils learn about people in the community who help us and participate in on-site work experiences by helping with routine classroom jobs. In Key Stages 3 & 4, and F.E, there are opportunities for students to have wider work-related learning by having appropriate work experience placements within the local community as well as attending college.

The majority of leavers from Abbey Court School require specialist placement after school. As students get closer to leaving liaison between parents, school and other agencies (eg. Health and Social Care) takes place to ensure careful transition planning and support parents/carers in identifying the most relevant post-19 placement. A pupil’s EHC plan provides relevant information to colleges and post-19 providers and this is embellished by the school’s own documentation specific to each student, alongside liaison and visits as part of a transition plan.

SMSC Abbey Court’s approach to the provision of SMSC, which incorporates a focus in British Values, is referenced within “The Routledge Companion to Severe, Multiple and Profound Learning Difficulties” (Ed.P.Lacey et al, 2015).

Abbey Court is a place where pupils and their families experience the underlying values of the school which embraces British Values through SMSC education. Abbey Court places a high priority on PSHE, developing young citizens that will have the necessary British values to help them to contribute effectively to society.

P.E. and Sports Opportunities All pupils have a planned programme of physical education and swimming activities each week appropriate to their individual needs. Physical Education at Abbey Court School includes physiotherapy and mobility and is based on the notion that Physical Education contributes to the physical development of each child and provides them with an opportunity to learn how to manage and control their own bodies with confidence in a variety of situations. It provides the importance of active, fit and healthy lifestyles. Physical Education develops pupils’ confidence.

It incorporates regular and specific physio routines aimed at maintaining and developing movement. Alternative approaches to movement are also used these include: Sherbourne methodology to improve pupils’ physical development and motivation. Mobility Opportunities Via Education (MOVE). The Halliwick approach for the teaching of swimming and Rebound Therapy, to support the development of movement patterns and body awareness.

It is recognised that all pupils will have the opportunity to take part in competition if possible, promoting competition within their own school and against other schools and at county level. Pupils participate in a range of sporting activities some of which take place off site at sports centres and some at local mainstream and special schools. We regularly compete against other schools in swimming, football, boccia, athletics, cycling and skiing. From Foundation Stage onwards, all pupils are given the opportunity to participate in swimming activities and the “Halliwick” swimming method and the ASA Scheme is used to improve their body control, develop stroke technique and confidence in the water and to work towards nationally recognised accreditation.

P.E. and School Sport Grant Pupil progress in PE – ‘P’ Level/NC Levels

All pupils have individual PE ‘P’ Level or National Curriculum targets. These are set at the start of the academic year and pupil progress meetings 3 times per year check on the progress with these targets. If there is a ‘dip’ in the perceived progress of a pupil with their target, then interventions/ support will be agreed to get them back on track. The target for PE was for 97% of pupils to achieve good or better in PE in 2019/20. This was achieved with 98% of pupils achieving good or better.

Pupil attainment targets

SDP Pupil attainment targets have also been agreed in relation to the achievement of PE accreditation. These were: Set and achieve accreditation targets as follows and based on improving on 2016 results: Primary department to achieve: • 19 swimming awards – 30 achieved • 19 Winstrada awards – 17 achieved

Targets 2020/2021

From our analysis of whole school performance data the following targets have been set: Primary department to achieve: • 15 swimming awards • 15 Winstrada awards • 20 Horse riding/Tonto awards

Languages Languages are introduced to pupils from Key Stage 1, and they provide an opportunity to learn more about themselves and others. This offers wider sensory experiences with foreign foods, sounds and smells. The experiences progress to the learning of basic greetings and phrases, and an awareness of ways in which other people can be both similar and different to us.

R.E. and Multi Cultural Education R.E. and Multi Cultural Education gives pupils the opportunity to learn about other religions and cultures in a multisensory manner, celebrating life and religion in other countries. Pupils have the opportunity to recognise the values and ethos of Abbey Court sharing achievements of pupils. Provisions can be made if a parent wishes their child to be withdrawn from R.E. lessons.

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Homework Policy

Forest Schools

At Abbey Court School we recognise the importance of giving pupils the opportunities to consolidate and extend their learning and we realise that homework gives pupils the opportunities to do this. We also aim to establish strong and positive links between home and school.

In order to develop the ‘whole child’, all of our students take part in Forest School’s learning on a regular basis at Abbey Court. Forest School is a long-term ‘child-led’ process that supports the social, emotional and physical development of children in an outdoor setting. The very nature of the statement ‘child-led’ means that the students explore and discover the ‘forest’ for themselves and share its ‘wonders’ with each other and with the adults, if they choose too.

All pupils are set homework activities through their Individual Education Plan targets. These are discussed with parents on open evenings and can form the basis of homework activities.

Parents are asked at parents evening to support their children with their targets at home and to propose targets themselves.

Additionally, any activity that pupils take home from school to complete can be regarded as homework. These activities might include: • Sharing of books, including Busters Book Club activities • Sensory stories • Computer programmes and activities • Researching for a particular topic or project e.g. collecting photographs and artefacts • Using games or puzzles to consolidate learning e.g. maths or literacy • Homework bags with resources required to complete an activity • Using PECS or a communication aid in a non-school situation If parents specifically request additional homework then this will be discussed and agreed with parents, class teacher and department co-ordinator and sent home on a weekly basis. It will be provided as agreed with the parents, be appropriate to the pupil’s need, and its effectiveness will be reviewed and evaluated regularly by the class teacher, department leader and parents.

At Abbey Court School we also involve parents in a range of workshops which aim to equip them with skills which will enable them to consolidate learning at home. During the academic year we arrange workshops of topics such as music, Makaton signing, PECs symbols, etc. Many of the topics chosen are as a result of parental requests via the Parents’ Survey.

In addition, suggestions for activities which can be carried out at home are regularly featured in our newsletter.

We support parents in understanding and consolidating their children’s learning by providing; • Parent workshops and training sessions • Regular updates on the curriculum

20

• Equipment and activities to use at home

As a result of this learning, both onsite or off site at woodland in Bredhurst, students are encouraged to develop relationships with their peers, foster a sense of teamwork, and inspire them to value themselves and others, through the flora and fauna that the woodland naturally provides.

Forest School is about the ‘wow’ moments, big or small, that touch each one of the students as they explore an outdoor environment that quite naturally engages and motivates them, so they can begin to make sense of it all in their own time and in their own very unique ways!

Forest School is about promoting ‘positive outdoor experiences’ for all and at Abbey Court what drives us all is our philosophy of providing experiences for our students in the wider community.

Pupil Voice We believe that pupils have the right to be active participants in their own education and to feel that their opinions will be heard in the wider school community. At Abbey Court School, we therefore seek ways to listen to the views of our pupils and involve them in decision-making so that they are engaged as partners in the life of the school. We believe that this will make a positive contribution to the school environment and ethos.

We encourage pupils to become active participants in a democratic society, by holding a range of activities which develop skills that underpin their right to have an opinion and communicate these effectively.

At Abbey Court, we believe that pupil voice directly contributes to achievement. Pupils benefit from increased confidence, communication skills, self-respect and respecting the views of others, an improved sense of responsibility and engagement with learning.

We believe that all pupils have the right to a voice and this directly correlates with the School’s safeguarding policy. At Abbey Court we place a huge emphasis on teaching pupils to feel confident, and have the means to, express their feelings and talk about themselves with regard to their own safety. This is a skill that is worked on from the Early Years throughout the school so that the pupils can have a greater autonomy over themselves when in the school and wider community.

Summary of Dealing with Complaints Complaints: September 2019 - July 2020 There were 7 formal complaints received during this period. 1 related to the local community, 1 health and safety, 1 school communication and 4 concerning arrangements during the Covid pandemic. All complaints were fully investigated in accordance with the complaints procedure.

Complaint heard by staff member (staff to ensure Senior Management Team informed of outcome)

Issue Resolved

Issue Not Resolved

Complainant to put complaint in writing to Headteacher

Issue Resolved

Issue Not Resolved

Complaint heard by H/T (or DHT) Acknowledge receipt of complaint Write to complainant with outcome of investigation

Issue Resolved

Issue Not Resolved

Complainant to write to Chair of Governors requesting an appeal Governor’s complaints panel meeting arranged Issue letter inviting complainant to meeting Issue letter confirming panel decision

NB. The role of the Local Authority is to ensure that the school is following/has followed procedures appropriately. The LA is not responsible for hearing complaints. (Specific complaints about anything to do with the school curriculum are subject to the law set out within the Education Reform Act 1988. Further information is available in the booklet, “The School Curriculum and Religious Worship in Schools: Arrangements for Considering Complaints (1989)”).

21

2020/2021 Staffing List School Contacts

Teaching Assistants

Headteacher

Karen Joy

Adam Palmer

Alana Sexton

Staff Governor

Claire Richards

Amy Hayes

Angela Maguire

Chair of Governors Parent Governor Parent Governor

Co-opted Governor Co-opted Governor Partnership Partnership

Local Authority Governor Associate Governor Clerk to Governors

Deputy Headteachers

Assistant Headteacher

The Rev Jean Kerr Matt Powell David Lane

Derek Blease Kristal Clark Jane Heyes

Dr Tim Walker

John Huntingford Neil Morrison

Judicium Education John Bosley

Jacqui Rudden Vicky Aspin

Barbara Szuruta Beverley Hook Cara Parsons

Chloe Titterell Clare Davis

Ellyn Whittaker Faith Mace

Glenda Faulkner Holly Kinzett

James Mayhew Jayne Key

Jon Evans

Katie Clark

Senior Teachers

Kayleigh Godden

Early Years/Key Stage 1

Samantha Bell

Kirsty Dean

Key Stage 3

Jessica Flanagan

Lorraine Bunketi

Zoe Silvester

Maria King

Key Stage 2

Key Stage 4 & 5

Curriculum Manager

Alex Scott

Leanne Fuller

Jackie Bright

Mandy Barns

Teachers Becky Clark

Catherine Prescott Claire Richards

Catherine Ince

Chantay White Claire Wilson

Emma Williams

Hope Allman

Isabelle Marshall

Laura Davis

Louisa Leach Rachel Levy

Sara Whillans

Sigourney Ferigan Suzie Delaney

Geraldene Jefferson Lewis Charlton Maureen Reed

Samantha Frankum Sian Hayre

Sue Mortimer

Higher Level Teaching Assistants Charlotte Pearce

Dean Laing

Jake Greenwood

Joann Skinner

Gemma Manuel Jo Kemp

Natalie Green

Maria Stevenson Megan Payne

Elise Midgley

Evelyn Charlton

22

Alex Dalmedo

Graham Menditta Kelly-Ann Ralph Victoria Holt

Michelle Bealing Natalie Banks

Nicoleta Fatan Nicola Haines

Rachel Littlemore Rae Cook

Ran Maris

Sarah Sparkes

Shiralee Keane Sian Jones Sue Lee

Susan King

Vicky Knight

Wendy Neeson

Alison Hale

Becky Clarke Billy Delee

Cera Rickerby Cinzia Self

Debby Severn Elly Blundell

Georgina Tibbs

Heather McNeill Iwona Davis Jane Broom Jurga Olsen

Karen Burnige Katy Norris

Kiera Daulby

Kirsty Lambkin Liz Gevaux

Lucy Graham

Maria Blazquez

Marta Gotowicka Marynn Carman Megan Old

Melissa Booth

Michelle Edwards Natalie Morgan

Nicola Sheppard Rachael Wynne Rebekah Laing Sally Moore Sam Allen

Sharon Ross

Stacey Brown

Susan Alvares

Virginia Wilson

Wendy Donovan

Wojciech Stepniak

2020/2021 Staffing List (continued) Support Staff Business Manager Finance Manager Finance Officer

Personal Assistant to Headteacher

Linda Taylor Helen Pawley Karen Lee Jan Harle

Clerical Officer

Sue Smith

Clerical Officer

Emma Dean-Weeden

Clerical Officer Clerical Officer/ Finance Assistant Site Manager

Sue Williams

Nichola Orford Paul Sears

Caretaker

Tony Lee

Cleaner

Andrea Trif

Caretaker Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner

Farm and Riding Manager Farm Assistant

Academic Year September 2020 to July 2021 Term 1 Start:

Thursday 3 September 2020

Finish:

Friday 23 October 2020

Autumn Break:

Monday 26 October 2020 to Friday 30 October 2020

Term 2 Start:

Monday 2 November 2020

Finish:

Friday 18 December 2020

Christmas Break:

Monday 21 December to Friday 1 January 2021

Term 3 Start:

Monday 4 January 2021

Finish:

Friday 12 February 2021

Lauren Driver

February Break:

Monday 15 February 2021 to Friday 19 February 2021

Julie O’Sullivan

Term 4 Start:

Monday 22 February 2021

Pat Gray

Finish:

Thursday 1 April 2021

Charlotte Spooner

Spring Break

Sharon Ross

Good Friday:

2 April 2021

Easter Monday

5 April 2021

Michele Holliday

Term 5

Malcolm Wray

Dennis Clarke

Kirsty Gilmour Nicoleta Fatan Abigail Tinsey

Natalie Morgan James Manvell

Tuesday 6 April 2021 to Friday 16 April 2021

Start:

Monday 19 April 2021

Finish:

Friday 28 May 2021

Nasira Hussain

Early May Bank Holiday:

Monday 3 May 2021

Speech & Language Therapist

Lynsey Cook

Late May Bank Holiday:

Monday 31 May 2021

Archivist

William Burvill

May Break:

Tuesday 1 June 2021 to Friday 4 June 2021

Farm Assistant

Tom Clarkson

EAL Support Assistant

Network Manager

Therapy Assistant

Specialist Assistant – Phonics

Danny Stewart

Pat Tubridy

Sue Sheppard

Specialist Higher Level Speech & Language Therapy Assistant Daniel Robinson Catering Manager

Janine Gifford

Catering Assistant

Davina Blackwell

Catering Manager

Catering Assistant Catering Assistant Catering Assistant IT Assisstant

Clotaire Bunketi

Term 6 Start:

Monday 7 June 2021

Finish:

Friday 23 July 2021

Shirley Lunniss Laura Colley

Vicky Makris Rhys Larkins

23

INSET Days Thursday, 3 September 2020

Friday, 4 September 2020

Monday, 2 November 2020

Monday, 22 February 2021

Monday, 19 April 2021

School Absence Record (2019/20) Number of pupils on roll for at least one session

195

Number of pupil sessions

53118

Number of authorised absences

11237

Number of pupils with at least one authorised absence

188

Number of unauthorised absences

261

Number of pupils with at least one unauthorised absence

43

Safeguarding Policy

WHOLE SCHOOL SAFEGUARDING POLICY (including managing allegations against members of staff) This policy is available on our school website and is available on request from the school office. We also inform parents and carers about this policy when their children join our school and through our school newsletter.

This is a core policy that forms part of the induction for all staff.

It is a requirement that all members of staff have access to this policy and sign to say they have read and understood its contents. In addition, all staff are provided with Part One of the statutory guidance ‘Keeping Children Safe in Education’, DfE (2020).

Date written: October 2020 Date agreed and ratified by Governing Body: 13 October 2020 Date of next review: July 2021 Member of Staff Responsible: • Karen Joy – Designated Safeguarding Lead • John Bosley – Deputy Designated Safeguarding Lead • Jacqui Rudden – Deputy Designated Safeguarding Lead • Jean Kerr – Safeguarding Governor This policy will be reviewed at least annually and/or following any updates to national and local guidance and procedures.

24

What to do if you have a welfare concern in Abbey Court School Why are you concerned?

Immediately record your concerns

For example

Follow the schools procedure

• Allegation/ child shares a concern or worry • Indicators of abuse or neglect

• Reassure the child • Clarify concerns if necessary (TED: Tell, Explain, Describe) • Use child’s own words • Sign and date your records

Inform the Designated Safeguarding Lead Designated Safeguarding Lead – Karen Joy (DSL), John Bosley (DDSL), Jacqui Rudden (DDSL) • Consider whether the child is at immediate risk of harm e.g. unsafe to go home • Access the MSCP Inter-Agency Threshold Criteria for Children in Need for further guidance.

• If the child is at imminent risk of harm a referral will be made to First Response – 01634 334466 • If the child is NOT at imminent risk then a referral will be made via (the portal) • If unsure then consult with First Response ‘No Name Consultation line’ 9:30 – 12:30 (01634 33 1662) or the First Response on 01634 33 4466

Record decision making and action taken in the pupil’s Child Protection/safeguarding file

If you are unhappy with the response

Monitor - Be clear about:

Follow the schools procedure

• What action you have taken at the time of reporting the concerns.

Staff:

• What you are monitoring e.g. behaviour trends, appearance etc.

• How long you will monitor • Where, how and to whom you will feedback and how you will record

• Follow local escalation procedures • Follow Whistleblowing procedures Pupils and Parents: • Follow school complaints procedures

Review and request further support (if necessary)

At all stages the child’s circumstances will be kept under review The DSL/Staff will request further support if required to ensure the child’s safety is paramount

25

• Abbey Court School is a community and all those directly connected (staff, volunteers, governors, parents, families and pupils) have an essential role to play in making it safe and secure. The school recognises its statutory responsibility to safeguard and promote the welfare of all children.

• We recognise the importance of providing an ethos and environment within school that will help children to be safe and feel safe. In our school children are respected and encouraged to talk openly.

• Through their day-to-day contact with pupils and their direct work with families, all staff and volunteers in school have a crucial role to play in noticing indicators of possible abuse or neglect at an early stage. Our school may be the only secure, stable and predictable element in their lives.

We will endeavour to support the welfare and safety of all students through: • Ensuring that the child’s welfare is of paramount importance.

• Protecting children and young people at our school from maltreatment and exploitation.

• Ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the school’s procedures and lines of communication.

• Ensuring all steps are taken to maintain site security and students’ physical safety • The voice of the child is evident in case files and informs school’s policy developments.

• Ensuring that the school practises safer recruitment processes in checking the suitability of staff, volunteers, visitors/contractors and parents about expected behaviour and our legal responsibility to safeguard and promote the welfare of all our children at our school.

• Working with a commitment to safeguarding/child protection in a multi-agency environment and developing effective and supportive co-operation with other agencies.

This policy should be read in conjunction with: • ‘Keeping children safe in education’ (revised for September 2019) – statutory guidance for schools and colleges from the Department for Education, setting out the responsibilities placed on schools and colleges to safeguard and promote the welfare of children.

• ‘Working together to safeguard children’ 2018 – this statutory guidance for organisations and professionals who provide services to children was revised in 2018 to reflect multi-agency safeguarding arrangement

• Ensuring that children and young people at our school grow up in circumstances consistent with the provisions of safe and effective care.

• “What to do if worried a child is being abused” (March 2015) - Guidance to help practitioners identify the signs of child abuse and neglect and understand what action to take.

• Providing children a balanced curriculum including PSHE (Personal, Social and Health Education); RSE (Relationships and Sex Education) to help students stay safe, recognise when they don’t feel safe and identify who they might / can talk to.

• ‘Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers (July 2018) this advice is for practitioners and senior managers. It helps them decide when and how to share personal information legally and professionally.

• Work with parents to ensure that parents understand the school’s responsibility to ensure the welfare of all children including the need for referral to other agencies in some situations.

• Section 175 of the Education Act 2002 requires school governing bodies, local education authorities and further education institutions to make arrangements to safeguard and promote the welfare of all children who are pupils at a school, or who are students under 18 years of age. Such arrangements will have to have regard to any guidance issued by the Secretary of State.

• Monitoring children and young people who have been identified as having welfare or protection concerns; keeping confidential records which are stored securely and shared appropriately with other professionals.

26

• As a school we ensure all staff have the knowledge and understanding to embed safeguarding through systems so that safeguarding is a robust element of our school.

27

Primary Department

Secondary Department

Abbey Court School Cliffe Road, Strood Kent ME2 3DL

Abbey Court School Rede Court Road, Strood Kent ME2 3SP

Tel: 01634 338220 Fax: 01634 338221 Email: office@abbeycourt.medway.sch.uk Website: www.abbeycourt.medway.sch.uk

Tel: 01634 338220 Fax: 01634 338221 Email: office@abbeycourt.medway.sch.uk Website: www.abbeycourt.medway.sch.uk