Abbey Court School - Additional Information Booklet 2021 - 2022 by Cleverbox UK Ltd

Additional Information 2021 – 2022

Quality of Education Overview

To improve the quality of teaching, learning and assessment to 98% good or better Terms 1 & 2

Terms 3 & 4

Subject Review & Development: Art (EW) (Formal Observations)

RE (BC) (Formal Observations)

Technology (Formal Observations)

PE (GJ) (Formal Observations)

Computing (Formal Observations)

Music (CI) (Formal Observations)

Health Education/Drugs Education (Learning Walk)

Foreign Language (Formal Observations)

Geography (Formal Observations)

*Careers Education Review (JC/ZS) (Formal Observations)

History (Formal Observations)

Derived From

Leadership Group

Development of farm curriculum and accreditation (ZS/SF)

Governors, Staff and Leadership Group

Assessment; Embedding Engagement Model; ensuring all new staff are excelling at all aspects of assessment; External Assessment review

Leadership Group

To improve percentages of outstanding progress across the school from 3% to 20%.

Leadership Group

*carried over from 2020/2021 (re. Covid)

Indicates link to Abbey Court’s Single Equality Scheme

Terms 5 & 6

Quality of Education Overview (Continued)

To improve the quality of teaching, learning and assessment to 98% 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 – 6 Swimming awards 6 Gym awards 2 Rebound Therapy awards KS2 to achieve – 13 Swimming awards 9 Gym awards 4 Rebound Therapy awards 20 Tonto/riding awards 40 AQA unit awards KS3 to achieve – 17 Swimming awards 10 Gym awards 6 Rebound Therapy awards 15 Tonto/riding awards 52 New Horizons awards KS4 to achieve – 7 Swimming awards 7 Gym awards 4 Rebound Therapy awards 10 Tonto/riding awards 10 Transition Challenge awards KS5 to achieve – 9 Swimming awards 10 Tonto/riding awards 80 AQA unit awards 80 Towards Independence awards 8 Bronze Duke of Edinburgh awards Indicates link to Abbey Court’s Single Equality Scheme

Behaviour & Attitudes Overview

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

Terms 3 & 4

Terms 5 & 6

Derived From

*External review of health and safety provision (JB/ZS)

Leadership Group

Re-accreditation/submission for International Schools Award (JR)

Leadership Group

Diversity within the curriculum, including external review (ZS/All Staff)

Leadership Group/ Governing Body

Safeguarding Review (KJ) Development of the RCR courtyard to make it a usable curriculum space for the 16-19 age group *carried over from 2020/2021 (re. Covid)

Indicates link to Abbey Court’s Single Equality Scheme

ACS Trust

Personal Development Overview

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

Terms 3 & 4

Terms 5 & 6

Derived From

Completion/Achievement of the School Mental Health Award (on-going development re. recommendations) (JC)

Leadership Group

Pupil Voice Snack Times (VA)

Pupil Voice Evaluation of the Farm Curriculum (VA)

Pupil Voice Diversity within the Curriculum (VA)

Pupil Survey

Parents Voice Development of Abbey Court School Virtual Tour (JB/KJ)

Parents Voice Farm Curriculum (JR)

Parents Voice Diversity within the Curriculum

Parents Survey

Staff Voice Communication (VA)

Staff Voice Mental Health and Wellbeing (VA)

Staff Voice Professional Development (VA)

Staff Survey

Indicates link to Abbey Court’s Single Equality Scheme

Leadership & Management Overview To ensure leadership and management remains outstanding Terms 1 & 2

Terms 3 & 4

Terms 5 & 6

Derived From

Development of farm outreach and external review of farm impact (KJ/SF)

Leadership Group/ Governing Body

Phase 2 build project (KJ/GB)

Governors/Leadership Group

External Review of Governance (KJ/JK)

Governors/Leadership Group

Lobby the local authority re. phase 3 – Development of FE provision (RCR site)

Governors/Leadership Group

Ensure all new teaching staff are appropriately supported to achieve QTS and that pupils receive high quality teaching provision (VA)

Leadership Group

Rights Respecting Schools Award RRSA. Enhance school website to reflect RRS work (JR/DS) Refurbishment of RCR Courtyard (ACS Trust) Indicates link to Abbey Court’s Single Equality Scheme

Leadership Group/ ACS Trust

3 Year Overview 2021 / 2022 Quality of Education

2022 / 2023

2023 / 2024

• Focus on foundation subjects

• Focus on O2BO

• Share good practice beyond the school

• Share outstanding practice (Nb. farm outreach)

• Lobby for phase 3 provision (refurbishment of Rede Court Road 16-19 site)

• Lobby for phase 3 provision (refurbishment of Rede Court road 16-19 site)

• Lobby for 19-25 provision

• Implementation of EYFS Framework

• Lobby for 19-25 provision

• Ensure full recovery Curriculum

• Further embedding of diversity within the curriculum

• Development of school farm outreach provision Leadership & Management

• Review of PSHCE curriculum (re. Sex and Careers Education) • Development of diversity within the curriculum

• Review of pupil/parent voice • Move into new secondary provision (inc. school expansion)

• Review staffing structure re. school expansion • Focus on health and wellbeing

• Review of health and safety Behaviour & Attitudes

• Focus on International Schools Award reaccreditation • Review of Safeguarding

Personal Development

• Completion/ achievement of the School Mental Health Award (ongoing development re. recommendations)

• Review of behaviour management

• Revisit SMSC across the school • Review PSHCE curriculum

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) P2(i)

KS2 (LQ) 25th percentile P1(i)

P2(i)

P2(ii)

P3(ii)

P2(i)

P3(i)

P3(ii) P5

KS2 (UQ) 75th percentile

P2(ii)

KS2 (median) 50th percentile

P2(i)

P2(ii) P3(i)

KS2 P scale/NC scale

P3(ii) P4 P7

L1C

L1A

L2C

L1C

Mathematics

L1B

P2(ii) P3(ii) P4 P5 P5 P7

L1A

L2C L2B

KS2 P scale/NC scale

KS1 prior attainment

KS2 (LQ) 25th percentile

KS2 (median) 50th percentile

KS2 (UQ) 75th percentile

P1(i)

P1(ii)

P2(i)

P1(ii)

P2(i)

P2(ii)

P2(i)

P3(i)

P2(ii)

P3(i)

P3(ii)

P3(i)

P3(ii)

L1C

L1B

L1C

L1B

L2C

L1B

L1A

L2B

Key Stage 1 to Key Stage 2 (Continued) Science

KS2 P scale/NC scale

KS1 prior attainment

KS2 (UQ) 25th percentile

KS2 (median) 50th percentile

KS2 (UQ) 75th percentile

P1(ii)

P2(ii)

P3(ii)

P2(ii)

P3(ii)

P1(i)

P2(i) P3(i) P4

P1(i)

P2(i)

P2(ii)

P3(ii)

L1C

P6 P8

P2(ii)

L1B

P3(ii) P5

P6 P8

P2(ii) P3(i) P4

P4 P5

L1B

L2C

L2B

L1A

L2B

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)

P2(ii)

P1(ii)

P2(i)

P2(ii)

P2(i)

P2(ii)

P3(ii)

P2(ii)

P3(ii)

P3(i)

P3(ii)

L1C

L1A

L1B

L2C

L1C

L1B

L2B

Key Stage 2 to Key Stage 3 (Continued) Mathematics

KS3 P scale/NC scale

KS2 prior attainment

KS3 (LQ) 25th percentile

KS3 (median) 50th percentile

KS3 (UQ) 75th percentile

P1(i)

P1(ii)

P2(i)

P1(ii)

P2(i)

P2(ii)

P2(i)

P3(i)

P2(ii)

P3(i)

P3(ii)

P3(i)

P3(ii)

L1C

L1B

L1C

L1B

L2C

L1B

L1A

L2B

Science KS2 prior attainment

KS3 P scale/NC scale KS3 (UQ) 25th percentile

KS3 (median) 50th percentile

KS3 (UQ) 75th percentile

P1(i)

P2(ii)

P1(ii)

P2(ii)

P3(ii)

P2(i)

P2(ii)

P3(i)

P2(ii)

P3(ii)

P3(i)

P3(ii)

L1B

L2C

L1C

L1A

L2B

L1B

L2C

L2B

Key Stage 3 to Key Stage 4 English

KS3 P scale/NC scale

KS3 prior attainment

KS4 (LQ) 25th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(ii)

P1(i)

P1(ii)

P2(i)

P2(ii)

P3(i)

P3(ii)

L1C

L1B

Mathematics

KS4 (median) 50th percentile

KS3 P scale/NC scale

KS3 prior attainment

KS4 (LQ) 25th percentile

KS4 (median) 50th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(ii)

P1(i)

P1(ii)

P2(i)

P2(ii)

P2(i)

P2(ii)

P3(i)

P2(ii)

P3(i)

P3(ii)

L1C

L1B

Key Stage 3 to Key Stage 4 (Continued) Science

KS3 P scale/NC scale

KS3 prior attainment

KS4 (UQ) 75th percentile

KS4 (median) 50th percentile

KS4 (UQ) 75th percentile

P1(i)

P1(ii)

P2(i)

P2(ii)

P3(ii)

P3(i)

P3(ii)

L1C

L1B

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 2020/21 against the Progression Guidance 2010 data from National Strategies

Key Stage R – 1 Abbey Court Predicted

Year 2

N/A

Year R

Year 2

P2.2.40 P2.1.20

Abbey Court Predicted

B C D

Year R

N/A

Science

Year 2

Maths

Abbey Court Predicted

Year 2 pupils in 20/21

Year R

English

P3.1.40 P2.2.020

P2.2.60 P2.1.00

P3.1.60 P2.2.00

P3.1.80 P2.2.00

P2.2.60 P2.2.00

P3.1.60 P3.1.80

P4.00 P2.2.20 P3.2.20 P4.40 P2.2.60

P4.00 P2.2.20 P3.2.40 P5.00 P2.2.60

P3.2.20 P2.1.60 P2.2.80 P3.2.00 P2.1.20

P4.00 P2.2.60 P3.2.40 P4.20 P2.2.20

P4.20 P3.1.00 P3.2.60 P4.60 P2.2.80

P3.1.20 P2.1.20 P2.2.40 P3.2.40 P2.1.20

P3.2.20 P2.2.20 P3.2.40 P4.40 P2.2.20

P3.2.60 P2.2.20 P3.2.60 P5.00 P2.2.20

P3.1.80 P2.1.80 P2.2.20 P3.1.60

P3.2.00 P2.2.00 P2.2.40 P3.1.80

P2.1.80 P2.1.20 P2.1.60 P2.2.20

P2.2.80 P2.1.80 P2.2.20 P2.2.80

P3.1.00 P2.2.00 P2.2.40 P3.1.00

P2.1.80 P2.1.20 P2.1.60 P2.2.20

P2.2.80 P2.1.80 P2.2.20 P2.2.80

P3.1.00 P2.2.00 P2.2.40 P3.1.00

N/A

G H I J K L M N O P Q R

P3.2.20 P2.1.20 P2.2.60 P3.2.40 P2.1.60 N/A N/A P2.2.80 P2.1.20 P2.1.60 P2.2.80 N/A

Comment: All pupils met their predictions. (N/A = pupils that joined the school mid key stage.)

Key Stage 1 – 2 Year 6

National UQ Prediction

Year 2

Abbey Court Predicted

Year 6

National UQ Prediction

Year 2

Abbey Court Predicted

Year 6

National UQ Prediction

P4.40 P2.2.80 P5.00 P4.20

P7.00 P3.2.40 P8.10 P6.80

P7.0.20 P3.2.60 P7.80 P6.80

P7 P4 P6 P6

P4.80 P2.1.60 P3.2.80 P4.20

P7.20 P3.1.80 P6.80 P7.00

P7.80 P3.1.60 P6.60 P7.00

P6 P3.1.00 P4 P7

P4.60 P2.1.80 P5.20 P4.40

P7.00 P3.1.80 P8.10 P7.40

P7.40 P3.1.60 P8.00 P7.20

P6 P3.1.00 P6 P6

P4.40 P6.80 P8.00

P4.20 P6.80 P8.00

P5 P7.00 P8.00

P3.1.00 P4.20 P5.20

P4.00 P6.80 P8.10

P4.00 P7 P8.00

P4 P6 P8.00

P3.1.20 P4.20 P5.60

P4.00 P7.020 P8.10

P4.00 P7.00 P8.00

P4 P56 L1B

F G H

P3.1.40 P4.00 P5.00

B C D E

Science

Abbey Court Predicted

Year 6 20/21

Maths

Year 2

English

N/A

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

Key Stage 2 – 3 National UQ Prediction

Year 6

Abbey Court Predicted

Year 9

National UQ Prediction

Year 6

Abbey Court Predicted

Year 9

National UQ Prediction

P6.60 N/A N/A P8.00 P7.20 P6.00 N/A

Science

Year 9

A B C D E F G

Maths

Abbey Court Predicted

Year 9 20/21

Year 6

English

P7.80

P8.20

P7.80

P8.060

P8.70

P8.30

P9.20

P8.90 P8.40 P7.80

P8.80 P8.40 P7.60

L2B L2C L1A

P7.20 P7.40 P6.40

P8.40 P8.50 P8.20

L2C L2C L1B

P7.80 P7.20 P7.40

P8.60 P8.40 P8.50

L1C L2B L2B

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

Key Stage 3 – 4 National UQ Prediction

Year 9

Abbey Court Predicted

Year 11

National UQ Prediction

Year 9

Abbey Court Predicted

Year 11

National UQ Prediction

P7.60 P7.80 P8.30 P4.20 P3.2.80 N/A P8.30 P8.20 P9.30 P4.40

Science

Year 11

A B C D E F G H I J

Maths

Abbey Court Predicted

Year 11 20/21

Year 9

English

P8.70 P8.60 P8.90 P5.00 P4.60

P8.60 P8.50 P8.70 P5.00 P4.40

P8 P8 L1B P5 P4

P7.60 P7.40 P8.10 P4.20 P3.2.80

P8.70 P8.10 P8.70 P5.00 P4.60

P8.60 P8.00 P8.60 P5.00 P4.40

P8 P8 L1B P5 P4

P7.20 P7.60 P8.50 P4.20 P4.40

P8.30 P8.30 P9.10 P5.00 P5.20

P8.20 P8.20 P9.10 P5.00 P5.00

L1C L1C L1B P5 P5

P8.90 P8.80 P9.90 P5.20

P8.80 P8.70 P9.80 P5.00

L1B L1B N/A P45

P8.70 P8.00 P8.70 P4.20

P9.30 P8.60 P9.30 P5.00

P9.20 P8.50 P9.20 P4.80

L1B L1B L1B P5

P8.70 P8.00 P9.20 P5.20

P9.00 P8.60 P9.80 P6.00

P9.20 P8.50 P9.70 P5.80

L1B L1B N/A P6

Comment: All pupils identified achieved within the upper quartile or above, apart from J achieving in the median in Maths and Science. (N/A – progression guidance does not provide comparative data for pupils working above P8.)

Key Stage 4 – 5

Year 11

Abbey Court Predicted

Year 14

Year 11

Abbey Court Predicted

Year 14

N/A P8.80 P8.90 P8.50 P10.70 P8.80 P6.40 P8.50 P8.40 P8.60 P10.30

Science

Year 14

A B C D E F G H I J K

Maths

Abbey Court Predicted

Year 14 20/21

Year 11

English

P9.60 P9.70 P9.30 P11.40 P9.80 P8.00 P9.30 P9.10 P9.40 P11.30

P9.60 P9.70 P9.30 P11.50 P9.80 P8.00 P9.30 P9.10 P9.40 P11.30

P8.30 P8.90 P8.80 P9.70 P8.50 P6.20 P8.50 P8.40 P8.70 P9.90

P9.10 P9.70 P9.30 P10.50 P9.60 P7.70 P9.30 P9.20 P9.50 P10.70

P9.10 P9.70 P9.30 P10.50 P9.80 P7.80 P9.30 P9.20 P9.50 P10.70

P8.50 P9.10 P8.80 P9.70 P9.40 P7.60 P8.50 P8.20 P9.10 P10.30

P9.30 P9.90 P9.60 P10.50 P10.40 p8.30 P9.30 P9.00 P9.90 P11.00

P9.30 P9.90 P9.70 P10.50 P10.40 P8.60 P9.30 P9.00 P9.90 P11.00

Comment: Progression guidance does not provide comparative data for pupils working in KS5.

Summary and Conclusions

Pupil Premium 2020/21

When analysing pupils progress across a Key Stage, pupils at KSR-1 achieve outstandingly well, with no pupil failing to make outstanding progress.

The majority of pupils in receipt of Pupil Premium Funding (PPF) make equal progress to their peers. In the year 2020/21, 98% of pupils in receipt of PPF made good or better progress (see table overleaf).

In KS1-2, all pupils achieved the upper percentile with the exception of 4 pupils who achieve above the median in one subject. In KS2-3 all pupils identified achieved within the upper quartile with the exception of 3 pupils who were above the median in their subjects. In KS3-4 all pupils identified achieved within the upper quartile with the exception of one pupil achieving above the median in two subjects. In KS4-5 pupils achieve outstandingly well.

School Improvement Targets Academic year 2021/2022 1.

To achieve 98% good or better teaching (across the whole teaching staff team) (Derived from Leadership Group analysis)

To improve percentages of outstanding progress across the school from 3% to 20% (Derived from Leadership Group analysis)

To achieve the School Mental Health and Wellbeing Award (Derived from staff feedback)

To produce virtual tours of both the school and the farm (Derived from parent survey)

To review the lunchtime offer for pupils to ensure clubs and activities are of interest, motivating and fun (Derived from pupil survey)

To ensure “diversity” within the curriculum (From Governing Body)

The PPF is used to support interventions planned for pupils on an individualised and focused area of need; these include 1:1 focused teaching in Reading and Phonics, additional Speech and Language input from a therapist, access to small group social language development activities, Occupational Therapy input from a therapy assistant, additional physical development programmes through Rebound Therapy and access to Tonto (the school’s mechanical horse), as well as the purchase of resources and equipment to support access and learning to meet the individual pupil need. Termly multi-professional pupil progress meeting are held, during which the progress of each individual pupil is considered. Their progress across the curriculum is scrutinised. Any areas that require improvement are identified. Strategies are agreed, that will effectively move these pupils on and the best approaches (such as additional Speech and Language Therapy; individual teaching; resources/equipment/aids etc.) identified to support the pupil. Individual Education Plan targets incorporate these agreed strategies and the targets are then evaluated regularly and formally in the next Pupil Progress Meeting. End of year analysis of data informs the provision of the most impactful interventions for the following academic year taking into account the cohort’s needs.

Pupil Premium 2020/2021 Year

Class

No. per Class

Pupil 2

Pupil 3

Pupil 4

Pupil 5

Pupil 6

Pupil 7

Pupil 8

Pupil 9

Pupil 10

Pupil 11

Pupil 12

Name

Pupil 1

Funding Stream PP+ PP PLUS Covid (LAC)

FSM

LAC

£1,345 / £955

£1,900 (PEP)"

£2,345

£350

Service Child

Early Years

£300

Variable

Pupil 13

P10

Pupil 14

P10

Pupil 15

P10

Pupil 16

P10

Pupil 17

P10

Pupil 18

P11

Pupil 19

P11

Pupil 20

P11

Pupil 21

P11

Pupil 22

P11

Pupil 23

Pupil 24

Pupil 25

Pupil 26

Pupil 27

3 1 2

2 1

2 3

Intervention 1:1

Tonto

Rebound

Attainment 2020/21 Other

Comment

Subject

Grade

Subject

Grade

Subject

Sensory circuit resources, switch toys maths games, social skills resources, workstation set, bike, emotional regulation kit fine motor skills set, language enrichment resources, emotions resources

Eng

PSHE

Eng

Math

Eng

PSHE

1:1 Reading, language enrichment resources,

Eng

1:1 Reading, telling the time resources, bike, language enrichment.

Eng

Math

1:1 Reading/OT, Ipad, Makaton resources

Eng

PSHE

1:1 Music/OT, Sensory circuit resources, Music set, emotional regulation kit. 1:1 reading/ phonics books and resources inc. Clicker 8 software, Easi Speak microphone (SALT) , Remote control toys (Computing/ Programming) Light and colour resources (engagement/ VI), Large switch + Powerlink + Cause and Effect toys (VI), Jet Stream (sensory processing), Story Sacks (reading) Story book activities (reading), Sensory maths resources, PE resources (engagement), Jet Stream (sensory processing) Lightbox with accompanying resources (OT), Activity wall board (OT), Jet Stream (sensory processing) 1:1 Reading, Clicker 8 software (reading), Soft dough w/ writing materials (writing RI), Remote control toys (computing/ programming), Fine motor skills resources (OT/ physical development) Trike (physical development)

Eng

PSHE

Music

Eng

Math

Eng

Math

Eng

Math

Eng

Math

PSHE

Eng

Math

Eng

PSHE

Music

Eng

PSHE

Eng

Math

PSHE

Eng

Math

PSHE

Eng

PSHE

Eng

Math

Music

Eng

Math

Eng

PSHE

Eng

Math

1:1 Music/ Reading, Jet Stream (sensory processing) 1:1 Reading, Clicker 8 software and magazine subscriptions (reading), Wellbeing resources inc. yoga (PSHE/ mental health). Not currently in school Clicker 8 software, phonics books and magazine subscriptions (reading), Home supported learning resource box. 1:1 Reading, PSHE resources (personal care), Fine motor skills resources (OT/ physical development), Phonics resources inc. English class pack (reading) 1:1 Reading/ Music, Phonics resources (reading), Mental health and mindfulness resources inc. Yoga (PSHE/ mental health) 1:1 Reading/ Music, Vibroacoustic Therapy Chair (OT) 1:1 Reading/ Music, Dance Mat (PE/ OT), Fine motor skills resources (OT/ physical development), Tactile code reader starter pack (OT) 1:1 Reading/ Music, Mental health and mindfulness resources inc. yoga (PSHE/ mental health), Makaton resources (communication) 1:1 OT sessions, fine motor skills, sensory resources

Grade

1:1 reading sessions, iPad to support reading

Eng

1:1 OT sessions, sensory resources, sensory trolley and windbox

Eng

Sensory resources, sensory trolley and windbox

Eng

Math

1:1 OT sessions, Sensory resources, sensory trolley and windbox

Eng

Math

Pupil Premium 2020/2021 (Continued) Name

FSM

LAC

£1,345 / £955

£1,900 (PEP)"

Pupil 28

£2,345

£350

Service Child

Early Years

£300

Variable

Year

Class

Pupil 29

Pupil 30

Pupil 31

Pupil 32

Pupil 33

Pupil 34

Pupil 35

Pupil 36

Pupil 37

Pupil 38

Pupil 39

Pupil 40

Pupil 41

Pupil 42

Pupil 43

Pupil 44

Pupil 45

FE1

Pupil 46

FE1

Pupil 47

FE1

Pupil 48

FE1

Pupil 49

FE1

Pupil 50

FE2

Total number of funded pupils = 50

Funding Stream PP+ PP PLUS Covid (LAC)

No. per Class

Intervention 1:1

Tonto

Rebound

Attainment 2020/21 Other

Comment

Subject

Grade

Subject

Grade

Subject

1:1 OT sessions/ SALT, Posture chair, ICT resources

Eng

Math

1:1 reading, ICT resources, Clicker 8

Eng

Math

mental health resources

PSHE

1:1 reading/OT, phonics resources, fine motor skills

Eng

1:1 SALT sessions, iPad for communication, fine motor skill resources 1:1 OT/ SALT sessions, Reading resources (book bags), therapy resources (physio ball) 1:1 OT sessions, Art resources, sensory trolley and windbox

Eng

Grade

Math

Eng

Art

1:1 reading/SALT, phonics resources, fine motor skill resources

Eng

Math

1:1 reading sessions, art resources, fine motor skills resources

Eng

Math

Art

Literacy, Science, Speaking & Listening, PSHE

Eng

Sci

PSHE

Literacy, Communication, Problem Solving

Eng

PSHE

Interface for Electric WheelChair

PSHE

Sensory

Eng

Maths

Computing,Literacy, PSHE Art Materials/Phonics and Reading Resources/Handwriting (PEP)/ Problem Solving/Sp&L Literacy/Problem Solving

Eng

PSHE

Eng

Art

Eng

Math

Science/Problem Solving/Sp&L

Eng

Sci

Sensory/PSHE

Eng

PSHE

1:1 Reading, Literacy, Communication & Numeracy

Eng

Math

1:1 Reading, Literacy, Communication & Numeracy

Eng

Math

Summer 2020 Bike/Sensory Box PEP spend

Eng

Literacy, Communication & Numeracy

Eng

Math

Sensory/PSHE

Eng

PSHE

Curriculum

English and Communication

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 subject-based 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.

English at Abbey Court encompasses all aspects of Reading, Writing and 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. Reading is embedded throughout all learning at Abbey Court, with a strong focus on developing functional reading skills, and an enjoyment of literature. Phonics is delivered to all pupils, where appropriate, with pre-reading and listening skills a strong focus for many. English and communication and reading is supported by the use of Objects of Reference, photos, 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 well-stocked libraries with resources that are accessible to all, including; story sacks, sensory story boxes, reading scheme books, talking books and books of interest to all ages, cultures and abilities.

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). • 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.

Maths Mathematical development is essential to pupils’ ability to make sense of the world around them. To become functional learners, pupils need to learn to engage with their environment, making sense of what they can touch and explore, and understanding how they can have an effect on their environment (cause and effect). Maths at Abbey Court supports pupils to develop these early, fundamental skills, which are the beginnings of understanding number, space and measure. Our curriculum intends to provide consistent and age-appropriate opportunities to not only develop key mathematical concepts, but also to use their understanding to develop practical skills that they can use as adults. Wherever possible, maths is taught in meaningful, personalised and relevant contexts, which support pupils to apply their maths skills in a range of ways. Core skills such as

understanding time, managing money, understanding cause and effect and developing basic number skills are rigorously focussed on in a practical, personalised approach throughout the curriculum. Use of accreditation, supports and recognises progress, as well as providing an important layer to our ageappropriate progression.

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 – national and global.

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.

History 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.

Music Music is an important source of sensory stimulation and is used to develop language skills and communication. Pupils are provided with 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, and preparation for adulthood.

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 accessible 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 lifeskills 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.

PSHE and Citizenship

SMSC

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.

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).

A key aspect of PSHE is Relationships, Sex and Health Education which is taught across all age ranges, with parental consent, in a way that is appropriate to individual need. 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 vocational taster sessions at college and receiving independent careers advice. 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.

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 Award 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

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

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 2020/21. This was achieved with 99% of pupils achieving good or better.

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.

Pupil attainment targets

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.

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 2020/21 results: Primary department to achieve:

• 15 swimming awards – 12 achieved • 15 Winstrada awards – 21 achieved • 20 Horse Riding/Tonto awards – 0 achieved

Targets 2021/2022

From our analysis of whole school performance data the following targets have been set: Primary department to achieve: • 15 swimming awards • 15 Winstrada awards • 30 Horse riding/Tonto awards

Homework Policy

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 • 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

Forest Schools

Pupil Voice

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.

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.

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.

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. At Abbey Court, we put children’s rights at the heart of everything we do and are an accredited Rights Respecting School at Gold level. Pupil voice supports pupils to understand their rights and those who are duty bound to respect them. This is embedded in the curriculum and further enhanced through the termly pupil voice committee meetings, where as you say, we do, ethos is practiced.

Summary of Dealing with Complaints Complaints: September 2020 - July 2021 There were 5 formal complaints received during this period. 3 related to health and safety and 2 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)”).

2021/2022 Staffing List School Contacts Headteacher Chair of Governors Staff Governor Parent Governor Parent Governor Co-opted Governor Co-opted Governor Partnership Partnership Local Authority Governor Associate Governor Clerk to Governors Deputy Headteacher Deputy Headteacher Assistant Headteacher Assistant Headteacher

Senior Teachers Early Years/Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 & 5 Curriculum Manager Senior Teacher with responsibility for Farm education

Karen Joy The Rev Jean Kerr Claire Richards David Lane Matt Powell Derek Blease Vacancy Jane Heyes Dr Tim Walker Barry Kemp Neil Morrison Lesley Maile Jacqui Rudden Vicky Aspin Zoe Silvester Vacancy

Vacancy Evelyn Charlton (Temporary) Jessica Flanagan Jackie Bright Zoe Silvester Samantha Frankum

Teachers Alex Scott Catherine Ince Charlotte Pearce Claire Wilson Emma Williams Geraldene Jefferson Isabelle Marshall Laura Davis Louisa Leach Maria Carreiro Marin Maureen Reed Sara Whillans Sue Mortimer

Ana Lusinski Catherine Prescott Claire Richards Elise Midgley Eloise Platt Hope Allman Jessica Cameron Lewis Charlton Maria Blazquez Natalie Green Rachel Levy Sigourney Ferigan Zeynep Cinar

Higher Level Teaching Assistants

Cara Parsons Ellyn Whittaker Graham Menditta Jo Kemp Kelly-Ann Ralph

Dean Laing Gemma Manuel Jake Greenwood Joann Skinner Victoria Gardiner

Teaching Assistants Adam Palmer Alex Dalmedo Amy Hayes Barbara Szuruta Bethanie Rodgers Cera Rickerby Cinzia Self Clare Davis Emmaline Ahern Faith Mace Holly Kinzett Jane Broom Jayne Key Joe Balderston Karen Burnige Katy Norris Kiera Daulby Kirsty Lambkin Liz Gevaux Lucy Graham Maria King Maria Stevenson Megan Payne Melissa Booth Natasha Robinson Paignton Snashall Rachael Wynne Rebekah Laing Roxanne Eldred Shiralee Keane Sian Jones Sue Lee Wendy Donovan

Alana Sexton Alison Beck Angela Maguire Becky Clarke Beverley Hook Chloe Titterell Connor Terry Elly Blundell Emma Dugard Georgina Tibbs James Mayhew Janet Cafferty Jurga Olsen Jon Evans Katie Clark Kayleigh Godden Kirsty Dean Laura Bowles Lucy Davies Mandy Barns Marta Gotowicka Marynn Carman Megan Old Natalie Morgan Nicola Haines Rachel Littlemore Rae Cook Ran Maris Sam Allen Sharon Ross Stacey Brown Susan Alvares William Burvill

2021/2022 Staffing List (continued) Healthcare Assistants Glenda Faulkner Virginia Wilson

Support Staff

Michelle Edwards

School Business Leader Finance Officer Personal Assistant to Headteacher Clerical Officer Clerical Officer Clerical Officer Clerical Officer/ Finance Assistant Site Manager Caretaker Caretaker Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner Cleaner EAL Support Assistant EAL Support Assistant Farm and Riding Manager Farm Assistant Farm Assistant Network Manager Speech & Language Therapist Therapy Assistant Specialist Assistant – Phonics Specialist Assistant – Phonics Specialist Higher Level Speech & Language Therapy Assistant Catering Manager Catering Assistant Catering Manager Catering Assistant Catering Assistant Catering Assistant IT Assisstant

Academic Year September 2021 to July 2022 Term 1 Start:

Wednesday 1 September 2021

Autumn Break:

Monday 25 October 2021 to Friday 29 October 2021

Finish:

Sharon Godden Karen Lee Jan Harle Emma Dean-Weeden Sue Smith Sue Williams Nichola Orford Paul Sears Malcolm Wray Tony Lee Andrea Trif Charlotte Spooner Dennis Clarke Gillian Knowles Helen Adams Julie O’Sullivan Kirsty Gilmour Leigh Jackson Natalie Morgan Joanne Mroczka Raminder Dhami Michele Holliday Lauren Driver Tom Clarkson Danny Stewart Lynsey Cook

Term 2

Friday 22 October 2021

Start:

Monday 1 November 2021

Christmas Break:

Monday 20 December to Monday 3 January 2022

Finish:

Term 3

Friday 17 December 2021

Start:

Tuesday 4 January 2022

February Break:

Monday 14 February 2022 to Friday 18 February 2022

Finish:

Term 4

Friday 11 February 2022

Start:

Monday 21 February 2022

Spring Break:

Monday 4 April 2022 to Monday 18 April 2022

Finish:

Good Friday:

Easter Monday Term 5

Friday 1 April 2022

15 April 2022

18 April 2022

Start:

Tuesday 19 April 2022

In Lieu of Platinum Jubilee

29 April 2022

Finish:

Early May Bank Holiday:

Pat Tubridy Kate Burrows Sue Sheppard Daniel Robinson

Late spring break

Clotaire Bunketi Davina Blackwell Janine Gifford Laura Colley Shirley Lunniss Vicky Makris Rhys Larkins

Finish:

Term 6 Start:

Friday 27 May 2022

Monday 2 May 2022

Monday 30 May 2022 to Friday 3 June 2022 (including Queen’s Platinum Jubilee Bank Holidays Thursday 2 June to Friday 3 June 2022) Monday 6 June 2022 Friday 22 July 2022

INSET Days Wednesday 1 September 2021

Thursday 2 September 2021

Friday 3 September 2021

Monday 1 November 2021

Monday 21 February 2022

School Absence Record (2020/21) Number of pupils on roll for at least one session

197

Number of pupil sessions

62468

Number of authorised absences

8624

Number of pupils with at least one authorised absence

188

Number of unauthorised absences

1367

Number of pupils with at least one unauthorised absence

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.

Date written: September 2021 Date agreed and ratified by Governing Body: 8 October 2021 Date of next review: September 2022 Member of Staff Responsible: • Karen Joy – Designated Safeguarding Lead

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

• Vicky Aspin – Deputy Designated Safeguarding Lead

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 (2021).

• Jean Kerr – Safeguarding Governor

• Jacqui Rudden – Deputy Designated Safeguarding Lead This policy will be reviewed at least annually and/or following any updates to national and local guidance and procedures.

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 school’s procedure on CPOM’s and/or advise the DSL/DDSL

• 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

Inform the Designated Safeguarding Lead Designated Safeguarding Lead – Karen Joy (DSL), Vicky Aspin (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 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 • 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

Staff:

• Follow local escalation procedures • Follow Whistleblowing procedures Pupils and Parents: • Follow school complaints procedures on school website and in school prospectus

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

Safeguarding • Abbey Court School recognise our statutory responsibility to safeguard and promote the welfare of all children. Safeguarding is everybody’s responsibility and all those directly connected (staff, volunteers, governors, leaders, parents, families, and learners) are an important part of the wider safeguarding system for children and have an essential role to play in making this community safe and secure. • Abbey Court School recognises 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. All children at the school have a right to be heard and to have their wishes and feelings taken into account and all children regardless of age, gender, ability, culture, race, language, religion, or sexual identity, have equal rights to protection. • 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.

Abbey Court School will endeavour to support the welfare and safety of all students through: • Ensuring that the child’s welfare is of paramount importance. • All staff are trained and can recognise the signs and symptoms of abuse and are aware of the school’s procedures and lines of communication. • Ensuring that children’s mental and physical health or development is not impaired. • 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. • 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. • Keep confidential records which are stored securely and shared appropriately with other professionals. • The voice of the child is evident in case files and informs schools policy developments. • Ensuring that the school practices safer recruitment processes in checking the suitability of staff, supply 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. • Abbey Court School expects that if any member of our community has a safeguarding concern about any child or adult, they should act and act immediately.

• This policy is implemented in accordance with our compliance with the statutory guidance from the Department for Education, ‘Keeping Children Safe in Education’ 2021 (KCSIE) which requires individual schools and colleges to have an effective child protection policy. • The procedures contained in this policy apply to all staff, including all governors, temporary or third-party agency staff and volunteers) and are consistent with those outlined within KCSIE 2021. • This policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004 and related guidance. This includes: • DfE Keeping Children Safe in Education 2021 (KCSIE) • Working Together to Safeguard Children 2018 (WTSC) • Ofsted: Education Inspection Framework’ 2019 • Framework for the Assessment of Children in Need and their Families 2000) • Kent and Medway Safeguarding Children Procedures (Online) • Early Years and Foundation Stage Framework 2021 (EYFS) • The Education Act 2002 • The Education (Independent School Standards) Regulations 2014 • The Non-Maintained Special Schools (England) Regulations 2015 • 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.

Primary Department

Secondary Department

Abbey Court School Cliffe Road, Strood Kent ME2 3DL

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

Email: office@abbeycourt.medway.sch.uk

Tel: 01634 338220

Website: www.abbeycourt.medway.sch.uk

Tel: 01634 338220

Website: www.abbeycourt.medway.sch.uk