Abbey Court School - Additional Information Booklet 2022

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 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.

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.

English and Communication

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.

Maths

Mathematical development is essential to the 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 age-appropriate 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 are 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

PSHE&C 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 Voice Groups are in place on both the Primary and Secondary Site.

A key aspect of PSHE&C 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.

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&C, 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 approach 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

All pupils have individual PE ‘P’ Level or National Curriculum or Engagement Model targets, including physio and movement goals. These are set at the start of the academic year and pupil progress meetings (held 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 20% of pupils to achieve ‘Outstanding’ progress in PE in 2021/22. This was achieved with 97% of pupils achieving ‘Good’ or better progress outcomes and 22% achieving ‘Outstanding’.

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 2021/22 results:

Primary department to achieve:

• 19 swimming awards – 32 achieved

• 15 Winstrada awards – 23 achieved

• 30 Horse Riding/Tonto awards – 35 achieved

Targets 2022/2023

From our analysis of whole school performance data, the following targets have been set:

Primary department to achieve:

• 25 swimming awards

• 16 Winstrada awards

• 26 Horse riding/Tonto awards

• 6 Rebound Therapy awards

• 112 AQA Unit 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.

Homework Policy

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.

All pupils are set homework activities through their Individual Education Plan targets. These are discussed with parents on Parents 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

In order to develop the ‘whole child’, all of our pupils take part in Forest School 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 to.

As a result of this learning, both on site or off site at a local woodland area, pupils 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 each pupil experiences 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 pupils 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 onwards 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 a “You say, we do,” ethos is practised.

Quality of Education Overview

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

Terms 1 & 2

Subject Review & Development

Terms 3 & 4

Terms 5 & 6 Derived From

Technology (CR) English (ZS) Science (ZS) Leadership Group

History (JR)

Maths (ZS)

To improve pupil progress to at least 20% outstanding in RE, History, Music, D&T and Maths (JR)

To review and enhance the scrutiny process to ensure it meets need (ZS)

To focus on pupils’ sensory needs to support progression through subject specific learning in the Engagement Model (ZS)

Undertake a review of the hydropool to verify safe swimming practices (ZS)

Indicates link to Abbey Court’s Single Equality Scheme

Subject leaders

Staff consultation

Leadership Group

Quality of Education Overview (Continued)

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

Terms 1 & 2

To rationalise accreditation targets to ensure there is progression and that accreditation is appropriate to the key stage and the pupil cohort.

External award predictions:

EYFS/KS1 to achieve –

15 Swimming awards

2 Rebound Therapy awards 10 Tonto/Riding awards

KS2 to achieve –19 Swimming awards 16 Gym awards

4 Rebound Therapy awards 16 Tonto/riding awards 112 AQA unit awards

KS3 to achieve –15 Swimming awards 10 Gym awards

6 Rebound Therapy awards 15 Tonto/riding awards 96 AQA unit awards 96 ASDAN New Horizons awards 48 AQA Animal Care awards 24 AQA Horticulture awards

KS4 to achieve –7 Swimming awards

7 Gym awards 34 Rebound Therapy awards 10 Tonto/riding awards

10 ASDAN Transition Challenge awards 98 AQA unit awards

8 bronze Duke of Edinburgh Awards 24 AQA Animal Care awards 12 AQA Horticulture awards

KS5 to achieve –

10 Tonto/riding awards

2 Rebound Therapy awards 54 AQA unit awards

80 ASDAN Towards Independence awards

6 Silver Duke of Edinburgh awards

8 Bronze Duke of Edinburgh awards

N/A swimming awards

20 ASDAN Towards Independence Farm Awards

Indicates link to Abbey Court’s Single Equality Scheme

Terms 3 & 4 Terms 5 & 6 Derived From

Behaviour & Attitudes Overview

To ensure pupils’ behaviour and attitudes remain outstanding

Terms 1 & 2

To further develop the pupil section on the school website, building the range of information available to include class pages and celebrations. (SMT)

Terms 3 & 4 Terms 5 & 6 Derived From

Pupil voice

To review the ‘Parent Training Offer’. (JR) Parent survey

Development of the RCR site to maximise its support of the 16-19 curriculum, with particular focus on developing independence. (KJ/VA)

To develop bespoke PROACT-SCIPr-UK training for staff, in addition to the core training in place. (VA)

Indicates link to Abbey Court’s Single Equality Scheme

Leadership group

Leadership group

Personal Development Overview

To ensure pupils’ personal development remains outstanding

Terms 1 & 2

Pupil Voice

What would you like to do when you leave school, how can we learn about careers better? (JF)

Parents Voice Careers (JR)

Staff Voice

Lunchtime organisation (VA)

To work towards accreditation against the Equality, Diversity and Inclusion Quality Mark. Submission June 2023. (VA)

Indicates link to Abbey Court’s Single Equality Scheme

Terms 3 & 4 Terms 5 & 6 Derived From

Pupil Voice

How do we help you to learn and understand what to do next? (JF)

Parents Voice Assessment and Engagement model (JR)

Pupil Voice How could we develop Multicultural learning? (JF)

Parents Voice Farm curriculum and outdoor learning (JR)

Staff Voice Equality, Diversity and Inclusion (VA)

Staff Voice Sensory learning (VA)

Pupil Survey

Parents Survey

Staff Survey

Governing Body/ Leadership team

Leadership & Management Overview

To ensure leadership and management remains outstanding

Terms 1 & 2

To ensure smooth move and transition to new secondary site (Phase 2) (Leadership Group)

Continue to lobby the local authority re. phase 3 – Development of physical FE provision (RCR site) (KJ/VA)

Lobby for 19-25 provision (KJ/VA)

To introduce Challenge Partners to Quality Assurance practices (VA)

To review the role of the Health Care Assistants and the working protocols between them and the MCH nursing team (JR/ZS)

To continue to focus on the recruitment of high-quality staff, exploring/researching all possible opportunities (Leadership Group)

Indicates link to Abbey Court’s Single Equality Scheme

Terms 3 & 4 Terms 5 & 6 Derived From

Leadership Group

Leadership Group

Leadership Group

Leadership Group

Governing Body

Leadership Group

3 Year Overview

Quality of Education

2022 / 2023 2023 / 2024 2024 / 2025

• Focus on core subjects

• Focus on O2BO

• Share outstanding practice (Nb. farm outreach)

Curriculum

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

• Lobby for 19-25 provision

• Focus on foundation subjects

• Focus on O2BO

• Share outstanding practice (Nb. farm outreach)

• Lobby for 19-25 provision

• Further embedding of diversity within the curriculum

• Focus on core subjects

• Focus on O2BO

• Share outstanding practice (Nb. farm outreach)

• Lobby for 19-25 provision

• Review the farm curriculum

Leadership & Management

• Smooth transition into new secondary provision (inc. school expansion)

Behaviour & Attitudes

• Review of behaviour management

• Development of the physical RCR site to maximise its support of the 16-19 curriculum

• To enhance the PROACT-SCIPr-UK training for staff to include bespoke, in the moment support and guidance

• Review staffing structure re. school expansion

• Focus on health and wellbeing

• Revisit SMSC across the school

• Review PSHCE curriculum

• Review staffing structure re. school expansion

• Revisit behaviour management across the school

• Focus on enhancing in house therapy provision

Personal Development

• Completion/achievement of the Equality, Diversity and Inclusion Quality Mark

• Reaccreditation of Right Respecting Schools Award

• Reaccreditation of International Schools Award

Assessment of Pupil Progress

Abbey Court Foundation Special School is maintained by Medway Local Authority for pupils with Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties (PMLD) as their main presenting need. Additional educational needs may include visual/hearing impediment, sensory impairment, autism and or physical disability. All pupils have Education Health and Care Plans.

All pupils at Abbey Court are working below the standards of National Curriculum assessments and significantly below the level of their age-related peers. Pupils therefore fall into two categories: ‘Non-subject specific’ and ‘subject specific’ learners. All pupils access a full and varied curriculum that is personalised and relevant to their specific learning needs.

To assess their progress against our curriculum, we use two models:

• Non-Subject specific learners are taught and assessed through the ‘Engagement Model’

• Subject specific learners who are working at Pre-Key stage standard 1-4 are assessed using Abbey Court P levels 4-16 (as well as Pre-Key Stage Standards at end of KS1 and KS2)

We track the progress of both cohorts rigorously to promote high expectations and to strive for outstanding progress for all pupils.

IEP (Individual Education Plan) progress

Over the course of a year, pupils are set a total of 15 IEP targets (5 per term) in 5 (key skills) areas of curriculum. These are set by teaching staff and moderated by senior staff, parents and other professionals to ensure appropriate rigour and challenge. Pupil achievement is graded as follows:

12 to 15 targets achieved

‘Outstanding’ progress 8 to 11 targets achieved ‘Good’ progress

7 or below targets achieved

Abbey Court Engagement Model progress (per year)

‘Outstanding’ progress:

• 12-15 IEP targets achieved

• Increased engagement levels in at least 8 of the areas of learning outlined in the Engagement Model assessment criteria

• Teacher assessment supporting increased engagement in most subject areas and contexts (see termly assessment)

‘Good’ progress:

• 8-11 IEP targets achieved

• Increased engagement levels in at least 6 of the areas of learning outlined in the Engagement Model assessment criteria

• Teacher assessment supporting increased engagement in some subject areas and contexts (see termly assessment)

‘Requires Improvement’

Progress that ‘Requires Improvement’:

• 7 or below IEP targets achieved

• Increased engagement levels in 5 or below areas of the areas of learning outlined in the Engagement Model assessment criteria

• Teacher assessment supporting increased engagement in few subject areas and contexts (see termly assessment)

Abbey Court Progress Levels (for pupils working at Abbey Court P Levels 4-8)

‘P’ Level progress (per year)

PMLD pupils:

The achievement of 20% of a ‘P’ Level is judged as ‘requires improvement’ and 40% ‘good’ progress. Above 40% is judged ‘outstanding’ progress.

SLD pupils:

The achievement of 40% of a ‘P’ Level is judged as ‘requires improvement’ and 60% ‘good’ progress. Above 60% is judged ‘outstanding’ progress.

Higher Achiever:

The achievement of 60% of a ‘P’ Level per year would be judged as ‘requires improvement’ and ‘good’ progress would be the achievement of 80% per year. Above 80% is judged ‘outstanding’ progress.

What is defined as ‘Good or better’ progress at Abbey Court School?

Pupil Progression at Abbey Court from P8-P16 (per year)

NB. Once a pupil has reached P8, they have completed the original National ‘P’ Levels. In order to continue to track pupil progress and maintain an expected school progress standard, Abbey Court has developed additional bespoke ‘P’ levels from P8+ to P16. These enable continued progression into the National Curriculum expectations. Following year on year data analysis, it is recognised that pupils progress through these more complex levels at a slower rate of progress. These are outlined below.

SLD Cohort

• The achievement of 20% of a P8+ Level, (i.e. P8 to P16), would be judged as ‘requires improvement’.

• The achievement of 30% of a P8+ Level, (i.e. P8 to P16), would be judged ‘good’ progress.

• The achievement of 30%+ of a P8+ Level, (i.e. P8 to P16), would be judged ‘outstanding’ progress. e.g.

100% 0%

SLD Higher Achiever Cohort

• The achievement of 30% of a P8+ Level, (i.e. P8 to P16), would be judged as ‘requires improvement’.

• The achievement of 40% of a P8+ Level, (i.e. P8 to P16), would be judged ‘good’ progress.

• The achievement of 40%+ of a P8+ Level, (i.e. P8 to P16), would be judged ‘outstanding’ progress. e.g.

S G O P10 50%

S G O P9 20% P9 30% 40% 60% 80%

100% 0% 14

Engagement Model progress data 2021-22

The Engagement Model became statutory for the academic year of 2021-22. Statutory guidance outlines the following:

• The Engagement Model is an assessment tool that helps schools meet their duties in supporting pupils who are working below the level of the national curriculum and who are not engaged in subject-specific study.

• The model has 5 areas: exploration, realisation, anticipation, persistence and initiation.

• Engagement identifies and celebrates all pupils’ progress, including linear and lateral progress, the consolidation and maintenance of knowledge, skills and concepts and the prevention or slowing of a decline in pupils’ performance, whilst recognising that a minority of pupils may have a regressive condition.

• Engagement can help schools reflect on how well the bespoke curriculum they offer to their pupils is helping them progress. It will not necessarily replace a school’s existing plans, assessments and reporting systems, but adds value to them by helping schools assess pupils’ progress from a different angle.

• Effective use of the Engagement Model is based on regular observational assessment and reflective pedagogy. Assessments should be conducted by someone who knows the pupil well so that schools are able to identify existing educational barriers.

With these points in mind, we have developed a bespoke assessment process to support teachers to monitor and assess engagement, and also track progress and continue to make accurate judgements on the progress that has been made.

Summary of pupil progress in 2021/22

On average, 96% of pupils made ‘Good’ or better progress in 2021-22, with an average of 21% of pupils making ‘Outstanding’ progress in their subject specific learning. The school’s target of at least 20% ‘Outstanding’ progress in all subjects in academic year 2021-22 was met in the majority of subjects. Subjects of strength were Art and Design, Listening, Reading, Geography, Computing, Languages, PSHE, PE and Science: these subjects all exceeded 20% ‘Outstanding’ progress.

When comparing the progress of pupils working on the Engagement Model with pupils working within Abbey Court P levels (subject specific learners), the data shows that both cohorts of learners make excellent progress, with 91% of Engagement Model pupils making ‘Good’ or better progress and 96% of P level pupils making ‘Good’ or better progress across all subjects (based on an average).

81% of pupils working on the Engagement Model made ‘Outstanding’ progress in their IEP targets, achieving at least 12 out 15 targets across the academic year. Out of the pupils who completed a full year, 100% achieved at least ‘Good’ progress in their IEP targets.

School Improvement Targets

Academic year 2022/2023

1. To improve pupil progress to, at least 20% Outstanding in RE, History, Music, D&T and Maths (Derived from Leadership Group analysis)

2. To review and enhance the scrutiny process to ensure it meets need (Derived from Leadership Group analysis)

3. To review the ‘Parent Training Offer’ (Derived from Parent Survey)

4. To focus on pupils’ sensory needs to support progression through subject specific learning in the Engagement Model (Derived from staff feedback)

5. To work towards accreditation against the Equality, Diversity and Inclusion Quality Mark (Derived from the Leadership Team and the Governing body)

6. To ensure smooth transition to new Secondary site (Phase 2) (To ensure best outcomes for pupils)

Pupil Premium/Catch Up

Premium 2021/22

The majority of pupils in receipt of Pupil Premium Funding (PPF) make equal progress to their peers. In the year 2021-22, 96% of pupils in receipt of PPF made ‘Good’ or better progress in all of their focus subject areas (see table overleaf).

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 meetings 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 that will effectively move these pupils on are agreed, 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.

Catch Up Premium was used to support the costs of Speech and Language Therapy throughout the year, and supporting the costs of Educational Psychology visits for identified pupils. In 2021-22, 95% of pupils made ‘Good’ or better progress in Speaking and Listening, with 20% making ‘Outstanding’ progress in Speaking. Additionally, 96% of pupils made ‘Good’ or better progress in Reading and Writing, with 23% making ‘Outstanding’ progress in Reading and 26% in Writing.

Pupil 1 1

Pupil 2 1

Pupil 3 1 R R

Pupil 4 1 P1 1

Pupil 5 1 P2 1 1 Pupil 6 1 P2 1 Pupil 7 1 P2 1

Pupil 8 1 P3 1 Pupil 9 1 P3 1

Pupil 10 1 P3 2 1 1

Pupil 11 1 P3 2

Pupil 12 1 P4 2 1 1

Pupil 13 1 P4 2 1 1 Pupil 14 1 P4 2 Pupil 15 1 P4 2 Pupil 16 1 P5 2 Pupil 17 1 P5 3 Pupil 18 1 P5 3 1 Pupil 19 1 P6 3 1 1 Pupil 20 1 P6 3 Pupil 21 1 P7 3 1 Pupil 22 1 P7 4 1 1

Pupil 23 1 P7 4

Pupil 24 1 P7 4

Pupil 25 1 P8 4 1

Pupil 26 1 P9 4

Pupil 27 1 P9 4 1 1

Pupil 28 1 P9 5 1 1

Pupil 29 1 P10 5 1

Pupil 30 1 P10 6 1 Pupil 31 1 P11 6 1 Pupil 32 1 P11 6 1

Pupil 33 1 P11 6 Pupil 34 1 P11 6 1 Pupil 35 1 P11 6 1 1

Intervention Attainment 2021/22

OT Tonto Rebound Music DofE Subject Grade Subject Grade Subject Grade

1

Engagement

Engagement Engagement 1 Engagement Engagement

1 1 1 Engagement

1 1 1 Engagement 1 Engagement Engagement

1 Reading Writing PE 1 1 Engagement

1 1 1 1 Engagement Engagement Engagement 1 Engagement Engagement 1 Engagement 1 Engagement 1 1 1 Engagement

1 Reading PE Speaking 1 1 1 1 Reading PE Speaking 1 1 Reading Speaking 1 1 Engagement 1 1 Engagement

1 1 Reading PE Writing 1 1 1 1 Engagement

1 1 PE Writing Speaking PE 1 Reading 1 1 Reading Speaking

1 1 Reading PE PSHE 1 1 1 Engagement

1 1 1 PE PSHE 1 Engagement 1 Reading Speaking PE

Pupil 36 1 S1 7 1 1

Pupil 37 1 S1 7 1 1

Pupil 38 1 S1 7 1

Pupil 39 1 S1 7 1 Pupil 40 1 S2 7 1 Pupil 41 1 S2 7 1 Pupil 42 1 S2 7 1 Pupil 43 1 S2 7 1

Pupil 44 1 1 S3 7 1 1

Pupil 45 1 S3 8 1 Pupil 46 1 S3 8 Pupil 47 1 S3 8 1 Pupil 48 1 S4 8 1 Pupil 49 1 S4 8 Pupil 50 1 S4 8 Pupil 51 1 S4 9 Pupil 52 1 S5 9

Pupil 53 1 S5 9

Pupil 54 1 S5 9 1 Pupil 55 1 S6 9 1 Pupil 56 1 S6 9 1

Pupil 57 1 1 S6 9 1 Pupil 58 1 S6 9 Pupil 59 1 S7 9

Pupil 60 1 S7 10

Pupil 61 1 S7 10

Pupil 62 1 S8 11 1 Pupil 63 1 S8 11

Pupil 64 1 S8 11 1

Pupil 65 1 FE1 12

Pupil 66 1 FE1 12 1

Pupil 67 1 FE1 12 1 Pupil 68 1 FE1 12 1 Pupil 69 1 FE2 12 1 59 5 5 2 0 0

Intervention Attainment 2021/22

OT Tonto Rebound Music DofE Subject Grade Subject Grade Subject Grade

1 Reading

Speaking PE

1 1 Reading Speaking PE

1 Reading PE PSHE

1 1 Reading PE PSHE

1 1 1 Reading PSHE

1 1 1 Reading PE PSHE 1 PE Speaking

1 1 1 Reading PSHE PE

1 1 Reading Speaking PE

1 Reading PE

1 1 1 PE PSHE

1 Reading PE

1 1 Reading PE

1 1 PE PSHE

1 1 PE PSHE

1 1 PE PSHE

1 1 1 Reading PE Not currently in school

1 Reading PSHE PE

1 Reading PE

1 Reading PE

1 1 1 Reading PE PSHE

1 1 Reading PE PSHE

1 1 1 Reading PE PSHE

1 1 1 Reading PE PSHE

1 1 1 Reading PE PSHE

1 1 Reading PE PSHE

1 1 Reading PE PSHE

1 Reading PE PSHE Reading PE PSHE

1 1 1 Reading PE PSHE

1 Reading PE PSHE

1 1 1 Reading PE PSHE

1 1 1 Reading PE PSHE

2022/2023 Staffing List

School Contacts

Headteacher Karen Joy

Chair of Governors The Rev Jean Kerr

Staff Governor Claire Richards

Parent Governor David Lane

Parent Governor Matt Powell

Co-opted Governor Derek Blease

Co-opted Governor Jon Carthy

Partnership Jane Heyes Partnership Dr Tim Walker

Local Authority Governor Barry Kemp

Associate Governor Neil Morrison

Associate Governor Chris Roome Clerk to Governors Vacancy

Deputy Headteacher Jacqui Rudden Deputy Headteacher Vicky Aspin

Assistant Headteacher Lynne Barnes Assistant Headteacher Zoe Silvester

Senior Teachers

Early Years/Key Stage 1 Claire Richards

Key Stage 2 Jessica Cameron

Key Stage 3 Jessica Flanagan

Key Stage 4 & 5 Evelyn Charlton

Senior Teacher with Samantha Frankum responsibility for Farm education

Teachers

Alex Scott

Ana Lusinski

Cara Parsons Catherine Ince

Catherine Plummer Catherine Prescott

Charlotte Parody Charlotte Pearce

Claire Richards Claire Wilson

Elise Midgley Ellyn Whittaker

Eloise Platt Emma Williams

Geraldene Jefferson Hope Bell

Isabelle Marshall Jackie Bright

Jazmin Morgan Jessica Cameron

Kate Burrows Laura Davis

Lewis Charlton Louisa Leach

Maureen Reed Natalie Green

Peggy Duriaux-Hassan Rachel Levy Zeynep Cinar

Higher Level Teaching Assistants

Alison Beck Dean Laing

Gemma Manuel Graham Menditta

Jake Greenwood Jo Kemp

Joann Skinner Lucy Graham Victoria Gardiner

Teaching Assistants

Alana Sexton Alex Dalmedo Becky Clarke Beverley Hook Cera Rickerby Chloe Titterell Claire Bloor Claire Davis

Connor Terry Elly Blundell Emmaline Ahern Emma Dugard Faith Mace Georgina Tibbs Holly Kinzett James Mayhew Jane Broom Jane Shaw

Jayne Key Joe Balderston Jon Evans Julie Morse

Jurga Olsen Karen Burnige Katie Clark Katy Norris Kayleigh Godden Kiera Daulby Kirsty Dean Laura Bowles

Lauren Hales Liz Gevaux

Lucy Davies Mandy Barns Maria King Maria Stevenson Megan Old Melissa Booth Michelle Crane Natalie Morgan

Natasha Robinson Nicola Haines

Paigton Snashall Rachel Littlemore Rachael Wynne Rae Cook

Rebekah Laing Ran Maris Roxanne Eldred Sam Allen Shiralee Keane Sharon Ross

Sian Jones Stacey Brown Sue Lee Susan Alvares

Taylorlea Stevens Wendy Donovan Wendy Hicks

Healthcare Assistants

Glenda Faulkner Michelle Edwards

Virginia Wilson

Support Staff

Finance Officer

Karen Lee

Personal Assistant Alison O’Reilly to Headteacher

Clerical Assistant (Temporary) Megan Payne

Clerical Officer Emma Dean-Weeden

Clerical Officer Sue Smith

Clerical Officer Sue Williams Clerical Officer/ Nichola Orford Finance Assistant

Site Manager Paul Sears Caretaker Tony Lee Caretaker Vacancy Cleaner Andrea Trif

Cleaner Camilla Angheben-Pashley

Cleaner Charlotte Spooner Cleaner Dennis Clarke Cleaner Emma Hamlin Cleaner Julie O’Sullivan

Cleaner Kirsty Gilmour

Cleaner Leigh Jackson Cleaner Natalie Morgan

EAL Support Assistant Joanne Mroczka

EAL Support Assistant Raminder Dhami

Farm Assistant Angelique Archbold

Farm Assistant Tom Clarkson

Farm Manager Vacancy Network Manager Danny Stewart Office Manager Vacancy

Speech & Lynsey Cook

Language Therapist

Therapy Assistant Pat Tubridy

Specialist Assistant – Phonics Sue Sheppard

Specialist Higher Level Speech Kelly-Ann Ralph & Language Therapy Assistant

Catering Manager Clotaire Bunketi

Catering Assistant Davina Blackwell

Catering Manager Janine Gifford

Catering Assistant Laura Colley

Catering Assistant Shirley Lunniss

Catering Assistant Vicky Makris

IT Assistant Rhys Larkins

Academic Year September 2022 to July 2023

Term 1

Start: Monday 5 September 2022

Finish: Friday 21 October 2022

Autumn Break: Monday 24 October 2022 to Friday 28 October 2022

Term 2

Start: Monday 31 October 2022

Finish: Tuesday 20 December 2022

Christmas Break: Wednesday 21 December to Monday 2 January 2023

Term 3

Start: Tuesday 3 January 2023

Finish: Friday 10 February 2023

February Break: Monday 13 February 2023 to Friday 17 February 2023

Term 4

Start: Monday 20 February 2023

Finish: Friday 31 March 2023

Spring Break: Monday 3 April 2023 to Friday 14 April 2023

Term 5

Start: Monday 17 April 2023

Finish: Friday 26 May 2023

Late spring break Monday 29 May 2023 to Friday 2 June 2023

Term 6

Start: Monday 5 June 2023

Finish: Friday 21 July 2023

INSET Days

Monday, 5 September 2022 Tuesday, 6, September 2022

Monday, 31 October 2022 Tuesday, 3 January 2023

Monday, 20 February 2023

Summary of Dealing with Complaints

Complaints: September 2021 - July 2022

There were 4 formal complaints received during this period. 3 related to health and safety and 1 was concerning the school’s policy on external professionals visiting the school. All complaints were fully investigated in accordance with the school’s complaints procedure.

School Absence Record (2021/22)

Number of pupils on roll for at least one session 190

Number of pupil sessions 67084

Number of authorised absences 7354

Number of pupils with at least one authorised absence 187

Number of unauthorised absences 906

Number of pupils with at least one unauthorised absence 68

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 and Appendix B of the statutory guidance ‘Keeping Children Safe in Education’, DfE (2022).

Date written: September 2022

Date agreed and ratified by Governing Body: 11 October 2022

Date of next review: September 2023

Member of Staff Responsible:

• Karen Joy – Designated Safeguarding Lead

• Vicky Aspin – Deputy Designated Safeguarding Lead

• Jacqui Rudden – Deputy Designated Safeguarding Lead

• Zoe Silvester – 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.

• 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.

What

Safeguarding

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 with a balanced curriculum including PSHE (Personal, Social and Health Education), RSE (Relationships and Sex Education) and online safety in Computing to help pupils 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 school’s policy developments.

• Ensuring that the school practises 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’ 2022 (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 2022.

• 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 2022 (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

Abbey Court School

Cliffe Road, Strood Kent ME2 3DL

Tel: 01634 338220

Email: office@abbeycourt.medway.sch.uk

Website: www.abbeycourt.medway.sch.uk

Secondary Department

Abbey Court School

Rede Court Road, Strood Kent ME2 3SP

Tel: 01634 338220

Email: office@abbeycourt.medway.sch.uk Website: www.abbeycourt.medway.sch.uk