Parayhouse Governors Handbook 2014-2015

GOVERNOR HANDBOOK Delivering on Our Mission Each and Every Day

For more information about the school, it’s policies and a record of events and activities, please visit: p a r a y h o u s e . c o m

3.

Misson Our Mission statement and how Parayhouse delivers on it.

First Edition 2014-15

CONTENTS

4.

Chair of Governors Welcome A message from the current Chair of Governors.

6.

Headteacher Welcome A message from the Parayhouse Headteacher.

8.

Key Definitions Our terminologies, technologies, tools and educational standards are explained.

13.

Student Journey Who we accept, and the options available to students at PHS.

21.

Twenty Questions 20 questions for Governing Bodies. Sources of evidence, and how to improve.

30.

Governors Skills Audit

KEY TEACHER Sam Croyle SPEECH THERAPIST (SLT) Laura Tobin LEAD LEARNING SUPPORT ASSISTANT Phoebe Buret CHAIR OF GOVERNORS Randall S. Peterson

31.

Useful Links

PARENT GOVERNORS Catherine Sukmonowski Claire Durtnall Johnnie Wraith

Forms/Policies you may need as a member of the Governing Body.

36.

Glossary of Terms Key terminologies you may encounter as a member of the Governing Body.

40.

Performance Data The most recent reported data.

PHS Governor Handbook

DEPUTY HEADTEACHER Michael Clegg-Butt

Parayhouse Governing Body skills and knowledge audit.

32.

Important Forms & Policies

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HEADTEACHER Sarah L. Jackson

COMMUNITY GOVERNORS Robert Linton Rosanna Saffell Samantha Cordey We would very much like to acknowledge the invaluable assistance provided by the School’s Trustee’s, whom you will come to know in your tenure as a Governor.

PHS | Mission

PARAYHOUSE SCHOOL MISSION

TOGETHER, WE FACE CHALLENGES, CELEBRATE ACHIEVEMENT AND ASPIRE TO DO OUR VERY BEST.

We focus our work on preparing students with special needs for the challenges they will meet when leaving school.

We recognise that it is the development of social, language and thinking skills which enable our students to express themselves, to understand and to function optimally in the world.

We also believe in the power of collaborative practice. Together, we face challenges, celebrate achievement and aspire to do our very best.

W E DE L IVER O U R MIS S IO N I N T H R E E E S S E N T IA L WAY S .

Firstly, we provide a safe and nurturing environment where students feel secure and are confident and eager to learn.

Secondly, we create a highly specialised and individualised curriculum with speech and language at its heart, empowering students to learn.

Thirdly, we establish close working relationships between parents, carers, students and staff to support learning and behaviour at home as well as at school.

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WELCOME Parayhouse School delivers on our mission in three essential ways.

R A NDAL L S. PET ER SON , C H A IR OF G O V E RN O RS 2011 TO PRESENT

WELCO M E T O T H E G O V E R N I N G BOD Y OF PARAY H O US E S C H O O L .

The school is a very special organisation, entrusted to teach children with moderate to high levels of special educational needs. We are committed to ensuring that each and every one of our students reaches his or her full potential.

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1) Firstly, we provide a safe and nurturing environment where students feel secure and are confident and eager to learn.

2) Secondly, we create a highly specialised and individualised curriculum with speech and language at its heart, empowering students to learn.

3) Thirdly, we establish close working relationships between parents, carers, students and staff to support learning and behaviour at home as well as at school.

Parayhouse School is a nonmaintained special school. That means that we are a registered charity rather than a state owned or maintained school, so our Finance Committee is also a Board of Trustees that is responsible for the running of that charity as a business, including finances, fundraising and premises (i.e. things the state does for maintained schools).

The Parayhouse Governing Body exists to be a critical friend to the Head teacher in running the school to maximise student learning and achievement. School Governing Bodies all have three broad objectives: • Setting the school’s vision and

The Governors engage in a variety of activities, including: • Monitoring and evaluating, the national curriculum and other pupil performance data; the progress of pupils within specific groups; pupil behaviour; pupil exclusions; school vision and values; staff morale; and

strategic aims, including agreeing plans and

the partnerships with parents and the wider

policies and making creative use of available

community.

resources; • Making a focussed learning visit to the • Monitoring and evaluating school performance and acting as a critical friend

school at least once a year to see the school in action.

to the head teacher to support and challenge them in managing the school;

• Attending major school events to be visible and talk to concerned parents (e.g.,

• Ensuring that the school is accountable to the children and parents

the staff it employs.

Show, etc.).

• Attending meetings of at least one of the committees of the Governing Body:

The Governing Body is comprised of 5 staff (i.e. the Head Teacher, Deputy Head Teacher, a Key Teacher, a Speech and Language Therapist and a Learning Support Assistant), up to 5 parents of existing or recent students and up to 5 community Governors. All Governors other than the Head and Deputy Head serve a 4 year term.

The Governing Body itself selects a Chair from amongst the nonemployee Governors annually.

THANK YOU

for committing to help a remarkable and brave group of special needs children and to supporting the work of an inspiring group of educational professionals.

School Birthday Party, School Christmas

it serves, and to its local community and to those who fund and maintain it, as well as to

We anticipate that this will take a minimum of 40 hours per year of your time.

Finance and Trustees – responsible for school finances and ensuring value for money.

Teaching, Learning and Achievement – responsible for driving student learning and achievement.

I am proud to be associated with the School and delighted to have you be a part of the Parayhouse School Board of Governors.

If you have any questions or concerns about your role, or cannot find something in this Governance handbook, please do not hesitate to get in touch with either me or our Headteacher, Mrs. Sarah L. Jackson.

Leadership and Management – responsible for ensuring the school is managed in accordance with best practice.

rpeterson@london.edu s.jackson@parayhouse.com

Behaviour and Safety – responsible for ensuring the school provides a safe learning environment.

SET VISION AND AIMS EVALUATE SCHOOL ENSURE ACCOUNTABILITY CURRICULUM MONITORING FOCUSSED LEARNING VISIT ATTEND SCHOOL EVENTS ATTEND MEETINGS

BOA RD M E E TIN G S A RE H E L D Q U A RTE RLY OUR SEPTEMBER 2013 MEETING IN THIS PHOTO Governor Handbook

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WELCOME F R O M THE PARAYH OUSE SCH OOL H EA DT E A C H E R

SARAH L. JACKSON

Since becoming a registered

in 2005 we had to create a

charity in 2001 Parayhouse

Board of Governors, and it

has had a Board of Trustees,

was then a very small affair

responsible to the Charity

indeed, with just 7 Governors

Commission, and overseeing

meeting 3 or 4 times a year.

finance, staff and premises.

VI E W THESE O NLIN E:

Parayhouse Prospectus Our Latest Ofsted Report 6|

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Looking at our [large] Board When we became a Non-

of Governors now I am in

Maintained Special School

awe of the time they commit

to our school, the knowledge

and why we are doing

this on top of their day jobs!

of Parayhouse that they have

it. This is knowledge that

The idea behind this

amassed, and their belief in

they have built up through

Handbook is to make building

the value of our community.

their involvement with the

that knowledge a little easier

School Development Plan,

and faster – if you are a new

Our Community and Parent

key policies, visits to school

or prospective Governor

Governors have a clear

to observe lessons, watch

please let us know if this is

understanding of what we

assemblies and join in with

what you need to know –

are doing, how we do it

the Christmas Disco – and all

and thank you!

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PHS | Definitions

WHAT IS A NON-MAINTAINED SPECIAL SCHOOL?

Given their small number across the UK it might be useful to explain the status of Non-Maintained Special Schools [NMSS] - there are over 70 NMSS in the UK approved by the DfE’s Secretary of State under Section 342 of the Education Act 1996. Non-maintained special schools are not maintained by the local authority, they are non-profit making schools run by charitable trusts.

NMSS schools were previously funded by fees charged to the placing Local Authority [LA] and also some DfE grants.

Since the funding arrangements were restructured from April 2013, pupils are funded primarily through £10,000 per pupil from the Education Funding Agency [EFA], plus top-up fees from the LAs concerned.

NMSS schools are subject to the provisions set out in the Education (Non-Maintained Special Schools) (England) Regulations 1999, which deal with the initial and continuing conditions for approval by the Secretary of State. These cover such issues as governance, health and safety, welfare, non-profit making status, premises, and so on, and the underlying principle of the regulations is that NMSS should be treated in broadly the same way as maintained schools.

ACADEMIC ASSESSMENT

Academic achievement is assessed and future progress predicted using a combination of SOLAR (Special On-Line Assessment Records), Progression Guidance and CASPA (Comparison and Analysis of Special Pupil Attainment).

Keey St Stag agee ag

ONE

Keey St Stag agee ag

Keey Sttag agee

Keey St Stag a e ag

TWO THREE FOUR

Age Ag geess 5 – 7

Ages 7– 11 11

A s 11– 14 Age

Ages 14 – 16

Yea e rs 1 to 2

YYeaars 3 to 6 Ye

Ye rs 7 to 9 Yea

Years 10 to 11

KEY STAGES

PERFORMANCE (P) SCALES

The National Curriculum is divided into 4 Key Stages (see table

The use of P Scales is statutory when reporting attainment for pupils

above).

with special educational needs who are working below level 1 of the National Curriculum (More P-Scales Information Here).

The curriculum at Parayhouse is tailored to each student taking into

They are used at the end of Key Stage 1, Key Stage 2 and Key Stage 3

account specific areas of need. It is a national requirement that as-

for reporting teacher assessment in English, mathematics and science

sessments are made at the end of each Key Stage, but in practice they

to the Standards and Testing Agency (STA).

are made more frequently (half termly) at Parayhouse.

P LEVELS There are 8 P levels (P1 to P8) which describe skills that students should have before they reach the beginning (Level 1) of the National Curriculum. Some of the P levels are subdivided e.g. P1(ii) etc.

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NATIONAL CURRICULUM LEVELS AND EXAMS National Curriculum Levels run from Level 1 to Level 8 (and beyond that is a top level of ‘Exceptional’). L1 to L8 are subdivided e.g. L1C,

PROGRESSION GUIDANCE

L1B, L1A etc, with L1A being higher than L1B. L1 for reading is:

The Department for Education (DfE) has produced a document called Progression 2010-11 (Advice on improving data to raise attain-

PUPILS RECOGNIZE FAMILIAR WORDS IN SIMPLE TEXTS. THEY USE THEIR

ment and maximise the progress of learners with special educational

KNOWLEDGE OF LETTERS AND SOUND-SYMBOL RELATIONSHIPS IN ORDER

needs) which provides tables indicating how much progress by a

TO READ WORDS AND TO ESTABLISH MEANING WHEN READING ALOUD. IN

student between Key Stages will equate to better than average, aver-

THESE ACTIVITIES THEY SOMETIMES REQUIRE SUPPORT. THEY EXPRESS THEIR

age or worse than average progress.

RESPONSE TO POEMS, STORIES AND NON-FICTION BY IDENTIFYING ASPECTS THEY LIKE.

It is a DfE requirement that Progression Guidance is used for English, Maths and Science but there is no such guidance for the other sub-

At Parayhouse students with MLD (Moderate Learning Difficulties) will

jects, for which CASPA is used (see below).

probably achieve between Level 1 and Level 4 by the time they leave at the age of 16 years. Where appropriate, Year 11 students are en-

To give an example, the tables below summarize the progress made

tered for OCR Entry Level exams (www.ocr.org.uk) in Maths, English,

in English, mathematics and science of the lowest 25% of learners

Art, Physical Education, Design & Technology. They also take OCR

(LQ), the middle 50% (Median) and the top 25% of learners (UQ) in

Functional Skills exams in Maths and English and ICT (Information and

the 2009 cohort. (The DfE use of ‘quartiles’ to describe these 3 groups

communications technology).

is confusing but we are stuck with it).

ENGLLISH

MA ATH TH ATI THEMA TICS S

SCIENC CE

KS2 KS3 KS KS3 KS KS

KS3 KS3 3

KS2 KS3 KS KS KS KS3 S3 3

KS3

KS2 KS3 KS KSS3

KS3

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8

P1(i) P3(i) P2(ii) P3(i) P4 P4 P5 P6 P8 L1C L L1A

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8

P1(i) P2(ii) P ii) P2( P3( 3(ii) ii)) P4 4 P4 4 P5 P7 P8 L1C L1A A

P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii) P4 P5 P6 P7 P8

P2(i) P2(ii) P3(i) P3(ii) P4 P4 P6 P7 1LB L1B L2B

LQ LQ

Median

P1((i) P1(iiii) P2(ii) P2( 2 iii) P3(i)) P3(ii)) P4 P5 P6 6 P7 7 L1C C

P1(i) P1(i) P1( 1 ii) P2(ii) P2( ii) P2(i) P2( i) P3(ii) P3( i P4 P4 P6 P7 P8 P8 L1B L1B

UQ U Q

LQ

Me edi dian n

P1(ii) P1(iii) P2(i)) P2(ii)) P33 i) P3( P3((i) P4 P5 P P6 P7 L1C 1

PP1(i) 1( ) P2(i) P2(i) P2(ii) P2( ii)) P2(ii) P2 ii) P3((ii) P3( P (ii) P3( ii) P4 P4 P6 P7 7 P8 L1B

UQ

LQ Q

Med dian

P1(i (i) P1(i) i) P2((i)) P2(ii) i)) P2( 2(i)) P i) P3( P4 P5 P6 P7 L1 L1B

P1(i) P1(ii) P2(i) P2( 2 ii)) P3(i) P3( P3(ii) P5 P6 P7 P8 L1A

UQ Q

Key Stage-Two to Stage-Three Quartile Tables

SOLAR

SOLAR is an online assessment tracker that allows teachers to record and monitor students’ progress across various assessment frameworks, uploading evidence as they go along. As well as using the P Levels and National Curriculum Levels to monitor student progress, the Department for Education’s (DfE) Progression Guidance materials is also used to make predictions of and to measure progress. In addition, SOLAR has the capacity to record students’ assessment and progress against any number of measures, programmes and commercial schemes. For example, students who are working towards taking Entry Level or GCSE qualifications are able to have their attainment at different levels or grades recorded, which allows predictions to be made as to the final level or grade that they are likely to achieve.

When using the P and National Curriculum (NC) Level descriptors as a measure of progress on SOLAR, the programme provides detailed lists of abilities required for students to qualify to the next P or NC Level for each subject. For example at English Writing Level 2B, one of the requirements is to demonstrate that ‘There is evidence of some sentence punctuation’. Three pieces of evidence are needed for each requirement and a useful feature is that evidence such as photos can be added to the SOLAR record. This evidence is also used for Moderation exercises.

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CAS PA S TA N D S F O R “CO M PA R IS O N A N D ANA LY S IS O F S P E C I A L PUPI L AT TA IN M E N T ”

SETTING TARGETS

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CASPA

INTRODUCTION

CASPA is a computer programme designed to analyse attainment and progress for pupils with Special Educational Needs and covers P scales and National Curriculum levels up to Level 8.

Unlike SOLAR, CASPA only has the facility to measure students’ progress against P and National Curriculum Levels. However, CASPA’s prediction and measurement of progress is based on the achievements of over 50,000 special needs students across the country, with more data added each year and allows the opportunity to compare the rate of progress that our students make against that of their peers.

When a student first enters the school an initial assessment using SOLAR allows his/her P level in each subject to be identified and recorded. In the example below, percentiles for ‘reading’ are plotted for all CASPA students in the category of Moderate Learning Difficulty (MLD). To give an example a student who is in year 3 (so would be aged about 8) might be assessed as being at P level 6 which would put him on the green line which is the 25th percentile.

DATA POINTS

IF ‘PERCENTILES’ ARE A RATHER DISTANT MEMORY VISIT THIS LINK

The average student would continue on this percentile line in which case in year 6 you would expect him to reach Level 1C. Of course he might do better or worse than this. The numbers in the small boxes above show the data points for our MLD students.

These percentile charts are the main predictor of future progress that is used. Once the school has made the predictions, subsequent SOLAR assessments and CASPA analysis will show if they have been achieved.

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HOW TO

READ THE DATA

DATA C A N B E PRE S E N TE D IN S E V E RA L F O RM ATS CLICK HERE FOR USEFUL INFORMATION

CASPA (CONTINUED)

F O R M ORE DETAILS & OTH ER DATA DIS PL AY S C LI CK THESE: PERCENTILES, PROGRESS VS EXPECTATIONS

Data Presentation: Using CASPA, the data can be presented in several different formats.

The example chart above shows results for all our students (43) and indicates how many have exceeded, achieved or fallen below the predicted level of progress. In this case the subject was reading and the period over which progress was measured was Summer 2011 to Summer 2012.

Data Presentation: The green block in the chart above represents those 23 students whose progress has exceeded the expected level by at least 5 percentiles. The orange block represents 19 students who made ‘expected’ progress, that is to say they remained within ±5 percentiles of the one they were on at the start of the period. The red block represents the 1 student whose progress failed to follow the percentile curve he started on and he ended up at least 5 percentiles lower than this curve.

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PHS | Students

STUDENT JOURNEY FROM APPLICATION TO TRANSITION

PARAYH OUSE SCH OOL CATE RS F O R A M A X IM U M O F 4 6 S TU D E N TS , AGED FROM 7 - 16 YEARS AND COVERING KEY STAGES 2, 3 AND 4.

STUDENTS MAY ENTER AT ANY STAGE OF THEIR SCHOOL CAREER, SUBJECT TO THE ADMISSIONS POLICY AND WHERE VACANCIES ARISE.

PARAYHOUSE SCHOOL Parayhouse provides a specialist education for students with special educational needs that may include the areas listed below.

Speech & Language: Speech, language and communication needs.

Learning difficulties: moderate to severe learning difficulties.

Conditions: Syndromes/conditions such as Down’s, Sotos, Asperger’s, Fragile X, Tuberous Sclerosis and Prader-Willi.

Commonly Related: Associated medical conditions might include diabetes, epilepsy and asthma and hearing and visual impairments.

LANGUAGE AND LEARNING FOR LIFE For us, it’s a lot more than a few meaningful words strung together for effect. We recognise that our work truly matters to the lives of our students, well beyond their school years.

Motor Control: Fine and gross motor difficulties, dyspraxia and sensory integration problems.

Behaviour: Social, emotional and behavioural difficulties & delay, related to learning and language needs. *Parayhouse is not able to meet the needs of students with Social, Emotional and Behavioural difficulties or Autism as their sole special educational need.

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A PPL IC ATIO N & IN ITIA L A S S E S S M E N T STUDENT JOURNEY (CONTINUED)

APPLICATION Prospective students are referred from a variety of sources LOCAL AUTHORITY SPECIAL EDUCATIONAL NEEDS DEPARTMENTS PARENTS

have spent time with the child, feedback to the Head Teacher and make a recommendation. On occasion, where it is felt more time is needed to make an accurate assessment, the child will be asked to return for further observation.

Information from the child’s last Annual Review may also be used to assess the needs of the child and the appropriateness of our provision in meeting those needs.

If further information is required, the Family Support Manager and the appropriate Class Teacher and/or SLT, may visit the child’s current school.

INDEPENDENT EDUCATIONAL PSYCHOLOGISTS INDEPENDENT SPEECH AND LANGUAGE THERAPISTS OTHER SCHOOLS

Once a referral has been made and it has been judged that the school may be an appropriate provision for the child, an invitation to attend a two day observation in the most suitable class is arranged. During this time, the child takes part in all lessons with the class and also spends some time with the Speech and Language Therapist (SLT) and if relevant, the Occupational Therapist (OT). During the observation days, staff look to see if the child’s academic needs can be met, but also whether any behavioural and social needs can be catered for within our setting. Once the observation days have been completed, the class staff team and other teachers who

Once a decision has been made to offer a place, the parents are informed verbally in the first instance and are then sent a formal written offer which is also copied to the Local Authority (LA). This is followed by a ‘home visit’ meeting with the Parents/Carers and the Family Support Manager to offer any further advice and help that the Parents/Carers may need.

Beginnings Depending on the circumstances of the application, an accepted student may join the class at the start of, or part way through an academic year. Although the student will immediately join their class and take part in all lessons, during the first few weeks they will undertake assessments across English and Maths to determine their placement in groupings and also to inform their benchmark for academic levels.

INITIAL ASSESSMENT FOR MORE INFORMATION PLEASE SEE THE ASSESSMENT POLICY OR SPEAK TO MICHAEL CLEGG-BUTT.

Within the first few weeks, Teachers and Therapists carry out further assessments and provide Performance (P) and National Curriculum (NC) Level benchmarks for input into SOLAR and CASPA– a large data base that compares the progress of a large number of SEN students nationally. An Individual Education Profile (IEP) is created for each child with an objective for each of Communication, Learning, Social/Behavioural and Physical/Sensory. These are allocated a timeframe for completion and assessed accordingly. These targets are shared with the student and displayed in the class room so they can be monitored. Once targets are achieved new ones are set.

Classes Students are placed into a class, dependent on age and assessment levels. The class structure is as follows:

Staff also complete a student profile document for the child, outlining their learning needs and preferences, any key information around medication, home-life etc and any behavioural concerns and strategies. This is followed by a second home visit from the Family Support Manager.

PLUTO (LOWER KEY STAGE 2 AND KEY STAGE 3) – THIS CLASS IS PRIMARILY FOR OUR YOUNGER KEY STAGE 2 STUDENTS AND IF APPROPRIATE OUR LOWEST ACHIEVING STUDENTS IN KEY STAGE 3 SATURN (UPPER KEY STAGE 2 AND KEY STAGE 3) – LOWER ACHIEVERS WITHIN THESE KEY STAGES JUPITER (KEY STAGE 2-3) – HIGHER ACHIEVERS WITHIN THESE KEY STAGES NEPTUNE (KEY STAGE 3-4) - LOWER ACHIEVERS WITHIN THESE KEY STAGES MARS (KEY STAGE 3-4) - HIGHER ACHIEVERS WITHIN THESE KEY STAGES

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Parent Contact PA R E N TS OF AL L STUDEN TS A R E IN VIT ED TO A ‘N E W-S TA RT’ M E E TI NG W I TH CLA SS STA FF AT T H E BEG IN N IN G O F TH E AC A D EM I C YEAR, SO A S T O FORM A REL ATIO N S H IP A N D DI S C USS HOW THEIR C H ILD IS SET TLIN G IN A N D TA RG E TS S E T. If a student joins part way through a year, a meeting is arranged with the parents and teaching staff within the first few weeks. After this, staff meet with parents (or have phone contact) at the beginning of each academic year in October and then again in March to discuss the child’s progress. Towards the end of the academic year, parents/carers are invited to attend their child’s Annual Review, to which all the appropriate LAs are also invited and expected to attend.

Further opportunities are also available for parents/carers to meet and discuss their child. Parents are free to call at any time, to make an arrangement to talk with their child’s Key Teacher and Therapist.

Parents are also encouraged to attend the weekly ‘drop-ins’ with the Family Support Manager on Friday afternoons. In addition, the Family Support Manager maintains close contact with all parents, so as to provide further support at home where necessary.

A home-school book is kept for each student to allow ad-hoc communication between parents and staff.

FOR MORE IN F O RM ATIO N ON H OME / S C H O O L L IA IS O N PLEA SE S PE A K TO B E V E RL E Y ROUT LEY

PAREN T C ON TA CT STUDENT JOURNEY (CONTINUED)

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CURRICULUM MAT H S EN G LISH P SH CE

CURR IC U L U M STUDENT JOURNEY (CONTINUED)

Other subjects taught are:

The Curriculum

MATH S F O R L IF E

T H E C URRI CUL UM AT PA R AYHO USE SCH OOL IS TAI L ORED TO O U R ST UDEN T S AND THEIR SPECIFIC A REA S OF NE E D.

SCIEN CE

Due to the nature of our students’ needs, there is a significant emphasis on developing the students’ speech and language skills in order that they can access the wider curriculum. We currently have 4 dedicated Speech and Language Therapists who work extremely closely with teachers to plan and deliver the full curriculum in a way that is accessible to our students who have a wide range of communication needs.

Core subjects at Parayhouse are Maths, English and PSHCE (Personal, Social, Health and Citizenship Education which includes Sex and Relationship Education).

A RT DESIG N & TE C H N O L O G Y LIFE SKIL L S DR A MA PE (PH YS IC A L E D U C ATIO N ) MUSIC ICT (IN FO RM ATIO N A N D C O M M U N IC ATIO N TEC H N O L O G Y ) Religious Education is covered through individual days of celebration. Modern Foreign Languages are taught over a single Module and allow students the opportunity to experience a different language and to learn about a country and its culture.

History and Geography are explored through week long ‘celebrations’ of a related topic, which allow staff to bring these subjects to life in a more meaningful way.

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CURRICULUM

CU R R I C U LUM STUDENT JOURNEY (CONTINUED)

More About Subjects Foundation subjects (in this document, all those that are not Maths, English and PHSCE) are taught through a set curriculum at each level which is grouped into skills and then delivered through a creative topic decided by the teaching staff.

Maths is taught by key teachers through daily lessons which cover number, length, capacity, mass, direction and position, pattern and shape across the year. Time, Money and Data Handling are taught through weekly Maths for Life lessons which are planned and taught by one member of staff.

In line with our needs-driven curriculum all students are streamed 18 |

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by learning and language ability, with due cognisance given to providing socially appropriate peer groups.

Students are assessed and then grouped by ability and follow a progressive skills curriculum.

The English curriculum at Parayhouse is delivered through the following lessons: EN G LISH : EN G LISH : EN G LISH : EN G LISH : EN G LISH :

WRITIN G WO RD S K IL L S S TO RY TE L L IN G RE A D IN G L ITE RATU RE

In addition we see Drama as key to developing our students’ speaking and listening, story development and creative skills. Again, students

are assessed and then grouped by ability and follow a progressive skills curriculum. Each lesson is planned to ensure the development of the skills needed to meet the English curriculum.

Where appropriate, Year 11 students are entered for OCR Entry Level exams (www.ocr.org.uk) in Maths, English, Art, P.E, DT. They also take OCR Functional Skills exams in Maths and English and ICT. F O R M O RE IN F O RM ATI O N O N E X A M S O R C U RRICU L U M PL E A S E S PE A K TO V E R I T Y C A RN E VA L E

TRANSITION ONGOING Assessment Students are assessed through formal assessment and teacher observations throughout each term and progress is logged onto SOLAR each module (each module is half a term and usually planned to be one block or topic of learning). This records a student’s progress, identifies any potential areas for concern and informs future learning.

A Student’s progress is also reviewed and assessed at the end of each module and reported on at Progress Meetings and Annual Reviews. The progress that a student makes over the year is included in the annual report.

In Year 11, students begin to prepare for Transition to their next provision.

A Transition Evening is arranged every year for all parents who are interested but particularly parents of students in years 9-11 where representatives from a range of provisions give short presentations and answer parents’ questions. Our school Transition Manager then liaises closely with parents with regards to suitable provisions and both she and the Family Support Manager provide help with applications and attend open days with parents. Our Year 11 students spend one day a week in the summer term attending Hammersmith and Fulham College with a member of Parayhouse staff.

Here they experience the college environment and take part in cookery classes. The Transition Manager also arranges and oversees a residential work experience placement for our Y11 students at a hotel that trains young people with a learning disability in all aspects of the service industry.

lives immediately after leaving Parayhouse and beyond. As students progress through the school, they are given more responsibilities and consequently expectations in terms of their increased maturity and level of independence are appropriately high. For example, where possible, our older and more able students are supported to become independent travellers making their own way to and from school. Training for this can be provided by the Local Authority but is heavily supported by the Family Support Manager.

While students are in Year 11 they are given additional responsibilities such as serving salad during lunchtimes, collecting the post from the school office and carrying out administrative errands for the School Business manager.

F O R M O RE IN F O RM ATI O N O N TRA N S ITIO N A N D L E AV E R S PL E A S E S PE A K TO : SUE OSBOND

The school places great value on preparing our students for their

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THE STUDENT JOURNEY CONCLUDES

LEAVERS At the end of Year 11 a student’s time at the school is celebrated with a Leavers Assembly. Students are supported by the Transition Manager to make a short presentation about their time at the school and they receive their Record of Achievement, which documents their experiences and success throughout their time at the school.

WE VISIT STUDENTS TO FURTHER SUPPORT SUCCESSFUL INTEGRATION INTO THEIR NEW PLACEMENT

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PHS Governor Handbook

We maintain contact with our students after they have left.

Questionnaires are sent out regarding the new 16+ placement and the help that they received in Y11.

Where appropriate or requested, we visit students to further support successful integration into their new placement. Students are also invited to attend school social events and are welcome to visit on days off and for work experience placements.

TWENTY

QUESTIONS

FOR

GOVERNING BODIES Sources of Evidence and How to Improve variety of skills but an area for development

DO WE HAVE THE RIG H T S K I L LS ON THE GOVERN IN G B O D Y?

01

Have we completed a skills audit of our governing body?

02

Do we appoint governors on the basis of their skills, and 2.

Do we appoint governors on the basis of their skills, and do we know how to find people with the necessary skills?

is HR/legal skills.

Use the skills audit to inform training and recruitment needs Aiming recruitment at community governor with finance specific skills.

Governor adverts and advert placements relate specifically to skills required.

SGOSS also used for recruiting governors Skills required are clearly outlined to potential new governors during the initial meeting with the chair of governors.

02 Evidence Leadership and Management (LM)

02 How can we improve?

committee discussed skills audit results in

Each sub committee to complete

detail. All agreed that we appear to have a

identified GEL training units.

01 Evidence Skills audit completed each year (September) and by each new governor.

Skills audit has identified needs which will be met by new governor appointments that are in progress.

01 How can we improve?

Ensure skills audit is included in the

QUES TIO N S 0 1 -0 2 SKILLS ASSESSMENT FOR GOVERNORS

governor handbook.

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TWENTY

03

QUESTIONS A RE WE A S EFFEC TIV E A S WE C O U L D B E ?

Do we understand our roles and responsibilities?

Briefs for nominated governor roles

Results from governor self evaluation

(English, Maths link governors).

demonstrate that members are pleased with how meetings are run.

03 Evidence

Check Governors’ Code of Practice is up

All governors complete the ‘Welcome

to date.

to Governance’ linked to the NGA First Certificate in Governance.

04 How can we improve?

Appoint a new clerk.

Governors’ responsibility regarding Education Health and Care Plans will be

Induction checklist to be completed for

added to a future full governing body

each new governor.

meeting.

Parayhouse Governor Handbook supplied to each governor.

Membership of Ten Governor Support, NGA and GEL. Headteacher logs training completed by each governor.

03 How can we improve?

04

Do we have a professional clerk and run meetings efficiently?

Terms of reference for sub committees.

What is our training and development budget and does every governor receive the support they need to carry out their role effectively?

05 Evidence

Each sub committee complete identified GEL training units.

05

04 Evidence

All governors have access to GEL training,

Governors receive papers in advance of

Ten Governor Support and NGA.

the meeting.

Each sub committee completes identified GEL training units.

05 How can we improve?

Headteacher will look into the training offered by the new tri-borough.

Ask each sub committee to identify areas of GEL training that they would like to undertake to improve their knowledge related to their committee.

Q U ESTI ONS 03 -05 SKILLS ASSESSMENT FOR GOVERNORS

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PHS Governor Handbook

Maintain this governor handbook.

FOR

GOVERNING BODIES

VISIT TO SPRINGHALLOW SCHOOL (16/10/2013) NATIONAL GOVERNORS’ ASSOCIATION MEETING LONDON (08/09/2013) Courses undertaken by

06

Do we know about good practice from across the country?

06 Evidence A number of governors attended the NASS conference (10th-11th/10 2013).

Ten Governor has examples of good practice from around the country.

Chair of governors circulates the NGA

HEALTH AND SAFETY 24/09/2013 MONITORING PERFORMANCE DATA AND TARGETS 14/10/2013 NEW OFSTED INSPECTION FRAMEWORK FOR SCHOOLS (2013) 24/09/2013

Parayhouse governors:

NGA FIRST CERTIFICATE IN GOVERNANCE 03/03/2013 GEL EQUALITY AND DIVERSITY THE GOVERNOR’S ROLE IN SCHOOL IMPROVEMENT NATIONAL TRAINING PROGRAMME FOR NEW GOVERNORS 24/09/2013 GOVERNOR VISITS TO SCHOOL 24/09/2013 HEADTEACHER APPRAISAL AND CAPABILITY 21/05/2013

SCHOOL TEACHER APPRAISAL AND CAPABILITY 21/05/2013 THE ROLE OF SPECIAL EDUCATIONAL NEEDS GOVERNOR 24/09/2013 UNDERSTANDING SCHOOLS FINANCE 26/09/2013 NASS CERTIFICATE OF SAFER RECRUITMENT IN EDUCATION

06 How can we improve?

Governors will continue to undertake training and be encouraged to attend SEN meetings outside the school.

newsletter to each governor as this often has examples of good practice.

Events attended by Parayhouse governors:

NASS SAFER RECRUITMENT TRAINING COURSE (31/01/2014) MAKATON BEGINNERS COURSE (FEB-MAR 2014) WEST LONDON SPECIAL SCHOOLS GOVERNORS COMMITTEE MEETINGS,

QUES TIO N 0 6 SKILLS ASSESSMENT FOR GOVERNORS

Governor Handbook

PHS | 23

TWENTY

QUESTIONS A R E WE A S EFFECT IV E A S WE C O U L D B E ? (C O N TIN U E D )

07

Is the size, composition and committee structure of our governing body conducive to effective working?

07 How can we improve?

Terms of reference for sub committees will be discussed at the next committee meeting.

All sub committees will provide minutes of their meetings.

07 Evidence Sub committees focused on Parayhouse development priorities.

Sub committees have a good spread of parent, staff and community governors.

Skills audit tells us that we have a good spread of skills across the governing body.

08

Does every member of the governing body make a regular contribution and do we carry out an annual

Our full governing body meeting minutes demonstrate contributions from all members.

Governors are committed to attending all meetings and generally speaking do not miss meetings.

08 How can we improve?

Instrument of government reviewed

by LM committee and shared with all

08 Evidence

Terms of reference for sub committees

governors in January 2014.

Review of governor effectiveness

will be discussed at the next committee

undertaken in November 2013. Results

meeting.

School development plan is a standing

discussed in the full governing body

agenda item for all sub committees.

meeting in December 2013.

All sub committees will provide minutes of their meetings.

Survey results tell us that we need to engage more systematically with other constituencies, especially parents, but also some questions raised about staff.

Chair of governors will write a summer term letter to parents. The letter will provide information on who we are.

Q U ESTIO NS 07-08 SKILLS ASSESSMENT FOR GOVERNORS

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PHS Governor Handbook

Consider promoting our social media to parents.

FOR

GOVERNING BODIES

09

DOES T H E SCH OO L H AV E A C L E A R S TRATE G IC V IS IO N ?

Have we developed long-term aims for the school with clear priorities in an ambitious school development plan which is regularly monitored and reviewed?

09 Evidence School Prospectus developed by leadership team and governing body.

All governors have a copy of the Strategic Development Plan.

School Development Plan reviewed at each sub committee meeting. This is then fed back to all members of the governing body.

09 How can we improve?

We shall ensure that establishing Parayhouse in new premises will be optimal for both students and staff Build up greater detail of the long term aims of the school.

10

Does our strategic planning cycle drive the governing body’s activities and agenda setting?

School Development Plan and School Strategic Plan are standing item on each full GB meeting.

10 How can we improve?

Survey results show that governors are

10 Evidence

Build up greater detail of the long term

clearly focused on raising standards at

School Development Plan had moved

aims of the school.

the school and that governors are clear

from being focused on the response from

and focused on the strategic direction of

Ofsted to the long term development of

the school.

the school.

Teaching, Learning and Achievement (TLA) and LM sub committees meet on different evening to the main board to allow for sufficient time to review Strategic and School Development Plans.

School Development Plan had moved from being focused on the response from Ofsted to the long term development of the school.

School Development Plan and School Strategic Plan are standing item on each full GB meeting.

QUES TIO N S 0 9 -1 0 SKILLS ASSESSMENT FOR GOVERNORS

Governor Handbook

PHS | 25

TWENTY

11

QUESTIONS DO WE H OLD TH E S C H O O L L E A D E RS TO A C C O U N T?

Do we understand the school’s performance data well enough to properly hold school leaders to account?

training modules to improve their knowledge

This committee will report back to the full

Ensure that the performance data

governing body each year.

is presented in a clear format, that conclusions are drawn and

Pay review is linked to targets.

recommendations are made.

12 How can we improve?

11 Evidence

Mock Ofsted inspection report will

TLA subcommittee regularly reviews the

highlight areas needing improvement.

school’s performance data in detail and they report back to all governors.

Performance data presented at full governors’ meetings at various points throughout year.

A typical ‘student journey’ will be described in the Governors’ Handbook

12

How effective is our performance management of the headteacher?

so that new governors can understand

13

Are our financial management systems robust and do we ensure best value for money?

the entire process (initial assessment,

12 Evidence

how targets are set and ongoing

Chair of governors, chair of trustees and

assessments made, preparation for

external advisor on headteacher’s review

placements when students leave).

panel.

11 How can we improve?

Members of this committee appointed by

Trustees have oversight of school

TLA committee members complete GEL

LM committee.

finances. Chair of trustees reports back

13 Evidence

to the governing body at each governor meeting.

Headteacher report reflects on number of incoming and outgoing students each year.

The annual accounts are shared at full governors’ meeting.

13 How can we improve?

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PHS Governor Handbook

Annual accounts to be completed and agreed by the trustees.

FOR

GOVERNING BODIES ARE WE P ROPERLY EN G A GE D WITH O U R S C H O O L C O M M U N ITY, TH E WIDER SC H OOL S E C TO R A N D TH E O U TS ID E WO RL D ?

Governors attend school events, such

T he l etter wi l l upda te on th e r ole

as the school production, school

a nd obj ecti v es of the gov er ning

birthday celebrations.

body.

governors meeting to go through the

14 How can we improve?

Social media are used to engage with

budget in detail.

Recruit additional parent governors.

parents and the wider community.

Advert will be included in next

School webs i te i s ma i nta i n ed

newsletter sent to parents.

wi th the current gov ernors ,

A trustee will attend the next full

Recruit a new finance officer Chair of governors circulates the NGA

thei r ba ck ground a nd rea s on f or

newsletter to each governor as this often

becomi ng a gov ernor.

has examples of good practice.

14

How do we listen to and understand our pupils, parents and staff?

15

How do we report to our parents and local community regularly?

Week l y s chool news l etter a utoma ti ca l l y upl oa ded to t he s chool webs i te.

15 How can we improve?

Consider adding governing body minutes to the school website (removing confidential information).

Consider adding governing body meeting

15 Evidence

agendas to the school website.

P a re n ts w i l l recei v e a bi -a nnua l l e tte r fro m the cha i r of gov ernors .

14 Evidence Parent, staff and student survey shows that all enjoy coming to Parayhouse school.

There is a good representation of parent governors on the governing body.

School governors attend focused school visits to learn in more depth the feel of the school and to learn from speaking with the students.

A community governor attends regular assemblies and guided reading sessions.

QUESTIO N 1 4 -1 5 SKILLS ASSESSMENT FOR GOVERNORS

Governor Handbook

PHS | 27

TWENTY

QUESTIONS PR O P E R ENGAGEMEN T ( CO NTI NUED)

16

DOES OU R C H A IR S H O W S TRO N G A N D E F F E C TIV E L E A D E R S H I P ?

17

What benefit do we draw Do we carry out a regular from collaboration with other 360° review of the chair’s schools and other sectors, performance? locally and nationally?

17 Evidence 16 Evidence

Review of chair carried out in

Governing body receive reports on

November 2013 and results discussed

school working with other sectors.

during the December 2013 meeting.

For example, the Shakespeare Schools Festival.

17 How can we improve?

Results show that these are areas for improvement:

1) NEED TO ENSURE A BETTER INDUCTION PROCESS. 2) NEED TO MAKE MORE EFFORT TO HELP GOVERNORS UNDERSTAND THEIR ROLES AND THE EXPECTATIONS OF GOVERNORS.

Questionnaire completed by online survey website.

Some governors attended NASS conference and following feedback from

All governors completed the review.

our headteacher they are going to offer

Positives of chair role:

more governor specific agenda items.

1) A CLEAR VISION FOR THE SCHOOL. 2) UNDERSTANDS THE RELATIONSHIP BETWEEN GOVERNORS AND HEADTEACHER. 3) GOVERNORS HAPPY WITH THE AGENDAS AND HOW THE MEETINGS ARE RUN.

16 How can we improve?

Governors attend 2014 NASS conference.

Governors suggest topics for NASS conference.

18

Do we engage in good succession planning?

18 Evidence Lines of communication have been opened between the trustees and governors.

The chair of governors only chairs the full governors meeting. Other governors chair the sub committees and trustees meetings.

18 How can we improve?

Chair of governors to formalize succession plan.

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PHS Governor Handbook

FOR

GOVERNING BODIES A RE WE H AV IN G A N IM PA C T O N O U TC O M E S F O R PU PIL S ?

20

How much has the school improved over the last three years, and what has the governing body’s contribution been to this?

The external adviser regularly feeds back to the governors about the quality of teaching on the basis of her observation of each teacher twice a year.

20 How can we improve?

D O E S O UR CHAIR SH OW ST R O NG AND EF F ECT IVE L E ADERSHIP? ( C O NTINUED)

19

20 Evidence

Ask more searching and probing

Achievement has increased over the last

questions to the leadership team to

three years.

ensure the best outcomes for the pupils.

Governors have agreed to a revised staff

Governors to complete GEL training units

absence policy for the benefit of the

appropriate to their sub committee.

pupils.

More governors required to visit the Governors have helped the leadership

school, and governors required to

team achieve the targets in the school

make repeat visit to see improvements

development plan.

throughout the year.

TLA committee regularly reviews the school’s performance data.

Are the chair and committee chairs re-elected each year?

19 Evidence Chair of governors elected at the start of each new academic year.

Chair of sub committees elected at the start of each new calendar year.

19 How can we improve?

Consider maximum time for chairs to serve.

QUESTIO N S 1 9 -2 0 SKILLS ASSESSMENT FOR GOVERNORS

Governor Handbook

PHS | 29

PHS | Skills Audit

SKILLS AUDIT PARAYH OUSE SKILLS A N D K N O WL E D G E

GOVERNING BODY

All members of the Parayhouse governing body have completed a skills audit and knowledge audit. The skills audit demonstrates that the governing body have a broad set of skills across all areas that we consider to be important.

3030 | PHS Governor Handbook | PHS Governor Handbook

PHS | Useful Links

USEFUL LINKS FOR PARAYHOUSE GOVERNORS

All Parayhouse School Policies are accessed via our documents library online: CLICK HERE.

SUPPORT FOR PARAYHOUSE SCHOOL GOVERNORS

OFSTED

School Inspection Framework

The Key for School Governors Answer your questions related to governance of a school. REGISTER HERE.

Ofsted published a framework for school inspection in September 2012. The inspection guidance documents have since been updated, with the most recent versions published in December 2013, but the framework is still referred to as “The September 2012 framework”.

National Governors’ Association (NGA) The NGA is the representative body for state-funded school governors in England. LEARN MORE. Governors E-Learning (GEL) provides essential training to governors enabling them to become more effective and demonstrate this with evidence to Ofsted. REGISTER HERE.

THE LATEST FRAMEWORK CAN BE DOWNLOADED HERE.

ALL NEW GOVERNORS

OFSTED

LEADERSHIP AND BEHAVIOUR AND TEACHING, LEARNING MANAGEMENT SAFETY AND ACHIEVEMENT COMMITTEE MEMBERS COMMITTEE MEMBERS COMMITTEE MEMBERS

National training programme Schools financial value for new governors standard

Monitoring and evaluation – Safeguarding – the role of the governing body the governors’ role

Monitoring performance data and targets

New Ofsted inspection framework for schools

Headteacher appraisal and capability

The governors’ role in school improvement

Pupil premium

Health and safety

Governors’ visits to school

Compulsory GEL modules for all Parayhouse School Governors Governor Handbook PHS | 31 PHS Governor Handbook | 31

Parayhouse School – Governors Code of Conduct This code sets out the commitment required from Parayhouse School Governors in order for the governing body to properly carry out its work within the school and the community.

The purpose of the governing body The governing body is Parayhouse School’s accountable body. It is responsible for the conduct of the school and for promoting high standards. The governing body aims to ensure that children are attending a successful school which provides them with a good education and supports their well-being.

THE GOVERNING BODY: •

Sets the strategic direction of the school by:

o

Setting the values, aims and objectives for the school

o

Agreeing the policy framework for achieving those aims and objectives

o

Setting targets

o

Agreeing the school improvement strategy which includes approving the budget and agreeing the staffing structure

•

Challenges and supports the school by monitoring, reviewing and evaluating:

•

The implementation and effectiveness of the policy frameworks

•

Progress towards targets

•

The implementation and effectiveness of the school improvement strategy

•

The budget and the staffing structure

•

Ensures accountability by:

o

responding to Ofsted reports when necessary

o

holding the headteacher to account for the performance of the school

o

ensuring parents and pupils are involved, consulted and informed as appropriate

o

making available information to the community

As a Governing Body We Strive to:

WORK AS A TEAM It is important to recognise the strengths of members within the team. Not everybody will know everything but collectively the governing body should be able to cover all key aspects of the work.

HAVE EFFECTIVE MEETINGS Meetings will be chaired by a member of the governing body, elected by the governing body. Meetings are more effective when clerked by someone with knowledge of the law and the procedures that governing bodies work to. The clerk is appointed by the governing body.

DEVELOP AND MAINTAIN A GOOD RELATIONSHIP WITH THE HEAD TEACHER It is important to work well with the head teacher who is the lead professional in the school. Mutual respect and understanding of each other’s responsibilities is vital to this relationship.

GET TO KNOW THE SCHOOL Governors get to know their school by visiting the school, inviting staff to present reports to the governing body and its committees, attending school events, attachment to a class, year group or subject, participating in school outings and social events.

The Governing Body of Parayhouse adopted this code of practice on 14 May 2014.

Governors will sign the Code at the first governing body meeting of each school year.

UNDERTAKING: As a member of the Governing Body I will always have the well-being of the children and the reputation of the school at heart; I will do all I can to be an ambassador for the school, publicly supporting its aims, values and ethos. I will respect student, staff and parent confidentiality.

Signed

Printed Name

Date

Parayhouse School – Governors Instrument of Government 1. The name of the school is Parayhouse School.

2. The school is a non-maintained special school, approved by the DfE for the education of students from 7 – 16 years with speech, language and communication needs, moderate learning difficulties and emotional, social & behavioural difficulties 3. The name of the governing body is “The Governing Body of Parayhouse School”.

4. The Governing Body shall consist of: •

5 Staff Governors [Head, Deputy Head, therapist, teacher and LSA, elected]

•

Maximum 5 parent governors [elected]

•

Maximum 5 community governors [invited and approved by Governors]

•

One member nominated by one or more local authority [vacancy]

5. Total number of Governors will be no more than 16.

6. All Trustees and Governors may attend any meeting of the Governing Body and/or Trustees Meeting.

7. The Governing Body will elect a Chair as and when required annually.

8. The term of office for Governors will be 4 years.

9. This instrument of governance comes into effect from 1st January 2014.

10. A copy of this instrument must be supplied to every member of the Governing Body.

ROLES AND RESPONSIBILITIES The Governing Body of Parayhouse School has the following roles and responsibilities: Behaviour and Safety Committee – responsible for ensuring the school provides a safe learning environment.

Teaching, Learning and Achievement Committee – responsible for driving student learning and achievement.

Leadership and Management Committee – responsible for ensuring the school is managed in accordance with best practice.

Finance and Trustees Committee –responsible for school finances and ensuring value for money.

The Governing Body will report annually to the Board of Trustees; the Governing Body will report annually to parents/carers.

Randall Peterson – Chair of Governors Signed

Printed Name / Title

Date

Parayhouse School – Governor Visits Policy and Pro-Forma This policy is designed to provide the Governing Body of Parayhouse School with guidance on making visits into school.

Rationale OfSTED states that:

“If governing bodies are to monitor and evaluate the school’s work they need to visit the school. When handled well these visits build up trust and respect between staff and the governing body, and they allow governors to monitor the school’s work in a way that is far more supportive than if they just attend meetings.”

Visits to the school are one way in which Governors can increase their knowledge of the school. The knowledge and understanding gained during visits enables Governors to carry out their roles of strategic leadership, monitoring and evaluation and holding the school to account for its performance.

There are two types of visits, formal and informal.

INFORMAL VISIT Informal visits by governors are those on a more personal basis but must always be with the knowledge and approval of the Head Teacher.

Governors can gain knowledge and understanding of the school, develop relationships with the staff and pupils and foster trust and respect between themselves and the staff.

Informal visits may include: • Attendance at assemblies and plays; • Attendance at sports day; • Assisting on a school outing; • Assisting with a specific aspect of learning, for example, hearing students read; • Volunteering at a school fete;

These visits should be an addition to the formal visits and should not be an alternative.

FORMAL VISITS Formal visits are important and should focus on any of the following: • To increase Governors’ understanding of the strengths and weaknesses of the school; • To develop Governors’ interests in the life, work and achievement of the school; • To support the work of the school in its community; • To enable Governors to evaluate policies in action; • To develop the strategic role of Governors; • To increase Governors’ understanding of the teaching and learning process; • To develop Governors’ first-hand knowledge of the school to enable them to ask informed questions in Governing Body meetings.

More formal visits are agreed by the governing body and require more careful planning. They should have a clear focus i.e.

• Linked to priorities in the School Development Plan; • To see policies in action; • Linked to subject areas, class or year groups; • Linked to specific responsibilities e.g. Health and Safety, Looked After Children.

Visits for new Governors should form part of their induction programme. Formal visits are not just about visits to classrooms. Governors should familiarize themselves with all areas and aspects of school life i.e. Health and Safety, parent consultation meetings etc. An annual timetable of visits should be established.

Governors’ visits to classrooms are not: • a form of inspection in terms of making judgments on the professional expertise of members of staff, especially with regard to the quality of teaching; • an opportunity to check the progress of an individual student; • opportunities to pursue any personal agendas or issues.

PROTOCOL FOR VISITS Before the Visit: • The purpose and focus of the visit is agreed by the Governing Body; • The format of the visit should be agreed i.e. classroom visit and tour of the school for Health and Safety; • The visit should be arranged for a mutually convenient time for all of those involved; • A clear timescale for the visit is agreed; • All parties to be involved in the visit are clarified; • Any relevant documentation is provided for Governors; • The level of participation during the visit is agreed.

During the Visit: • Arrive in good time for the start of the visit; • Don’t lose sight of the purpose of the visit and keep focused on the theme of the observation; • Be courteous and not critical; • If the visit is to a classroom: o Listen and try not to distract the students; o Ask questions sparingly during the classroom visit so as not to disturb the teacher or the lesson (additional questions can always be asked outside of the classroom); o Only get involved in activities or viewing students work if invited to do so; o Observe discreetly and take minimal notes whilst in the classroom; o Never comment to the teacher about the conduct of the lesson or individual students.

After the visit: • If the visit has been to a classroom then: o Discuss the observations made with the class teacher as soon as possible; o Thank the teacher and clarify any issues or uncertainties; o Thank any students involved in the visit; o Discuss the observations with the Head Teacher or other appropriate delegated member of staff.

• Formulate a report to be fed back to the governing body o This may be oral or written; o It would be good practice for written reports to be presented to the Governing Body, usually in the form of a pro forma; oThe content of the report should be shared with the staff involved in the visit and the Head Teacher prior to sharing with the Governing Body; o Ensure that the report does not name individuals.

Focus of Visit: Classes Visited: Sources of Information: General Comments: Summary of what was learned: Points to take forward for discussion at governors body meeting:

Signed

Governors Printed Name

Date of Visit

PHS | Glossary

GLOSSARY

DISORDER

Attention Deficit Hyperactivity Disorder (ADHD)

COMMON SYMPTOMS

STRATEGIES

ADHD is a group of behavioural symptoms that include inattentiveness, hyperactivity and impulsiveness. Attention Deficit Disorder.

-A short attention span -Restlessness

-Ensure you get students attention before giving instructions

-Being easily distracted

-Keep verbal instructions short

Some students with ADHD take medication to help reduce symptoms.

-Constant fidgeting

WHAT IS IT?

-Use visuals to remind & focus attention rather than speaking -Give the student regular breaks -Fiddle toy can help students focus -Student’s with ADHD often work best in a structured, calm and predictable environment.

Autistic Spectrum Disorder (ASD)

Behavioural, Emotional & Social Difficulties (BESD)

ASD is a social communication disorder. It presents as a group of behavioural symptoms that can vary from slight to severe.

Students can have difficulty with social interaction, communication and an inability to interpret and cope with changes in the environment. There are usually associated learning difficulties. Asperger’s is a form of ASD.

- Lack of social interaction and awareness

BESD is a broad category term which is used to describe children with a wide range of emotional and behavioural needs.

- Adherence to routine

-Keep to routine as much as possible and prepare students for any unavoidable changes

-Restricted diet/ unwillingness to try new foods

-A student with ASD works best in a structured, calm and predictable environment

-Sensory impairments

-Encourage new experiences in small steps

Pupils with BESD present with a number of challenges such as:

Many pupils with BESD do not know how to behave and many not have any understanding of how their behaviour affects other people. It is important to show them appropriate ways to behave.

-being disruptive, aggressive, and difficult to support.

Some characteristics of BESD include: -behaviour which constantly violates social rules -Physical aggression -Destruction of property -Stealing

There are many triggers for undesirable behaviour:

It is important to remember that pupils can display the behaviours without necessarily having BESD:

-Moving around the room

-Persistently disruptive -Emotionally immature -Physically & verbally aggressive

-Being unclear about what is required

-Sitting with a particular pupil

-Not having support for the task they have been set

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PHS Governor Handbook

OF TERMS DISORDER

Cerebral Palsy

WHAT IS IT?

Cerebral Palsy is a general term that refers to a set of neurological conditions affecting a child’s movement and co-ordination.

Cerebral Palsy is caused by damage to the brain which normally occurs before, during or soon after birth.

COMMON SYMPTOMS

STRATEGIES

Symptoms depend on which form of Cerebral Palsy a student has: Mild - Mild cerebral palsy means a child can move without assistance; his or her daily activities are not limited.

Moderate - Moderate cerebral palsy means a child will need braces, medications Severe - Severe cerebral palsy means a child will require a wheelchair & will have challenges in accomplishing daily activities.

Down’s Syndrome

Down’s Syndrome is a life-long condition that causes delays in learning and development. It occurs because the baby’s cells contain an extra Chromosome 21.

Students with Down’s Syndrome can be fit & healthy and have no more medical problems than any other child.

-Make sure the student can see you when you are speaking.

-They may pick up coughs easier and get blocked ear/ nose passages.

-Allow extra time for students to process information.

-They may have associated hearingimpairment

-Make sure hearing aids are on & working.

-Sign key words

-Half of children with Down’s Syndrome are born with heart & bowel problems.

Dyspraxia

Dyspraxia is a disorder affecting the planning & sequencing and/or execution of motor movement.

Verbal dyspraxia is a type of dyspraxia, causing linguistic or phonological impairment.

Body movements may be imprecise, slow, awkward & inconsistent.

-Sensory Processing Disorder (SPD) -Difficulties with fine motor control -Disorganised & forgetful

-Step by step approach to completing activities.

-Visual cues & visual prompts -Hand over hand for learning fine motor activities.

-Repetition of task in order to increase motor memory.

-Talking through tasks.

-Poor timing

-Structured, orderly environment

-Low muscle tone & endurance

-Sensory Integration approach to reduce any defensiveness.

Verbal dyspraxia

-Sensory Integration approach to increase body awareness.

-Difficulty sequencing sounds within a word & in formation of sentences

Verbal dyspraxia

-Difficulty making speech sound, controlling speech organs, breathing & phonation.

-Diaphragmatic breathing -Slow down speech

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GLOSSARY DISORDER

Dyslexia

WHAT IS IT?

Dyslexia is a learning difference, a combination of strengths & weaknesses which affects the learning process in reading, spelling, writing & sometimes numeracy, Dyslexic learners may also have accompanying weakness in short term memory, difficulties in sequencing & the speed at which they process information.

COMMON SYMPTOMS -Difficulties associating letters & sounds -Difficulties sequencing

STRATEGIES

-Visual support e.g. letter shape linked to initial sound, ends of the bed etc

-Letter reversal – may be left/right and/or up/down

-Use concrete clues e.g. blocks, to represent sounds, syllables, words

-‘Poor’ spelling – often to even approximate to word

-Tactile letters to reinforce orientation of letter shape

-Difficulties remembering tasks & self-organisation

-Visual timetables -Phonological awareness programmes -Do not insist that student reads aloud in class

Selective Mutism

An anxiety disorder in which a person, most often a child, who is normally able to speak in given situations, or to specific people.

Selective Mutism usually co-exists with shyness or social anxiety.

Specific Language Impairment (SLI)

-Consistent failure to speak in specific social situations - in which there is an expectation to speak e.g. at school.

Besides lack of speech, other common behaviours & characteristics displayed are: -Difficulty maintaining eye contact -Blank expression & reluctance to smile -Stiff awkward movements -Difficulty expressing feelings -Excessive shyness, fear of social embarrassment -Desire for routine -Sensitivity to nose -Sleep problems

PHS Governor Handbook

-Do not demand eye contact -Some practitioners believe that antidepressants may be helpful, as they can reduce anxiety levels

Marked delays in the development of language function in the absence of any recognisable learning impairment.

3 main groups

-Visual clues

-Expressive & receptive language may be equally impaired

-Reinforce sequencing

However, there is often evidence of neurological dysfunction in other systems. It may be that development of language is most sensitive.

-There is a gap between understanding (receptive) and production (expressive) with latter usually more impaired -Particular difficulties with aspects of language form e.g. phonology/pragmatic

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-Do not put pressure on student to respond with speech but expect communication through a different form, for example Makaton or gesture

-Check understanding of task -Relate appropriate questions words to expected responses (when? – time, who? – person)

-Model correct language structure-tenses, word order etc.

OF TERMS DISORDER

WHAT IS IT?

COMMON SYMPTOMS

ObsessiveCompulsive Disorder (OCD)

OCD means a child has recurrent and persistent obsessions or compulsions that are time consuming or cause marked distress or significant impairment.

Most people with OCD fall into one of the following categories:

STRATEGIES

- Negative comments or criticism make OCD worse -Do not tell them off

-Washers: they are afraid of contamination

Obsessions are persistent thoughts, impulses, or images that are intrusive & inappropriate.

-Checkers: they repeatedly check things that they associate with harm

Compulsions are repeated behaviours or mental acts that have the intent of reducing stress or anxiety.

-Doubters: they are afraid that everything isn’t perfect or done right

Many children with OCD may know that their behaviours are extreme or unnecessary but are often so driven to complete their routines that they are unable to stop.

-Counters & arrangers: they are obsessed with order and symmetry

-Be as kind as possible -Do not play along with their OCD rituals

-Hoarders: fear that something bad will happen if they throw anything away

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PHS | Performance Data

PERFORMANCE PARAYHOUSE SCHOOL LANG UAGE AND LEARNING FOR LIFE Received and discussed with Headteacher Received by the Governing Body

Parayhouse Performance Data Measuring Pupil Attainment – Performance Levels & National Curriculum Levels The P Levels and NC Levels are used to measure students’ attainment and progress during their time at school.

Performance (P) Levels P1(i)

1C

P1(ii)

1B

P2(i)

P2(ii)

P3(i)

National Curriculum (NC) Levels L1 L2 L3 1A 2C 2B 2A Etc

P3(ii)

L4

P4 Etc L5

P5

L6

P6

L7

P7

L8

P8

Exceptional

Each level is based on a descriptor of what a child should be able to demonstrate at each level.

On the evidence of formal and informal assessments, the teacher makes a judgment (described as a ‘best fit’) as to the level that the child is working at. For example, L1 for Reading is: Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and non-fiction by identifying aspects they like.

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PHS Governor Handbook

DATA Each level can also be divided into three sub-levels, C, B & A. ‘C’ means that the child has started to work at the level. ‘B’ means that the child is working well within the level. ‘A’ means that the child has reached the top of the level and is working towards the next level.

Typically developing children will only be assessed against the NC Levels. At key points in their schooling, there are expectations of attainment for these children.

School Year & Key Stage

Age

Average Level of Attainment

Reception

5 Years

L1

Year 2 (End of key Stage 1)

7 Years

L2

Year 6 (End of Key Stage 2)

11 Years

L4

Year 9 (End of Key Stage 3)

14 Years

L5/6

Year 11 (End of Key Stage 4)

16 Years

L7 (GCSE Grade C)

For students who are working significantly below that of their typically developing peers, the P Levels are used to measure their attainment. Progress for these students is measured by how many P (and NC) Levels of progress each individual child makes over a period of time. For English, Maths and Science, the government has set out expectations of progress as: 2 levels of progress over Key Stage 2

3 levels of progress over key Stage3 & 4 combined (see Progression Guidance document or speak with Michael Clegg-­‐Butt for more detailed explanation).

2012-13 End of Key Stage 2 Attainment and Progress

For the 2012-13 academic year, we have three students in Year 6. Below is the Attainment Levels that these three students achieved in English, Maths and Science.

Student 1 2 3

Level 1 Level 2 Level 1

English

Level 1 Level 2 Level 1

Maths

Science Working towards Level 1 Level 1 Level 2

Using the Progression Guidance data sets, we can analyse the rate of progress that these Year 6 students have made over Key Stage 2. The results are shown below: •

In English, 67% of students (2/3) were in the upper quartile, with one student being placed in the Median range.

•

In Maths, 100% of students (3/3) were placed in the upper quartile.

•

In Science, 67% of students (2/3) were in the upper quartile, with one student being placed in the Median range.

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PHS | Performance Data

PERFORMANCE Key Stage 1 to 2 Progression Guidance Quartile Results

100% 90% 80% 70%

2

2

60%

Upper Quartile

3

50%

Median Lower Quartile

40% 30% 20% 10% 0%

1

1

0 English KS1-2

0 Maths KS1-2

0 Science KS1-2

Therefore overall, 78% of these Year 6 students made progress that placed them in the upper quartile. This demonstrates the extremely good progress made by this cohort of students.

2012-13 End of Key Stage 4 Attainment and Progress For the 2012-13 academic year, we have six students in Year 11. Below is the Attainment Levels that these six students achieved in English, Maths and Science.

Student 1 2 3 4 5 6

English Level 1 Level 1 Level 2 Level 3 Working towards Level 1 Level 1

Maths Level 1 Level 2 Level 2 Level 2 Working towards Level 1 Level 1

Science Level 2 Level 2 Level 2 Level 3 Working towards Level 1 Level 2

For those Year 11 students who were working within the P Levels at the end of Year 9, we can analyse their progress over Key Stage 4 using the Progression Guidance quartile data sets. The results are shown below: •

In English, 75% of students (3/4) were in the upper quartile, with 25% (1/4) placed in the median.

•

In Maths, 100% of students (2/2) were placed in the upper quartile.

•

In Science, 100% of students (1/1) were placed in the upper quartile.

DATA

Key Stage 3 to 4 Progression Guidance Quartile Results (P Levels - L1)

100% 90% 80% 70% 60%

3 2

50%

1

Upper Quartile Median Lower Quartile

40% 30% 20% 10% 0%

1 0 English KS3-4

0 Maths KS3-4

0 Science KS3-4

Therefore overall, 86% of this cohort of Year 11 students made progress that placed them in the upper quartile. This demonstrates the extremely good progress made by this group of students.

PHS | Location

THANK YOU! FOR BECOMING A GOVERNOR Parayhouse is located on the 2nd and 3rd floors of New King’s Primar y School in Fulham and has access to the School’s outside playgrounds and indoor halls.

Par ayhouse has its own ent r anc e o n t he N e w King’s Road, to the far left o f the scho o l ’s front age as you face t he building; t he re is a la r ge sign fo r t he scho o l above t hi s gat e .

An entr yphone system allows visitor s access to the front playground.

They should then walk directly ahead to the Par ayhouse entr ance , and follow another sign on the left-hand wall towards a shor t flight of stair s on the far left-hand side of the school building. Another sign is located on the staircase r ailings.

a non-maintained special needs school

Address

Ne w King ’s School Anne x Ne w King’s Road Fulham London, SW 6 4LY

Telephone and Fax 020 7751 0914

E-mail and Web

a. sullivan@par ay house . com www. par ayhou se . com

Parayhouse is equidistant from

Vis it or s should use t he l abe l l e d entr ypho ne sy stem to ac c ess the

Putney Bridge and Parsons Green

build ing , then walk up t o t he s e c o nd fl o o r where the School Office is signpo sted .

Underground Stations [District Line] and directly on the 22 bus route.

| 24 prospectus © 2014-15 Parayhouse School.

All rights reserved.

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PHS Governor Handbook