Mark College Statement of Purpose 2015

Transcription

1 Mark College Statement of Purpose 2015 T: F: W: W: Mark College Priory Group Blackford Road Mark Somerset TA9 4NP 1 Aims The Priory Group

2 Contents Aims Provision Admission Physical Description of the School Admissions criteria Staffing Quality and Consistency of education and care Rights of the Service Users Child protection/safeguarding Aims One of our main aims is to create a welcoming, safe environment where the students can become independent learners so that they can achieve to the very best of their ability. Being in a school where all the pupils have a language disorder, dyslexia or suffer with anxiety means that they no longer need to feel different because of their needs. The students are encouraged to support each other and celebrate our diversity instead of trying to hide their difficulties. Our approach to teaching students differs to most mainstream schools in that all the lessons are designed for pupils who have dyslexia or a language disorder. Our teachers have years of experience with strategies that work for our students. All the teachers have specialist qualifications. Our pastoral support ensures that we foster a holistic approach to education and care and this ensures both emotional and educational success. 2 Aims The Priory Group

3 Living to learn and learning to live Encapsulated in the above vision, the aims of Mark College are truly child-centred. Our mission is to enable every one of our young people to feel that they belong to a community that cares for them, whatever their personal histories, circumstances, abilities and aspirations; a community where peer support and mutual respect are integral to the way we live and learn together; where our young people are empowered to have a voice in the wider world, as confident and compassionate citizens. Mark College is, in itself, a society which recognises each person s unique learning style and which seeks to educate its young people holistically, celebrating individuality and rewarding achievement in all its forms. Above all, we aim to create an environment which encourages all our young people to feel positive about their experience at Mark College and to leave us as independent learners, able to accept the challenges and embrace the opportunities of their own futures, whatever they may hold Provision Pupils follow an English programme, including a daily Core Skills session focussing on literacy. Pupils also have additional support with individual lessons, classroom support and concentrated workshop sessions. Spelling help is also delivered within the English time described above. Students work on words which are indicated as a problem from a diagnostic spelling test which is administered each term. Within English and IT lessons, students have access to a wide range of technological aids and training to develop alternative methods of recording work. Students are introduced to the Voice Input/Recognition facilities at a time appropriate to their development. Pupils are encouraged to use alternative methods of recording work throughout the curriculum so problems of transferring skills from one area to another do not occur. There are separate groupings for English, mathematics and the general subjects so pupils can be best catered for in all areas of work depending on their abilities or difficulties in each subject. Within these groups the work can be easily differentiated to cater for all needs. Mark College has a strong reputation for the help it provides with learning difficulties in mathematics. The syllabus is designed to regularly revisit topics to revise and build gradually thus aiding memory problems. All teaching materials and courses are carefully chosen and re-appraised in light of new findings and approaches. The development of organisational skills and task-completion skills are urgent requirements for most of our pupils. Therefore teaching programmes, daily routines and technological aids are planned carefully and appropriately. We feel that the structure of our boarding school environment proves to be a helpful factor for our pupils in these areas. There are considerable social implications for vulnerable pupils who are always seen as different from the rest and they may become unhappy or isolated at school. The teaching and care programmes at Mark College are designed for a population entirely consisting of pupils with specific learning difficulties. Therefore it is possible to remove this particular area of concern. The whole-school approach is used to integrate literacy help with curricular and social success. As should be expected members of the English department are well qualified and experienced, while all the other staff are specialists in their subjects and have additional 3 Provision The Priory Group

4 training and qualifications for teaching young people with language disorders including dyslexia. Admission All the students who come to Mark College have average ability or above and have dyslexia or a language disorder. Many have had several years of struggle where the support has not been sufficient to meet their needs. Consequently the students can have very low selfesteem and believe that they will never be independent learners. Some students have had good support but this has led to a dependence on adults to read or scribe for them. Students of all ethnic backgrounds are eligible to enter our school and pupils with disabilities are also eligible. The main criteria for entry is that all students will have a diagnosis of specific learning difficulty including dyslexia, dyspraxia, dyscalculia or a language disorder. We do not admit students who have a primary diagnosis of behavioural or emotional problems. We do expect pupils to have a desire to learn. We will ask to see a recent Educational Psychologist s report. If this is acceptable against our admissions criteria, the pupil will spend a day at Mark College attending lessons and undergoing informal assessments. Our students come from many different backgrounds and experiences. Many are only in boarding because their educational needs cannot be met at schools near home. Many have had bad experiences in education. Since boarding is an inevitable consequence of the educational needs, it makes sense to create positive benefits from the opportunities extra contact time provides. Typical difficulties of our pupils: Low self esteem and confidence Poor peer relationships, which can be dominant or subservient Poor organisational skills Inappropriate responses, verbal and non-verbal Poor short and long term memory Emotional ability Inflexible attitude to change Poor sense of time Impulsivity Language skills Clumsiness and spatial problems Literal interpretations, missing subtleties and nuances Problems in relating cause and effect Care arrangements have to acknowledge the existence of a range of different profiles made up from the characteristics above, and other contributing factors, such as adolescence. The structure has to be supportive and developmental. We always try to be pre-emptive in addressing care goals. Careful and informed observations can forestall problems. We have built up an experienced and skilled care team who are usually able to take a preventative and positive approach to problems. The structure of care is designed to address the major demands and requirements of our work. Individual special situations can then receive the attention at the necessary level. The students need to know that we are here to support them and even as we develop their independence, they need the security of knowing that we are behind them. Regular House 4 Admission The Priory Group

5 (and tutor) meetings allow for feedback and also reinforcement. Informal talks help reinforce our attitude. Physical Description of School Mark College is a Beacon status secondary school registered with Ofsted and the International Schools Council for pupils aged years with specific learning difficulties, differences associated with dyslexia and or language disorder. The school caters for residential and day students who normally travel using transport provided by the Local Educational Authority. Location The school and grounds are set in 24 acres in the village of Mark in Somerset. We are close to Junction 22 of the M5 motorway and near to Highbridge train station and Bristol International Airport. Grounds Mark House houses the main reception and office, Principal s office, School office, Vice Principal s office, Head teacher s office, Speech and Language rooms, Art Therapy room, Occupational Therapy room, Sixth Form study room, conference room and kitchen, staff room, staff work room, English rooms, and the movie room. The rest of the classrooms are spread out above the dining block, in the stable block, DT block, Art Block, Drama Garage and Sports Hall. The sports field contains Rugby, Football and athletics areas as well as a 9 hole golf course. Boarding is in Blackford House (boys age 10-15), Blackford Flat (senior lower school boys) within one building; Wedmore House (age boys) and Wedmore flat (18+ boys) within another building; and Allerton House (girls house). All houses have at least one night sleeping staff. Staffing Education staff consists of the Principal, Vice Principal, Head Teacher, Deputy Head, Subject Leaders, Classroom Teachers, Vulnerable Pupil Manager and Teaching Assistants, 6 th Form Team and Therapy Team. Care Staff consist of a Deputy Head of Care, Senior Support Workers and Support Staff. Auxiliary staff consists of a Heads PA, Secretary, Administrator, IT Technician, Pupils Services Administrator, three Maintenance and Grounds Staff, Housekeeping Staff and outsourced Catering Staff. Quality and Consistency of Education and Care Consistency, quality and the safety of pupils in our care is underpinned through detailed policies and delivered through procedures - we strive to maintain and improve the school through regular self-assessment and additional inspections from external consultant and agencies. 5 Admission The Priory Group

6 Inspections The school is subject to announced and unannounced inspections under Ofsted to standards relevant to Special Residential Schools. In addition the school is inspected by an array of Priory specialists who concentrate on the following: Educational Standards (via the School Improvement Partner) Care Standards Health and Safety Standard 20 Inspections are undertaken by Regional Managers. Training The range of staff training is extensive and commences from the point the staff member is appointed. Staff access training in a variety of ways, these include in-house workshops, full training days with both internal and external specialists and via the award winning online training facility offered by Priory Central Services, Foundations for Growth. There is a very detailed induction that supports staff throughout their 6 working month probationary period. This consists of ongoing, regular and progressive training combined with specialist training. All staff must complete the relevant mandatory and legislative training in relation to their job banding which includes the QCF in Health and Social Care Level 3. Health and Safety Health and Safety is paramount and is considered the highest priority in school. All staff and managers are required to undertake detailed risk assessments for all aspects of working within a safe environment and ensuring safety for the students in our care. This is underpinned by Health and Safety training that takes place from the start of employment. This training occurs in staff meetings, via specific policies, in individual sessions and online. Safeguarding/Anti-Bullying Safeguarding is headed by Designated Senior Persons, who have attended the mandatory 3 day Working Together to Safeguard Children course. All other staff across the school are trained in Safeguarding Procedures. This is initially covered early on in their Induction, followed by regular workshops in staff meetings. Alongside this there is an online module to further build on the skills of staff. The school also has a nominated Anti-Bullying Co-ordinator. Staff Appointments All staff are appointed after detailed documentation has been scrutinised in line with Safeguarding Children and Safer Recruitment in Education. All staff have enhanced Criminal Records Bureau clearance which is renewed every three years. Original documents and qualifications are scrutinised and checked. Two written references are taken up and scrutinised and verbal contact is then made with the referee to ask further questions against the reference they have provided. All employment gaps are discussed and accounted for and medical questionnaires and assessments are undertaken. The Senior Management Team (and additional key personnel) have completed the NCSL certificated training in Safer Recruitment. 6 Admission The Priory Group

7 Procedures and Policies All procedures are documented and staff are expected to make themselves familiar with those relevant to their role, and sign to accept responsibility. Policies underpin these procedures; they are reviewed on a regular basis and are passed by the school Management Team. The procedures and policies are numerous and help ensure the quality and consistency of working safely with children is maintained in our school. The key legislative policies are given to staff as part of the induction process. Educational Provision We ensure that education is provided in an accessible way for all our students, using an eclectic approach combining a range of ideas to provide a best fit to meet their individual needs. A combination of small class groups and a high staff ratio means that each student can be encouraged to achieve at the very highest level of which they are capable. Therapeutic Support We offer a range of therapy including Speech & Language, Occupational Therapy and Art Therapy. Physical Intervention It is extremely rare that there is any need for any physical intervention at Mark College. However, if the need does arise, all staff have undertaken Team Teach training. Contingency and Crisis Planning The crisis management policy outlines the procedures that must be followed in the event of a crisis or unexpected or emergency event that threatens the operational functioning of the school, this includes severe weather events, building based crises and health related crises. Rights of the Service Users All care and treatment offered on Priory premises will be conducted within the framework of the Human Rights Act Every user of Priory services has the right to: Be treated as an individual and to be shown respect for privacy and dignity in all circumstances, including the right to receive visitors. Impartial access to the most appropriate evidence based treatment, therapy and care, including a second opinion if requested. Be kept informed and given comprehensive information about the nature of treatment, therapy and care available, including the nature of medication and any side effects. To have freedom of choice and to take part in activities or treatments, including those which enhance quality of life, consistent with risk assessments and fully consulted individual care plans. A caring environment free from any form of abuse or discrimination. Recognition of their religious and cultural needs, including access to translation services if required. Confidentiality concerning treatment and records, and be given access to their medical records if requested in accordance with current legislation. 7 Admission The Priory Group

8 Chris Linden Rikke Team The Ward Medical Margaret Residential Rosalind / Administrator Kilbride Housekeeping Night Deputy Gatehouse Gardner Leaders Fielding Support Head of Care Nikki Receptionist Workers Pupil Sharon Administration Safeguarding Margie Reg. Manager Expect that all data, stored on computer or on paper will be collected and kept in accordance with the terms of the current Data Protection legislation. Be afforded an appropriate level of independence, including the right to leave the premises, unless it is deemed seriously unsafe to do so or is governed by the Mental Health Act or other legislation. Have any complaint fully investigated and to be given a timely response. Refuse treatment, therapy or medication, except where this is governed by legislation. Refuse to take part in research initiatives or clinical staff training. Rights and Responsibilities You have a right to be treated with respect. You have a responsibility to respect others. You have a right to learn You have a responsibility to allow others to learn. You have a right to be safe You have a responsibility to keep others safe. You have a right to be heard You have a responsibility to listen. You have a right to a pleasant environment You have a responsibility to keep it that way. You have a right to find things difficult You have a responsibility not to make things difficult for those around you Safeguarding and Safer Recruitment The school rigorously follows Safeguarding and Safer Recruitment Guidelines in accordance with those set out by Somerset Social Services. The school has a Child Protection and Safeguarding Policy and a Safer Recruitment Policy and all staff employed within the school have enhanced Criminal Records Bureau clearance. This is subject to renewal every three years. The school has appointed two Designated Senior Persons. Both have attended training appropriate to the post and have regular contact with the Local Safeguarding Team via the Local Area Designated Officer. Alongside this there an Anti-Bullying Co-ordinator, who reports to the Designated Senior Persons who have overall responsibility for this (full policy available as annex). It should be noted that students, (accept sixth formers who have filtered access to u-tube and face book) are not allowed access to any social networking internet sites whilst on Priory Group premises regardless of the circumstances. 8 The Priory Group