ADMISSIONS:
Gower House School is an inclusive school that welcomes children from all backgrounds and abilities. All applications will be treated on merit and in a sensitive manner.
The level of ability of a child or the existence of any special needs plays no part in the school’s admissions policy, provided that the head teacher considers that the school is able to meet a child’s educational needs. Ultimately, as an independent school the head teacher reserves the right not to admit any child he feels would not benefit from or contribute to the school environment.
Parents are provided with an information pack about the school. They then visit the school in session to observe lessons and meet the staff. A registration form is completed followed by a meeting with the head teacher. A starting date and time are then agreed.
Children are admitted at any time during the school year depending on their development and their parents wishes.
Children are expected to attend on all school days during term time and not to take avoidable time off for holidays or routine medical appointments. Parents should ensure that children are in class by 9am each morning and that they are collected punctually at the end of school.
Parents undertake to pay the school fees including the initial registration fee and to give a terms notice of withdrawal of their child.
This policy is reviewed every year.
COMPLAINTS:
1 Introduction
1.1 We believe that this school provides a good education for all our children, and that the headteacher and other staff work hard to build positive relationships with all parents. However, the school is obliged to have procedures in place in case there are complaints by parents. The following policy sets out the procedure that the school follows in such cases.
1.2 If any parent is unhappy with the education that their child is receiving, or has any concern relating to the school, we encourage that person to talk to the child’s class teacher immediately.
1.3 We deal with all complaints in accordance with procedures set out by the Department for Education and Skills.
2 Aims and objectives
2.1 Gower House School aims to be fair, open and honest when dealing with any complaint. We give careful consideration to all complaints and deal with them as swiftly as possible. We aim to resolve any complaint through dialogue and mutual understanding and, in all cases, we put the interests of the child above all other issues. We provide sufficient opportunity for any complaint to be fully discussed, and then resolved.
3 The complaints process
3.1 If a parent is concerned about anything to do with the education provided, they should, in the first instance, discuss the matter with their child’s class teacher. Most matters of concern can be dealt with in this way. All teachers work very hard to ensure that each child is happy at school, and is making good progress; they always want to know if there is a problem, so that they can take action before the problem seriously affects the child’s progress.
3.2 Where a parent feels that a situation has not been resolved through contact with the class teacher, or that their concern is of a sufficiently serious nature, they should make an appointment to discuss it with the headteacher. The headteacher considers any such complaint very seriously and investigates each case. Most complaints are normally resolved at this stage.
3.3 Should a parent have a complaint about the headteacher himself, they should first make an informal approach to the school principals. The principals will do all they can to resolve the issue through dialogue, but if a parent is unhappy with the outcome, they can make a formal complaint, as outlined below.
3.4 Only if an informal complaint fails to resolve the matter should a formal complaint be made. This complaint must be made in writing, stating the nature of the complaint and how the school has handled it so far. The parent should send this written complaint to the school.
3.5 The school must consider all written complaints within three weeks of receipt. It arranges a meeting to discuss the complaint, and invites the person making it to attend the meeting, so that they can explain their complaint in more detail. The complaint is now assessed by a senior member of staff unconnected with the original complaint. The school gives the complainant at least three days’ notice of the meeting.
3.6 After hearing the evidence, the school considers the assessors decision and informs the parent about it in writing. The principals do all they can at this stage to resolve the complaint to the parent’s satisfaction.
3.7 If the complaint is not resolved, a parent may make representation to an independent panel appointed by the school in accordance with DFES guidelines. Further information about this process is available from the school. The panel considers all the evidence and makes a further judgement in an attempt to resolve the complaint. Parents may attend the panel and may be accompanied. It gives all parties concerned a copy of its confidential findings and recommendations.
4 Monitoring and review
4.1 The school monitors the complaints procedure, in order to ensure that all complaints are handled properly. The headteacher logs all formal complaints received by the school and records how they were resolved.
4.2 The school takes into account any local or national decisions that affect the complaints process, and make any modifications necessary to this policy.
SPECIAL NEEDS
1 Introduction
1.1 This school provides a broad and balanced curriculum for all children. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. A minority of children has particular learning and assessment requirements that could create barriers to learning.
1.2 These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.
1.3 Children may have special educational needs either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.
2 Aims and objectives
2.1 The aims of this policy are:
to create an environment that meets the special educational needs of each child;
to ensure that the special educational needs of children are identified, assessed and provided for;
to make clear the expectations of all partners in the process;
to identify the roles and responsibilities of staff in providing for children’s special educational needs;
to enable all children to have full access to all elements of the school curriculum.
3 Educational inclusion
3.1 Through appropriate curricular provision, we respect the fact that children:
have different educational and behavioural needs and aspirations;
require different strategies for learning;
acquire, assimilate and communicate information at different rates;
need a range of different teaching approaches and experiences.
3.2 Teachers respond to children’s needs by:
providing support for children who need help with communication, language and literacy;
planning to develop children’s understanding through the use of all available senses and experiences;
planning for children’s full participation in learning, and in physical and practical activities;
helping children to manage their behaviour and to take part in learning effectively and safely;
helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
4 Special educational needs
4.1 Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives.
4.2 The 1981 and 1993 Education Acts instructed schools to distinguish between five different stages of assessment – The first three of which are mainly school based.
4.3 In our school the Special Educational Needs Co-ordinator (SENCO):
manages the day-to-day operation of the policy;
co-ordinates the provision for and manages the responses to children’s special needs;
supports and advises colleagues;
maintains the school’s SEN register;
contributes to and manages the records of all children with special educational needs;
manages the school-based assessment and completes the documentation required by outside agencies;
acts as the link with parents through the head teacher
maintains resources and a range of teaching materials to enable appropriate provision to be made;
acts as link with external agencies and other support agencies when required.
5 Assessment
5.1 Early identification is vital. The school informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.
5.2 The class teacher and the SENCO assess and monitor the children’s progress in line with existing school practices.
5.3 The SENCO works closely with parents and teachers to plan an appropriate programme of intervention and support.
5.4 The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators.
5.5 The school uses a three stage model to respond to children’s special educational needs:
Stage 1: the class teacher identifies and consults with the SENCO;
Stage 2: the SENCO takes the lead in gathering information and co-ordinating the provision in school;
Stage 3: the teacher and the SENCO are supported by outside agency involvement;
6 Access to the curriculum
6.1 All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to:
Understand the relevance and purpose of learning activities;
Experience levels of understanding and rates of progress that bring feelings of success and achievement.
6.2 Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning.
6.3 We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. There are times though when, to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.
7 Partnership with parents
7.1 At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution to their child’s education.
7.2 We have regular meetings each term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.
CHILD PROTECTION
1 Introduction
1.1 The health, safety and well-being of all children at school are of paramount importance. Children have the right to protection, regardless of age, gender, race, culture or disability. They have a right to be safe at school.
1.2 We respect children. The atmosphere within the school is one that encourages all children to do their best. We provide opportunities that enable children to take and make decisions for themselves.
1.3 Teaching of personal, social and health education and citizenship, helps to develop appropriate attitudes and makes children aware of the impact of their decisions on others. We also teach them how to recognise different risks in different situations, and how to behave in response to them.
2 Aims and objectives
2.1 This policy ensures that staffs are clear about the actions necessary with regard to a child protection issue. Its aims are:
to raise the awareness of all staff and identify responsibility in reporting possible cases of abuse;
to ensure effective communication between all staff when dealing with child protection issues;
to lay down the correct procedures for those who encounter an issue of child protection.
3 General Procedures
3.1 There is a named person who is the Child Protection Co-ordinator. This is Mr Keane the head teacher but he delegates this responsibility in some circumstances to Mrs Hammond.
3.2 If any teacher suspects that a child may be a victim of abuse, they immediately inform the named person about their concerns. Abuse can be of a sexual, emotional or physical nature. It can also be the result of neglect.
3.3 It is important to keep records of concern. Isolated indicators of abuse can be meaningless but patterns of changed behaviour, injuries or absence can build into a fairly clear picture of something being amiss. Children rarely present only one or two indicators of abuse. It is much more usual to see a number of changes in a child’s behaviour, manner, appearance, attendance and achievement.
3.4 The school’s named co-ordinator works closely with the Social Services Department and the Area Child Protection Committee (ACPC) when investigating any allegations of abuse. All parties involved handle such investigations in a sensitive manner, but the interest of the child is of paramount importance.
3.5 If a child alleges abuse, the school usually makes a referral without communicating with parents first. However, in some circumstances we inform parents first. See further details below.
3.6 All information relating to individual child protection issues is confidential. Information is shared only with appropriate persons.
3.7 Employees are vetted through the Criminal Records Bureau in order to ensure that there is no evidence of offences involving children or abuse.
3.8 Occasionally, there may be times when staff, in the course of their duty, uses physical intervention to restrain children. The head teacher requires the staff member involved in any such incident to report this to him immediately.
3.9 All staff receives current training to raise their awareness of abuse and their knowledge of agreed local child protection procedures.
Specific Policy and Procedures
Child protection is provided by the Social Services Department, which supplies support for families whose children are in need of safeguarding to promote their welfare and upbringing. It is through regular, varied observations in all areas of a child’s development that any cause for concern may be identified.
All staff members should be aware of possible indications of abuse or neglect and of the procedure for dealing with suspected cases.
Child abuse should never be dealt with solely by one person. In this school you need to know
- The designated person responsible for Child Protection.
- Who you are directly responsible to.
Referrals of Child Abuse
A. If a child arrives with injuries the staff should:
- Ensure immediate medical attention, if necessary.
- If possible ask the parent/carer how the injuries occurred.
- Explanations, however puzzling, should be accepted and accusations should not be made. Make a written record, including diagrams, of observations and explanations given. Have a witness wherever possible. This recording of information is to ensure that reasonably full and clear information is obtained in order to be able to make an appropriate referral first to the Head teacher and then if necessary Social Services.
- If you suspect that the injuries have been caused by assault or failure to protect the child you must tell the member of staff in charge, usually the head teacher or designated Child Protection Officer. That person will contact, without delay, the Duty Social Worker in the Social Services Office for the district in which the child resides or the Emergency Duty Team out of office hours. The member of staff in charge should also contact the Under Eights Officer who will offer advice and support wherever possible.
B. Suspicion of Abuse – Responding to a Child’s Disclosure
If a child does disclose abuse to you, your immediate response is very important in both helping the child through what might be a painful and upsetting story and in gathering information that will assist a possible subsequent investigation.
- Listen to what the child says. Be comforting and sympathetic. Ensure that the child feels as little responsibility as possible and let the child tell the story in their own time.
- It is particularly important not to make any suggestions to the child regarding how the incident may have happened, therefore do not question the child except to clarify what he/she is saying.
- Write down exactly what the child says or what actions concern you, and what you said in response. Sign and date it.
- Do not make assumptions about who the allegation might concern. If a member of staff maybe involved, appropriate steps must be taken to ensure the safety of the child and other children.
- Do not promise not to tell anyone. Reassure the child that he/she has done the right thing in telling you and that you will take steps to help although this will involve telling other people about what has happened.
- Do not photograph or video marks or injuries on a personal camera or phone.
- Inform the member of staff in charge of your suspicions and that person will contact without delay the Duty Social Worker in the Social Services Office for the district in which the child lives, or the Emergency Duty team of out of office hours. The member of staff in charge should also contact your Under Eights Officer who will offer advice and support to you wherever possible, although they will not be responsible for conducting enquiries into allegations/suspicion
- Once a child is referred to Social Services they and the Area Child Protection Committee will make an assessment of the child’s needs.
Subsequent Action
Following such a referral, enquiries will be undertaken by Social Services and possibly the Police. Staff may be required to provide statements and attend an Initial Child Protection Conference.
Confidentiality
The school has the right and duty to share any information regarding child protection with other childcare professionals. All information will be kept confidential.
C. Record the Disclosure Accurately
Once the disclosure has taken place or there is suspicion of abuse the following information must be recorded:
- Date and time
- Full name of child
- Address
- Parents name – if separated address of both parents
- Age of child
- Who has seen the abuse / who the information was disclosed to.
- Who else knows
- Complete body chart – fill in where marks are and date it
- Exactly what child said / exactly what you said
- Previous concerns and allegations
- If it is ongoing what the parent has said
- Any other relevant information
* For a full disclosure – DO NOT INVOLVE THE PARENTS
ALL CONCERNS SHOULD BE RECORDED – EVEN IF IT IS A MINOR INCIDENT WITHIN 24 HOURS IN ORDER FOR IT TO BE LEGALLY ADMISSABLE.
Example of Observations
- Appearance when they arrive
- Language they use – is it age appropriate?
- Eating patterns
- Interaction between peers – children and carers – staff
- Does child cry or show signs of distress when collected
- Reaction to people who drop off and collect
- If change in behaviour when changing or being changed (P.E, nappies, swimming etc)
- ONCE YOU HAVE RECOGNISED ANY SIGNS OF ABUSE – YOU MUST RECORD IT A.S.A.P
D. Recognising a Disclosure of Abuse
Types of Disclosure
FULL DISCLOSURE: When a child actually says what has happened to them. The child will tell of the history of abuse including the name of the abuser.
PARTIAL DISCLOSURE: When a child may have hinted something that has happened or they start to say something but then stopped. The child may miss out the name of the abuser or other important details.
DIRECT DISCLOSURE: The child will tell a staff member verbally what has happened to them.
INDIRECT DISCLOSURE: When a child is acting out some sort of abuse through role play such as during time in the home corner – drawing pictures or other artwork, playing with dolls etc. A child may be exhibiting signs of anxiety or stress through their play indoors or in the playground.
