GOLDEN HILL (Short Stay) SCHOOL

GOLDEN HILL (short stay) SCHOOL

PROSPECTUS

Golden Hill (short stay) School

Earnshaw Drive

Leyland

PR25 1QS

Tel: 01772 904780

Fax:01772 904781

Email:

INTRODUCTION

This Prospectus has been prepared in order to give parents, guardians, mainstream school staff, and other interested parties some basic background information about Golden Hill (short stay) School.

In addition to this information, prospective parents /guardians and their child, and mainstream school staff are invited on a non-prejudicial visit to Golden Hill (short stay) School.

Prior to, and during your tour of the school, the Headteacher or Deputy Headteacher will explain how the School functions and answer any queries you may have. You will also be given the opportunity to meet your child’s/pupil’s prospective class teachers and other children.

Only then will you be able to gain insight into the ethos, and the friendly atmosphere generated within the short stay school.

Golden Hill School emphasises the importance of a partnership between the short stay school, mainstream school and parent/guardians. Without mutual support for each other, our impact on your child’s/pupil’s progress will be minimised. During your visit, you will be invited to enter into agreements with the short stay school, which support the concept of partnership. Family support is offered by the short stay school and is supplemented by support fromEducational Psychology Service, Social Services, Child and Adolescent Mental Health etc, if required.

You are welcome to visit the short stay school at any time to discuss your child’s/pupil’s progress, or any other concerns you may have.

Allison Collinge: Head Teacher

Golden Hill (short stay) School.

Alternative and Complementary Education and Residential Service

Our Mission Statement

Our mission at Golden Hill is to provide a safe, secure and attractive environment enabling children to enjoy learning and reach their full potential. We endeavour to deliver an inclusive curriculum, which prepares pupils for reintegration into an appropriate school. Through a positive team approach we facilitate change, work towards desirable outcomes of behaviour and develop self-esteem. This should enable pupils to develop into responsible and caring members of the community.

We aim to:

Provide learning through positive role models
Give pupils the opportunity to take responsibility for their own learning, behaviour and actions towards others through clear target setting and self evaluation
Work with other agencies to develop pupils understanding of the moral, social and cultural differences in the wider community and their place in it
Support pupils within group situations to develop their social and co-operative skills
Provide a differentiated and creative curriculum to match individual needs, giving children wider opportunities for success and which emulates that which is taught in mainstream schools
Work with pupils, parents, schools and other agencies to aid successful intervention and inclusion of pupils into a school appropriate to their needs
Assess pupil progress to identify individual needs and inform future planning
Work in partnership with the whole school community including the management committee and parents through an open and honest approach
Embrace and celebrate individuals and the school’s successes
Work within the Behaviour and Care and Control Policies which provide clear routines and consistent expectations
Have high expectations of all staff and pupils

THE STAFF AT GOLDEN HILL (short stay) SCHOOL

Role / Staff Name
Head Teacher / Allison Collinge
In House Staff
Deputy Head TeacherDeputy Headteacher / Sarah Barrett
Deputy Head Teacher and Early Intervention Support Manager / Sue Payne
Eagles Class Teacher/ Acting TLR / Linda El Kout
Kestrels Class Teacher / Zaina Towers
Falcons Class Teacher / Sally Haughton/ Jenny Marson
Hawks Class Teacher / Kath Sadikot
HLTA / Kelly McLaughlin
HLTA / Wendy Slater
Teaching Assistant / Jan Penny
Teaching Assistant / Gill Rigby
Teaching Assistant / Julie McLoughlin
Teaching Assistant / Jill Duffield
Teaching Assistant / Shirley Gowan
Teaching Assistant / Sumayya Patel
Business Support Officer / Jean Vanden
Admin Support / Helen Crook
Site Supervisor / James Cookson
Early Intervention Support Team (EIS)
Deputy Head Teacher/ Early Intervention Support Manager / Sue Payne
Teacher / Sally Haughton
Teacher / Claire Dilworth
Teaching Assistant / Jackie Murray
Teaching Assistant / Jane Dryland

THE MANAGEMENT COMMITTEE

Golden Hill (short stay) School

Name / Role
Mr Trevor Hart / Chair: Head Teacher Representative
District 6
Mrs Allison Collinge / Head Teacher: Golden Hill (short stay) School
Mrs Jane Bell / Community Representative
Vacancy / Community Representative
Vacancy / Community Representative
Vacancy / Community Representative
Ms Pita Oates / Local Authority Representative
Mrs Jackie Murray / Non- teaching staff representative
Ms Sue Payne / Teacher representative
Mrs Sarah Barrett / Teacher representative
Elaine Roberts / Education representative
Vacancy / Parent representative
Vacancy / Mainstream Head Teacher Representative
District
Vacancy / Mainstream Head Teacher Representative
District
Sue Parr
(observation and information) / Senior Manager ACERS ( Alternative and Complementary Education and Residential Service)

Golden Hill (short stay) School

Golden Hill (short stay) School provides 32 short term educational places (1 or 2 terms) for boys and girls aged between 4 and 11 years who are registered in mainstream schools in Preston, Chorley, South Ribble,Skelmersdale and surrounding areas.

The pupils admitted are experiencing significant emotional, social and behavioural difficulties, sometimes with attendant learning difficulties or under achievement.The short stay school specialises in short term intervention strategies. There is a structured behavioural system and a stimulating, creative curriculum. We have a pupil/teacher ratio of 1 to 8 as a maximum. Other staffing is available to provide more intensive support where necessary.

The short stay school actively supports the concept of inclusion, and pupils are reintegrated back into mainstream school as quickly as possible. The children are referred at School Action Plus of the Code of Practice, after considerable school based support has failed to elicit progress in Individual Educational Targets set for the child, or the pupil has been excluded (permanent)

Golden Hill (short stay) School is situated in a residential area within 5 minutes of Leyland town centre and is easily accessible for all primary schools in district 6,7,8 and 9. There are 4 classrooms. The Reception area provides a small waiting space and the Headteacher’s and the Admin Officer’s Office. There is a large hall, which is used for lunchtime and PE activities. There is a Meeting room which hosts the Pupils’ Daily meeting and can also be used for conferences, INSET and multiagency meetings.

There is a large staff room, Deputy Head Teacher’s room and a variety of resource and storage rooms. There is a large playground to the rear of the school. A recent development has been an outdoor quiet area and a Nature garden.

There are four classrooms: Eagles, Kestrels, Falcons and Hawks.In addition Golden Hill has a well resourced library.

The Early Intervention Support Team (EIS) have a base to the rear of the school building.

OBJECTIVES OF THE SHORTSTAYSCHOOL

To facilitate an expedient transfer of pupils:

To mainstream school.

To Special school.

Pupil should attend Golden Hill for one to two terms.

To facilitate, and contribute to the diagnostic assessment of pupils.

To facilitate the pupil’s individual approach to learning.

To encourage and teach pupils:

to develop self-respect and mutual tolerance
to develop responsibility for their own behaviour
to develop a positive self-image

To contribute to the pupil’s successful reintegration into mainstream school, or Special School.

To maintain effective and positive liaison with appropriate outside agencies, e.g. Police, Social Services, Health etc.

To work in close liaison with Educational Psychology Service, the Special Educational Needs Team, prevention and early intervention support and the pupil access team .

PROVISION OFFERED BY GOLDEN HILL (short stay) SCHOOL

The short stay school provides 32 short -term educational places for boys and girls aged between 4 and 11 years. The pupils referred to the short stay school include those who are excluded from mainstream school, and those attending mainstream school who are at School Support Plus of the Code of Practice. The role of the short stay school continues to be one of prevention and early intervention.

The short stay school provides specialized teaching for pupils who are experiencing significant emotional, social and behavioural difficulties, and/ or under achievement, i.e. A Positive Behaviour Management system and small group teaching.

The short stay school provides an academic curriculum which reflects that of mainstream schools and which is commensurate to the National Curriculum, i.e. Literacy, Numeracy, Science, ICT, PE/Games, Art/Design Technology, Music, History and Geography.

Pupils are assigned individual, differentiated work programmes, but are alsoencouraged to work as part of a small group in preparation for a return to mainstream school.

The short stay school provides Personal, Social and Emotional Health Education Programmes to facilitate pupils in the learning of self-respect, mutual tolerance, self-discipline, and social skills.

5.The short stay school can provide advice and support for parents in coping with child management problems at home.

6. The short stay school provides detailed reports, assessments, consultation and liaison with other agencies and services to the benefit of individual children.

CRITERIA FOR ADMISSION TO

GOLDEN HILL (short stay) SCHOOL

Short Stay Schools are places of learning, and are expected to meet the short-term needs of pupils experiencing emotional, social and behavioural difficulties.

The role of the short stay school continues to be one of prevention and early intervention.

Pupils are admitted via an Admissions Panel Meeting, which meets once every half term.

Pupils should be of Primary age.

Pupils admitted will:

have been permanently excluded from their mainstream school
have been referred by their mainstream school on School Action Plus of the SEN Code of Practice.

The mainstream school must demonstrate a range of appropriate intervention strategies have been implemented prior to the referral.

Children referred to the short stay school should have been observed and assessed by the school Educational Psychologist. If not, the school EP should be notified and a Consultation requested.

The mainstream school must have discussed and agreed the possibility of a short stay school placement with parents/guardians.

Children other than those permanently excluded, or those from another LEA will remain on the role of their mainstream school.

A short stay school placement would form the targets and strategies for the mainstream school’s School Support Plus IEP, i.e. planning for the child’s return to school.

The staff at the child’s mainstream school must attend regular reviews held either at the short stay school or in the child’s mainstream school, and remain committed to the child’s social inclusion in their school.

Short stay school placement decisions have a short-term focus, normally two terms, and time limited to a maximum of one year at the Head Teacher’s discretion.

Parents must be committed to supporting their child and the short stay school throughout the placement. Parents will attend termly review meetings with short stay school staff and mainstream school staff to discuss their child’s progress and return to school.

REQUEST FOR EARLY INTERVENTION SUPPORT FROM GOLDEN HILL (short stay) SCHOOL

ACERS has provided a Pupil Referral Form, which must be completed by the mainstream school, which is available from the website.

The Referral/ Request must contain:

Basic Pupil Information.

Evidence of previous support:

-In school behaviour management support systems

-Individual Education Plans

-Chronology of intervention strategies at School Action and School Action Plus of the SEN Code of Practice.

-Way Ahead Assessments

-SEN Statement and Reviews

-Evidence of Educational Psychologist involvement.

-Evidence of Support Services Advice (i.e. LEIS)

Educational records:

- Reading, Spelling, Comprehension tests

-Numeracy tests

-SAT results

-Teacher Assessments

-PIVATS/PIPS

Evidence of serious disruption and consistent rule breaking

Evidence of the emotional needs of vulnerable children with clear indications as to how the short stay school placement will benefit the child.

The Headteacher of the short stay school, along with the Admissions Panel will discuss the current pupil population and prioritize the new referrals; who will be admitted as vacancies arise.

REINTEGRATION INTO MAINSTREAMSCHOOL

The pupil’s return /reintegration to their mainstream school will be discussed at the pupil’s IEP Review. The first review usually takes place between 6-10 weeks of the pupil’s admission to the short stay school. Reviews are held termly.

The short stay school staff will assess when the pupil is ready to return to their mainstream school. A Reintegration Programme will be drafted (at a review), clearly stating the roles and responsibilities of all concerned :-

The short stay school staff will have adequately prepared the child both socially and academically for his/her return to mainstream school.

The short stay school staff will provide records, information and advise on intervention strategies (in the form of an Exit IEP), needed for a successful return to school.

The mainstream school will prepare appropriately for the child’s return to school, i.e. support systems in place, class prepared etc.

The mainstream school will be aware of the child’s vulnerability and be committed to the reintegration process.

POSITIVE BEHAVIOUR MANAGEMENT

One of the main aims of the short stay school is to educate pupils to manage their emotions, feelings and behaviour in more socially acceptable ways.

However, it is through the development of trusting adult/child relationships that many of these social skills are learned. A Positive Behaviour Management System is reliant upon the formation of good pupil/teacher relationships. Adults (teachers, parents and guardians) must be excellent role models, and all pupils must be shown respect and dignity by all adults.

The effective education of the pupils attending the short stay school is dependent upon the establishment and maintenance of discipline throughout the school or centre. The short stay school seeks to maintain discipline through a positive approach to behaviour management.

There are three essential components in the structure: -

The development of good teacher/pupil relationships through which empathy, understanding, fairness and trust may be established.
Regular positive reinforcement of acceptable behaviour and effort through the points system.
Parental support - without which little progress will be effected.

The short stay school has its system of rules and sanctions, many of which were formulated by the children themselves. The system is regularly reviewed.

It is our intention to effect a change in a child that he/she may successfully return to their mainstream school.

Therefore, we expect our pupils: -

*To have thought for others

*To co-operate with others

*To empathize with others

*To respect the opinions of others

*To respect all forms of life

*To accept differences in others

*To be receptive to change

*To have a positive attitude to learning, and school

However, in order to help the pupils achieve these expectations we offer an environment, which is positive, encouraging, caring, and flexible; creating an ethos and atmosphere, which promotes self-confidence and self-esteem.

THE POINTS SYSTEM

Every pupil is rewarded for appropriate behaviour, attainment of behavioural objectives and work output each day: -

Throughout the day, each child is given points for working and behaving in a co-operative and acceptable way. The Points System is quite simply an incentive system in which points are used to regularly reward and encourage good behaviour and work habits throughout the curriculum.

The ‘school’ day consists of 4 mandatory lessons, which consist predominantly of academically orientated National Curriculum subjects, and 1 ‘practical’ or ‘physical’ Option lesson, which the pupils have to earn.

Points are earned during the 4 lessons (for exhibiting acceptable behaviour and completing work) and throughout all less structured times of the day i.e. playtimes when pupils are ‘directly taught’ the social skills needed for acceptable interactions with others.

Pupils who have earned sufficient points may use them to ‘buy’ the Option they wish at the end of the day. Options may be chosen from subjects such as; Art, Design Technology, Food technology, Games, Computers etc.

Pupils who have not earned sufficient points must attend a compulsory academic lesson instead, (usually to complete the work they have refused to complete during the lesson time).

However, pupil can earn an ‘early exit’ from ‘Comp’ through a sliding scale of ‘ticks’, dependant upon the number of points they have lost. (E.g. 1 lost point = 1 tick, 5 lost point = 5ticks etc)

Pupils loosing numerous points may earn ‘bonus points’ in ‘compulsory education’ (comp) for good behaviour and work.

Bonus points may be earned at any time for exceptional behaviour or work, and will be placed in the pupil’s ‘Bank’. Pupils may exchange these bonus points for small toys, treats and activities etc, when they have saved enough.

As the pupil works towards reintegration, the withdrawal of the points system will be negotiated with the pupil.

HOME /SCHOOL DIARIES

Home/School Diaries are ESSENTIAL in maintaining a positive and rewarding experience for the child at home. We elicit the help and support of parents/guardians and encourage them to celebrate their child’s achievements.