Parayhouse Governors Handbook 2014-2015

For more information about the school, it’s policies and a record of events and activities, please visit: pa rayhouse .com

GOVERNOR HANDBOOKDelivering on Our Mission Each and Every Day

2 | PHS Governor Handbook

First Edition 2014-15

CONTENTS

3. MissonOur Mission statement and how Parayhouse delivers on it.

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

6. Headteacher Welcome A message from the Parayhouse Headteacher.

8. Key DefinitionsOur terminologies, technologies, tools and educational standards are explained.

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

21. Twenty Questions20 questions for Governing Bodies. Sources of evidence, and how to improve.

30. Governors Skills AuditParayhouse Governing Body skills and knowledge audit.

31. Useful Links

32. Important Forms & PoliciesForms/Policies you may need as a member of the Governing Body.

36. Glossary of TermsKey terminologies you may encounter as a member of the Governing Body.

40. Performance DataThe most recent reported data.

HEADTEACHERSarah L. Jackson

DEPUTY HEADTEACHERMichael Clegg-Butt

KEY TEACHERSam Croyle

SPEECH THERAPIST (SLT)Laura Tobin

LEAD LEARNING SUPPORTASSISTANTPhoebe Buret

CHAIR OF GOVERNORSRandall S. Peterson

PARENT GOVERNORSCatherine SukmonowskiClaire DurtnallJohnnie Wraith

COMMUNITY GOVERNORSRobert LintonRosanna SaffellSamantha 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.

Governor Handbook PHS | 3

PARAYHOUSE SCHOOL MISSION

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.

PHS | Mission

Secondly, we create a highly specialised and individualised cur-riculum 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.

WE DEL IVER OUR MISSION IN THREE ESSENTIAL WAYS.

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

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


WELCOME TO THE GOVERNING BODY OF PARAYHOUSE SCHOOL.

Parayhouse School delivers on our mission in three essential ways.

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

2) Secondly, we create a highly specialised and individualised cur-riculum 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 non-maintained 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).

WELCOME

RANDALL S. PETERSON, CHAIR OF GOVERNORS2011 TO PRESENT

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.

BOARD MEETINGS ARE HELD QUARTERLYOUR SEPTEMBER 2013 MEETING IN THIS PHOTO


SET VISION AND AIMS

EVALUATE SCHOOL

ENSURE ACCOUNTABILITY

CURRICULUM MONITORING

FOCUSSED LEARNING VISIT

ATTEND SCHOOL EVENTS

ATTEND MEETINGS

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

strategic aims, including agreeing plans and

policies and making creative use of available

resources;

• Monitoring and evaluating school

performance and acting as a critical friend

to the head teacher to support and challenge

them in managing the school;

• Ensuring that the school is

accountable to the children and parents

it serves, and to its local community and to

those who fund and maintain it, as well as to

the staff it employs.

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 non-employee Governors annually.

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

the partnerships with parents and the wider

community.

• Making a focussed learning visit to the

school at least once a year to see the school

in action.

• Attending major school events to be

visible and talk to concerned parents (e.g.,

School Birthday Party, School Christmas

Show, etc.).

• Attending meetings of at least one of

the committees of the Governing Body:

Finance and Trustees – responsible

for school finances and ensuring value for

money.

Teaching, Learning and Achievement –

responsible for driving student learning and

achievement.

Leadership and Management – respon-

sible for ensuring the school is managed in

accordance with best practice.

Behaviour and Safety – responsible for

ensuring the school provides a safe learning

environment.

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

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

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.

[email protected]@parayhouse.com

mailto: [email protected]

mailto: [email protected]


Since becoming a registered

charity in 2001 Parayhouse

has had a Board of Trustees,

responsible to the Charity

Commission, and overseeing

finance, staff and premises.

When we became a Non-

Maintained Special School

in 2005 we had to create a

Board of Governors, and it

was then a very small affair

indeed, with just 7 Governors

meeting 3 or 4 times a year.

Looking at our [large] Board

of Governors now I am in

awe of the time they commit

WELCOMEFROM THE PARAYHOUSE SCHOOL HEADTEACHER

VIEW THESE ONLINE:

Parayhouse Prospectus

Our Latest Ofsted Report

SARAH L. JACKSON

http://issuu.com/parayhouse/docs/parayhouse_prospectus_2013_homeprin

http://www.parayhouse.com/welcome-to-our-school/parents/ofsted-reporting-and-school-reviews/


to our school, the knowledge

of Parayhouse that they have

amassed, and their belief in

the value of our community.

Our Community and Parent

Governors have a clear

understanding of what we

are doing, how we do it

and why we are doing

it. This is knowledge that

they have built up through

their involvement with the

School Development Plan,

key policies, visits to school

to observe lessons, watch

assemblies and join in with

the Christmas Disco – and all

this on top of their day jobs!

The idea behind this

Handbook is to make building

that knowledge a little easier

and faster – if you are a new

or prospective Governor

please let us know if this is

what you need to know –

and thank you!

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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 Educa-tion 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.

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

above).

The curriculum at Parayhouse is tailored to each student taking into

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

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

are made more frequently (half termly) at Parayhouse.

ACADEMIC ASSESSMENTAcademic 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).

PERFORMANCE (P) SCALESThe use of P Scales is statutory when reporting attainment for pupils

with special educational needs who are working below level 1 of the

National Curriculum (More P-Scales Information Here).

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

for reporting teacher assessment in English, mathematics and science

to the Standards and Testing Agency (STA).

P LEVELSThere 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.

PHS | Definitions

https://www.gov.uk/government/publications/using-the-p-scales-to-assess-pupils-progress

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Key Stage-Two to Stage-Three Quartile Tables


PROGRESSION GUIDANCEThe Department for Education (DfE) has produced a document

called Progression 2010-11 (Advice on improving data to raise attain-

ment and maximise the progress of learners with special educational

needs) which provides tables indicating how much progress by a

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

age or worse than average progress.

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-

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

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

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

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

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

is confusing but we are stuck with it).

NATIONAL CURRICULUM LEVELS AND EXAMSNational 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,

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

PUPILS RECOGNIZE 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.

At Parayhouse students with MLD (Moderate Learning Difficulties) will

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-

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

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

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

communications technology).

SOLARSOLAR 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 Edu-cation’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 evi-dence 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 Mod-eration exercises.


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.

INTRODUCTION

SETTING TARGETS

CASP

A

CASPA STANDS FOR “COMPARISON AND ANALYSIS OF SPECIAL PUPIL ATTAINMENT”


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.

DATA POINTS

IF ‘PERCENTILES’ ARE A

RATHER DISTANT MEMORY

VISIT THIS LINK

www.caspaonline.co.uk/downloads/Using-CASPA-to-inform-target-setting.pdf

www.mathsisfun.com/data/percentiles.html

FOR MORE DETAILS & OTHER DATA DISPLAYSCLICK THESE: PERCENTILES, PROGRESS VS EXPECTATIONS


CASPA(CONTINUED)

DATA CAN BE PRESENTED IN SEVERAL FORMATSCLICK HERE FOR USEFUL INFORMATION

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 expect-ed 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.

HOWTO

READ THE DATA

http://www.caspaonline.co.uk/key-features/example-reports/percentiles

http://www.caspaonline.co.uk/key-features/example-reports/report-example-progress-vs-expectations

www.cornwall.gov.uk/media/3637897/CASPA-Introduction-and-Analysis.pdf


PARAYHOUSE SCHOOL CATERS FOR A MAXIMUM OF 46 STUDENTS, 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.

STUDENT JOURNEYFROM APPLICATION TO TRANSITION

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

LANGUAGE AND LEARNING FOR LIFEFor 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.

Speech & Language:Speech, language and communication needs.

Learning difficulties: moderate to severe learn-ing 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.

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.

PHS | Students

APPLICATIONProspective students are referred from a variety of sources

LOCAL AUTHORITY SPECIAL EDUCATIONAL NEEDS DEPARTMENTS

PARENTS

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 Thera-pist (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

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 ap-propriateness of our provision in meeting those needs. If further information is required, the Family Support Man-ager and the appropriate Class Teacher and/or SLT, may visit the child’s current school.

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 Sup-port 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 bench-mark for academic levels.

APPL ICATION & INIT IAL ASSESSMENTSTUDENT JOURNEY (CONTINUED)


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 nation-ally. 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 moni-tored. Once targets are achieved new ones are set.

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 fol-lowed by a second home visit from the Family Support Manager.

Classes

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

PLUTO (LOWER KEY STAGE 2 AND KEY STAGE 3) – THIS CLASS IS PR IMARILY 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


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 avail-able for parents/carers to meet and discuss their child. Parents are free to call at any time, to make an ar-rangement to talk with their child’s Key Teacher and Therapist.

Parent Contact

PARENTS OF ALL STUDENTS ARE INVITED TO A ‘NEW-START’ MEETING WITH CLASS STAFF AT THE BEGINNING OF THE ACADEMIC YEAR, SO AS TO FORM A RELATIONSHIP AND DISCUSS HOW THEIR CHILD IS SETTL ING IN AND TARGETS SET.

Parents are also encouraged to at-tend 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 pro-vide further support at home where necessary.

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

FOR MORE INFORMATION ON HOME/SCHOOL L IAISON PLEASE SPEAK TO BEVERLEY ROUTLEY

PARENT CONTACTSTUDENT JOURNEY (CONTINUED)


The Curriculum

THE CURRICULUM AT PARAYHOUSE SCHOOL IS TAILORED TO OUR STUDENTS AND THEIR SPECIF IC AREAS OF NEED.

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).

Other subjects taught are:

MATHS FOR L IFE

SCIENCE

ART

DESIGN & TECHNOLOGYLIFE SKILLS

DRAMA

PE (PHYSICAL EDUCATION)

MUSIC

ICT ( INFORMATION AND COMMUNICATION TECHNOLOGY)

Religious Education is covered through individual days of celebra-tion. Modern Foreign Languages are taught over a single Module and allow students the opportunity to ex-perience a different language and to learn about a country and its culture.

MATHS

ENGLISH

PSHCE

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.

CURRICULUMSTUDENT JOURNEY (CONTINUED)

CURRICULUM


CURRICULUM

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

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:

ENGLISH: WRIT INGENGLISH: WORD SKILLS ENGLISH: STORYTELL INGENGLISH: READINGENGLISH: L ITERATURE

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.

FOR MORE INFORMATION ON EXAMS OR CURRICULUM PLEASE SPEAK TO VERITY CARNEVALE

CURRICULUMSTUDENT JOURNEY (CONTINUED)

http://www.ocr.org.uk


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.

The school places great value on preparing our students for their

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.

FOR MORE INFORMATION ON TRANSIT ION AND LEAVERS PLEASE SPEAK TO: SUE OSBOND

ON-GOING

TRANSITION

20 | PHS Governor Handbook20 | PHS Governor Handbook

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 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.

WE VISIT STUDENTS

TO FURTHER SUPPORT

SUCCESSFUL

INTEGRATION INTO

THEIR NEW PLACEMENT

THE

STU

DEN

T JO

URN

EY C

ON

CLU

DES

LEAVERS


Have we completed a skills audit of our governing body?

01 EvidenceSkills 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

governor handbook.

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?

02 EvidenceLeadership and Management (LM)

committee discussed skills audit results in

detail. All agreed that we appear to have a

variety of skills but an area for development

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 How can we improve?Each sub committee to complete

identified GEL training units.

DO WE HAVE THE R IGHT SKILLS ON THE GOVERNING BODY?

QUESTIONS 01-02SKILLS ASSESSMENT FOR GOVERNORS

TWENTYQUESTIONS

FOR GOVERNING BODIES

01

Sources of Evidence and How to Improve

02


Do we understand our roles and responsibilities?

03 EvidenceAll governors complete the ‘Welcome

to Governance’ linked to the NGA First

Certificate in Governance.

Induction checklist to be completed for

each new governor.

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?Each sub committee complete identified

GEL training units.

Terms of reference for sub committees.

Briefs for nominated governor roles

(English, Maths link governors).

Check Governors’ Code of Practice is up

to date.

Governors’ responsibility regarding

Education Health and Care Plans will be

added to a future full governing body

meeting.

Do we have a professional clerk and run meetings efficiently?

04 EvidenceGovernors receive papers in advance of

the meeting.

Results from governor self evaluation

demonstrate that members are pleased

with how meetings are run.

04 How can we improve?Appoint a new clerk.

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

05 EvidenceAll governors have access to GEL training,

Ten Governor Support and NGA.

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.

Maintain this governor handbook.QUESTIONS 03-05SKILLS ASSESSMENT FOR GOVERNORS

TWENTYQUESTIONS

03

0405

ARE WE AS EFFECTIVE AS WE COULD BE?


Do we know about good practice from across the country?

06 EvidenceA 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

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,

VISIT TO SPRINGHALLOW SCHOOL (16/10/2013)

NATIONAL GOVERNORS’ ASSOCIA-TION MEETING LONDON (08/09/2013)

Courses undertaken by

Parayhouse governors:

NGAFIRST CERTIFICATE IN GOVERNANCE 03/03/2013

GELEQUALITY 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

HEALTH AND SAFETY 24/09/2013

MONITORING PERFORMANCE DATA AND TARGETS 14/10/2013

NEW OFSTED INSPECTION FRAME-WORK FOR SCHOOLS (2013) 24/09/2013

SCHOOL TEACHER APPRAISAL AND CAPABILITY 21/05/2013

THE ROLE OF SPECIAL EDUCATIONAL NEEDS GOVERNOR 24/09/2013

UNDERSTANDING SCHOOLS FINANCE 26/09/2013

NASSCERTIFICATE 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.

QUESTION 06SKILLS ASSESSMENT FOR GOVERNORS

FORGOVERNING BODIES

06


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

07 EvidenceSub committees focused on Parayhouse

development priorities.

Sub committees have a good spread of

parent, staff and community governors.

Ski l ls audit tel ls us that we have

a good spread of ski l ls across the

governing body.

Instrument of government reviewed

by LM committee and shared with al l

governors in January 2014.

School development plan is a standing

agenda item for all sub committees.

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.

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

08 EvidenceReview of governor effectiveness

undertaken in November 2013. Results

discussed in the full governing body

meeting in December 2013.

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?Terms of reference for sub committees

will be discussed at the next committee

meeting.

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.

Consider promoting our social media

to parents.


TWENTYQUESTIONS

07

08

ARE WE AS EFFECTIVE AS WE COULD BE? (CONTINUED)


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 EvidenceSchool 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.

Survey results show that governors are

clearly focused on raising standards at

the school and that governors are clear

and focused on the strategic direction of

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.

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.

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

10 EvidenceSchool 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.

10 How can we improve?Build up greater detail of the long term

aims of the school.


FORGOVERNING BODIES

09

10

DOES THE SCHOOL HAVE A CLEAR STRATEGIC VIS ION?


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

11 EvidenceTLA subcommittee regularly reviews the

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

so that new governors can understand

the entire process (initial assessment,

how targets are set and ongoing

assessments made, preparation for

placements when students leave).

11 How can we improve?TLA committee members complete GEL

training modules to improve their knowledge

Ensure that the performance data

is presented in a clear format,

that conclusions are drawn and

recommendations are made.

How effective is our performance management of the headteacher?

12 EvidenceChair of governors, chair of trustees and

external advisor on headteacher’s review

panel.

Members of this committee appointed by

LM committee.

This committee will report back to the full

governing body each year.

Pay review is linked to targets.

12 How can we improve?Mock Ofsted inspection report will

highlight areas needing improvement.

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

13 EvidenceTrustees have oversight of school

finances. Chair of trustees reports back

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?Annual accounts to be completed and

agreed by the trustees.QUESTIONS 11-13SKILLS ASSESSMENT FOR GOVERNORS

TWENTYQUESTIONS

12 13

11 DO WE HOLD THE SCHOOL LEADERS TO ACCOUNT?


A trustee will attend the next full

governors meeting to go through the

budget in detail.

Recruit a new finance officer

Chair of governors circulates the NGA

newsletter to each governor as this often

has examples of good practice.

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

14 EvidenceParent, 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.

Governors attend school events, such

as the school production, school

birthday celebrations.

14 How can we improve?Recruit additional parent governors.

Advert will be included in next

newsletter sent to parents.

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

15 EvidenceParents wi l l receive a bi-annual

le t ter f rom the chai r of governors .

The let ter wi l l update on the ro le

and object ives of the govern ing

body.

Social media are used to engage with

parents and the wider community.

School websi te i s mainta ined

with the cur rent governors ,

thei r background and reason for

becoming a governor.

Weekly school newslet ter

automat ica l ly uploaded to the

school websi te .

15 How can we improve?Consider adding governing body

minutes to the school website (removing

confidential information).

Consider adding governing body meeting

agendas to the school website.

QUESTION 14-15SKILLS ASSESSMENT FOR GOVERNORS

FORGOVERNING BODIES

14 15

ARE WE PROPERLY ENGAGED WITH OUR SCHOOL COMMUNITY,THE WIDER SCHOOL SECTOR AND THE OUTSIDE WORLD?


What benefit do we draw from collaboration with other schools and other sectors, locally and nationally?

16 EvidenceGoverning body receive reports on

school working with other sectors.

For example, the Shakespeare Schools

Festival.

Some governors attended NASS

conference and following feedback from

our headteacher they are going to offer

more governor specific agenda items.

16 How can we improve?Governors attend 2014 NASS conference.

Governors suggest topics for NASS

conference.

Do we carry out a regular 360° review of the chair’s performance?

17 EvidenceReview of chair carried out in

November 2013 and results discussed

during the December 2013 meeting.

Questionnaire completed by online

survey website.

All governors completed the review.

Positives of chair role:

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.

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.

Do we engage in good succession planning?

18 EvidenceLines 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.QUESTIONS 16-18SKILLS ASSESSMENT FOR GOVERNORS

TWENTYQUESTIONS

16 17

18

DOES OUR CHAIR SHOW STRONG AND EFFECTIVE LEADERSHIP?PROPER ENGAGEMENT(CONTINUED)


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

19 EvidenceChair 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.

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

20 EvidenceAchievement has increased over the last

three years.

Governors have agreed to a revised staff

absence policy for the benefit of the

pupils.

Governors have helped the leadership

team achieve the targets in the school

development plan.

TLA committee regularly reviews the

school’s performance data.

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?Ask more searching and probing

questions to the leadership team to

ensure the best outcomes for the pupils.

Governors to complete GEL training units

appropriate to their sub committee.

More governors required to visit the

school, and governors required to

make repeat visit to see improvements

throughout the year.


FORGOVERNING BODIES

19

20

DOES OUR CHAIR SHOW STRONG AND EFFECTIVE LEADERSHIP?(CONTINUED)

ARE WE HAVING AN IMPACTON OUTCOMES FOR PUPILS?


PHS | Skills Audit


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.

SKILLS AUDIT PARAYHOUSE SKILLS AND KNOWLEDGE

GOVERNING BODY


PHS | Useful Links

PHS Governor Handbook | 31

USEFUL LINKSFOR PARAYHOUSE GOVERNORS

OFSTEDSUPPORT FORPARAYHOUSE SCHOOL GOVERNORS

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

THE LATEST FRAMEWORK CAN BE DOWNLOADED HERE.

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

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

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.

Compulsory GEL modules for all Parayhouse School Governors

ALLNEW GOVERNORS

OFSTED LEADERSHIP ANDMANAGEMENT

COMMITTEE MEMBERS

BEHAVIOUR ANDSAFETY

COMMITTEE MEMBERS

TEACHING, LEARNINGAND ACHIEVEMENT

COMMITTEE MEMBERS

National training programmefor new governors

New Ofsted inspectionframework for schools

Governors’ visits to school

Safeguarding –the governors’ role

Health and safety

Monitoring performancedata and targets

The governors’ rolein school improvement

Monitoring and evaluation –the role of the governing body

Headteacher appraisaland capability

Schools financial valuestandard

Pupil premium

http://www.ofsted.gov.uk/resources/framework-for-school-inspection-september-2012-0

http://www.ofsted.gov.uk/resources/framework-for-school-inspection-september-2012-0

http://www.parayhouse.com/parayhouse-school-policy-documentation/

http://schoolgovernors.thekeysupport.com

http://www.nga.org.uk/

http://www.elc-gel.org/home/

http://www.elc-gel.org/register/

Parayhouse School – Governors Code of ConductThis 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 stan-

dards. 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 TEAMIt 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 RESPONSIBILITIESThe 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.

Signed Printed Name / Title Date

Randall Peterson – Chair of Governors

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 VISITInformal 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 them-

selves 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 VISITSFormal 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 famil-

iarize 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 VISITSBefore 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.

Signed Governors Printed Name Date of Visit

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:


GLOSSARYPHS | Glossary

DISORDER WHAT IS IT? COMMONSYMPTOMS

STRATEGIES

Attention Deficit HyperactivityDisorder (ADHD)

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

Some students with ADHD take medication to help reduce symptoms.

-A short attention span

-Restlessness

-Being easily distracted

-Constant fidgeting

-Ensure you get students attention before giving instructions -Keep verbal instructions short

-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)

ASD is a social communica-tion 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

- Adherence to routine

-Restricted diet/ unwillingness to try new foods

-Sensory impairments

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

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

-Encourage new experienc-es in small steps

Behavioural, Emotional & Social Difficulties (BESD)

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

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

-being disruptive, aggressive, and difficult to support.

Some characteristics of BESD include:

-behaviour which constantly violates social rules

-Physical aggression-Destruction of property -Stealing

It is important to remember that pupils can display the behaviours without necessarily having BESD: -Persistently disruptive -Emotionally immature -Physically & verbally aggressive

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.

There are many triggers for undesirable behaviour:

-Moving around the room

-Sitting with a particular pupil

-Being unclear about what is required

-Not having support for the task they have been set


OF TERMSDISORDER WHAT IS IT? COMMON

SYMPTOMSSTRATEGIES

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

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

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 Chromo-some 21.

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

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

-They may have associated hearingimpairment

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

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

-Make sure hearing aids are on & working.

-Allow extra time for students to process information.

-Sign key words

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

-Poor timing -Low muscle tone & endurance

Verbal dyspraxia

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

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

-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.

-Structured, orderly environment

-Sensory Integration approach to reduce any defensiveness.

-Sensory Integration approach to increase body awareness.

Verbal dyspraxia

-Diaphragmatic breathing

-Slow down speech


GLOSSARYDISORDER WHAT IS IT? COMMON

SYMPTOMSSTRATEGIES

Dyslexia 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 accompany-ing weakness in short term memory, difficulties in sequencing & the speed at which they process information.

-Difficulties associating letters & sounds

-Difficulties sequencing

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

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

-Difficulties remembering tasks & self-organisation

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

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

-Tactile letters to reinforce orientation of letter shape

-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.

-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

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

-Do not demand eye contact

-Some practitioners believe that antidepressants may be helpful, as they can reduce anxiety levels

Specific Language Impairment (SLI)

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

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

3 main groups

-Expressive & receptive language may be equally impaired

-There is a gap between understanding (receptive) and production (expres-sive) with latter usually more impaired

-Particular difficulties with aspects of language form e.g. phonology/pragmatic

-Visual clues

-Reinforce sequencing

-Check understanding of task

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

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


OF TERMSDISORDER WHAT IS IT? COMMON

SYMPTOMSSTRATEGIES

Obsessive-Compulsive Disorder (OCD)

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

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

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

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.

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

-Washers: they are afraid of contamination

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

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

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

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

- Negative comments or criticism make OCD worse

-Do not tell them off

-Be as kind as possible

-Do not play along with their OCD rituals


PHS | Performance Data

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)

P1(ii)

P2(i)

P2(ii)

P3(i)

P3(ii)

P4

P5

P6

P7

P8

Etc National Curriculum (NC) Levels

L1 L2 L3 L4 L5 L6 L7 L8 Exceptional 1C 1B 1A 2C 2B 2A Etc

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.

PARAYHOUSE SCHOOLL A N G U A G E A N D L E A R N I N G F O R L I F E

PERFORMANCE


PERFORMANCEEach 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


14 Years

L5/6


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 English Maths Science 1 Level 1 Level 1 Working towards Level 1 2 Level 2 Level 2 Level 1 3 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.

DATA

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 English Maths Science 1 Level 1 Level 1 Level 2 2 Level 1 Level 2 Level 2 3 Level 2 Level 2 Level 2 4 Level 3 Level 2 Level 3 5 Working towards Level 1 Working towards Level 1 Working towards Level 1 6 Level 1 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.

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English KS1-2 Maths KS1-2 Science KS1-2

Key Stage 1 to 2 Progression Guidance Quartile Results

Upper QuartileMedianLower Quartile

PERFORMANCEPHS | Performance Data

PERFORMANCE

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.

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English KS3-4 Maths KS3-4 Science KS3-4

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

Upper QuartileMedianLower Quartile

DATA


prospectus | 24

Parayhouse is located on the 2nd and 3rd floors of New King’s Primary School in Fulham and has access to the School’s outside playgrounds and indoor halls.

Par ayhouse has i t s own entr ance on the New King ’s Road , to the far le f t o f the school ’s f rontage as you face the bu i ld ing ; there i s a lar ge s ign for the school above th i s gate .

An entr yphone system al lows vis itor s access to the front playground. They should then walk directly ahead to the Parayhouse entrance , and fol low another sign on the left-hand wal l towards a shor t f l ight of stair s on the far left-hand side of the school bui lding. Another sign is located on the staircase rai l ings.

V i s i tor s should use the labe l led entr yphone system to access the bu i ld ing , then walk up to the second f loor where the School Of f ice i s s ignposted .

Parayhouse is equidistant from

Putney Bridge and Parsons Green

Underground Stations [District Line]

and directly on the 22 bus route.

AddressNew King ’s School AnnexNew King ’s RoadFulhamLondon, SW6 4LY

Telephone and Fax020 7751 0914

E-mail and Web a . su l l i van@parayhouse .com

www.par ayhouse .com

a non-maintained special needs school

© 2014-15 Parayhouse School. All rights reserved.

THANK YOU! FOR BECOMING A GOVERNOR

PHS | Location

Documents

Parayhouse Governors Handbook 2014-2015