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WoLADYWELL SCHOOL HANDBOOK 2013 RESPECT
Rights bring responsibilities
Empathy brings understanding
Solution focusing brings success
People bring uniqueness and joy
Emotional literacy brings power
Choice brings consequence
Trying hard brings rewards
Contents
Information Page(s) 1 Head Teacher’s Welcome 2 2 School Details 3-5 3 Our School Ethos 6-10 4 Our Curriculum 11-12 5 Assessment and Reporting 13-14 6 Parental Involvement 15 7 Celebration of Achievement and Attainment 16 8 School Improvement 17 9 School Staff 18-20 10 School Hours 21 11 The School Year 22 12 Transfer/Enrolment 23 13 Equal Opportunities/Social Inclusion 24 17 Data Protection Act 1998 25 18 The Freedom of (Scotland) Information Act 2002 25-26 27 Comments and Complaints 27-28 28 Addresses and Contacts 29
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1. Head Teacher’s Welcome
On behalf of all of my dedicated colleagues, I wish you a warm welcome to Ladywell School, whether you be a learner, parent/carer or fellow professional.
Ladywell is a partnership working school which supports children and young people (of secondary/secondary-transition age and from all over Glasgow) with additional support for learning needs which arise from social, emotional and behavioural factors.
The purpose of this Handbook is to give you a flavour of the school day and the learning and growing experiences of our children and young people.
Every interaction in/by Ladywell is based on positive, nurturing and trusting relationships. Emotional literacy is at the core of our work and we are building an ethos whereby every member of our school community can be an empathic, resilient, successful and thriving self-leader who is wise and compassionate, interacts with integrity and believes in justice for all.
All members of staff and partners are committed to ensuring that every child and young person achieves and attains to the very best of their ability and builds a positive and coherent sense of themselves and their place in our world. Excellence is at the heart of all of our work – our learners, staff and partners deserve nothing less for their health, wellbeing, learning and growth.
We cherish partnership working with parents/carers and would urge that you do not hesitate to contact us should you have any questions, suggestions or concerns about your child/young person’s placement/interaction with Ladywell School. Together, we can ensure that our learners are happy, safe and achieving their potential.
Kind regards and take care, Karen Muir
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2. School Details
Ladywell School
12a Victoria Park Drive South (Entrance on Glendore Street)
Whiteinch
Glasgow
G14 9RN
Telephone: 0141 959 6665
Fax: 0141 954 0178
Glasgow City Council website – Education and Learning
http://www.ladywell-sec.glasgow.sch.uk/
Inter-denominational. Ladywell is an inter-denominational school which celebrates all religions and cultures. Parents and carers from religions other than Christianity may request that their children/young people be permitted to be absent from school in order to celebrate religious events. Referring schools will inform Ladywell of this but it would also be very helpful if parents/carers could let us know directly.
Co-educational
Secondary S1-S4, with some learners receiving primary/secondary transition support.
Ladywell does not have a community of full-time learners. Learners come to Ladywell on a Shared Placement basis and we also support learners in their own schools through Outreach.
Accommodation: Ladywell is a 2 storey building consisting of 6 classrooms set around a central hall and leisure area. There is a small playground area. Nearby Victoria Park supports outdoor Health and Wellbeing activities. The front and back doors are accessible by ramp. Our colleagues from the Interrupted Learners’ Service share our building.
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Learning Community: Knightswood – partnership working takes place with all Learning Communities
Accessibility: The school has a duty to ensure that all our young people have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of young people with physical or sensory impairments, including the relocation of classes to the ground floor where feasible. We also need to ensure that parents and carers who have a disability have equal access to information about their child. This will involve, for example, relocating the venue of parents/carers meetings to facilitate physical access; provision of an interpreter for people who have a hearing impairment; agreeing a phone system to provide direct feedback to parents and carers.
Physical Access:
Ramps at front and rear of school
No lift to first floor
Meetings can be located on ground floor
Toilets available on ground floor
No disabled toilet
Communication:
We do everything in our power to ensure regular communication with parents/carers and their access to our school building/other events associated with school.
Curriculum:
All activities are designed to engage, motivate and empower children and young people with social, emotional and behavioural needs.
Support is given by teachers and pupil support assistants to all learners and support tools such as dyslexia rulers and pens, left handed scissors, software programmes are freely available.
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Staff Development:
Professional development opportunities are given to all staff re the latest developments in supporting children and young people with social, emotional and behavioural needs. We keep abreast of the latest research re ADHD, ASD, Attachment and Conduct additional support needs. Staff and partners take their responsibilities under Additional Support for Learning Legislation extremely seriously. We are also committed to proactively developing our skills in Teaching for Effective Learning and Assessment and being lead learners in local and national priorities.
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3. Our School Ethos
OUR VISION
Embedding Curriculum for Excellence and inclusion through an emotionally literate curriculum and culture, thus ensuring that everyone has the opportunity to be a successful learner, confident individual, effective contributor and responsible citizen.
Working in partnership with Glasgow schools, families, our community and external agencies in order to promote equally high expectations and aspirations for all.
Being inclusive – helping young people and families to recognise and celebrate their unique strengths and talents and realise their own personal vision.
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OUR VALUES
In Ladywell, we deeply believe in:
Putting young people and families first through the promotion of rights and responsibilities and the building of a nurturing culture of self-awareness and self-leadership for the wellbeing of all.
Embedding inclusion, trust, wisdom, justice, integrity, mutual respect and emotional literacy in all that we do.
Keeping collaboration and co-operation at the heart of everything we do as a
professional learning organisation.
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OUR AIMS
Self-Leadership and Self-Motivation
Providing our learners with the opportunities and support to develop skills and qualities for success and happiness today and in a changing future.
Nurturing Climate
Developing positive relationships and a love of learning through our empowering, nurturing and emotionally literate culture.
Structure
Within a proactive, individualised and innovative framework, assessing and ensuring progress for our learners in partnership with families and external agencies.
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If this is not a place where tears are understood, where do I go to cry?
If this is not a place where my spirits can take wing, where do I go to fly?
If this is not a place where my questions can be asked, where do I go to seek?
If this is not a place where my feelings can be heard, where do I go to speak?
If this is not a place where you’ll accept me as I am, where do I go to be?
If this is not a place where I can try to learn and grow, where can I just be me?
William J Crocker
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Our vision, values and aims are designed to nurture and empower our learners, affording them their rights within a framework of mutual respect and responsibility.
Our emotionally-literate based curriculum nurtures the development of our learners’ spiritual, moral, social and cultural values.
Learners reflect on their learning and growth throughout their time in Ladywell. They reflect on their emotions and character and the impact of their words and actions on others.
Learners also try out various ways of achieving calm and centring themselves and have various opportunities to be at one with nature.
Through brain-friendly learning, learners are taught to use their senses to enhance and deepen their learning and growth.
Our nurturing, empowering framework articulates with our Education Service’s protocols on Children’s Rights
Ladywell works closely with school, social work, health and other partners involved with learners to ensure that learners receive the best possible support. Every interaction and learning activity is designed to enhance and develop emotional literacy.
Our new Promoting Positive Behaviour Policy (available on our website and from school in hard copy) scaffolds the safe and empowering learning and growth of our learners. It is based on emotionally literate, therapeutic crisis intervention principles and embraces best practice in nurturing, solution focused, motivational and restorative approaches, thus providing a familiar and empowering framework for learners from all learning communities. This policy, like every other policy and protocol, is designed to nurture the health and wellbeing, learning and growth of our youngsters. It aims to build capacity through the key wellbeing indicators of Getting It Right For Every Child and Young Person.
Learners are encouraged to bring questions and concerns directly to Ladywell staff or through our Head Teacher postbox. They can also choose to bring them to their learning mentor in their key school.
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4. Our Curriculum
Every learning activity and interaction has emotional literacy at its core. We are here to build positive trusting relationships with learners whilst helping them to learn positive ways of listening to and expressing their feelings in ways which allow them to have their needs met without harming themselves or others. They are learning to be respectfully assertive self leaders.
Learners engage in specialised Social and Emotional Wellbeing courses which enable them to make more positive choices in their key schools – and in life - building the 4 Capacities of Curriculum for Excellence - Successful Learners, Responsible Citizens, Confident Individuals, and Effective Contributors.
Learners also carry out a Motivated School Energy for Learning Inventory which enables them to identify key Health and Wellbeing Experience and Outcome targets to focus on and track, both here and in their key schools.
All members of staff are committed to making every moment of a learner’s membership of the Ladywell community as happy, friendly and personally meaningful as possible. Every learning experience is designed to capture the attention, enjoyment and engagement of pupils with additional support needs. Every activity is designed to build self-esteem, confidence and self-knowledge. Learners are asked to really think about themselves and their choices and the journey to positive change.
Ladywell School is a professional learning organisation. Teachers are well aware that our own learning preferences and interests can influence our teaching approaches. Whilst we believe that it is vital to be genuine and share parts of ourselves with our learners, we also know that we cannot be complacent in terms of our teaching. We constantly take a learner’s perspective to our work. We know that every learner has a personal and unique combination of learning styles, thinking styles and intelligences development. We know that every learner in Ladywell has social/emotional/behavioural support needs and that some have diagnosed needs such as attention deficit (and hyperactivity) disorder, autistic spectrum disorder or oppositional defiant disorder.
Therefore, every learning experience is designed to reach out to all learners as comprehensively as possible. Learners must be able to listen and work in their preferred learning style but it is so vital that they develop a multi-sensory approach to learning. Similarly, learners must have learning opportunities which enable them to build on existing intelligence strengths, whilst being supportively challenged to develop new intelligences. Learners also need to learn to think and problem-solve in various and
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innovative ways and are encouraged to be practise mindfulness in their thoughts, emotions and actions.
Ladywell staff values laughter in learning. Laughter produces positive, happy feelings which are conducive to effective learning. Laughter also helps to build trusting, positive relationships. Learners know that we can laugh with each other but never at each other. Interpersonal and intrapersonal intelligences are at the centre of every interaction with people and stimuli. Background music plays an important role in learning and learners are encouraged to reflect on the effects of different kinds of music on their mood, attention and motivation (musical-rhythmic intelligence). Verbal-linguistic intelligence is developed through person-to-person interactions and written reflection. Visual-spatial and bodily-kinaesthetic intelligences are developed through our dedicated Health and Wellbeing through Art activities and in many wider activities. Learners learn how to look after their emotional, mental, physical and spiritual wellbeing and gain more from life by appreciating nature and engaging with their environment (naturalist intelligence). Some of our thinking and problem-solving activities also enhance logical-mathematical intelligence. As well as many of our core learning activities taking an innovative problem-solving and solution focused approach, every classroom has a variety of complementary activities which encourage lateral thinking and curiosity. Learning takes place collaboratively within the learning group and also on an individual, reflective basis. Teachers use a variety of non-threatening questioning and other assessment approaches. Learners are given plenty of time to reflect on and formulate their answers/opinions/feelings. Curriculum for Excellence is at the core of learning. Our main focus is the experiences and Outcomes in Mental, Emotional and Social Wellbeing. We also embrace the wider Health and Wellbeing and Literacy and Numeracy across Experiences and Outcomes. Further information on Curriculum for Excellence can be found in http://www.educationscotland.gov.uk/parentzone/index.asp.
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5. Assessment and Reporting
Learners referred to Ladywell have been assessed as requiring Stage 3 Intervention – support outwith the learner’s own schools. Learners will come with an Additional Support Plan (ASP) and the key Health and Wellbeing Experience and Outcome target(s) chosen by the learner for their joint working with Ladywell will also be incorporated into the ASP.
Learners are assessed on a daily basis re their progress in Social and Emotional Wellbeing Experiences and Outcomes. Tools used include Assessment Is For Learning, Solution Focused Targets, Energy For Learning Indicator, Therapeutic Conversations, Learning Conversations and Bloom’s Taxonomy.
Centralised electronic records are kept re learning and whole person development, motivation and engagement. A formal exchange of learning and growth information takes place between Ladywell and key schools every fortnight for shared placement learners and every month for outreach learners. Key Team Meetings are held once a fortnight to track the overall progress of learners and plan next steps for support actions.
Reviews with Learning and Growth Reporting take place half way through and at the end of shared placement. Formal reports are produced at this time. In outreach, a formal review of progress comes at the end of input.
All shared placement learners work in partnership with us and their key schools to develop a detailed Personal Resource Plan and Risk Assessment to support their learning and growth and understanding of their social/emotional and behavioural additional support needs.
Arrangements for transition from Ladywell support are personalised to each learner.
Our Head Teacher, Karen Muir, is the key link re learner progress and should be contacted in the first instance.
Ensuring the Health and Wellbeing, learning and growth of our learners is the responsibility and privilege of every member of our school community.
Personal support is given every moment of every day. Learners are supported in class by teachers and pupil support assistants. Every learner has his/her own key teacher.
Our Leadership Team members are available within minutes and are regularly in classes.
Learning and growth of all learners is tracked on an ongoing basis through our quality assurance procedures.
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Learners receive joint support from their key school’s learning mentor and Ladywell staff.
We work in partnership with stakeholders such as Educational Psychology, Social Work, and NHS to ensure the highest levels of joint support.
Support for our learners is scaffolded by national and local legislation and policy. Glasgow City Council has a duty, as outlined in the Standards in Scotland’s Schools 2000 Act, to ensure that learners achieve their potential. Glasgow’s Education Services is committed to the inclusion of all children and young people with additional support needs, where possible, within mainstream schools. This is in accordance with the statutory requirement in the 2000 Act. It is also part of Glasgow’s policy to maintain a range of special educational establishments. This recognises the key role to be played by specialist provisions in addressing severe low incidence disabilities. The authority recognises that there are a wide range of factors, which may act as a barrier to your child’s learning. Additional support needs may be linked to a learning difficulty or disability but could also apply to a child or young person suffering from bereavement who requires pastoral support, a more able child/young person or those with a particular talent which needs to be fully developed. The policy requires all establishments to provide an environment where children and young people are actively encouraged to be effective learners and benefit from their school education.
Any parent/carer seeking further advice regarding this policy should contact Karen Muir, Headteacher, in the first instance. If you are unhappy with the support your child is getting you should first discuss this with school in order to seek a resolution at that very local level.
Further information relating to Additional Support Needs is also available on the Glasgow City Council website – Additional Support Needs
as well as from organisations identified under the Additional Support for Learning (Sources of Information) (Scotland) Amendment Order 2011 –
Children in Scotland: Working for Children and Their Families, trading as “Enquire – the Scottish advice and information service for additional support for learning”, a charitable body fully registered in Scotland under registration number SC003527
Scottish Independent Advocacy Alliance: A charitable body registered in Scotland under registration number SC033576
Scottish Child Law Centre: a charitable body registered in Scotland under registration number SCO12741.
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6. Parental Involvement
Ladywell operates an open door policy whereby parents/carers are welcome to telephone/pop in at any time.
Parents/carers share the journey from the very beginning as they are involved in the decision for their child/young person to be referred to Ladywell.
Parents/carers of outreach learners are kept informed by written communications and liaise with their youngster’s own school.
Parents/carers of shared placement learners are invited to an open morning before placement begins. Here, they are given the opportunity to outline the additional support needs they wish to be addressed. Parents/carers then have the opportunity to come to a further opening morning which focuses on how their learner is settling and their key learning experiences.
Formal reviews involving parents/carers and all other partners take place at middle and end of shared placement. Full written reports of progress and development needs are produced.
Please note that parents/carers and schools will be given an up-to-date information booklet at the time of Ladywell input beginning.
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7. Celebration of Achievement and Attainment
Outreach learners receive certificates, postcards and end of input congratulatory gifts.
Shared placement learners engage in a formal hierarchy of rewards which mark their learning and growth in their key Health and Wellbeing Experience and Outcome and wider learning:
Week 1 Postcard Home
Week 2 Prize from Head Teacher
Week 3 Bronze Certificate
Week 4 Prize from Head Teacher
Week 5 Postcard Home
Week 6 Prize from Head Teacher
Week 7 Silver Certificate
Week 8 Prize from Head Teacher
Week 9 Postcard Home
Week 10 Prize from Head Teacher
Week 11 Learning Conversation with Head Teacher and prize
Week 12 Gold Certificate
Week 13 Prize from Head Teacher
Week 14 Prize from Head Teacher
Week 15 Postcard Home
Week 16 Platinum Cup
Week 17 Prize from Head Teacher
Week 18 Personalised Letter Home from Head Teacher
Week 19 Tea Party with Head Teacher
Week 20 Leaving Certificate and Gift
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8. School Improvement
Ladywell is a professional learning organisation which continuously quality assures and sets target for improvement, keeping the best possible outcomes for our learners and partners at the core.
Our Standards and Quality Report and Improvement Plan are available from our website and in hard copy from school.
Our parents and learners are not with us for full cycles of Improvement Plans but your ongoing feedback and suggestions are at the core of our reflection and growth.
We are also constantly updating our Policies and Protocols to ensure maximum benefits to our learners and partners and these are available on our website.
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9. School Staff
Head Teacher: Ms Karen Muir
Responsibilities:
Leading and managing learning and teaching
Leading and developing people
Leading change and improvement
Using resources effectively
Building community
Setting the strategic vision, values and aims
Demonstrating knowledge and understanding
Demonstrating personal qualities and interpersonal skills
Ladywell operates within a firm ethos of distributive leadership whereby all members of staff are leaders of learning.
Depute Head Teacher: Mrs Kim McIver
Responsibilities:
Co-ordinating and quality assuring the work of our Outreach Team
Overseeing learning and growth of Outreach Learners
Liaising with partners re learning and growth of Shared Placement and Outreach Learners
Lead Learner in ‘Respect Me’
Lead Learner in Transition Support Assisting the Head Teacher in the overall leadership and management of the school
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Principal Teacher (Acting) Curriculum for Excellence: Mr Donald Fletcher
Responsibilities:
Lead Learner in ‘Therapeutic Crisis Intervention’
Lead Learner in Risk Assessment
Lead Learner in Solution Focused Approaches
Lead Learner in ‘The Motivated School Energy For Learning Indicator’
Assisting the Head Teacher in the overall leadership and management of the school
Principal Teacher Curriculum for Excellence: Mrs Linda Winkler
Responsibilities:
Lead Learner in Active Learning
Lead Learner in Personal Support
Lead Learner in supporting learners with additional support needs in addition to social. emotional and behavioural
Lead Learner in ‘Respect Me’
Assisting the Head Teacher in the overall leadership and management of the school
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Class and OutreachTeachers:
Mrs B Duffy (Social and Emotional Wellbeing)
Ms L Ledingham (Expressive Arts and Outreach)
Mr B Loftus (Outreach)
Mr W Traynor (Outreach)
Mrs A Weldon (Social and Emotional Wellbeing)
Pupil Support Assistants:
Ms A Brown
Mrs E Laoudi
Mrs C Marshall
Mrs J Smith
Mr A Whyte
Clerical Support Officer: Ms S Murray
Cordia Support Staff:
Ms V Macleod, Janitor
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10. School Hours
Morning Shared Placement Session
9.00 am to 12.00 pm
Break 10.50-11.05 am
Afernoon Shared Placement Session
1.45 pm to 3.35 pm
Break 2.35 to 2.45 pm
Lunch: Learners follow lunch arrangements in their key schools
Our Outreach Department supports children and young within their own schools, either in class or outwith, following period times therein.
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11. The School Year
School Holidays for 2013:
2013 Return to school
Monday 7 January 2013
Mid-Term
Monday 11 February and Tuesday 12 February 2012
Spring Holiday
Friday 29 March to Friday 12 April 2013 (inclusive)
May Day
Monday 6 May 2013
May Weekend
Friday 24 and Monday 27 May 2013
School Close
Wednesday 26 June 2013
Teachers Return
Monday 12 August 2013
Learners Return
Wednesday 14 August 2013
September Weekend
Friday 27 and Monday 30 September 2013 (inclusive)
Mid Term
Monday 14 to Friday 18 October (inclusive)
Christmas/New Year
Monday 23 December 2013 to Friday 3 January 2014 (inclusive)
In-service Days:
Wednesday 13 February 2013 All Establishments Tuesday 7 May 2013 North West, including Ladywell Monday 12 August 2013 All Establishments Tuesday 13 August 2013 All Establishments Tuesday 1 October 2013 North West, including Ladywell
Please note that In-service days in Ladywell follow those for the west – which may differ from schools in your area. Shared Placement learners will attend their key schools on Ladywell In-service days unless days are the same.
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12. Transfer/Enrolment
Children and young people are referred to Ladywell directly by their schools after discussion at a Joint Support Team in their learning community. Referrals do not take place without parent/carer consent and consultation with the learner. A parent/carer who is interested in their child/young person receiving support from Ladywell should in the first instance discuss this with their child/young person’s school, in conjunction with Educational Psychology/Social Work, where appropriate.
For shared placements, children and young people who are referred to Ladywell will visit with their parent/carer to set the scene for placement.
For outreach support, children and young people will meet with their Ladywell teacher in their own schools to agree aims of involvement.
Children who are being supported from primary 7 to secondary transition will do a combination of work in their own primaries and future secondaries.
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13. Equal Opportunities and Social Inclusion
Ladywell staff members and partners are committed to providing equality of opportunity for all. Our whole reason for being is to promote and ensure inclusion.
Ladywell colleagues work in partnership with other schools to ensure that referral to/involvement with Ladywell enhances children and young people’s learning and growth and does not jeopardise their school progress.
Building empathy is at the core of our work and diversity is celebrated.
Disrespect and inequality of treatment will never be permitted.
Everyone in our Ladywell community is regarded and treated as unique and a gift to our world.
Our nurturing approach ensures the best possible proactive action to address issues of concern. We follow the Getting It Right For Every Child And Young Person Model to ensure that every learner is nurtured, active, respected, responsible, included, safe, healthy and achieving.
The Equality Act 2010 protects certain characteristics. In the delivery of education the characteristics that are protected are disability, gender reassignment, race, religion or belief, sex or sexual orientation, pregnancy and maternity. When making decisions in relation to admissions, exclusions, the provision of education, benefits, facilities and services and any other relevant decisions the school has a duty to have due regard to the need to –
a) Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited under the Equality Act 2010;
b) Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it;
c) Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
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14. Data Protection Act 1998
Information on young people, parent and carers is stored on a computer system and may be used for teaching, registration, assessment and other administration duties. The information is protected by the Data protection Act 1998 and may only be disclosed in accordance with the Codes of Practice. For further information please contact the school.
15. The Freedom of Information (Scotland) Act 2002
The Freedom of Information (Scotland) Act 2002 enables any person to obtain information from Scottish public authorities. The Act applies to all Scottish public authorities including: the Scottish Government and its agencies; Scottish Parliament; local authorities; NHS Scotland; universities and further education colleges; and the police.
Public authorities have to allow access to the following information:
• The provision, cost and standard of its services;
• Factual information or decision-making;
• The reasons for decisions made by it.
The legal right of access includes all types of “recorded” information of any data held by the Scottish public authorities. From 1 January 2005, any person who makes a request for information must be provided with it, subject to certain conditions.
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Further information is provided on the Glasgow City Council website – Freedom of Information
Internet facilities are provided at all Glasgow City Council Public Libraries and Real Learning Centres.
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15. Comments and Complaints
If you have a comment or complaint please approach the Head of Establishment in the first instance.
If the Head of Establishment does not resolve the issue to your satisfaction, you should contact our Customer Liaison Unit who will:
• Take a totally neutral stance in fully investigating your complaint.
• Acknowledge receipt of your complaint within five working days.
• Give a full written response within a further 10 working days, unless another timescale has been agreed.
The Customer Liaison Unit can be contacted by phone or e-mail.
Phone: 0141 287 5384
E-Mail: [email protected]
Customer Liaison Unit Education Services Glasgow City Council Education Services City Chambers East 40 John Street Glasgow G1 1JL
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Please note that in line with recommendations issued by the Scottish Public Services Ombudsman, all establishments, during the course of a formal complaints investigation, must: • Ensure that all establishments made as part of the investigation are dated and include, wherever possible, dates of events recounted within the statements; • Ensure that written records which form part of the investigation are retained for an appropriate period of time; and • Give consideration to the inclusion of this within the procedures outlined in the relevant section of the school’s Pastoral Care Policy.
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16. Addresses and Contacts
Maureen McKenna Excecutive Director of Education Education Services Glasgow City Council Education Services City Chambers East 40 John Street Glasgow G1 1JL Local Councillors: Partick West is a multi-member ward Councillors Stuart Clay, Dr Christopher Mason, Aileen Colleran, Kenny McLean Glasgow City Chambers George Square Glasgow G2 1DU Although this information is correct at time of printing, there could be changes affecting any of the matters dealt with in the document: a) before the commencement or during the course of the school year in question: b) in relation to subsequent school years.
