Contents

1. History of our sister School, Sancton Wood and the inspiration for Holme Court

This school is a small, family-orientated school, which has seen hundreds of happy and successful children pass through its doors. The School was founded in 1976 as a primary school, by Mrs Jill Sturdy, and was housed at 9 Station Road, Cambridge. Having a large family, including nine adopted children, Mrs Sturdy was fully aware of the emotional, spiritual and educational needs of children. She decided to open her own school because of her passionate desire to provide an educational establishment of excellence.

The school was founded on the principle of small class sizes, research having identified the numerous benefits of providing the individual attention upon which children thrive. It opened its doors to 11 pupils, in two classrooms, taught by Mrs Sturdy and a friend. Within a term the numbers had increased sufficiently to open another class. The school has continued to grow since then, to just over 200 pupils, but its philosophy remains the same: small classes with excellent teaching in a homely atmosphere.

The Senior School was opened in September 1979. This was in response to the demands of parents who wished their children to continue with the same high standard of caring education until they were 16 years old. Premises were found in St Paul’s Road, only five minutes away from Station Road, to accommodate both Infant and Senior Departments. The Junior School remains at the original Station Road site. All buildings of the school are within easy reach of the many facilities and amenities offered by the City and University of Cambridge. The school is run according to the tradition of the Church of England, but welcomes children from all faiths, reflecting the rich diversity of the community of Cambridge.

The staff are all highly qualified and committed teachers, who endeavour to make each pupil aware of his or her innate qualities and skills, and to develop these to full capacity. The policy of having small class sizes ensures that each pupil is well known and understood. It also provides a learning environment in which confidence can be strengthened and the high academic standards for which the school is renowned are achieved. Each child is encouraged to live a fulfilled life in the years ahead and to make a happy and positive contribution to society.

The directors of Sancton Wood School decided in the winter of 2003 to explore the idea of setting up a special school for the increasingly large number of dyslexic applicants that they were seeing. At the beginning of 2004 they were told about a site in Mid Beds near Biggleswade, which they visited and immediately knew was right for a small specialist school. Over the spring and summer they worked to turn the idea into the reality of Holme Court School.

2. Values The key values underlying the school’s ethos are reflected in the expectations of high standards in: care for the health and safety of pupils; educational provision; behaviour; respect for self and others; respect for property and the environment; responsibility for one’s own behaviour.

3. Expectations   We expect people to address one another politely, to recognise and praise good behaviour, effort and achievement, to listen to one another. We expect children to comply with requests and instructions from the adults in school. We expect children to understand that their behaviour has consequences. We expect children to comply with the school’s structures and routines for promoting positive behaviour.

4. Ethos The school’s ethos is promoted in all aspects of its work, beginning with the way people address and engage with one another and through: assemblies; approaches to teaching which aim to raise pupils’ self esteem; promoting co-operative and inclusive activities in the playground; structures and routines such as lining up quietly before moving through the school; the code of conduct drawn up by the children through discussion with teaching staff; Personal Social and Health Education (PSHE) lessons.

5. Aims The school’s aims are to grow to become a thriving, happy special school for dyslexic children, offering intensive education over two year periods to 50 day and boarding children aged between 5 and 13. We aim to research the best methods of identifying dyslexia, of preventing it, and remedying or overcoming it, in collaboration with a respected university research department.

PROCEDURES

1. Report Admission is dependent on receipt of an Educational Psychologist’s report confirming the presence of severe dyslexia and associated difficulties. As a guide, we are looking for reading performance to be two standard deviations below general intellectual performance.  Assessments are available at the school if the pupil does not have a full Educational Psychologist’s report.

2. Mid Year Admissions If there is a space in the class in the middle of the school year, a child will be allowed to start immediately.

3. Gender Balance We attempt to achieve a balance of gender in each class, and where a class has a preponderance of boys, we would endeavour to redress the balance of sexes by holding a place open.

4. Catchment Area Children will be accepted from a wide catchment around Bedford and Cambridge. When the boarding school opens we will have no geographical restrictions. Priority will always be given to siblings of children already at the school.  

5. Equality  We do not discriminate on the basis of gender, religion, culture, or sexuality.

Approved by The Directors and  Headteacher

Signed                    ……………………………………………………..

Date                        ……………………………………………………..

Review Date          ……………………………………………………..

Behavioural Policy

Rationale

The School is committed to the principle that “good behaviour is a necessary condition for effective teaching to take place" (Education Observed 5 - DES 1987) and seeks to create an environment which encourages and reinforces good behaviour. Furthermore, it acknowledges that society expects good behaviour as an important outcome of education.

Aims

1. To create an environment which encourages and reinforces good behaviour.

2. To define acceptable standards of behaviour.

3. To encourage consistency of response to both positive and negative behaviour.

4. To promote self-esteem, self-discipline and positive relationships.

5. To ensure that the school's expectations and strategies are widely known and understood.

6. To encourage the involvement of both home and school in the implementation of this policy.

Standards of Behaviour

1. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations which are either fulfilled or not. Thus the school has a central role in the children's social and moral development just as it does in their academic development. Just as we measure academic achievement in terms of progress and development over time towards academic goals, so we measure standards of behaviour in terms of the children's developing ability to conform to our behavioural goals.

2. The children bring to school a wide variety of behaviour patterns based on differences in home values, attitudes and parenting skills. At school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles.

3. The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children. As adults we should aim to: create a positive climate with realistic expectations; emphasise the importance of being valued as an individual within the group; promote, through example, honesty and courtesy; provide a caring and effective learning environment; encourage relationships based on kindness, respect and understanding of the needs of others; ensure fair treatment for all regardless of age, gender, race, ability and disability; show appreciation of the efforts and contribution of all.

Curriculum and Learning

1. We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feed- back all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.

2. It follows that lessons should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children's efforts are valued and that progress matters.

Classroom and playground Management

1. Classroom management and teaching methods have an important influence on children's behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.

2. Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual's contribution, and overall the classroom should provide a welcoming environment.

3. Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Criticism should be a private matter between teacher and child to avoid resentment.

4. Outside the classroom. Children should not linger in cloakrooms, toilets or corridors; staff should challenge this behaviour if it is observed and send children on their way. Lining up to enter the school or move around the school should be orderly and quiet; some teachers have found it helpful to have a lining up order to avoid placing distractible children together. Walking around the school should be orderly; staff should challenge individual children running and ask them to go back and walk. Activities should be provided for wet play. All staff in the playground should be vigilant and engage eye contact with children as they patrol. They should position themselves at various points around the playground so as to see into all areas. They should avoid talking to groups of children for a prolonged period so that they can scan the playground. If children are alone or in dispute, the person on duty can use distraction, engage them in conversation, suggest another game to play etc. Some staff are in the playground to care for particular children and not on general patrol.

5. Managing everyday incidents A key objective is helping children learn from the incident, including strategies to help them operate independently should a similar problem occur. Children are listened to – separately or together as appropriate. Children are encouraged to talk to others involved to try to resolve the situation and consider alternative behaviour in future. Adults dealing with the incident may suggest strategies to help pupils manage their own behaviour in a similar context and perhaps encourage the pupil to rehearse or role-play the behaviour. Children are encouraged to use assertive strategies to others annoying them, e.g. by saying firmly “I don’t like that, please don’t do it again.” Children are encouraged to express their opinions and feelings e.g. telling the other person why they are upset, with the emphasis on what the person has done and not by labelling, name-calling or putting down the other, giving the other the chance to apologise. Children are encouraged to tell the teacher if someone is persistently annoying them and to know that this is not “telling tales”. The child’s class teacher should be informed. There will be regular reviews of playground issues at staff meetings and the outcomes communicated to Midday Supervisory Staff and Learning Support Staff.

Rules and Procedures

1. Rules should be designed to make clear to the children how they can achieve acceptable standards of behaviour. They should be kept to a necessary minimum. They should be positively stated, telling the children what to do rather than what not to do. Everyone involved should be actively encouraged to take part in their development. They should have a clear rationale, made explicit to all. They should be consistently applied and enforced. They should promote the idea that every member of the school community has responsibilities towards the whole.

2. Individual plans: identify objectives and address one target at a time; include strategies for managing the environment, the class or group, the activities which give rise to the negative behaviours; emphasise teaching the child alternative positive behaviours; specify the behaviour that is unacceptable and the consequence should it occur e.g. time-out, reporting to Head etc; include some form of self-assessment – e.g. chart to grade own behaviour during a session – to encourage responsibility; include a timetable for review; should be applied consistently – all members of staff, supply teachers and parents aware. In implementing the plan adults should avoid giving children attention only when negative behaviour occurs. Rewards can be included but with care, we want children to feel confident and proud of themselves when they meet our expectations independently. We want children to clearly understand that positive behaviour is the expectation – the reward is not having to follow a programme. Referral for advice to Educational Psychologist or outside agencies will be considered if behaviour persists after several reviews of individual programme.

3. Extreme behaviour: whether an isolated or repeated incident (violence, temper-tantrum, swearing), it will be dealt with promptly and calmly. An adult should remain with the class, with the teacher sending for assistance if required. The child should be escorted out of the room, or if this is not possible without physical intervention (see Physical Intervention Policy), the other children should be asked to line up quietly and taken to the hall, staff room or other area of the school. He should not be left unsupervised or sent out of the room alone or with another child. The adult dealing with the incident should listen to the child, encouraging him/her to describe the incident and give him/her chance to explain how he feels. If the child is on an individual plan and the behaviour is within its scope, the relevant consequences should be applied. Otherwise the Head will decide whether parents should be informed and what next action should be taken.

Rewards and Sanctions

1. Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards such as merit points, red stars and gold stars, rewarded in assembly have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. This is as true for adults as for children. Rates of praise for behaviour should be as high as for work.

2. Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.

3. The use of punishment should be characterised by certain features: It must be clear why the sanction is being applied. It must be made clear what changes in behaviour are required to avoid future punishment. Group punishment should be avoided as they breed resentment. There should be a clear distinction between minor and major offences. It should be the behaviour rather than the person that is punished.

4. Sanctions range from expressions of disapproval (being told off), through withdrawal of privileges (time outs, losing part of playtime), to referral to the Head, letters to parents and, ultimately and in the last resort, exclusion. Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence. Children should not be left unsupervised at any time.

5. Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from an Educational Psychologist or Child Guidance Service may be necessary. This possibility should be discussed with the Head.

6. Exclusion, A serious offence, for example involving violence, could by itself justify a pupil’s exclusion. Otherwise exclusion would be applicable only when alternative strategies have been tried and have failed e.g. at least two individual plans reviewed over half a term. Exclusions may be fixed (suspension) or permanent (expulsion) or may be for the duration of lunchtime break. Only the Head has the power to exclude a pupil from school. This power may not be delegated. The Head may exclude a pupil permanently. In all cases the Head will promptly inform the pupil’s parents of the period of the exclusion, or that the exclusion is permanent, and give the reasons for the exclusion.

Communication and parental partnership

1. We give high priority to clear communication within the school and to a positive partnership with parents since we believe that these are crucial in promoting and maintaining high standards of behaviour.

2. Where the behaviour of a child is giving cause for concern it is important that all those working with the child are aware of those concerns and of the steps which are being taken in response. The key professional in this process of communication is the class teacher who has the initial responsibility for the child's welfare. Early warning of concerns should be communicated to the Head so that strategies can be discussed and agreed before more formal steps are required.

3. A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.

4. The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.

Bullying

1. Prevention. We believe that bullying can best be prevented by the promotion of a positive school ethos and the measures described in this policy for promoting positive behaviour generally. Isolated incidents of verbal, physical or psychological abuse are not always bullying and it is important that children learn how to use the word “bullying” appropriately.

2. Description. Bullying is when such behaviours become directed towards one or more particular individuals and may be carried out consciously or deliberately and persistently. The bully may gain power over the victim by his behaviour which makes it more likely that he will be able to repeat the behaviour, thus increasing his sense of power and the victim’s sense of helplessness. Bullying may involve: hitting, kicking, spitting and other physical approaches; name-calling, racist comments or jokes, threatening remarks, provocative behaviour; taking or hiding people’s possessions; spreading stories about someone or ignoring them. It might occur because the bully: thinks it is just a bit of fun; may not have been taught that it is wrong to bully others; is unhappy at school or elsewhere; has been encouraged to bully by their friends; has been bullied in the past; displays prejudice. By including in our general planning for teaching across the curriculum opportunities for children to increase their self-esteem, we reduce the likelihood that they will become victims of bullying. We need to be aware of children who are likely to be vulnerable to being bullied or becoming bullies. Both bully and victim need to be helped to learn new behaviours. Victims may be new to the class or the school, of different appearance, speech or background to other children, demonstrate entertaining reactions when bullies e.g. tantrums or loss of control, be more nervous or anxious than others.

3. Responses. Normally the class teacher will deal with incidents, referring the matter to the Head if unable to resolve or if incidents occur. Serious incidents of violence towards another should be reported immediately to the Head. Staff should: remain calm and in charge, avoid reacting emotionally; take the incident or report seriously; reassure the victim but avoid being over-protective; take action as quickly as possible; talk to the alleged bully and the victim separately and not publicly; establish the facts – don’t let a bully’s reputation result in pre-judgments; make it plain to the bully that you disapprove of the behaviour, not the person – point out their strengths and explain how their behaviour detracts from these; encourage them to talk to one another for the bully to see the victims point of view; decide on the next step – an individual plan for the bully, an apology, an agreement that the bully should give up some playtimes to compensate – to avoid a punitive response that may give a mixed massage – imposing a harsh punishment may legitimise bullying of children by adults. The bully should understand why any particular action or sanction is applied and that the objective is to behave differently in future; talk to the victim about what may have encouraged the bully to pick on him and talk about what they might do for themselves to avoid it happening again, rehearsing and role-playing an assertive response if appropriate; record incidents, including the circumstances giving rise to it, what happened and the consequences. This may help identify patterns of behaviour. Give the report to the Head; inform other colleagues – all staff are responsible for being vigilant and trying to prevent further incidents; inform parents and offer a constructive course of action, including individual plans or referrals; listen to parents’ concerns. Dealing with bullying will often give rise to complex issues that extend beyond the school. It should always be handled sensitively but firmly. All reports will be taken seriously and children are encouraged to tell. It is particularly important to encourage pupils and parents to report bullying early on. The culture of “not telling tales” needs to be discouraged.

Approved by The Directors and  Headteacher

Signed                    ……………………………………………………..

Date                        ……………………………………………………..

Review Date          ……………………………………………………..

Pastoral care arrangements:

Pastoral Care Policy

 At Holme Court School we have a responsibility for the care, welfare, safety and therefore the learning environment of all our pupils.  The school’s ethos provides the basis for this policy.  The promotion of our agreed values and beliefs means a pupil centred approach.

Definition

Teachers, non-teaching staff, professional staff and other adults are all part of a team.  This team wants to ensure pupils are happy and secure in whatever activity they are taking part in, whether social, spiritual, mental, emotional or physical.  We have a caring commitment to guide and advise our pupils, equipping them with the skills needed to face the outside world.  Teachers and non-teaching staff are encouraged to approach the care of our children in a positive way.

Aims

Through our pastoral care policy we aim

 1.  To create and maintain an atmosphere where pupils feel they are well known, safe, valued, respected and happy.

2.  To promote the aims of our school.

3.  To implement our code and practice for behaviour which considers the views of all staff.

4.  To maintain the highest standards of teaching and learning.

5.  To respond in a sympathetic way to the concerns, fears and worries of our pupils.

6.  To build an atmosphere of trust.

7.  To make children aware of potential dangers through the teaching of Health Education and other subjects  e.g.  road and water safety  -  care in the sun.

Specific Issues

1.    Ethos

The ethos of the school will be reflected in the moral, intellectual, personal and social development of our pupils.  It does not come about by chance.  It is achieved by the headmistress and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community.

 2.   Relationships

A good relationship between pupils and staff is paramount to generating a positive climate within the school community where every individual feels valued and cared for at all times.  Good relationships will be nurtured between:

·        Staff and pupils

·        Pupils and their peers

·        Members of staff

·        Senior management team and staff

·        School and surrounding community

 Children will also be encouraged to develop and value a respect for themselves.

 3.   Values

 The teacher should share his/her values and beliefs with the children and not only his/her knowledge.  Life skills are central to the ethos of the school.

 4.   Self Esteem

 We believe that self-esteem and respect are central to the development of the whole child and promotes learning.

 5.   Personal Safety

 We will encourage children to be responsible for their own personal safety and help them to acquire skills to be able to do this so that they will be able to make the correct decisions and know where to get help if or when they are confronted with danger.  The whole school community will be aware of the designated teacher who will be responsible for dealing with cases of child protection issues which come to light.   In our school it has been decided that the Headmistress should act as designated teacher.  The two teachers who deputise in her absence will deputise in this particular role too.  They will also be aware of the teacher responsible for first aid and what the procedures are for dealing with children who need first aid.  Children will be able to speak to their class teacher if they need help or are concerned.

Implementation

1. Roles and Responsibilities

The Directors will have overall responsibility for the implementation of the curriculum including monitoring the safety of each child in the school.  The whole school team will ensure that pastoral care is given a high profile in the school development plan.  The P.S.H.E. co-ordinator will monitor and evaluate the implementation of the pastoral care policy.  He/she will work with all staff and ensure teaching resources are kept up to date and that staff are properly trained.  He/she will make sure that the non teaching staff are familiar with the pastoral care policy and give help when needed.  Each member of staff will work to build up pupils self esteem and encourage them to be assertive and to resist negative peer pressure.  They will help them to celebrate success and develop the ability to make moral decisions and to know the difference between right and wrong.

 2.   Monitoring and Evaluation

 Parents are always welcome and are encouraged to contact their child’s teacher or the Headmistress if they have any concerns and worries.  To do this they will have to use the appropriate interviews procedure.  Urgent concerns will be given immediate attention.  We will encourage parents to share concerns about home circumstances or medical matters which may affect their child’s work or behaviour in school.  Any information disclosed will be treated as confidential.  Staff will meet regularly to discuss and review the pastoral care policy.  The opinions of parents and children will be valued and where appropriate action will be taken.

 3.   Training

Training of both teaching and non-teaching staff will be led by the P.S.H.E. co-ordinator.

4.   Resources

Resources required to maintain and update the pastoral care policy will be updated as necessary.

Counselling can be accessed at Holme Court School.

5.   Range of Pastoral Activities

 Children will be supervised from 8 a.m.  Full supervision also continues during all extra curricular activities such as:  football, IT, Art Club etc.  No child may remain in the classrooms, central resource areas, cloakroom/toilet areas or other areas of the building during playtimes or lunch times without adult supervision.  Children may not enter the building at break times or lunch times without the permission of the teachers, supervisory assistants or classroom assistants.

Conclusion

 The evaluation of the schools system of pastoral care is effective when the school policy and planning for pastoral care are fully implemented and reflected in the quality of provision within and beyond the classroom and the effectiveness of the support arrangements for individual pupils.

 At all levels of the caring process all staff and pupils need to feel valued, safe and secure.

Our Pastoral Care Policy is also supported by our Behavioural Policy.

Approved by The Directors and  Headteacher

Signed                    ……………………………………………………..

Date                        ……………………………………………………..

Review Date          ……………………………………………………..

RATIONALE and AIMS

The school aims to achieve the highest standards of provision and attainment. School Self-Evaluation is concerned with providing an accurate appraisal of the quality and standards of the school and diagnosing what needs to be done in order to improve them. It requires a process of systematic monitoring, evaluation and review. It emphasises success and identifies future development needs.

1. The key area of the school’s activity to be subject to School Self-Evaluation is that of teaching and learning. However, a school which is striving to bring about continuous improvement will want to evaluate all areas of activity on which it may be judged by others, i.e. standards achieved by pupils, quality of education, the school’s climate and management and efficiency, in order to identify where improvement is needed.