Accessibility Plan

Introduction

All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations.

The Equality Act 2010 replaced all existing legislation, including the Disability Discrimination Act. The effect of the law is the same as in the past, meaning that ‘Schools cannot unlawfully discriminate against pupils because of sex, race, disability, religion or belief or sexual orientation.’

According to the Equality Act 2010 a person has a disability if:

  1. He or she has a physical or mental impairment, and
  2. The impairment has a substantial and long term adverse effect on his or her ability to carry out normal day to day activities.

Key Objective

The Pilgrim PRU is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within the school.

Principles

  1. Compliance with the Equality Act is consistent with the PRU’s aims and equal opportunities policy and the operation of the PRU’s SEND policy
  2. The PRU recognises its duty
    • Not to discriminate against disabled pupils in their admissions and exclusions, and provision of education and associated services
    • Not to treat disabled pupils less favourably
    • To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage
    • To publish an accessibility plan
  3. The PRU recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities and respects the parents’ and child’s right to confidentiality
  4. The PRU provides all pupils with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual pupils and their preferred learning styles; and endorses the key principles in the National Curriculum 2014 framework, which underpin the development of a more inclusive curriculum
    • Setting suitable learning challenges
    • Responding to pupils’ diverse learning needs
    • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

Activity

This section outlines the main activities which the school undertakes, and is planning to undertake, to achieve the key objective (above).

  1. Education and related activities
    The PRU will continue to seek and follow the advice of LA services, such as specialist teacher advisers and SEN inspectors/advisers, and of appropriate health professionals from the local NHS Trusts. (See checklist provided on page 29 DfES Guidance “Accessible Schools: Planning to increase access to schools for disabled pupils”)
  2. Physical Environment
    The PRU will take account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking future improvements and refurbishments of the site and premises, such as improved access, lighting, acoustic treatment and colour schemes, and more accessible facilities and fittings. (See checklist on page 30 of DfES Guidance)
  3. Provision of information
    The PRU will make itself aware of local services, including those provided through the LA,(e.g.CREDS Language translation) for providing information in alternative formats when required or requested.

Linked Policies

This Plan will contribute to the review and revision of related PRU policies, for example:

  1. PRU development plan
  2. Staff development plan
  3. Building and site development plan
  4. SEND policy
  5. Equal Opportunities policy
  6. Curriculum policies

The audit forms part of the Single Equality Policy, which sets out the PRU’s approach to promoting community cohesion, equality and diversity.

Increasing access for disabled pupils to the school Curriculum

Improving teaching and learning lies at the heart of the PRU’s work. Through self-review and CPD we aim to enhance staff knowledge and skills and understanding to promote excellence in teaching and learning for all children.

Physical Access

  • At the Pilgrim PRU wheel chair access to all the buildings is good.
  • There are disabled toilets available in each centre.
  • Electronic fire safety release doors are fitted in each unit.
  • Classrooms are organised to promote the participation and independence of all pupils.

Steps needed to improve access

  • To ask hospital site managers to provide a disabled parking place close to the entry point of the Darwin Centre, the Croft and the Phoenix.

Curriculum

  • Work is differentiated by all teaching staff to support the learning styles and needs of all pupils who attend the Pilgrim PRU. This is done using strategies such as work being printed on different colour paper, the use of coloured overlays for dyslexic students, using laptops and iPads to aid learning and help writing skills for those who have difficulties with hand writing. The PRU can provide suitably enlarged print for pupils with visual impairment.
  • ICT software is available to support learning throughout the curriculum.
  • Where possible pupils at Addenbrooke’s hospital are encouraged to attend lessons in the school room.
  • For pupils and parents with languages other than English and pupils from minority ethnic backgrounds we work with Cambridgeshire‘s Race, Equality and Diversity team (CREDS), who provide resources and help and support for teachers.
  • Each pupil has an individual education plan (IEP) which clearly sets out what interventions may be required to help support learning.

Steps needed to improve curriculum access.

  • To obtain a dyslexic screening test to be able to identify dyslexic students early and put in interventions to support them with their learning. (CFA is obtaining a screening test from one of the schools within the teaching schools alliance CASSA.)
Admission and Attendance Policy

Aims and objectives

The Pilgrim PRU aims to provide equal access to appropriate education for all children and young people with medical and mental health needs, keeping education alive in the pupils’ lives, maintaining progress and enabling them to achieve their potential.

This policy outlines the range of pupils who might receive education provision and support from the Pilgrim PRU.

Children and young people who are inpatients at one of the four hospital centres will attend the education provision within the hospital. The four centres include The Darwin Centre, the Phoenix Centre, the Croft Children and families unit and Addenbrooke’s hospital.

The Darwin Centre and Phoenix

Young people who attend one of these centres will usually have a referral from their local Child and Adolescents Mental Health service (CAMH). Referrals are taken for young people aged from 13-18 who are suffering from mental health problems that cannot be managed by CAMH community services. Referrals must be agreed by the consultant at the hospital the child is due to be admitted to.

  • All young people who are in-patients will be entitled to educational support from day 1 according to the medical advice from the consultant psychiatrists.
  • The Teacher in Charge will, in liaison with mainstream schools, arrange teaching support for young people to maintain educational progress. The Teacher in Charge will also ensure each pupil has an Individual Learning Plan.
  • For young people who are not in education, employment or training, personalised learning programmes will be provided to include functional skills, preparation for work skills and careers support.
  • In-patient education staff will liaise with mainstream schools or colleges to ensure they are providing appropriate work and links are maintained.
  • Young people who attend a mainstream school or college will me dual registered at the Pilgrim RU.

The Croft Children’s and Family Centre.

Children who attend the Croft will usually have a referral from the local CAMH service. Referrals are taken for children from 4 -12 years of age who have severe mental health problems, those that require an assessment due to complex presentations and those requiring specialist treatments. Children are usually admitted with a parent/carer and sometimes with other family members depending on family circumstances and clinical need.

  • All children who are in-patients will be entitled to educational support from day 1 according to the medical advice from the consultant psychiatrist. Some children are unable to access education from the first day of admission. In this case the teacher in charge will introduce herself and approach the child and family at regular intervals to encourage attendance. In liaison with the medical team school attendance will be planned and a gradual introduction to school may be introduced.
  • The Teacher in Charge will, in liaison with mainstream schools and other professionals involved with the child, arrange teaching support to maintain educational progress. The Teacher in Charge will also ensure each pupil has an Individual Learning Plan.
  • Children who attend a mainstream school will be dual registered at the Pilgrim PRU.

Attendance

The expectation is that once admitted to one of the above units pupils will attend all timetabled sessions. However, there may be occasions when pupils are unwell, are going for medical treatment or have a therapy session, when education staff need to have a flexible approach. Every effort will be made to encourage medical staff to acknowledge the importance of school attendance and to, where possible, arrange for medical procedures or appointments to be scheduled outside school hours. Pupils who wish to receive education but are unable to leave the ward will be offered work on the ward and if staffing levels permit individual tuition.

Pupils who wish to receive education but are unable to leave the ward will be offered work on the ward and if staffing levels permit individual tuition.

Addenbrooke’s

Children and young people in hospital can access educational activities from day 2 of admission. The teachers at Addenbrooke’s will make a professional judgement on a daily basis about which pupils they teach and for how long pupils will receive education. They will liaise with ward staff on a daily basis and will take pupils’ medical needs into account.

Registration

The Teacher’s in Charge at Addenbrooke’s will register a pupil if they are likely to receive educational input after the second day of admission on to one of the children’s wards or the teenage cancer ward. The Teachers in charge send this information to the BSO who records attendance on to the ONE system.

All children and young people who are taught in hospital will have a discharge letter sent to their own school, so that the school is made aware that the pupil is now well enough to return to school or will require support with a re-integration programme.

Roles and Responsibilities of Pilgrim PRU

The Pilgrim PRU is responsible for the provision, arrangement or monitoring of appropriate education for pupils with medical and mental health difficulties. Appropriate education provision, including the number of hours per week, will depend on the nature of the mental health or medical condition, the impact of the condition, the educational needs of the individual pupil and where they are located. Any decisions will be made in consultation with the medical/mental health practitioner.

School attendance register

School pod

Status Description Colour Code
Present Child is present Green /
Present Child on site but not in school e.g. therapy Green /
Authorised absence — educated off site/Not timetabled Child is on school visit e.g. Reintegration Green B
Child is on site but for medical reasons cannot attend school Green X
Authorised absence Child is on home leave Purple C
Unauthorised absence Child on site but refusing to come to school Red N

Currently the Darwin Learning Centre, the Phoenix and the Croft use School pod to mark attendance the following codes are being used form the beginning of January 2017.

Charging Policy

Pilgrim PRU Charging Policy

All education at the Pilgrim PRU is free of charge. It is important to keep children and young people, who are in inpatients in hospital settings, in touch with the outside world and to this end we also fund trips to museums, theatres, art galleries and other places of interest.

Examination Entries

  1. A charge will l be levied in respect of examination entries for pupils where the Pilgrim PRU has not prepared the pupil for the examination
  2. A charge will be levied in respect of examinations entries for pupils where the Pilgrim PRU has prepared the pupil for the examination and it considers that for educational reasons the pupil should not be entered and the pupil’s parents/guardian wishes the pupil to be entered.
  3. A charge will be levied for a pupil re-sitting an examination.
  4. A charge will be levied where a pupil fails without good reason to complete the requirements of any public examination where the PRU paid or agreed to pay the entry fee.

Voluntary Contribution.

Where the Pilgrim PRU cannot levy charges and it is not possible to provide additional activities with the resources available. The Pilgrim PRU may request or invite parents to make a voluntary contribution towards the cost of the trip or activity. The level of the voluntary contribution will not be set with the intention of exceeding the cost of the trip or activity. Pupils will not be treated differently according to whether or not parents have made a voluntary contribution towards the activity or trip.

Complaints Procedure

Complaints Policy
The Pilgrim Pru Management Committee voted to adopt this Cambridgeshire County Council Complaints policy on 16 May 2017.
Where ‘The Governing Body’ is mentioned within the policy it refers to the Pilgrim Pru Management Committee.
Where ‘the school’ is mentioned within the policy it refers to The Pilgrim Pru.

The Governing Body is required by law (section 29 of the Education Act 2002) to establish procedures for dealing with complaints relating to the school, or to the provision of facilities or services (unless the issue is covered by other legislation – see Appendix 3). The Local Authority has no statutory authority to investigate school complaints.
1. What is a complaint?
The Governing Body uses the Local Government Ombudsman definition of what is a complaint. A complaint is
‘an expression of dissatisfaction about a service (whether that service is provided directly, by a contractor, or by a partner) that requires a response.’
2. Who can make a Complaint?
Any person who has a legitimate interest in the school may make a complaint. This will include pupils on roll at the school irrespective of their age, although normally a complaint from a pupil would come through a parent.
Where a person is not able to make a complaint himself or herself, a friend or other family member may do so on their behalf, but that person does not become the complainant. The Governing Body will not accept complaints from legal representatives.
3. Purposes of a Complaints Procedure
The purpose of a Complaints Procedure is to provide a comprehensive, open, transparent, fair and timely vehicle through which:
• something that may have gone wrong can be identified, acknowledged and, where necessary, put right;
• an apology may be made where appropriate;
• the school can, where appropriate, learn from the process, making it less likely that a similar complaint will be brought in the future.
4. Publicising the Complaints Procedure
The law imposes a duty on governing bodies to publicise their complaints procedure. This is done through:
• making copies of the procedure available in the school (clearly this should be easily accessible without a potential complainant being asked the reason why it is being requested);
• including the procedure on the school’s web site, ensuring that it is easy to find through a link from the first page.

5. Adopting the Complaints Procedure
The Governing Body should formally minute the adoption of the procedure indicating the date on which it was adopted and the date by which it will be reviewed. A review might be required in the following circumstances:
• to take account of any changes to legislation or to reflect new local authority or government guidance;
• in the light of any recommendations from the Chair or a Review Panel arising from consideration of a complaint.

6. Timescales for complaints
The Governing Body has accepted the view of the Department for Education that a complaint should normally be expected to lodge their complaint within 90 calendar days of the event being complained about. The 90 school day limit has been established because investigation is more difficult after a period of time: memories may not be as clear as they would have been earlier, records may not be as readily available and witnesses may not be employed at the school. A delay in making a complaint may also disadvantage any person who is the subject of it, making it more challenging for them to defend themselves for the same reasons.
In exceptional circumstances, the Chair of Governors, acting on behalf of the Governing Body, will consider complaints submitted outside this timeframe. In such instances the complainant will need to offer an explanation as to why there has been a delay in making a complaint.
Where a number of complaints are made in one letter of complaint, some of which lie outside the timeframe, the Chair of Governors will determine which complaints can be considered, taking account of their relevance to the substantive complaint or complaints made within the timescale.

Preliminary stage –
dealing with concerns informally

Before the formal processes are invoked every effort should be made to resolve matters informally. This is in line with complaints policies nationally. The Governing Body will ensure parents are made aware of how they can raise a concern through the governors’ communication policy.
Some issues are likely to be best resolved through discussion with a class teacher, form tutor, head of year or other member of staff below the level of a school leader. In some cases, though, a person may feel the need to escalate the matter to the school leader.
Initially school staff below the level of Principal/Headteacher will seek to resolve matters through provision of information and clarification. Where it is clear that there is a significant level of challenge, staff will refer the matter to the Principal/Headteacher as a cause for concern. The Principal/Headteacher will then seek to resolve the matter through discussion with those expressing concerns. Staff are advised not to engage in prolonged correspondence of an argumentative nature but to refer the complaint to the Principal/Headteacher at that stage.
Whether attempts to resolve concerns at an informal stage are by telephone conversation or through meetings, school staff should take a note of any agreed action points and summarise these at the end of the conversation. The notes should be circulated promptly to those involved in the discussion.
The formal Complaints Procedure will not normally be accessed unless the Principal/Headteacher has first been given the opportunity to discuss the matter with the complainant, either by telephone or, preferably, in person. Where the Principal/Headteacher is unable to resolve matters through discussion, the parent will be asked if they wish to make a formal complaint to the Principal/Headteacher. This complaint should be made in writing using the formal School Complaints Form at the end of this document.

Part 1 – Making a formal complaint to the principal/headteacher

The procedure
1.1 The procedure for making a formal complaint requires a complainant to complete, and to submit, a Complaint Form and to do so within 90 school days of the issue about which they are complaining.
1.2 The Principal/Headteacher will acknowledge the complaint form in writing within 3 school days and investigate the matter so that the complainant receives a response within 10 school days. On occasion, the complaint may be too complex to investigate within this timescale and, in these circumstances, the Principal/Headteacher will write to the complainant explaining why it is not possible to work within the timescales laid down and to advise when a response will be issued.
1.3 If the complaint is against the Principal/Headteacher, the complaint form should be sent directly to the Chair of Governors, c/o the school. The procedures set out in Part 2 of this document should then apply.
Expected Outcomes
1.4 Normally there are two possible outcomes from a complaint. These are action taken by the school to put matters right. This might involve one or more of the following:
o a review of policy or procedure
? changes to routines;
? action to remedy a health and safety concern;
? restorative work involving a pupil and a member of staff;
? risk assessment to determine the likelihood of similar problems recurring
? an apology;
? action towards a member of staff (on the occasions that this is of a disciplinary nature, no further information can be shared as this is a matter of employment contract law for employees and a straightforward matter of privacy for volunteers).
o a decision that no action is necessary or justified.

1.5 The Governing Body will not normally award financial compensation unless required to do so by virtue of legislation.
The Complaint Form
1.6 A complainant who has first discussed the issue with the Principal/Headteacher may make a complaint and to do so they must use the Complaint Form. The complainant is asked to be brief and clear about the issue and to state what would, for them, provide a resolution to the complaint. Unless there are exceptional circumstances, the complaint form should be submitted within 90 school days of the issue causing complaint.
Arranging Help for the Complainant to Articulate Concerns and Understand Procedure
1.7 If a complainant wishes to seek help in explaining the issue and/or with completing the Complaint Form, then support may be available from one of the following sources:
From School Staff. The Governing Body accepts that a member of the school staff may provide support unless the Principal/Headteacher agrees that there is good reason why they should not do so. This support does not extend to support with the basis of the complaint per se, rather it is restricted to advice on how best to present the information.
From the Local Authority (LA). The LA, through its Education Adviser Service, will offer procedural advice to the complainant and, where appropriate, look actively at whether there is anything they can do to aid a speedy resolution, including a facilitated discussion, mediation or conciliation in those cases where, in their view, this approach has a reasonable chance of success.
From external sources. A complainant may, if they wish, seek support from any person who is not a member of staff, including legal support or from statutory and charitable organisations. A complainant may nominate a person to issue, and to receive, correspondence on their behalf. Whilst the school acknowledges that, on rare occasions, parents may wish to contact solicitors, the school will not accept a complaint from a legal representative. The school will not use legal representation within the complaint resolution process but nor will parents’ legal representative be permitted to attend relevant meetings.

Part 2 – Referring a formal complaint
to the chair of governors

2.1 Where the complainant considers that the Principal/Headteacher’s written response does not resolve the complaint, the complainant may ask the Chair of Governors to reconsider the Principal/Headteacher’s response. This request should be made within 10 school days of receiving the Principal/Headteacher’s response.
2.2 If the complaint is about the Principal/Headteacher then the complaint form will be submitted direct to the Chair of Governors. Unless the complaint is about the Principal/Headteacher, the Chair of Governors will not consider the complaint unless the Principal/Headteacher has had opportunity to seek to resolve the matter first.
2.3 If the complaint is about the Chair of Governors then the complaint form should be sent to the Vice Chair of Governors who will act in the role of Chair for this process.
The procedure
2.4 If emailing the complaint, care should be taken to ensure that the complainant has the official email address for the Chair of Governors, available from the school office, and that they use this. It can be obtained from the school office. In the subject field of the email, the complainant should write, ‘Formal Complaint’. If delivering or posting a letter, the complainant must address it to the Chair of Governors at the school address and should write ‘Formal Complaint’ on the envelope. This will ensure that the complaint is dealt with promptly and enable the school to comply with the timescales set out in the policy.
2.5 The complainant should not share the complaint with other governors. A detailed knowledge of the complaint will preclude governors from serving on a review panel if the complaint is not resolved through the good offices of the Chair. Governors receiving a complaint in this way should immediately refer it back to the Chair without considering the content.
2.6 The Chair of Governors will acknowledge the complaint form in writing within 3 school days of receipt and investigate the matter so that the complainant receives a response within 10 school days. On rare occasions, the complaint may be too complex to investigate within this timescale and, in these circumstances, the Chair will write to the complainant explaining why it is not possible to work within the timescales laid down and to advise when a response will be issued.
2.7 As part of the investigation, the Chair will make early contact with the complainant and either propose a meeting or substantial telephone call to consider the issues raised. If telephoning, the Chair should determine whether it is necessary to withhold any number that is not the school’s telephone number.
2.8 The focus of that conversation should be to:
o Consider any gaps on the complaint form;
o Consider any aspects of the complaint where additional clarification is required;
o Consider the extent to which any evidence is available that has not been mentioned on the complaint form;
o Establish the complainant’s view as to witnesses who might need to be interviewed;
o Establish what would provide for the complainant an acceptable resolution to the complaint;
o Establish whether there is any pressing reason for the matter to be investigated more quickly than the published timescale allows for;
o Discuss with the complainant whether there is anything that might help resolve matters outside the complaints procedure, for example, alternative dispute resolution methods.
2.9 The key elements of the Chair’s investigation are likely to include:
o Achievement of a shared understanding with the complainant of the nature of the complaint and of what it is that remains unresolved;
o Establishing what has happened and who was involved;
o Interviews and/or written statements from those adults and children whose information and views, in the opinion of the Chair of Governors, need to be taken into account; although the final decision of whom to interview rests with the Chair, it is expected that the voice of affected children will be heard and be given sufficient weight;
o Sensitivity and thoroughness when conducting interviews;
o A detailed report that will provide a clear record that will be helpful for any subsequent review;
o A clear analysis of the information and conclusions reached;
o An authoritative outcome that is based on the evidence and does not merely state acceptance of evidence;
o Recommendations to resolve the complaint.
Expected Outcomes
2.10 The Chair will report on the extent to which s/he considers the complaint is fully, or in part:
o Substantiated i.e. where there is sufficient evidence to uphold the complaint;
o Malicious – i.e. where it is proven that the complainant has no case and where, also, there is evidence that the complainant deliberately tried to deceive the school, made the complaint as part of a deliberate attempt to cause distress or otherwise acted with malice;
o False – i.e. where there is sufficient evidence to prove that there was not legitimate basis to the complaint, or
o Unsubstantiated – i.e. where there is insufficient evidence to reach a conclusion.

2.11 In terms of future actions there are two possible outcomes from a complaint. These are:
o action taken by the school to put matters right. This might involve one or more of the following:
? a review of policy or procedure;
? changes to routines;
? action to remedy a health and safety concern;
? restorative work involving a pupil and a member of staff;
? risk assessment to determine the likelihood of similar problems recurring;
? an apology;
? action towards a member of staff (on the rare occasions that this is of a disciplinary nature, no further information can be shared as this is a matter of employment contract law for employees and a straightforward matter of privacy for volunteers).
o a decision that no action is necessary or justified.
2.12 The Governing Body will not normally award financial compensation unless required to do so by virtue of legislation.
Role of the Clerk to the Governors
2.13 The Chair of Governors will appoint the Clerk to the Governing Body to:
o act in a ‘progress chasing’ role to track the complaint and to ensure that timescales set out within the policy are being adhered to wherever possible;
o ensure that the complainant is kept up-to-date, including where timescales have not been met and the reasons why;
o receive any concerns that the complainant might have and advise the Governing Body about the operation of the process;
o inform the Governing Body of any shortcomings in the delivery of its complaints procedure, both during the process and subsequently:
o arrange for the outcome of the investigation to be communicated to all parties so they receive it at the same time. This will be in the form of an email or letter from the Chair of Governors, depending on the style of communication that has been used by the complainant during the process.
2.14 The letter from the Chair of Governors represents the conclusion of the Chair’s consideration of the complaint. Neither the Chair nor any member of staff should respond to the complainant after this point. The Clerk should thereafter handle all correspondence. The complainant will be advised that the matter is closed except for the possibility of a review by a governors’ panel (see Part 3).

Part 3 – Referring a formal complaint
to a governors’ panel

The procedure
3.1 Where the complainant considers that the Chair of Governors’ written response does not resolve the complaint, the complainant may ask the Clerk to convene a Panel of Governors who have had no prior involvement with the complaint (or the issues which led to the complaint) to review the Chair’s response. The complainant must complete, and submit to the Clerk, a Review Request Form (see below). S/he should do this within 10 school days of the date of issue of the letter giving the decision on the complaint. This form is structured in a way that helps ensure that the reasons for requesting a review can be readily understood, and that contact information is recorded and available to those who might need it.
3.2 If emailing, the complainant should take care to ensure that s/he has the official email address for the Clerk and that s/he uses this. It can be obtained from the school office. In the subject field of the email, the complainant should write, ‘Complaint Review Request’. If delivering or posting a letter, the complainant must address it to the Clerk at the school address and write ‘Complaint Review Request’ on the envelope’. The Clerk should acknowledge the request for review within 3 school days.
3.3 If the complainant requires assistance in articulating the need for a review then support may be provided by those identified as able to offer help in part 2 of the guidance (pages 5/6 above). These include school staff, LA officers and other external sources of support. Again, it is not for those supporting the complainant to comment on the merits or otherwise of review, but rather to help the complainant articulate their position to the governors’ panel through the Review Request Form.
3.4 The governors’ panel will only consider requests for review outside the 10 day timeframe in exceptional circumstances. These might include:
o the reasons for a review not being known to the complainant within 10 school days;
o the complainant needing to delay making their request for review because they needed the time to collect evidence that could not have been gathered during the first 10 school days;
o the complainant not having been able to request a review within 10 school days because of being abroad or being incapacitated.
3.5 It is a matter for the governors’ panel to determine whether a review will be carried out based on the information supplied in the Review Request Form. Normally, the governors will apply the following criteria in determining whether or not to carry out a review:
o the complainant’s view that not all aspects of the complaint have been addressed;
o the complainant’s view that not all available evidence has been considered;
o the complainant’s view that not all relevant witnesses have been interviewed;
o the complainant’s view that the decision has not been adequately justified in the Chair’s decision letter;
o the complainant’s view that the decision has not been adequately explained.
3.6 The review process cannot be used to consider cases where the complaint was not dealt with in accordance with published time-scales. That would require a fresh complaint to be made.
3.7 The Governing Body has decided that any review should be conducted in writing only because
o face-to-face hearings can be emotive and stressful for complainants and staff;
o if there is a hearing, there would need to be an opportunity for cross-examination and, to be successful, this might require a level of chairing skills for which few governing bodies are trained;
o while being potentially stressful, there is nothing inherent in a face-to-face hearing that can add value to consideration of the complaint;
o there should be no new evidence in support of the complaint that cannot be aired in writing;
o the only points for consideration will be the complainant’s concern about how the complaint had been handled and all such points can be written down and considered without the need for a hearing.
3.8 Or this paragraph will replace the above paragraph in the school’s complaints policy…
‘Whilst normally the governors panel will consider the review on the basis of written representations only, the governors will consider a face-to- face review if this is requested by the complainant. In this event a suggested agenda for the review meeting is set out at Appendix 5.
Composition of Review Panel
3.9 The Clerk will convene a Review Panel comprising 3 or 5 members who have had no prior involvement with the complaint or the causes of the compliant. Members of the Review Panel will elect a chair from among themselves and they will use a simple majority vote to do so.
3.10 An LA adviser may be invited to the meeting, at the discretion of the governors, to give procedural advice only.
Convening the Review Meeting
3.11 The Clerk will liaise with all the Review Panel members to propose, and to agree, a date, time and venue for the review. This is most likely to be at the school but the Clerk should ensure that the meeting will be in an appropriate environment i.e.
o there will be a sufficient number of tables and chairs and that these will be suitable for use by adults;
o where governors have agreed a face-to-face review the size of the room will be conducive to constructive discussion;
o the meeting will not be disturbed;
o the confidentiality of proceedings can be protected.
3.12 The Governing Body is mindful of the challenges that volunteer governors can encounter in finding time to prepare for a review and in finding a date and time when all members are available. The Governing Body has decided that it is more preferable to allow sufficient time for the process than it is to set a deadline that may be all too easy to miss. The Governing Body therefore has decided that a Review Panel should meet within, what the Governing Body considers to be, the reasonable time frame of 20 school days, starting from the day when the request for a review was received, or the next school day if that was not a school day. If there are exceptional reasons why there is slippage to the timescales laid down the clerk will explain the reasons for this to the complainant.
Further Written Representations to the Review Panel
3.13 Prior to the meeting of the Review Panel, the Clerk will seek any written representations from the complainant concerning the reasons why the matter should be reviewed. The complainant will have 10 school days to provide this information on the Review Request Form. The Clerk will supply this information to the Chair of Governors who will have 5 school days to submit any further comments to the Panel on the reasons given for review. The Panel should have 5 clear school days to consider all the information in advance of the meeting. The information to be sent by the clerk to the Review Panel should comprise the following:
o The completed complaints form;
o Response to the complaint from the Chair of Governors;
o The completed Review Request Form;
o Any additional written representations from the Chair of Governors or the complainant
The Review Panel meeting
3.14 The Review Panel meeting will normally be clerked by the Clerk to the Governing Body. Where this is not possible the Chair of Governors will ensure that an alternative suitable person is responsible for the clerking function.
3.15 At the start of the meeting the Panel will elect a chair who will be responsible for the conduct of the meeting and for liaising with the clerk subsequently to ensure that all parties receive timely notification of the outcome within 5 school days of the date of the review meeting.
3.16 The first responsibility of the Panel is to consider whether they will allow a review of the complaint considering the criteria set out at 3.5 (above). If the Panel considers there is no merit in review they will agree on the reasons for that decision and the Clerk will record these. Given that the Governing Body is committed to the principle of natural justice, and the outworking of that principle in practice, it is anticipated that most requests for review will be accepted and, where there is doubt, the balance of judgement will weigh in favour of the complainant.
3.17 If the Panel agrees that the review should proceed it will consider objectively the complaint, the Chair’s response, the reasons set out in the Review Request Form, and any further written representations from the Chair or complainant. It will then decide whether the response to the complainant has been fair and reasonable in the circumstances. The Review Panel must take care to ensure that it does not favour one side or the other for any reasons other than those arrived at through an objective assessment of all the evidence.
Conclusions and Recommendations
3.18 The Review Panel must come to a conclusion as to whether the request for a review was justified in identifying alleged shortcomings in the investigation of the complaint by the Chair of Governors. Because the review is not an appeal, the Review Panel cannot reverse the earlier decision of the Chair of Governors. But it can make any recommendations that it sees fit. Such recommendations might include:
o an apology;
o a re-consideration of an earlier decision;
o a review of a policy or a procedure, or
o a decision that no action is necessary or justified.
Communicating the Outcome
3.19 The matter should remain confidential. The Clerk will communicate the outcome, and set out the reasons for it, in a letter to the complainant, the outline of which will have been formulated by the Review Panel in the meeting. The final version will be agreed and signed by the Chair of the Panel. It is essential that the review decision letter is sent to all the parties at the same time. This will be in the form of an email or letter, depending on the style of communication that has been used by the complainant during the process. Whilst the letter should avoid unnecessary detail, there should be sufficient information to demonstrate that the review was considered in full.
3.20 The issue of the review decision letter concludes the process and the school should not enter into any further correspondence with the complainant. Beyond the school complaints process, any person may complain to the Secretary of State for Education that the governing body of a maintained school has acted either unlawfully or unreasonably. They may do this by writing to the address shown below.
School Complaints Unit
Department for Education
2nd Floor Piccadilly Gate
Store Street
MANCHESTER
M1 2WD
The Department for Education is unlikely to re-investigate the substance of the complaint. Their Interest is likely to be restricted to whether due process has been followed correctly. More information is available at www.education.gov.uk.
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APPENDIX 1:
Complaint procedure (summary)

INFORMAL STAGE
School staff seek to resolve the complaint informally through discussion with the complainant. A complaint will not normally be considered unless the complainant has first raised the matter informally with the relevant school leader.
The complainant should submit a formal complaint within 90 school days of the cause for complaint.
FORMAL PROCEDURE – Stage 1* (up to 10 school days total)
Written complaint to the Principal/Headteacher
o Received by Principal/Headteacher;
o Acknowledgement – 3 school days;
o Investigation (including any discussion with the complainant);
o Formal Response (from the Principal/Headteacher – 10 school days from receipt.
*If the complaint is about the Principal/Headteacher then the complaint will be directed to the Chair of Governors and considered as a Stage 2 complaint.
FORMAL PROCEDURE – Stage 2 (up to 10 school days total)
Complaint to the Chair of Governors requesting review of Principal’s/Head’s decision
o Received by Chair of Governors (within 10 school days of the Principal’s/Head’s response);
o Acknowledgement – 3 school days;
o Investigation (including any discussion with the complainant);
o Formal Response (from the Chair of Governors or Clerk)– 10 school days from receipt.
FORMAL PROCEDURE – Stage 3 (Final) (up to 20 school days total)
Request for Review of Chair’s Decision – Governors’ Complaint Panel
o Received by Clerk to the Governors (within 10 school days of the Chair of Governor’s response);
o Acknowledgement – 3 school days;
o Meeting;
o Formal Response (from the Clerk) – 20 school days from receipt.
The conclusion of Stage 3 brings to an end the governors’ role in considering the complaint. Complainants who remain dissatisfied may wish to contact the Department for Education.

APPENDIX 2 –
Frequently Asked Questions

What if a formal complaint is made about a governor? The complaint should be passed through to the Chair for investigation. There is opportunity for the complainant to refer the matter to a Review Panel where the complainant is dissatisfied with the response of the Chair.
What if the complainant seeks support from a governor or governors? Governors should not involve themselves in matters that are likely to lead to formal complaint. Where a complainant raises their complaint with a governor who is not the Chair (or the Vice-Chair if the complaint is about the Chair), that governor must decline to discuss it and direct the complainant to the Chair. A governor receiving written material about a complaint must forward it to the Chair (or Vice-Chair) without comment.
What if the complainant wants to make a complaint on behalf of other people’s children? The Governing Body will not accept complaints about other people’s children since to do so may well compromise the position of the parents/carers of those children who may have a different view of the matter complained of.
What if the complainant makes reference to the complaint on social media? The Chair of Governors should contact the complainant to advise him/her that the complaint is a confidential matter and neither those investigating the issues, nor those who may be investigated would use social media in this way. Some comment made on social media may be prejudicial to the fair investigation of the issues under consideration, and the Governing Body may decline to progress a complaint while unhelpful comments remain on social media.
What if the complainant contacts the Press while the complaint is being investigated? Similarly, the Chair of Governors should contact the complainant to remind him/her of the confidential nature of the process and the potential prejudice to fair investigation that can result from media involvement.
What if the complainant contacts their MP? MPs are normally conversant with school complaint policies and will usually point the complainant in that direction. Where the MP contacts the school they will be advised of the relevant process and, if the complainant wishes, of the outcome of the complaint at the end of the process.
What if the parent or school asks for the support of the Local Authority? The Local Authority has no formal role in responding to complaints. The Local Authority may be involved in a complaint only in the following ways:
o In assisting a complainant to articulate their views in writing, where such support is requested by the complainant, but the responsible officer will remain strictly neutral in carrying out that role;
o In providing procedural advice to headteachers, governors and complainants, as necessary, including attendance at Review Meetings when requested;
o In assisting the parties in a mediation role where both parties agree that this offers a possible way forward as an alternative to more formal procedures;
o In investigating a complaint on behalf of the Governing Body where there is a need for an independent investigator, either in response to a governor view that it is necessary in a particular case to demonstrate the impartiality of the process, or because the subject matter is sufficiently complex or technical to require a higher level of experience or expertise.
What if the complainant refers the complaint to OfSTED? OfSTED is unlikely to investigate individual cases, though will record the complaint for information for the lead inspector when the school is next inspected. If there is a safeguarding component to the complaint then OfSTED will refer the matter to the Local Authority where it will be processed by an Education Adviser and/or LADO, as appropriate. The Education Adviser will contact the relevant person in school dealing with the complaint to offer further advice.
How should records be kept through the complaints process? There are a number of aspects to this:
o The complainant may wish to take an audio recording of meetings, including a recording of the Review Meeting where governors have agreed to a face-to-face review. It should be made clear to complainants that audio recordings are not permitted without the prior consent of everyone who would be present. Audio recordings change the character of a meeting and usually increase tension between the parties. Participants in meetings should be aware that modern technology facilitates concealed recording.
o The clerk should record any action points, and decisions, and the reasons for them, should be recorded in a brief and self-explanatory way and these records should be accessible to the complainant if requested. There is no reason why the complainant should not make notes during the meeting if s/he wishes.
o There should be an emphasis on confidentiality of record keeping. No one should share a complaint beyond those who have a role in handling it. In particular, any disciplinary action that might follow the investigation of a complaint is a matter of employment law for employees and of conduct for governors and volunteers. Such action will not be revealed to the complainant. Individuals have certain rights under the Data Protection Act to see their personal data, including records about therm.
What if the Chair of Governors considers the complaint to be vexatious? These would be cases where the person concerned persists unreasonably with complaints, or who deliberately seeks to make life difficult for school leaders/governors rather than genuinely to resolve the complaint. The LA has guidance to support headteachers and governors contained within the Schools’ Persistent Complaints Policy. This is a difficult area, particularly where harassment might be disguised as complaint, and it is recommended that the Chair discuss this with the LA’s Education Adviser.

APPENDIX 3 –
Issues outside of the scope of the complaints policy
Issue Who to contact Legislation, policy/procedure
(references are generic and may not match the title of the school’s own documents)
Complaint about an admission to school Chair/Clerk in Foundation and Voluntary Aided schools

Local Authority in community and voluntary controlled schools
Admissions and Admissions Appeal Procedure

For information, view the Local Authority website
Complaint about a Pupil Exclusion Clerk to the Governing Body if the exclusion is over 5 days

Local Authority Inclusion Officer or relevant member of the Specialist Teaching Service Rights to make representations to the Governors’ Discipline Committee about a fixed period exclusion vary according to the length of the exclusion. There is a right of appeal to governors if the pupil is permanently excluded with a further right of review by an Independent Panel.

Allegation that a child has been harmed Principal/Headteacher or Chair if the complaint relates to the Principal/Headteacher

Local Authority Education Adviser. Team telephone number is 01223-706311
DfE procedures – ‘Keeping Children Safe in Education’

Special educational needs, content of or failure to maintain an Education, Health and Care Plan Principal/Headteacher

Local Authority

The Local Authority Statutory Assessment and Resources (STAR) Team telephone number is 01480-372600
Local Authority procedures, with appeals made to the Special Educational Needs and Disability Tribunal.

Services provided by an external contractor Service Manager Service provider’s procedure
Staff capability
(competence)
Staff conduct Headteacher, or Chair of Governors if the complaint relates to the Headteacher
Staff Capability Procedure
Staff Disciplinary Procedure
Whistleblowing Designated staff School Whistleblowing Procedure

Curriculum

Curriculum Policy

Pilgrim PRU

OUR VISION

The Pilgrim Pru will work to ensure that the education learners receive is of the highest quality, is tailored to meet their individual needs and designed to give them the skills to improve their life chances. It aims to support the reintegration of learners into full time education in school, further education or employment. The development of learners’ self esteem, personal integrity and citizenship is at the heart of all work.

We aim to:

Develop learners’ educational and personal potential in a safe, stimulating and supportive learning environment

Support learners to make good progress in lessons

Prepare learners for successful reintegration into school, further education or employment

Develop learners’ self esteem, personal integrity and citizenship

Identify and change aspects of behaviour that are contributing to difficulties experienced in school

Support mainstream schools in the development of effective strategies to aid pupils to flourish on their return

We seek to meet the vision and aims through a development plan focused on the 4 Key Judgements in the Ofsted Framework as well as spiritual, moral, social and cultural development.

INTRODUCTION

The Pilgrim Pru aims to provide a balanced curriculum which is flexible and can be adapted to the individual needs of each child. It aims to follow the requirements of the National Curriculum and take into account local authority policies and guidance. The curriculum is designed to cater for individual needs and develop the full potential of every individual pupil. Improvement in pupils’ independent learning skills and strategies will be sought as will an increase in the pupils’ rate of learning. The curriculum will actively seek to address the learning deficits of individual pupils and provide continuity in specific subject areas from Foundation Stage to Key Stage 5.

ASSESSMENTS

Information from home schools is sought re assessments on individual pupils. These assessments are recorded and used for data purposes, personal learning plans and general lesson planning. Class teachers carry out ongoing formal and informal assessments throughout the year to check the pupils’ understanding of work in progress and to inform lesson planning.

NATIONAL REQUIREMENTS

When necessary public examinations will be arranged relevant to specific key stages. The teachers in charge of KS4 and KS5 pupils are exams officers and their centers are registered for the taking of public examinations. Various exam boards are utilized including IGCSE and the International baccalaureate. All safeguarding procedures are in place e.g. secure room for exam papers and the centers are regularly inspected by the various exam boards. Exams taken at KS4 & 5 are usually English, Math’s, Science, but there can be very varied AS and A level subjects taken. It depends on the individual pupil and the curriculum on offer from their home school.

IMPLEMENTATION

Responsibility for determining the content and delivery of the curriculum is shared between the Head Teacher, the staff and the Management members who appoint a committee to deal with curriculum matters.

Curriculum Areas

The curriculum of the Pilgrim Pru is divided into the following areas:
Literacy, Numeracy, Science, ICT, Art, Music, PE, PHSE, Modern Foreign Languages.

Subject Deliverers
Members of the teaching staff are allocated a particular responsibility for one or more of these curriculum areas, taking into account their areas of expertise and interest where possible.

Focus Areas

The Pilgrim Pru Development Plan sets out in general the curriculum focus areas. Each hospital school has its own specific curriculum focus areas, which are more detailed, and which are in the individual hospital school development plans.

MONITORING
The Head Teacher and Teachers in Charge monitor the delivery of the curriculum in line with quality of teaching objectives in the Pilgrim Pru Development Plan and the Head Teacher maintains an overall view.

Management Committee Members Individual Responsibilities
Each Committee Member (excluding those who are members of teaching staff) has a particular area of the curriculum in English Science Math Art in which he/she takes a special interest. The management committee member should meet with curriculum deliverer at least once a year in order to discuss how it is being taught in the Pru. Management committee members come into the Pru and make a report on their visits to the full management committee.

COMPLAINTS PROCEDURE
Complaints by parents in relation to the curriculum of the Pilgrim Pru will be dealt with in the first instance by the Teacher in Charge. The complaints procedure is posted on the Pilgrim Pru website. If the complainant is still unhappy the matter will be referred to the Head Teacher and then to the Management Committee, Curriculum Committee which will investigate the matter and make recommendations for the full Management Committee to consider. Parents who are dissatisfied with the Management Committee’ decision may take up the matter with the Local Authority. Parents will be advised of the complaints procedure policy.

DELIVERY OF CURRICULUM
Pilgrim Pru comprises four hospital centers, each centre has a very specific client group and there are teachers in each centre accommodating the various key stages from Foundation to Key Stage 5.

Addenbrooke’s Hospital
Age range – 4 to 18. There is a teacher in charge of primary education, a teacher in charge of secondary education with a teaching assistant each. Each teacher in charge works to their curriculum development plan. The majority of teaching has to be on a one to one basis hence lessons are individualized and differentiated. There is no set length of time for a lesson but all work is structured to National Curriculum guidelines. The main subjects covered are literacy, numeracy/english and math. Science is taught where possible by a specialist science teacher who also works in the sister units and IT is used cross-curricular.

The Croft
Age range – 4 to 13. There is a teacher in charge with two teaching assistants. Each teacher in charge works to their curriculum development plan. Teaching where possible is done as a class with differentiated tasks but the nature of the client group determines whether there has to be one to one teaching. Lessons take place in the mornings as the pupils have therapy sessions in the afternoons. Main subjects covered are literacy, numeracy, art, science and IT. GOAL (a computer –delivered system that enables teachers in all aspects of assessments. It accurately enables achievement to be recognized, and allows every pupils/strengths and weaknesses to be identified, appropriate targets to be set and progress monitored) is used as the assessment tool to determine at what level the pupils are operating at when they first come and as a measure of determining achievement when they leave six weeks later.

The Darwin Learner Centre
Age range – 11 to 18. There is a teacher in charge with three part-time teaching assistants and two part-time teachers. Each teacher in charge works to their individual curriculum development plan. Teaching may be in a group setting but is also on an individual basis. The pupils have a general timetable to follow but tasks are differentiated and are designed to meet the individual’s needs. The main subjects covered are English, Math, Science, Art, PSHE, PE. If a pupil is covering a particular subject not on the timetable then the education staff will support and accommodate the learning of the subject. The Darwin Centre is registered for public examinations and those pupils who are eligible take their exams at the normal times.

The Phoenix Centre
Age range – 11 to 18. There is a teacher in charge with 1.5 teaching assistants and two part time teachers. Each teacher in charge works to their individual curriculum development plan. Teaching may be class based if age grouping permits or it may be on a one to one basis. Each pupil has a personalised learning plan with a lot of input from the home schools. A wide variety of subjects are catered for but English Math Science Art and PSHE are the core subjects. The Phoenix Centre is a registered exam centre so public exams like GCSE and AS and A level are accommodated.

DEVELOPING THE LEARNING ENVIRONMENT

The Pilgrim PRU aims to improve the range, quality and number of learning opportunities by;
• Linking units of work to enhance inter-subject understanding
• Allowing and encouraging the pupils in having a role in decision making re their learning
• Creating high quality displays
• Using visits and visitors to enhance learning
• Using paired and group work where appropriate
• Problem solving and using real-life examples
• Making learning objectives and success criteria explicit and visible
• Pupils accessing their learning in a variety of ways e.g. Drama, discussion
• Marking for learning
• Identifying ‘next steps’ for learning and full discussion with the pupils.

EXTRA _ CURRICULUM
As all of the Pilgrim PRU’s pupils are hospitalised the education staff see any extra curriculum activities as being extremely important to their wellbeing.

Where and when possible various speakers are invited to the differing centers e.g.
Winter Comfort, Actors, Artists, Poets.
Pupils are taken to art galleries, museums, cinemas and theatres.
There are educational visits to nature reserves, National Trust grounds, and Animal sanctuaries.
Pupils make things like blankets for charity or make money for charities by donating proceeds from craft stalls or washing cars.
Pupils also entertain other sick or old people by singing and recitations.

PASTORAL CARE

The Pilgrim PRU sees the necessity of all pupils feeling valued, respected, cared for and secure. This benefits their well-being enormously and aids their recovery. Education staff work very closely with medical staff in caring for the pupils’ emotional, medical, physical and educational needs. Each pupil has a key medical worker and a key educational worker. This may be a teacher or a teaching assistant. Education staff attend clinical team meetings to ensure they are abreast of any medical issues or developments re their pupils. Personalised Learning Plans also aid relationships to be forged and strengthened. All pupils are encouraged to have a voice and a say re their treatment and schooling.

DEVELOPING THE TEACHING ENVIRONMENT

The Pilgrim PRU aims to provide the quality of and opportunities for teaching through
• Providing support for teachers to achieve their Performance Management objectives eg courses, resources, advice from colleagues, non-contact time
• Providing professional development opportunities, whether in-house or external
• Ensuring the necessary resources are readily available
• Protecting the work-life balance for teachers eg monitoring numbers of meetings or lesson observations.
• Ensuring PPA time is in place
• Ensuring that there is a minimum number of interruptions to class teaching during the school day.
• Developing the Curriculum in consultation with the staff and ensuring this is written in specific centre development plans.
• Ensuring that additional adult professional support is available when necessary.

Data Protection

Cambridgeshire County Council Data Protection Policy

Statement of Commitment

In order to undertake its statutory obligations effectively, deliver services and meet customer requirements, Cambridgeshire County Council needs to collect, use and retain information, much of which is confidential. Such information may be about:

  • Our customers.
  • Our employees or their families.
  • Members of the public.
  • Members of the Council.
  • Business partners.
  • Other local authorities or public bodies.

We regard the lawful and correct treatment of personal data by Cambridgeshire County Council (referred to hereafter as the Council) as very important for successful operations, and to maintain the confidence of our stakeholders.

To this end, the Council will ensure compliance, in all its functions, with the Data Protection Act 1998 (referred to hereafter as the DPA 1998) and other relevant legislation.

Compliance with the Principles

The Principles of the DPA 1998 state that personal information must be:

  • Processed fairly and lawfully and, in particular, shall not be processed unless specific conditions (detailed in the DPA 1998) are met;
  • Obtained only for one or more specified and lawful purposes, and shall not be further processed in any manner incompatible with that purpose/those purposes;
  • Adequate, relevant and not excessive in relation to the purpose or purposes for which it is processed;
  • Accurate and, where necessary, kept up to date;
  • Kept only for as long as is necessary for that purpose or those purposes;
  • Processed in accordance with the rights of data subjects under the DPA 1998;
  • Kept secure and appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data; and,
  • Transferred only to a country or territory outside the European Economic Area that ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data.

In order to comply with these principles the Council will:

  • Observe and comply with the conditions regarding the fair collection and use ofpersonal data;
  • Specify the purpose for which personal data is used;www.cambridgeshire.gov.uk
  • Only collect and process appropriate personal data to the extent that it is needed to fulfil operational needs or to comply with legal requirements;
  • Ensure the quality of data used;
  • Apply strict checks to determine the length of time information is held;
  • Ensure that the rights of individuals about whom the data is held can be fullyexercised under the DPA 1998;
  • Take appropriate security measures to safeguard personal information; and,
  • Ensure that personal data is not transferred outside of the country without suitable safeguards.

In addition the Council will ensure that:

  • There is an appointed officer with responsibility for Data Protection;
  • Employee and Member training needs will be identified and training provided, where appropriate, to ensure that those managing and handling personal information understand their responsibility to follow good data protection practice; and,
  • A regular review and audit of the use of personal data will be undertaken to ensure compliance with the DPA 1998.

Rights of the Individual

Upon receipt of a written request by an individual, the Council will provide any information that is held about that individual in a form that is clear in language, and with all references explained in accordance with the DPA 1998 (subject to exemptions provided for by the Act and other relevant legislation).

The Council will respect any request made by individuals to opt out of any records held that are not necessary for the running of the Council’s services and performance of its statutory duties.

Methods of handling data will be clearly described and queries about the handling of personal information will be dealt with promptly and courteously.

Compliance

This Policy applies to ALL Council employees (except those directly employed by schools, where parallel arrangements apply), Council Members and all people or organisations acting on behalf of the Council.

Each Director shall ensure compliance with the policy. If any persons acting on the Council’s behalf, are found to knowingly or recklessly breach the Council’s Data Protection Policy appropriate disciplinary and/or legal action shall be taken.

Equality & Community Cohesion Policy

EQUALITY & COMMUNITY COHESION POLICY

The Pilgrim PRU is committed to creating an environment in which all members of the community are equally valued and have equal opportunities to achieve their full potential. The Pilgrim Pru will meet the three aims of the general duty of the Equality Act 2010 and recognises that the Act covers all aspects of the PRU’s work and establishes nine strands or ‘protected characteristics’ related to:

  • AGE (not in terms of school pupils or prospective pupils)
  • DISABILITY
  • ETHNICITY and RACE
  • GENDER
  • GENDER IDENTITY AND TRANSGENDER
  • MARRIAGE and CIVIL PARTNERSHIP
  • PREGNANCY,MATERNITY and BREASTFEEDING
  • RELIGION and BELIEF
  • SEXUAL IDENTITY and ORIENTATION

The Pilgrim PRU is an inclusive PRU which promotes universal values including, respect, equality, tolerance, empathy and community harmony.

The Equality Act comprises a general duty and specific duties. The general duty also known as the (Public Sector equality duty – PSED ) requires all schools to have due regard to the need to:

  1. Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this ACT
  2. Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it
  3. Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

In order to meet the three aims of the general duty the Pilgrim PRU has two sets of specific duties.

  1. Publish information which demonstrates its compliance with the duty to have due regard for the three aims of the general duty on their website
  2. Publish specific and measurable objectives which Pilgrim PRU will pursue to achieve the these aims. Such as exam and progress data.

Definition of ‘due regard’

The Pilgrim PRU recognise that there are six principles established by case law underlying due regard (sometimes known as ‘the Brown principles’, after the specific case which generated them) – awareness, timeliness, rigour, non-delegation, continuous, and record-keeping:

  1. Awareness: all staff should know and understand what the law requires.
  2. Timeliness: the implications for equalities of new policies and practices should be considered before they are introduced.
  3. Rigour: there should be rigorous and open-minded analysis of statistical evidence, and careful attention to the views of the workforce and stakeholders.
  4. Non-delegation: compliance with the PSED cannot be delegated.
  5. Continuous: due regard for equalities should be happening all the time.
  6. Record-keeping: it is good practice to keep documentary records to show that equalities have been considered when decisions are being made.

Implications for Pilgrim PRU Teachers in Charge

The Pilgrim PRU acknowledges the implications of the duty and will ensure that there are the necessary processes, policies and procedures to ensure that it meets its legal duty.

  • Having ‘due regard’ for the 3 aims of the general duty is likely to entail that the Pilgrim PRU ensures there are processes of consultation and engagement where appropriate with people who are affected by a PRU’s decisions.
  • The PRU also acknowledges its duty to publish information detailing any consultation and engagement and any equality analysis undertaken in complying with the duty.
  • The PRU understands that it is no longer a requirement to develop and publish equality policies & schemes
  • There is no requirement to take account of national priorities in formulating school equality objectives
  • The Pilgrim PRU will publish statements of overall policy and principles which will be available on the school website

Equality Information and Objectives

Objective 1: OfSTED Outcome – Pupil Achievement

“Almost all pupils, including disabled pupils and those with special educational needs, are making
rapid and sustained progress in most subjects over time given their starting points.”

The Pilgrim PRU is an inclusive PRU that is extremely proud of the way it promotes diversity and values the achievements of all groups of pupils.

The PRU is a highly reflective organisation and has developed systems for continued self-evaluation and improvement.

Equalities Duty Policy

Within the Pilgrim PRU we have too small numbers to report on the academic progress of specific groups of pupils and this would make no sense statistically.
However, the PRU is committed to ensuring that all children achieve their academic, creative, physical, intellectual and social potential and tracks the progress of all pupils as individuals. The PRU is developing a robust tracking system and delivers a curriculum based on the principle of giving every child a chance knowing that every child has the right and ability to achieve. The teaching team, the PRU’s head and the PRU’s management committee monitor the progress of each unit and identify trends and set strategic objectives.

The school is an equal opportunity employer.

Objective 2: OfSTED Outcome – Behaviour and Safety

“Instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability is extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent it from occurring.”

Each unit closely monitors all incidences of bullying and works with the MDT team within the hospital to address and monitor behaviour. The Pilgrim PRU Behaviour Policy is reviewed annually.

Implication for Pilgrim PRU staff

What does ‘due regard’ look like in the classroom?

Teachers in Charge in each unit regularly review the curriculum provision to ensure that it is broad, balanced and non-stereotypical. In doing so the Pilgrim PRU tries to ensure that it

  • Takes account of and raises awareness of equality and diversity issues in planning and delivery of the curriculum
  • Continuously revisits planning and classroom practice to ensure they it is still relevant,
    appropriate and has a positive impact on the pupils and their learning about the wider world
    view
  • Listens to and involves children, young people and families
  • Is vigilant and confident to respond appropriately to prejudice-related incidents when they occur

Cohesion at the Pilgrim PRU

In line with current equality legislation the Pilgrim PRU determines that a cohesive community is one
where:

  • We have a shared vision for all communities, there is an emphasis on articulating what binds communities together rather than what differences divide them, there is a sense of belonging, of identifying with the neighbourhood and of ‘looking out for each other’
  • We have a commitment to equality and social justice
  • We appreciate the diversity of people’s different backgrounds and circumstances to support integration and cohesion in changing societies
  • We respect that people should have similar life opportunities irrespective of background
  • We work towards strong and positive relationships being developed between people from different backgrounds in our PRU, our neighbourhood and our workplaces

To achieve these goals the Pilgrim PRU aims to:

  • Close the attainment and achievement gap
  • Develop common values of citizenship based on dialogue, mutual respect and acceptance of diversity
  • Contribute to building good community relations and challenge all types of discrimination and inequality
  • Remove the barriers to access, participation, progression, attainment and achievement

Through teaching, learning and the curriculum we aim to teach pupils to understand others, to promote common values and to value diversity, to promote awareness of Human Rights and of the responsibility to uphold and defend them, to develop the skills of participation and responsible action. These values form the basis of the SMSC curriculum taught across all settings with the Pilgrim PRU. (See SMSC Policy)

The Pilgrim PRU recognises and values all forms of achievement. We will monitor and analyse pupil performance by ethnicity, gender, disability and special educational need and take into account any socio-economic circumstances. Any disparities identified will be addressed through targeted curriculum planning, teaching and support.

The Pilgrim PRU provides an appropriate curriculum for pupils of all backgrounds. All pupils participate in the mainstream curriculum of the school. The curriculum builds on students starting points and is differentiated appropriately to ensure the inclusion of:

  • Boys and girls
  • Pupils learning English as an additional language
  • Pupils from minority ethnic groups, including travellers
  • Pupils who are gifted and talented
  • Pupils with special educational needs
  • Pupils with a disability
  • Pupils who are in public care
  • Pupils who are at risk of disaffection and exclusion
  • Lesbian, Bisexual, Gay and Trans sexual (LBGT)

Our teaching style includes collaborative learning. All pupils will be encouraged to question, discuss and collaborate on problem solving tasks. Pupils will be encouraged to be a resource for their peers. Staff will encourage pupils to become independent and assist them in taking responsibility for the management of their own learning and behaviour.

Each area of the curriculum is planned to incorporate the principles of equality and to promote positive attitudes to diversity. All subjects contribute to the spiritual, moral, social and cultural development of all pupils. Extra curricular activities and special events eg a school play cater for the interest and capabilities of all pupils and take account of parental preferences related to religion and culture.

To ensure equal opportunities for all to succeed at the highest possible level we aim to remove the barriers to access and participation in learning and wider activities and to eliminate variations in outcomes for different groups.

Staff will challenge stereotypes and foster pupils’ critical awareness and concept of fairness enabling them to detect bias and challenge inequalities.

To further engage we aim to provide a means for our pupils and their families, where appropriate, to interact with people from different backgrounds and to build positive relations. We aim to build links with different schools and our communities locally and across the country. Community cohesion is further embedded in the policies listed below:

  • SMSC
  • Anti Bullying
  • Behaviour
  • Drug and alcohol
  • Equal opportunities
  • Sex education
  • Special Educational Needs and Disability
Freedom of Information

Freedom of Information and Environmental Information Regulations Policy

1. Background

1.1. Since January 2005 the Freedom of Information Act (2000) (FOIA) and the Environmental Information regulations (2004) (EIR) have given the public rights of access to information held by public authorities. These rights of access help to create a culture of openness and dialogue with the community, partners and other stakeholders.

1.2. This policy and its associated procedures and guidance will support the Council in meeting its legal obligations as set out in the Act and regulations. The policy also underpins the Council’s Values, in particular that of Accountability and its aim is to demonstrate the Council’s commitment to openness.

1.3. This policy covers all information held by Cambridgeshire County Council and information held on its behalf by partners and contractors. It applies to any information owned by the Council regardless of format (paper / electronic etc.) The legislation applies to all information regardless of when it was created.

1.4. This policy applies to all staff, Members and contractors of the Council.

1.5. Since 2005 the number, frequency and complexity of requests for information has grown considerably. The purpose of this revised policy, procedures and guidance is to enable the council to respond efficiently to the increasing demands for information.

2. Information Requests

2.1. The Council will meet its legal obligations to respond to all request for information and will supply that information, subject to the limited exemptions / exceptions as specified by law.

2.2. Requests can be made by anyone regardless of their age, nationality, location, profession, motives or history. Requests will be dealt with in an applicant blind manner, i.e. each will be treated equally regardless of who is making the request. The exception to this is where an individual requests information about themselves. Such requests will be dealt with under the subject access provisions of the Data Protection Act 1998. Separate policy and procedures are in place for processing these requests.

2.3. Requests can be for any information that is held by the Council, regardless of how the information was produced or obtained. It includes information about or Version v1.0 – issued November 2010 obtained from other organisations including contracts, partnership information and agreements.

  • A request under FOI must be:
  • Written (Letter, email or fax acceptable)
  • Legible
  • Provide a name
  • Provide an address for response (email acceptable)
  • Describe the information sought sufficiently for the Council to identify it.

2.4. EIR does not require the request to be made in writing; however such requests must be recorded and logged.

2.5. The requestor does not have to mention any legislation in their request and they are not required to know Council process, procedures and jargon to describe the information requested.

2.6. All requests will be logged and responded to in accordance with the Council’s procedures and supporting guidance for handling requests. These procedures will be updated from time to time and anyone receiving and handling requests is required to familiarise themselves with these procedures.

2.7. Requestors will not be required to explain the purpose of their request, however the Council may apply restrictions on the re-use of information it provides. Information from or belonging to other organisations will usually be provided if appropriate for the response, however the use of this information will be restricted by them (e.g. ordnance survey mapping). It is the requestor’s responsibility to ensure that any re-use of information complies with copyright restrictions.

2.8. The Council will monitor the requests made in order to identify information regularly sought by the public. The Council will pro-actively publish information requested.

2.9. The Council will not create new information in order to respond to a request. However, it will provide related information and provide advice in order to assist the requestor obtain the information sought.

3. Ownership of Information

3.1. The Council is the owner of the information produced and held by it. Services are the custodians of that information and are responsible for management of the information in accordance with agreed retention policies. All information held by the Council will be accessible subject to the appropriate exemptions / exceptions.

3.2. No employee, Member, contractor or partner of the Council will attempt to withhold, or destroy information if it has been requested under FOIA / EIR. Application of exemptions must be approved by the Information Version v1.0 – issued November 2010 Governance team. Public Interest tests must be approved by the Corporate Director – Customer Service and Transformation. Exemptions under section 36 must also be approved by the Monitoring Officer.

4. Request Handling Procedures

4.1. The Information Governance team is responsible for issuing procedures for the handling of requests. Procedures will identify roles, responsibilities and timescales for handling and responding to requests.

5. Fees Policy

5.1. The Council will maintain a separate fees policy for charging for access to information.

5.2. The Council will not normally provide information where the cost to the Council for locating and retrieving the information exceeds the appropriate limit as specified by the Secretary of State under section 12 of the FOIA (currently £450 or 18 hours). However the Council will, wherever possible, assist requestors in refining their requests in order to obtain the information sought.

6. Provision of the Information

6.1. Wherever possible information will be provided in the format requested. Other legislation (e.g. Disability Discrimination Act) will be considered in each case to ensure the requestor receives the information in a suitable format. Where information is not held in the format requested, due consideration will be given to the impact on services where additional resources are required to provide the information in an alternative format.

6.2. All requestors will be made aware of the Councils review process for handling FOI and EIR requests. Procedures for undertaking reviews will be issued and maintained by the Information Management team. Reviews will be undertaken independently of the officers responsible for handling the request.

6.3. Requests for review must be received within 40 days of the provision of information or issue of a decision notice.

6.4. The Council aims to complete reviews within 40 working days from receipt of the review request.

7. Publication Scheme

7.1. The Council has adopted the Information Commissioner’s model publication scheme. Wherever possible information on the publication scheme will be published on the internet. Other information included on the scheme will be provided by services within 5 days. These requests will not be logged as FOIA / EIR requests Version v1.0 – issued November 2010

7.2. A guide to the publication scheme will be maintained and published by the Information Management team.

8. Policy / Procedure Review

8.1. This policy will be reviewed every 5 years. Procedures will be reviewed every 2 years or more often if required to following specific events. Reviews will be undertaken by the information Management team.

Health & Safety

Health and Safety Policy Pilgrim PRU

The health, safety and welfare of all the people who work and learn within the Pilgrim PRU are of fundamental importance. We aim to provide a safe, secure and pleasant working environment for everyone. The management committee, along with the LA, takes responsibility for protecting the health and safety of all children and young people and members of staff. The Health and Safety Law is displayed outside the Pilgrim PRU office.

As each school/learning centre with in the Pilgrim PRU is located in a hospital setting staff also abide by the health and safety policies of the hospital. All the PRU buildings are owned by the hospital trusts and therefore come under trust policy for maintenance and safety procedures.

Statement of intent

The Pilgrim PRU aims to ensure that all its workplaces and practices are such that the risk of harm to any staff, student, visitor or member of the public is kept to the lowest possible level.

As all four school centres within the Pilgrim PRU are located within hospitals it is important that staff also adhere to the Health and Safety procedures of the hospital.

General directions

Children should be able to experience a wide range of activities. Health and safety measures should help them to do this safely, not stop them.

It is important that children learn to understand and manage risks that are a normal part of life.

Common sense should be used in assessing and managing risks of any activity.

Staff should be given the training they need so they can keep themselves and children safe and manage risks effectively.

Pilgrim PRU Security

Each Centre within the Pilgrim PRU has restricted assess. Visitors have to sign in in the reception area at the Darwin Centre, Phoenix and the Croft before they are allowed to assess the ward or school areas. At Addenbrooke’s the wards have restricted access and only secure badge holders have access to the wards.

Fire precautions

Procedures for fire and other emergency evacuation are displayed prominently in each centre and fire drills are held each term. Arrangements are made to monitor the condition of all fire prevention equipment regularly.

Educational visits

The Pilgrim PRU takes its responsibility very seriously for ensuring the safety of children whilst on educational visits. A risk assessment is carried out and entered on to the EVOLVE schools system prior to a visit taking place. The Nurse in Charge of each hospital unit will carry out a full risk assessment on each child before a visit. One staff to two pupils ratios are in place on school trips and where possible a member of the nursing team will accompany the children and teachers on the trip. If necessary this will allow for a member of staff to return to the hospital if a child is struggling and unable to continue the trip.

Medicines

All medicines will be administered by nursing staff prior to a trip taking place and on a day today basis.

General guidelines

  • The Teacher in Charge of each unit is directly responsible for the management of health and safety in each school setting.
  • The TIC alongside the ward manager is responsible for maintaining all areas of the workplace in a condition which is safe and without risk to health.
  • The TIC will make arrangements for ensuring safety and absence of risks to health in connection with the use of handling, storage and transport of articles and substances.
  • The TIC ensure that sufficient information, instruction and supervision are available to enable all staff, children and volunteers to avoid hazards and contribute positively to their own health and safety.
  • The TIC is responsible for formulating effective procedures for use in case of a fire, and ensuring clear procedures are in place for evacuating the premises.
  • The TIC should ensure that a system of risk assessment is interwoven into all practice.
  • The TIC should ensure that issues of health and safety are covered within the curriculum accessed by students. (e.g. internet safety covered in PSHE)

Responsibilities of staff towards students and others

All staff are responsible for health and safety arrangements in relation of staff, volunteers and students. In particular, they must monitor their own work activities and take reasonable steps to:

  • Exercise effective supervision over all those for whom they are responsible; at the Darwin Centre and the Phoenix staff are vigilant over the use of scissors, pencil sharpeners and any other sharp instruments which students may potentially use to self-harm. A close eye is kept on students using scissors etc. and they are counted in after use.
  • Be aware of, and implement, safe working practices and set a good example;
    Identify actual and potential hazards and introduce procedures to minimise the possibility of a mishap;
  • Ensure that all equipment and tools used are appropriate for use and meet accepted safety standards;
  • Ensure that written instructions, warning notices and signs are provided as appropriate;
  • Evaluate promptly and, where appropriate take action on, any criticism of health and safety arrangements;
  • Investigate and record any accident or incident where personal injury could have arisen and take appropriate corrective action and report incident to the nursing team.
  • Provide instruction, information and training in safe working methods within any learning area for which they are responsible.

Responsibilities of employees

All employees have a responsibility to:

  • Take reasonable care for the health and safety of themselves and of any person who might be affected by their actions at work;
  • Make themselves aware of the safety rules, procedures and safe working practice applicable to their posts;
  • Ensure that all tools and equipment are in good condition;
  • Use protective clothing and safety equipment as required and ensure that these are kept in good condition;
  • Ensure that classrooms and offices are kept tidy;
  • Ensure that any accidents, whether or not an injury occurs are reported to the Teacher in Charge;
  • Ensure that effective risk assessments are carried out for all necessary activities.

Responsibilities of students

All students are expected to:

  • Exercise personal responsibility for their own safety and that of their fellow students;
  • If they have knowledge that another student may be at risk they should report this to a member of staff;
  • Observe standards of dress consistent with safety and hygiene;
  • Observe safety rules of the unit and the instructions of staff in case of emergency;
  • Use items provided for safety purposes.

The Health, Safety and welfare of staff

The Pilgrim PRU takes very seriously the need to safeguard the health and welfare of all our staff. We pay particular attention to the prevention of work-related stress. If a member of staff is having a difficult time they should go to the head, who is able to offer supervision and support. A member of the multi-disciplinary team may also be called upon to provide advice on students with complex mental health issues.

The Pilgrim PRU will not tolerate violence, threatening behaviour or abuse directed against school staff. If such incidents do occur, the school will take the matter seriously and take action in line with the LA’s protocol.

Staff are advised to avoid working at height (e.g. when putting up a display). They are reminded to take responsibility for their own safety and manage risks carefully. Staff are advised to avoid lifting or moving heavy objects.

Staff are advised to avoid lone working, particularly when working with vulnerable students.

Staff are advised to wipe up spills and remove objects that may cause slips or trips. Where an incident or clearing has occurred a yellow warning sign must be displayed and is available from the caretaking cupboard, which must be kept locked.

Responsibilities of the Management Committee Monitoring and review

The Management Committee

The Management Committee in its role as employer will ensure, so far as is reasonably practicable, the health and safety at work of employees and others (e.g. Staff, pupils, contractors, & visitors) in accordance with Section 2 and 4 of the Health & Safety at Work Act 1974.

The Resources committee has responsibility for health and safety matters. It is this committee’s responsibility to keep the management committee informed of new regulations regarding health and safety, and to ensure the PRU regularly reviews its procedures with regard to health and safety matters. The resources committee also liaises with the LA and other external agencies, to ensure the PRU’s procedures are in line with those of the LA. The head teacher implements the PRU’s health and safety policy on a day to day basis, and ensures staff are aware of the details of the policy as it applies to them. The head teacher also reports to the management committee annually on health and safety issues.

Mobile Phone

Mobile Phone Policy

1. Use of personal mobile phones and cameras by staff and volunteers
The Pilgrim Pru recognises that staff, students and volunteers may wish to have their personal mobile phones at work for use in case of emergency.
However, safeguarding of children within the setting is paramount and it is recognised that personal mobile phones have the potential to be used inappropriately and therefore the setting management has implemented the following policy:
• Personal mobile phones should be used at the discretion of the teacher during school hours.
• Personal mobile phones should be screen locked and kept out of reach of the students.
• If a staff member, student or volunteer must use their mobile phone (see above) this should be away from the children and ensuring that staff supervision levels are not compromised.
• Staff, students or volunteers who ignore this policy and use a mobile on the setting premises without permission may face disciplinary action.
• The setting’s main telephone number can be used for emergencies by staff or volunteers or by people who need to contact them.
• In circumstances such as outings and off site visits, staff will agree with their manager the appropriate use of personal mobile phones in the event of an emergency.
• A school mobile phone is available for use by staff for school outings, this is the only device where student mobile phone numbers should be stored and once that student has been discharged their number should be deleted from the school mobile phone.
• Where there is a suspicion that the material on a mobile phone may be unsuitable and may constitute evidence relating to a criminal offence, the ‘Allegations of Abuse’ process will be followed (please refer to the setting’s ‘Safeguarding and Child Protection Policy’).
• Staff, students or volunteers remain responsible for their own property and will bear the responsibility of any losses.

2. Use of mobile phones and cameras by non-staff.
The Pilgrim Pru recognises that visitors may wish to have their personal mobile phones with them for use in case of emergency.
However, safeguarding of children within the setting is paramount and it is recognised that personal mobile phones have the potential to be used inappropriately and therefore in the Pilgrim PRU setting management has implemented the following policy:
• Mobile phones and cameras should only be used away from the children and where possible, off site.
• In exceptional circumstances, such as a family emergency, visitors should seek permission from the setting manager to use their mobile phone.
• The setting’s main telephone number can be used for emergencies.
• Photos of children must not be taken without prior discussion with the setting manager and in accordance with the Data Protection Act 1998 and using the ‘Use of images consent form’ (please refer to the setting’s document ‘Guidance for settings on the use of images, mobile phones and cameras in accordance with the Data Protection Act 1998’).
• In circumstances where there is a suspicion that the material on a mobile phone may be unsuitable and provide evidence relating to a criminal offence, the ‘Allegations of Abuse’ process will be followed (please refer to the setting’s ‘Safeguarding and Child Protection Policy’).
• Visitors remain responsible for their own property and will bear the responsibility of any losses.

Physical Intervention

PHYSICAL INTERVENTION POLICY

1. Purpose

The purpose of this policy is to make clear the position of the school with regards to necessary physical interventions and to safeguard the well-being of students and staff when a situation or incident requires the use of physical intervention.

Our restraint policy is based on the following principles:

• Physical intervention is used only as a last resort when other appropriate strategies have failed.
• Any physical contact is only the minimum required.
• Physical intervention is used in ways that maintain the safety and dignity of all concerned.
• Incidents are recorded and reported to the Head Teacher.
• The nursing team are informed of each incident.

It is the objective of the Pilgrim PRU to maintain consistent and safe practices in the use of handling, reasonable force & restraint. If a child or young person needs to be restrained in anyway the nursing team would be called upon to support the teachers in any action. In addition to this at The Croft the nursing team and the teachers are trained in managing challenging behaviour in children. At The Darwin Centre the nursing team are trained in the prevention of violence and aggression. The teaching team have also undertaken training in safe handling and breakaway training. It is CPFT policy to ensure minimal physical intervention where possible.

Physical Intervention and the Law

The law allows all adults who are authorised by the Head teacher to be responsible for students to use such force as is reasonable to prevent a student:

a) Committing a criminal offence (or for younger children that which would be an offence)
b) Causing personal injury, injury to others or damage to property
c) It must be shown that on any occasion where physical restraint is used there were strong indicators that if immediate action had not been taken, significant injury would have followed.

This policy has been written with DfE ‘Use of reasonable force’ advice for Head teachers, staff and governing bodies July 2013.

Staff should not hesitate to act in these situations provided they follow this policy; however, they should always satisfy themselves that the action they take would be considered justifiable by a wider audience of their professional colleagues.

In most cases the nursing team will be called on to support any physical intervention that may be required to assist a student back to the ward.

2. Definition of Terms:

Handling – refers to any physical intervention applied by a member of staff where it is necessary to make physical contact with a student in order to manage their conduct or ensure their own or others safety. Handling strategies may be restrictive or non-restrictive and include shepherding, guiding, supporting, blocking, confining, holding and, in the most extreme cases, restraining.

Use of Reasonable Force – is the application of appropriate and proportionate force required to achieve the required outcome from the handling strategy employed (see above) without further endangering the student, member of staff or others present at the time of physical intervention.

Restraint – is the positive application of force in order to actively prevent a child from causing significant injury* to him/herself or others or seriously damaging property.

*Significant Injury would include: actual or grievous bodily harm, physical or sexual abuse, risking the lives of, or injury to, themselves or others by wilful or reckless behaviour, and self-poisoning.

3. Implementation of Physical Intervention:

All members of staff working with students at the school are authorised to handle, use reasonable force or restrain students if/when such physical intervention is necessary.

No member of staff is required to employ any physical intervention strategy if they are not comfortable or confident to do so effectively.

No member of staff should intervene physically if they have reason to believe that to do so would worsen the situation/incident that is taking place.

In all circumstances where physical intervention is or may become required members of staff should ensure that adult assistance is requested before intervention, although it is understood that circumstances may lead to the need for intervention prior to the assistance arriving.

Staff considering handling, use of reasonable force or restraint must provide opportunity for the student to alter their behaviour/actions before employing a physical intervention strategy and should continue to make instructions to the student and details of their intended interventions clear.

The method of physical intervention employed must use the minimum reasonable force for the minimum length of time.

DO
? Summon help / involve another member of staff if possible.
? Continue to talk to the pupil in a calm way.
? Use simple and clear language.
? Tell the pupil what s/he must do for them to remove the restraint (this may need frequent repetition).
? Use the minimum force necessary.
? Be aware of any feelings of anger.
? Hold limbs above a major joint if possible e.g. above the elbow.
? Relax the restraint in response to the pupil’s compliance. DON’T
? Try to manage on your own.
? Stop talking even if the pupil does not reply.
? Act in temper.
? Allow a prolonged verbal exchange with the pupil.
? Involve other pupils in the restraint.
? Use physical restraint or intervention as a punishment.
? Touch or hold the pupil in a way that could be viewed as sexually inappropriate conduct.
? Twist or force limbs back against a joint.
? Bend fingers or pull hair.
? Hold the pupil in a way which will restrict blood flow or breathing e.g. around the neck.
? Slap, punch, kick or trip up the pupil.

5. Recording Physical Intervention

All incidents where staff feel that they have used force to modify behaviour or conduct should be recorded. It is not necessary to record every incident of contact with a child, but where a member of staff perceives that contact has been received at all negatively, they are advised to record the circumstances.

Intervention Recording Forms are available in the administration office and should be submitted to the designated officer (DO) for Safeguarding. The Head Teacher will be informed of the intervention that has taken place.

It is the responsibility of the intervening member of staff to complete the record form on the day that the intervention took place.

The circumstances and nature of the physical intervention will be held on the record of the student involved.

The DO will inform any necessary agencies/authorities (eg. IRT) of the physical intervention in accordance with DFE and LA guidance. The Deputy or Head teacher will ensure that parents/carers are appropriately informed.

For the safeguarding of both staff and student, any subsequent investigation of the situation/incident should be undertaken by a member of staff other than the one applying the physical intervention.

?
Appendix 1: Restraint Recording Form

RECORD OF POSITIVE PHYSICAL HANDLING / RESTRAINT

Child’s / Young Person’s Name: Date:

Time: Location of incident: Report compiled by:

ANTECEDENTS (events leading up to the incident):

BEHAVIOUR (how did the pupil respond, describe what actually happened):

CONSEQUENCES (how did staff intervene, how did the pupil respond, how was the situation resolved):

NAMES OF THOSE INVOVLED (staff and pupils):

NAMES OF WITNESSES (staff and pupils):

WHAT DE-ESCALATION TECHNIQUES WERE USED PRIOR TO THE PHYSICAL CONTROLS? (tick below):
Verbal advice and support [ ] Reassurance [ ] Calm talking / stance [ ] Time out directed [ ] Time out offered [ ] Choices / limits / consequences [ ] Distraction [ ] Planned ignoring [ ] Take up time [ ] Negotiation [ ] Humour [ ] Contingent touch [ ] Transfer adult [ ] Success reminder [ ] Other (please specify)
WHY WAS THE DECISION MADE TO USE RESTRAINT?
To prevent child / young person from causing injury to him / herself? [ ] To prevent child / young person from causing injury to others? [ ] To prevent child / young person from causing damage to property? [ ] To prevent child / young person from causing serious disruption? [ ] To prevent child / young person from running away? [ ] Other? (Please specify) [ ] DESCRIPTION OF PHYSICAL RESTRAIN HOLDS USED: (please include approx.. time span of any holds)

CHILD’S VIEWS
Report read and discussed with child: Yes [ ] No [ ] Child / young person agrees with content: Yes [ ] No [ ] If no, what is the child’s/young person’s view? / If yes, does the pupil have any comments?

Did the child / young person suffer any injuries as a result of this incident?
Injury location and description:
Did staff or others suffer any injuries as a result of this incident?
Injury location and description:

Prevent

INTRODUCTION

The Pilgrim PRU is fully aware of its responsibility under the Prevent Duty 2015
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

And recognises that its responsibilities to prevent and protect children from extremism, fits within its duty of child protection and safeguarding.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447595/KCSIE_July_2015.pdf

DEFINITION

Extremism can be defined as “holding of extreme opinions: the holding of extreme politicalor religious views or the taking of extreme actions on the basis of those views”.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/263181/ETF_FINAL.pdf

STRATEGIES FOR PREVENTING EXTREMISM

Through the Pilgrim PRU’s written and unwritten curriculum the school promotescommunity cohesion as well as British Values. (see SMSCPolicy)

According to Ofsted, ‘fundamental British values’ are:

  • democracy
  • the rule of law
  • individual liberty and mutual respect
  • tolerance of those with different faiths and beliefs.

School Inspection Handbook from September 2015
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/458866/School_inspection_handbook_section_5_from_September_2015.pdf

Promoting fundamental British Values as part of SMSC in schools Departmental Advice 2014
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/S MSC_Guidance_Maintained_Schools.pdf

The Office for Security & Counter Terrorism works to counter the threat from terrorism and their work is detailed in the counter terrorism strategy CONTEST.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97995/strategy-contest.pdf

This strategy is based on four areas of work:

  • Pursue
    To stop terrorist attacks
  • Prevent
    To stop people becoming terrorists or supporting terrorism
  • Protect
    To strengthen our protection against a terrorist attack
  • Prepare
    To mitigate the impact of a terrorist attack

AIMS

At The Pilgrim PRU we follow the principles outlined in the DCSF toolkit http://www.communitycohesionncc.org.uk/docs/280.pdf which seeks to:

  • Raise awareness within school of the threat from violent extremist groups and the risks for young people.
  • Provide information about what can cause violent extremism, about preventative actions taking place locally and nationally and where we can get additional information and advice.
  • Help schools understand the positive contribution they can make to empower young people to create communities that are more resilient to extremism and protecting the wellbeing of particular pupils or groups who may be vulnerable to being drawn into violent extremist activity.
  • Provide advice on managing risks and responding to incidents locally, nationally or internationally that might have an impact on the school community.

The Pilgrim PRU will use these principles to guide our work in all areas including building on our work in:

  • Promoting good outcomes for all pupils including their spiritual, moral, social and cultural development
  • Promoting pupil happiness, wellbeing, sense of security, equalities and community cohesion
  • Building the resilience of the school, working with partners, to prevent pupils becoming the victims or causes of harm
  • Working with other agencies including the education child protection service, social care, the police, parents, and community and religious leaders to build community links and enhance positive networks

TRAINING

Amanda Morris-Drake is the designated personnel for PREVENT and undertook training on 14/07/2015
School staff have been briefed on the PREVENT Duty as have the management committee.

RISK ASSESSING

The Pilgrim PRU is committed to safeguarding, is compliant with its duties including prevent, positively promotes the well-being of all its pupils and expects all staff and volunteers to share in this commitment.

The Pilgrim PRU believes in positive communication and liaison with outside agencies. The school risk assesses for a number of purposes and would be as vigilant as possible to any pupil at risk to grooming or extremism.

USE OF ONLINE TECHNOLOGY AND SOCIAL MEDIA

The Pilgrim PRU is aware of the risk of use of social media for online radicalisation
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440450/How_social_media_is_used_to_encourage_travel_to_Syria_and_Iraq.pdf

The Pilgrim PRU promotes a positive and protective school ethos. The Headteacher and is the designated person for Child Protection and Safeguarding. All staff receive Child Protection training.

The Pilgrim PRU is signed up to E-Safety support and all staff and pupils undertake Esafety
training. https://www.e-safetysupport.com

PARTNERSHIPS

The Pilgrim PRU recognises that any attempt to counter extremism and prevent radicalisation can not be achieved by one organization alone but relies on the sharing of information and productive partnership working. In upholding the Prevent duty The PILGRIM PRU works with a number of partners, including

  • The Education Child Protection Service
  • The hospital staff
  • The Police and PCSOs
  • The Locality Team
  • Social Care
  • Community and religious leaders
  • Parents and the wider community
  • Other Educational Organizations

BUILDING RESILIENCE

“Schools can build pupils’ resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making.”
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

The Pilgrim PRU develops pupils’ resilience in a number of different ways across the curriculum including through the PHSE programme of study, assemblies, educational visits, drama workshops, debating, philosophy, and citizenship activities such as school council.

RAISING A CONCERN

If a member of the school community, a child, a member of staff or a member of the school community raises a concern that relates to the Prevent Duty e.g. a child at risk of radicalisation, or exhibiting extremist the school will take this matter seriously and will follow Child Protection procedures.
http://www.cambridgeshireandpeterboroughccg.nhs.uk/downloads/CCG/Safeguarding%20Children/What%20to%20do%20when%20you%20have%20a%20concern%20about%20a%20child.pdf

  1. Speak to the Designated Personnel for Child Protection and Safeguarding
  2. Take advice as to whether a Referral Form needs to be completed.
  3. Send to MASH for assessment
  4. Subject to MASH assessment Inter-agency procedures may follow including
    http://www.cambridgeshireandpeterboroughccg.nhs.uk/downloads/CCG/Safeguarding%20Children/Multi%20Agency%20Safeguarding%20Hub%20-%20A%20Guide%20for%20professionals.pdf
    Cambridgeshire Schools do not need to create a new document to log a Prevent concern; they can use a referral to Cambridgeshire and Peterborough Children’s Service.
    http://scambs.moderngov.co.uk/documents/s71638/Cambs%20LSCB%20Multiagency%20safeguarding%20referral%20form%202013.pdf
  5. Escalation to Channel
    https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/425189/Channel_Duty_Guidance_April_2015.pdf

Whilst The Pilgrim PRU is fully compliant in the Prevent duty, and recognises the importantrole it has to play in this respect, the PRU will be thoughtful and proportionate in its responseto ensure that no individual or group feels needlessly disenfranchised or unfairly
discriminated.

Paramount to The Pilgrim PRU’s vision is to promote a positive, warm, inclusive, compassionate, optimistic and harmonious school culture, where every child and adult feels safe, happy, valued as a unique individual, and realises personal achievement and
experiences rewarding success.

November 2015

Action Plan for PREVENT

All Pilgrim PRU pupils are vulnerable to radicalisation for the following reasons:

  • They may be isolated from their peers and lonely
  • They may experience problems with social interaction
  • They may have a skewed sense of ‘normality’
  • They may be unable to understand the consequences of their actions
  • They may not be aware of the motivation of other
  • They may be easily influenced
  • They may want to feel like they ‘belong’
  • They may have low self-confidence and low self esteem
  • They may have poor relationships with their parents/carers
  • They may have parents/carers who are not aware of the threat of radicalisation
  • They may not have appropriate filtering on home internet services, so can access violent extremist websites
  • The may be seeking answers to questions about their identity, faith and belonging
  • They may have perceptions of injustice
  • They may feel that they are a failure

In order to minimise these risks Pilgrim PRU staff will:

  • Undertake training in their duty with countering radicalisation and extremism
  • Provide advice, support and guidance for parents and carers through E- safety website.
  • Provide advice, support and guidance for pupils through direct teaching in ICT, RE and PSHE.
  • Teach pupils to evaluate websites for bias and propaganda
  • Make governors aware of their duty to anti-radicalisation, and enabling access to appropriate training
  • Be vigilant to changes in pupil’s behaviours that might indicate they are being radicalised.
  • Be vigilant to the content of pupil’s writing and be aware of any extreme views being expressed
  • Make parents aware of the early warning signs of radicalisation
  • Promote Pilgrim PRU core values and British Values across the curriculum
  • Have an appropriate level of filtering to prevent access to extremist sites
  • Work collaboratively with multi-agency staff to safeguard pupils
  • Individually risk assess pupils identified as being higher risk to vulnerability and provide personalised support and guidance go meet their needs.

Any concerns about pupils will be raised through the safeguarding procedures and referrals made to
Channel as appropriate.

Procedures for allegations of abuse against staff

Procedures to be followed if a student makes an allegation about
a member of staff.
All children and young people referred to the Pilgrim PRU have a right to feel safe and be protected from harm during their educational experiences. Pilgrim PRU encourages staff to ‘whistleblow’ any concerns they may have about the unsafe practice of other staff. The senior leadership team, and the management committee are committed to taking these allegations seriously and will investigate fully in line with the procedures outlined in the policy below.
The underlying principles of this policy and the procedures contained within are:
• The welfare of the child is paramount.
• Pilgrim PRU has a duty of care to their employees. An adult about whom there are concerns should be treated in a fair and consistent way and should be informed as soon as possible and provided with support.
• Allegations should be dealt with without delay.
• Procedures will be applied with common sense and judgement.
• Everyone within Pilgrim PRU has a shared responsibility for safeguarding our pupils.
The Head teacher within Pilgrim PRU will ensure that all staff and volunteers feel able to raise concerns about poor or unsafe practice with regard to children, and such concerns are addressed sensitively and effectively in a timely manner, in accordance with agreed whistle blowing policy, where appropriate.
The Head teacher and Management Committee recognise that it is essential that any allegation of abuse made against a teacher or other member of staff or volunteer within Pilgrim PRU is dealt with very quickly, in a fair and consistent way that provide effective protection for the child and at the same time supports the person who is the subject of the allegation.
What is an allegation?
‘Information that might indicate that a person would pose a risk of harm if they continue to work in regular or close contact with children in their present position, or on any capacity’ (Keeping Children Safe in Education, 2016)
This may include:
• Staff member has behaved in a way that has harmed a child/may have harmed a child.
• Staff member who may have committed a criminal offence against or related to a child.
• Staff member who has behaved towards a child/children in a way that indicates he/she would pose a risk of harm if they worked closely with a child.
Pilgrim PRU will minimise the risk of allegations being made by:
• Having stringent recruitment processes.
• Having effective policies and procedures in place, please refer to the staff handbook for ‘lone working’ and Code of Conduct information.
• Working with staff so that they are aware of how to behave in a professional and measured manner at all times.
• Working with staff to ensure that they are clear on procedures that they must follow and taking appropriate action if these are not adhered to.
• Promoting a respectful and supportive culture within the staff, modelled by Senior Leadership team.
• Having a robust ‘Whistleblowing’ policy that all staff are aware of and know how to implement.
• All staff being aware that they must not investigate an allegation themselves, but report it immediately to the Head teacher (or the Chair of Management Committee in the case of an allegation against the head).
• Senior Leadership having a commitment to follow up all allegations in a robust and systematic way, applying the procedures with common sense and judgements.
• Maintaining confidentiality.
• Being aware that the member of staff against whom the allegation has been made may also need support.
• Ensuring all staff are aware of the support mechanisms they can access.
Throughout the process, information about the allegation will be restricted to those who have a need to know in order to:
• Protect children.
• Facilitate enquiries.
• Avoid victimisation.
• Safeguard the rights of the person about whom the allegation has been made and others who might be affected.
• Keep all parties informed appropriately.
• Manage disciplinary and the complaints aspect of the allegation.
Pilgrim PRU Management Committee and Senior Leaders recognise that early and correct action can prevent abuse of others, allegations escalating, emotions becoming inflamed, media publicity of the case, individuals being traumatised, staff being demoralised, the reputation of Pilgrim PRU being tarnished and litigation.
Initial considerations
The procedures for dealing with allegations need to be applied with common sense and judgement. Many cases may well either not meet the criteria as set out above, or may do so without warranting consideration of either a police investigation or enquiries by Cambridgeshire Social Services. In these cases, local arrangements will be followed to resolve cases without delay.
Advice will be sought from the Designated Officer (DO) at the Local Authority, in all cases that appear to meet the criteria
However, an allegation may be so serious, it may require immediate intervention by children’s social care and/or police. The DO will be informed.
The following definitions will be used when determining the outcome of allegation investigations:
a) Substantiated – there is sufficient identifiable evidence to prove the allegation.
b) False – there is sufficient evidence to disprove the allegation.
c) Malicious – there is clear evidence to prove that there has been a deliberate act to deceive and the allegation is entirely false.
d) Unfounded – there is no evidence or proper basis which supports the allegation being made. It might also indicate that the person making the allegation misinterpreted the incident or was mistaken about what they saw. Alternatively they may not have been aware of all of the circumstances.
e) Unsubstantiated – this is not the same as a false allegation. It means that there is insufficient evidence to prove or disprove the allegation. The term, therefore, does not imply guilt or innocence.
Steps to manage allegations
1. Head teacher/chair of Management Committee discuss allegation with the DO without delay. This initial discussion will consider the nature, content and context of the allegation.
2. Head/Chair and DO agree a course of action.
3. Case manager to inform accused person about the allegation as soon as possible after the discussion with the DO. Case manager will provide accused person with as much information as possible, provided other agencies have been informed if necessary.
4. Careful consideration will be given to whether the circumstances of a case warrant a person being suspended from contact with children within Pilgrim PRU or whether alternative arrangements can be put in place until the allegation or concern is resolved. All options to avoid suspension should be considered prior to taking that step.
5. DO may ask case manager to provide or obtain relevant additional material, such as previous history, whether a child or their family have made similar allegations and the individual’s current contact with children. There may be situations when the case manager will want to involve the police immediately e.g. if the person is deemed to be an immediate risk to children or there is evidence of a criminal offence. This will form part of the initial discussion.
6. Initial sharing of information and evaluation may lead to a decision that no further action to be taken in regard to the individual facing the allegation or concern. If this is the situation, the case manager and DO will record the agreement reached and the information on which the decision was based.
7. Case manager and DO to consider what action should follow both in respect of the individual and those who made the initial allegation.
8. Next steps depend on the nature and circumstances of the allegation and evidence and information available. This may range from no further action to dismissal or a decision not to use the person’s services in the future. Suspension will not be the default position and will only be used if there is no reasonable alternative.
9. In certain circumstances it may be necessary to appoint an independent investigator. This would be provided through the Local Authority.
Supporting staff involved in allegations
Pilgrim PRU recognise that they have a duty of care to their employees and as such will act to manage and minimise the stress inherent in the allegations process. Individuals will be supported. They will be informed of concerns/allegations as soon as possible, with information about the possible course of action. Staff will be advised to contact their union representative or colleague to provide them with support. Information about Employee Assist counselling services will also be provided.
The case manager will appoint a named representative to keep the person subject to the allegation informed of the progress of the case and to consider any support required. Particular care will be taken when employees are suspended and social contact with colleagues will not be prevented unless there is evidence to suggest that such contact would be prejudicial to the gathering and presentation of evidence.
Supporting parents/carers
The parents/carers of a child involved should be told about the allegation as soon as possible if they are not already aware. However, the case manager may have to consult other agencies first in some circumstances. Parent/carers should also be kept informed about the progress of the case, and the outcome where there is not a criminal prosecution, including the outcome of any disciplinary process. Parents/carers will also be made aware of the prohibition on reporting or publishing allegations about teachers in section 141F of the Education Act2002.
Supporting children and young people
The nursing team and the multi disciplinary team will support the child and contact Children’s Social Care Services, or the police as appropriate.
Confidentiality
Pilgrim PRU recognises that it is extremely important to make every effort to maintain confidentiality and guard against unwanted publicity when an allegation is made. The Education Act 2011 introduced reporting restrictions which apply until the point that the accused person is charged with an offence or information about an investigation is published by the Secretary of State. The restrictions also cease to apply if the individual waives their right to anonymity by going public themselves.
If a parent publishes details of the allegations on a social networking site they would be in breach of the reporting restrictions.
In accordance with police guidelines, the police will not normally provide any information to the press or media that might identify an individual who is under investigation.
The case manager will take advice from the DO, police and Social Care Services to agree who needs to know and exactly what information can be shared, how to manage speculation, leaks and gossip, what, if any, information can be reasonably given to the wider community to reduce speculation and how to manage press interest if and when it should arise.
Record keeping
A clear and comprehensive summary of the allegations, details of its follow up and resolution and notes of actions taken with decisions reached will be kept on the confidential file of the accused person, and a copy provided to the person concerned. If the allegation was malicious, it will be removed from the records.
Timescales
It is in everyone’s best interest to resolve cases as soon as possible consistent with a fair and thorough investigation and all allegations will be investigated as a priority to avoid any delay.
Oversight and monitoring
The DO has overall responsibility for oversight of the procedures for dealing with allegations, for resolving inter-agency issues and for liaison with the Cambridgeshire Safeguarding Children Board on the subject. They will also provide advice and guidance to the case manager.
Suspension
The possible risk of harm to children posed by the accused person will be evaluated and managed in respect of the children involved in the allegations. Only in rare cases, will suspension of the accused be considered until the case is resolved. Suspension is not an automatic result of an allegations: all options to avoid suspension will be considered prior to taking that step.

Responding to Self Harm

Responding to self-harm and absconding: Guidelines for Darwin team 4.12.12

Being with a young person who is harming themselves or has just done this is often distressing and can make us feel really anxious and sometimes quite frightened. Staff members have said that afterwards it can feel like it was their fault, that maybe they should have done something differently, been there sooner or ‘picked up on things’. This sense of guilt or blame can add to the stress around
these situations. It is important to remember that we work with very distressed and complex young people and it is often not possible to predict or prevent people from hurting themselves.

When there are lots of incidents of self-harm on the ward there can be an atmosphere of increasing anxiety that builds up in the young people and the team. It increases the likeliness of more incidents and makes it harder to [[Mentalize]]. It can take a while to break this cycle. The following are guidelines on how to respond if or when you encounter someone who is harming themselves;

Being with someone who is hurting themself

  1. Check that the situation is safe for you. If you feel it is not call for assistance (use the alarm or go to get a team member).
  2. Assess the situation to decide whether you can manage through talking to the young person.
    For example, if they are cutting themselves, try calming the situation through talking and encouraging them to stop. This would not be a time to give physical comfort or to ask lots of questions about thoughts or feelings. However it may be helpful to mentalize a little for the young person at this point by gently labelling what you imagine they may be experiencing
    e.g. ‘you seem like you are really upset and worried right now’
    If it is not possible to talk someone down, get another team member to help do this together. Continue to use verbal techniques to calm the situation.
    Avoid physical intervention, restraint or attempts to physically remove a sharp object unless
    there is an imminent danger to them or you .
  3. If somebody has tied a ligature around their neck and they are clearly awake and conscious, first try talking and calming, asking them to take it off. If the situation becomes more difficult to manage (for example if they are pulling it more tightly and becoming more distressed) call for assistance. At this point it is appropriate to remove the ligature physically and it may need another member of staff to bring ligature cutters. Physical intervention should be kept to a minimum. If someone is clearly conscious e.g. shouting or hitting out we would not want to try to intervene physically to remove the ligature.
  4. If you have any doubts about whether somebody is conscious call for assistance immediately and try to remove the ligature.
  5. When going to assist other team members (particularly when alarms are going off) try to respond calmly but quickly. Walk and talk at a normal level. A calmer more thoughtful response is more effective, will have less impact on the anxiety levels in the young people and will reduce the chances of other subsequent incidents.
  6. For all of us it is really hard to think and mentalize when we are in the middle of distressing situations. We need others in the team to help us regain this ability. Having a supportive conversation or de-brief with the chance to think about how we are feeling right now is a key part of this and the [[AMBIT model]]. [[Thinking together]] gives a structure for having these kind of conversations.

Responding after an incident of self-harm

Keeping the ward structure and environment and prioritising the ward environment is really difficult when in the middle of stressful situations. We know that prioritising these areas even when distress is high has the best chance of helping people feel contained and reducing further incidents.

The immediate response with a young person who has harmed themselves is important as we know this will shape how they think and feel about what happened and how they manage in the future .

General principles in talking and being with a young person immediately after they have harmed themselves:

  1. A calm and kind response, but maintaining professional boundaries. For example, any injury or wound should be treated professionally and as calmly as possible, but without lots of interaction. This is not a time for talking in detail about feelings, analysis of the incident or physical comfort.
  2. Observation of a young person immediately after an incident should be aimed at supervision and safety. Again, this is not a time for analysis, talking in depth about feelings or physical comfort. It is NOT a punishment. The purpose is being with the young person and making sure they are safe.
  3. The young person’s environment should be made safe. E.g. if they have tied a ligature things that could potentially be used again for this should be removed from their room/possession. It may be that a room search is needed to try to find sharp objects if there has been cutting.
  4. The young person will need time to think through and make sense of what happened in a supportive way i.e. the chance to mentalize about why they were distressed, the context of the incident and what might have helped manage differently. This should not directly follow the incident itself. It is important this happens in a planned session/key work meeting or therapy session e.g. the next day or later on that day.

Guidelines on responding to absconding (please see local search policy for further detail)

If we see a young person absconding from the unit we might feel anxious and worried. At these times it is more of a challenge for us to mentalize and this means it is harder to have a calmer and effective response.

  1. If a young person is trying to abscond from the unit try to avoid physical confrontation or attempts at restraint if at all possible. This can lead to more difficulties and distress. Our first and primary responsibility is to inform a team member, begin the local search policy and contact the train line. This may feel counter-intuitive, however we know that actively chasing a young person is likely to escalate a situation and increase the chance of further incidents and distress.
  2. As with all ‘spur of the moment’ decisions, how confident we feel to respond will be influenced by a number of factors, including our relationship with the young person. If we are close by to a young person who is trying to abscond (for example, standing with them in the car park) and we feel it is possible to de-escalate the situation, then this would be appropriate. It would be helpful to try to mentalize for the young person at this point e.g. ‘you look like you are angry about something, can we work out what’s been going on…’ If this is not possible or not successful then the responsibility is to inform the team of thesituation (as above) rather than actively chasing or trying to restrain.
  3. If other team members are present, one person should begin the local search policy, whilst one or more people follow the young person and keep contact with the unit by phone. Keep in mind the needs of the unit, with the minimum number of people following.
  4. If you are alone, do not try to restrain the young person. Follow calmly to monitor where they are and what they are doing. Do not try to restrain the person if you have not had control and restraint training.
  5. When people are brought back onto the unit in a distressed state it can be upsetting for the team as well as the young person. If this is the case , having a planned time with the young person to think through what happened and why they were upset/needed to leave is important. It’s also important for the staff team involved to have a de-brief so we can regain our ability to mentalize. There are AMBIT guidelines on managing these types of helpful conversations Talking together.
Safegaurding & Child Protection

Safeguarding and Child Protection Policy

Pilgrim PRU

September 2016

INTRODUCTION
The Pilgrim PRU fully recognises the responsibility it has under section 175 (Section 157 for Independent Schools and Academies) of the Education Act 2002 to have arrangements in place to safeguard and promote the welfare of children.

This responsibility is more fully explained in the statutory guidance for schools and colleges “Keeping Children Safe in Education” (September 2016). All staff must be made aware of their duties and responsibilities under part one of this document (set out below).
Staff should read the above document together with “What to do if you’re worried a child is being abused: Advice for practitioners” (July, 2015). All staff have signed to say they have received and read copies of these documents.

The Pilgrim PRU works with vulnerable pupils in Tier 4 hospital settings. Safeguarding is of paramount importance and the teaching teams work very closely with the multi-disciplinary teams with in the hospitals to safeguard all the children and young people hospital. The Pilgrim PRU encompasses the Darwin Centre, which is an Adolescent psychiatric center, the Phoenix which is an eating disorders unit, the Croft, which is a children and family assessment unit and Addenbrooke’s general hospital.
Each hospital has a nurse in charge of safeguarding and there is also a CPFT (Cambridge and Peterborough foundation trust) safeguarding lead. As teaching staff work within the hospital all files on child protection are kept on the hospital secure electronic system. This ensures the confidentiality of very sensitive information. If teaching staff have a concern about a child they will inform the head of the Pilgrim PRU( Safeguarding DP) and immediately inform the nursing team. If immediate action is needed this will be taken up by the safeguarding leads in the hospital or the social worker. Teaching staff are kept informed about child protection plans and are made aware of which children and young people are Children in Need. Teaching staff attend daily hand over meetings, weekly multi-disciplinary team meetings and regular CPA reviews for each child in which any safeguarding or child protection issues are passed on to all staff concerned. On discharge from the hospital any necessary child protection information will be passed on securely to those involved in the child’s care.

Through their day-to-day contact with pupils and direct work with families all staff in school have a responsibility to:

• Identify concerns early to prevent them from escalating
• Provide a safe environment in which children can learn
• Identify children who may benefit from early help
• Know what to do if a child tells them he/she is being abused or neglected
• Follow the referral process if they have a concern

(See Keeping Children Safe in Education, 2016, p6)

This policy sets out how the school’s governing body discharges its statutory responsibilities relating to safeguarding and promoting the welfare of children who are pupils at the school. Our policy applies to all staff, paid and unpaid, working in the school including governors. Teaching assistants, mid-day supervisors, office staff as well as teachers can be the first point of disclosure for a child. Concerned parents/carers can also contact the school and its governors. Amanda Morris-Drake, Head teacher, 01223 885863 or email amorris-drake@pilgrim.cambs.sch.uk John Godwood, Chair of Governors, j.godwood@ntl.com

It is consistent with the Local Safeguarding Children Board (LSCB) procedures.

There are four main elements to our policy:

PREVENTION through the teaching and pastoral support offered to pupils and the creation and maintenance of a whole school protective ethos

PROCEDURES for identifying and reporting cases, or suspected cases, of abuse. The definitions of the four categories of abuse are attached (see Appendix A)

SUPPORTING VULNERABLE CHILDREN those who may have been abused or witnessed violence towards others.

PREVENTING UNSUITABLE PEOPLE WORKING WITH CHILDREN

PREVENTION

1.0 We recognise that high self-esteem, confidence, supportive friends and good lines of communication with a trusted adult help to protect children.

1.1 The school will therefore:

1.1.1 establish and maintain an environment where children feel safe in both the real and the virtual world and are encouraged to talk and are listened to

1.1.2 ensure children know that there are adults in the school whom they can approach if they are worried or in difficulty and their concerns will be taken seriously and acted upon as appropriate

1.1.3 include in the curriculum activities and opportunities which equip children with the skills they need to stay safer from abuse both in the real and the virtual world and information about who to turn to for help

1.1.4 Include in the curriculum material which will help children develop realistic attitudes to the responsibilities of adult life, particularly with regard to child care and parenting skills

(Note: The following section (1.2.5) is for nursery, primary and special schools which
are using P.S! – Healthy and Safer Lifestyles Unit from the Cambridgeshire PSHE Service Personal Development Programme – further information from Education Child Protection Service).

1.1.5 We use P.S! – Healthy and Safer Lifestyles Unit from the Cambridgeshire PSHE Service Personal Development Programme. This Unit reinforces essential skills for every child. Self esteem and confidence building, thinking independently and making assessments of risk based on their own judgements are encouraged throughout the Unit.

(Note: Advice and resources on the teaching of personal safety skills at KS3 and KS4
is available from the PSHE Service or from the Education Child Protection Service.)

2.0 PROCEDURES

2.1 We follow the procedures set out in the Cambridgeshire Local Safeguarding Children Board “Inter-Agency Procedures”. A copy of these procedures can be found on the LSCB website www.cambslscb.org.uk

2.2 The Designated Safeguarding Lead for Child Protection is:
Amanda Morris-Drake

2.3 Designated nurses in each hospital have completed Designated Person training. Please see Appendix One, Safeguarding staff list for details.

2.4 The nominated governor for Safeguarding and Child Protection is:
Amy Weaver

2.4.1 Governing bodies, proprietors and management committees have appointed a senior member of staff, from the leadership team, to the role of Designated Safeguarding Lead (DSL). The DSL takes lead responsibility for safeguarding and child protection.

2.4.2 The DSL do have the appropriate status and authority within the school to carry out the duties of the post. They are given the time, funding, training, resources and support to provide advice and support to other staff on child welfare and child protection matters through induction and regular staff supervision. (See Keeping Children Safe in Education, Annex B)

2.4.3 The activities of the DSL can be delegated to appropriately-trained deputies (Designated Personnel DP).

2.4.4 The lead responsibility for child protection remains with the DSL and cannot be delegated.

2.4.5 The DSL and DPs should undergo the two day training provided by the Education Child Protection Service

2.4.6 This training should be updated every two years. Amanda Morris-Drake DP Training undertaken December 2014 Refresher training undertaken October 2016

2.4.7 In addition to the formal training set out above the DSL and DPs should refresh their knowledge and skills e.g. via bulletins, meetings or further reading at least annually.

2.4.8 Governing bodies should also ensure that every member of staff, volunteers, and the governing body knows who the Designated Personnel are and the procedures for passing on concerns from the point of induction.

2.4.9 Keeping Children Safe in Education states “During term time the designated safeguarding lead (Or a deputy) should always be available (during school or college hours) for staff to discuss any safeguarding concerns. Whilst generally speaking the designated safeguarding lead (or deputy) would be expected to be available in person, it is a matter for individual schools and colleges to define what “available” means”. The DSL is available at most times in absence staff will contact the designated nurse on duty.

2.4.10 Each Teacher in Charge has the responsibility to act on concerns in the absence of Amanda Morris-Drake and pass on concerns to the DP nurse in the hospital.

2.4.11 Governing bodies should ensure that DSLs and DPs take advice from a child protection specialist when managing complex cases. The Cambridgeshire contact is Chris Meddle, 01223 703564. The Designated Personnel have access to both the Advice Line run by the Education Child Protection Service and Children’s Social Care. The Emergency Duty Team (out of hours) is also available. Contact numbers are found in Appendix B.

2.4.12 Governing bodies should consider having a nominated governor for safeguarding and child protection who has undertaken appropriate training

2.4.12 Governing bodies do ensure every member of staff and every governor knows:

• the name of the designated person/s and their role
• how to identify the signs of abuse and neglect
• how to pass on and record concerns about a pupil
• that they have an individual responsibility to be alert to the signs and indicators of abuse and for referring child protection concerns to the DSL/DP
• that they have a responsibility to provide a safe environment in which children can learn
• where to find the Inter – Agency Procedures on the LSCB website

2.4.13 Governing bodies should ensure that all staff members undergo safeguarding and child protection training at induction. The training should be regularly updated.
In addition all staff members should receive regular safeguarding and child protection updates as required but at least annually

2.4.14 Governing bodies should ensure that all staff, paid and unpaid, recognise their duty and feel able to raise concerns about poor or unsafe practice in regard to children and that such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle-blowing policies

2.4.15 Governing bodies should ensure that parents are informed of the responsibility placed on the school and staff in relation to child protection by setting out these duties in the school prospectus/brochure/website

2.4.16 Governing bodies should ensure that this policy is available publicly either via the school website www.thepilgrimpru.co.uk) or by other means.

2.5 Liaison with Other Agencies

2.5.1 All staff within the Pilgrim PRU liaise closely with other agencies. Staff will receive an update on any child protection issues or safeguarding concerns at the daily handover from the nursing team. Weekly ward rounds take place with the multi-disciplinary team and monthly CPA reviews, in which all agencies that are involved the child’s care are invited and relevant information is passes on.

2.5 Record Keeping

2.6 As the Pilgrim PRU works within four hospitals all child protection records are held securely on the hospitals electronic files.

2.6.5 All actions and decisions will be led by what is considered to be in the best interests of the child.

2.7 Confidentiality and information sharing

2.7.1 Child protection information is stored and handled in line with the Data Protection Act 1998 principles. The Data Protection Act does not prevent school staff from sharing information with relevant agencies, where that information may help to protect a child.

2.7.2 Child protection records are subject to the provisions of the Data Protection Act, 1998. This means that a parent, or young person of sufficient age and understanding, may make a request to see the child protection record. If any member of staff receives a request from a pupil or parents to see child protection requests, they will refer the request to the Designated Safeguarding Lead from the medical team.

2.7.3 The Designated Safeguarding Lead will take advice from the Information Governance Team and together a decision will be made about what information to share. This decision will consider the balance between the potential risk to the child and the principle of working openly and honestly with parents.

The school will:

2.7.4 ensure confidentiality protocols are adhered to and information is shared appropriately. If in any doubt about confidentiality, staff will seek advice from a senior manager or Social Care as required.
(See “Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers”, DfE 2015)

2.7.5 ensure that the Headteacher or Designated Safeguarding Lead will only disclose any information about a pupil to other members of staff on a ‘need to know’ basis, including Domestic Violence notifications which would be disclosed during hospital handover.

2.7.6 make all staff aware that they have a professional responsibility to share information with other agencies in order to safeguard children, this is done through training and induction.

2.7.7 ensure staff are clear with children that they cannot promise to keep secrets.

2.8 Communication with Parents/Carers

As the Pilgrim PRU works closely with the multi-disciplinary teams in each hospital, communication with parents regarding safeguarding or child protection issues is carried out by the consultant or the family therapy or social work teams. The teachers in charge of each center will be kept informed of any communication with parents at the weekly team meetings.

3.0 SUPPORTING VULNERABLE CHILDREN

3.1 We recognise that abuse or witnessing violence may have an adverse impact on those children which may last into adulthood without appropriate intervention and support.

3.2 The hospital placement may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, when at one of the four schools within the Pilgrim PRU their behaviour may be challenging and defiant or they may become withdrawn.

3.3 We recognise that some vulnerable children may develop abusive behaviours and we work with the nursing teams to support these children to engage with the teaching team and build relationships in order to be able to manage in an educational setting.

3.4 The PRU will support the pupil through:

3.4.1 Curricular opportunities to encourage self-esteem and self-motivation including extra curricular activities to the theatre, museums and wildlife parks.

3.4.2 An ethos that actively promotes a positive, supportive and safe environment and values the whole community

3.4.3 The PRU’s behaviour policy will support vulnerable pupils in the school. All staff will agree on a consistent approach, which focuses on the behaviour of the child but does not damage the pupil’s sense of self worth. The school will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred

3.4.4 Liaison with other agencies which support the pupil such as Social Care, Child and Adolescent Mental Health Services, Cambridgeshire Sexual Behaviour Service or Locality Teams

3.4.5 A commitment to develop productive and supportive relationships with parents/carers

3.4.6 Recognition that children living in a home environment where there is domestic abuse, drug or alcohol abuse or mental health issues are vulnerable and in need of support and protection; they may also be young carers

3.4.7 Monitoring and supporting pupil’s welfare, keeping records and notifying Social Care in accordance with the Cambridgeshire Local Safeguarding Children Board “Inter – Agency Procedures”

3.4.8 When a pupil who is subject to a child protection plan leaves, information will be transferred to the new school immediately. The Child Protection Review Manager and Lead Social Worker from Social Care will also be informed

3.4.9 Students at the Pilgrim PRU are in a residential setting and therefore it is not necessary for the school to follow guidance on Children Missing from Education. If a student goes missing from the hospital NHS procedures are followed.

3.5 Substance Misuse and Child Protection

3.5.1 The discovery that a young person is misusing legal or illegal substances or reported evidence of their substance misuse is not necessarily sufficient in itself to initiate child protection proceedings but the school will consider such action in the following situations:

When there is evidence or reasonable cause:

• to believe the young person’s substance misuse may cause him or her to be vulnerable to other abuse such as sexual abuse
• to believe the pupil’s substance related behaviour is a result of abuse or because of pressure or incentives from others, particularly adults
• where the misuse is suspected of being linked to parent/carer substance misuse.

3.6 Children of Substance Misusing Parents/Carers

3.6.1 Misuse of drugs and/or alcohol is strongly associated with Significant Harm to children, especially when combined with other features such as domestic violence.

3.6.2 When the school receives information about drug and alcohol abuse by a child’s parents/carers they will follow appropriate procedures.

3.6.3 This is particularly important if the following factors are present:

• Use of the family resources to finance the parent’s dependency, characterised by inadequate food, heat and clothing for the children
• Children exposed to unsuitable caregivers or visitors, e.g. customers or dealers
• The effects of alcohol leading to an inappropriate display of sexual and/or aggressive behaviour
• Chaotic drug and alcohol use leading to emotional unavailability, irrational behaviour and reduced parental vigilance
• Disturbed moods as a result of withdrawal symptoms or dependency
• Unsafe storage of drugs and/or alcohol or injecting equipment
• Drugs and/or alcohol having an adverse impact on the growth and development of the unborn child

3.7 Domestic Abuse

3.7.1 Where there is Domestic Abuse in a family, the children/young people will always be affected; the longer the violence continues, the greater the risk of significant and enduring harm, which they may carry with them into their adult life and relationships.

3.7.2 Domestic Abuse is defined as any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass but is not limited to the following types of abuse: Psychological, physical, sexual, financial and emotional.

3.7.3 This definition, which is not a legal definition, includes so called ‘honour’ based violence, female genital mutilation (FGM) and forced marriage, and is clear that victims are not confined to one gender or ethnic group.

3.7.4 Schools are ideally placed to offer appropriate support, alongside other agencies, whether families are in crisis, or whether there are early signs of potential abuse.

3.8 Female Genital Mutilation (FGM)

3.8.1 “FGM is a procedure where the female genital organs are injured or changed and there is no medical reason for this. It is frequently a very traumatic and violent act for the victim and can cause harm in many ways”. (Multi-agency statutory guidance on female genital mutilation, April 2016).

3.8.2 The age at which FGM is carried out varies enormously according to the community. The procedure may be carried out shortly after birth, during childhood or adolescence, just before marriage or during a woman’s first pregnancy.

3.8.3 FGM is internationally recognized as a violation of the human rights of girls and women, and is illegal in most countries, including the UK.

3.8.4 It is a statutory duty for teachers in England and Wales to report ‘known’ cases of FGM in under-18s which they identify in the course of their professional work to the police. (Multi-agency statutory guidance on female genital mutilation, April 2016)

3.8.5 The school takes these concerns seriously and staff will be made aware of the possible signs and indicators that may alert them to the possibility of FGM. Any indication that FGM is a risk, is imminent, or has already taken place will be dealt with under the child protection procedures outlined in this policy.

3.8.6 The Designated Safeguarding Lead will make appropriate and timely referrals to Social Care if FGM is suspected. In these cases, parents will not be informed before seeking advice. The case will still be referred to Social Care even if it is against the pupil’s wishes.

3.9 Child Sexual Exploitation (CSE)

3.9.1 Child Sexual Exploitation is a form of sexual abuse where children are sexually exploited for money, power or status. It can involve violent, humiliating and degrading sexual assaults.

3.9.2 Sexual exploitation can take many different forms from the seemingly ‘consensual’ relationship to serious organized crime involving gangs and groups.

3.9.3 Exploitation is marked out by an imbalance of power in the relationship and involves varying degrees of coercion, intimidation and sexual bullying including cyberbullying and grooming.

3.9.4 It is important to recognize that some young people who are being sexually exploited do not show any external signs of this abuse and may not recognize it as abuse.

3.9.5 Young people who go missing can be at increased risk of sexual exploitation and so procedures are in place to ensure appropriate response to children and young people who go missing, particularly on repeat occasions.

3.9.6 Schools will complete the Joint Cambridgeshire & Peterborough Referral Form and refer to the Integrated Front Door within the Multi-Agency Safeguarding Hub (MASH) if there is a concern that a young person may be at risk.

4.0 Peer on Peer Abuse

4.1 Peer on peer abuse can manifest itself in many ways. This can include sexual bullying, being coerced to send sexual images, sexual assault and teenage relationship abuse. There are clear links with sexual exploitation and domestic abuse.

4.2 This form of abuse will not be tolerated and victims will be appropriately supported. Any indication that a child has suffered from peer on peer abuse will be dealt with under the child protection procedures outlined in this policy.

4.3 Consideration will always need to be given to the welfare of both the victim(s) and perpetrator(s) in these situations.

4.4 The school will include within the curriculum, information and materials that support children in keeping themselves safe from abuse including abuse from their peers and online.

4.5 Additional guidance on sexting can be found in ‘Sexting’ in schools: advice and support around self-generated images – What to do and how to handle it, published by CEOP. Teaching staff at the Pilgrim PRU teach E-Safety including ‘Sexting’ through PSHE lessons.

5.0 Prevention of Radicalisation

5.1 Since 2010, when the Government published the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from violent extremism. There have been several occasions both locally and nationally in which extremist groups have attempted to radicalise vulnerable children and young people to hold extreme views including views justifying political, religious, sexist or racist violence, or to steer them into a rigid and narrow ideology that is intolerant of diversity and leaves them vulnerable to future radicalisation.

5.2 The current threat from terrorism in the United Kingdom may include the exploitation of vulnerable people, to involve them in terrorism or in activity in support of terrorism. The normalisation of extreme views may also make children and young people vulnerable to future manipulation and exploitation. (School / Service) is clear that this exploitation and radicalisation should be viewed as a safeguarding concern.

5.3 The Counter-terrorism and Security Act, 2015 places a duty on authorities (including schools) ‘to have due regard to the need to prevent people from being drawn into terrorism’. These duties should be seen alongside schools’ duties to promote British values as a means of “building children’s resilience to radicalisation”.

5.4 Staff in schools should be made aware of this duty.

5.5 When any member of staff has concerns that a pupil may be at risk of radicalisation or involvement in terrorism, they should speak with the Designated Safeguarding Lead/Prevent Lead.

5.6 See also “Revised Prevent Duty Guidance for England and Wales” (July 2015) (paras 57 – 76) for duties on staff in schools

6.0 PREVENTING UNSUITABLE PEOPLE FROM WORKING WITH CHILDREN

6.1 The school will operate safer recruitment practices including ensuring appropriate DBS and reference checks are undertaken according to the government guidance ‘Keeping Children Safe in Education’ (2016) and the Local Authority’s Safer Employment Policy.

6.2 The following members of staff have undertaken Safer Recruitment training Amanda Morris-
Drake

6.3 Any allegation of abuse made against a member of staff will be reported straight away to the Head Teacher or Principal. In cases where the Head Teacher or Principal is the subject of an allegation, it will be reported to the Chair of Governors. (See Allegations flowchart Appendix C.) The school will follow the procedures set out in Part four of Keeping Children Safe in Education.

6.4 Under Section 75 of the Childcare Act, 2006 individuals are disqualified from childcare provision if they have committed certain specified offences. Staff may also be disqualified “by association” if they are living or working in the same household as a person who is disqualified. This applies to any member of staff employed in early years childcare (up to the age of 5) or later years childcare (up to the age of 8) in nursery, primary or secondary school settings or the management of such settings. Staff should sign a self-declaration form to confirm that they are not “disqualified by association”. A record of self-declaration should be kept on the school’s Single Central Record. (See the Safer Recruitment Policy where this is set out in greater detail).

6.5 The school will consult with the Local Authority Named Senior Officer in the event of an allegation being made against a member of staff and adhere to the relevant procedures set out in Keeping Children Safe in Education, 2016.

6.6 The Named Senior Officer (Chris Meddle) will liaise with the Local Authority Designated Officer (LADO) ensuring that all allegations are reported to the LADO within one working day. Following consultation with the LADO, the Named Senior Officer will advise on all further action to be taken. Please note that the Head Teacher or Chair of Governors should not seek to interview the child/ren or members of staff involved until advice has been sought. Doing so may compromise any police interviews that may be necessary.

6.7 The school will ensure that any disciplinary proceedings against staff relating to child protection matters are concluded in full even when the member of staff is no longer employed at the school and that notification of any concerns is made to the relevant authorities and professional bodies and included in references where applicable.

6.8 Staff who are the subject of an allegation have the right to have their case dealt with fairly, quickly, and consistently and to be kept informed of its progress. Suspension is not mandatory, nor is it automatic but, in some cases, staff may be suspended where this is deemed to be the best way to ensure that children are protected.

6.9 Consideration must be given to the needs of the child and a recognition that a child may make an allegation against an innocent party because they are too afraid to name the real perpetrator. It is rare for a child to make an entirely false or malicious allegation, although misunderstandings and misinterpretations of events do happen.

6.10 The school will ensure that all staff and volunteers, are aware of the need for maintaining appropriate and professional boundaries in their relationships with pupils and parents/carers as advised within the Pilgrim PRU’s Code of Conduct. As part of the Induction process, all staff will receive guidance about how to create appropriate professional boundaries (in both the real and virtual world) with all children, especially those with a disability or who are vulnerable.

6.11 All staff have signed to confirm that they have read a copy of the Pilgrim PRU’s Code of Conduct, Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings (October 2015).

6.12 The school will ensure that staff and volunteers are aware that sexual relationships with pupils aged under 18 are unlawful and could result in legal proceedings taken against them under the Sexual Offences Act 2003 (Abuse of Trust).

6.13 The school will ensure that communication between pupils and adults, by whatever method, are transparent and take place within clear and explicit professional boundaries and are open to scrutiny.

7.0 OTHER RELATED POLICIES

7.1 Physical Intervention and/or the Use of Reasonable Force (reference – DfE, use of reasonable force – Advice for headteachers, staff and governing bodies)
Anti-Bullying
Health and Safety
E-Safety and Acceptable Use
Whistleblowing
Complaints procedure
Behaviour

7.2 Use of Mobile Phones Policy
Policies for each unit

8.0 CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

For Special Schools
All pupils at Pilgrim PRU School who have an Education, Health and Care Plan and multi–agency planning and involvement to support integrated care.

We recognise that, statistically, children with emotional and behavioural difficulties and disabilities are most vulnerable to abuse. School staff who deal with children with complex and multiple disabilities and/or emotional and behavioural problems should be particularly sensitive to indicators of abuse.

The school has pupils with emotional and behavioural difficulties and/or challenging behaviours. The school will support staff to decide appropriate strategies that will reduce anxiety for the individual child and raise self–esteem as part of an overall behaviour support plan agreed with parents/carers.

9.0 GOVERNING BODY CHILD PROTECTION RESPONSIBILITIES

9.1 The governing body fully recognises its responsibilities with regard to child protection and safeguarding and promoting the welfare of children. It aims to ensure that the policies, procedures and training in school are effective and comply with the law and government guidance at all times.

It will:

• Nominate a governor for safeguarding and child protection who will take leadership responsibility for the school’s safeguarding arrangements and practice and champion child protection issues
• ensure an annual report is made to the full governing body, and copied to the Education Child Protection Service. Any weaknesses will be rectified without delay
• ensure that this Safeguarding and Child Protection policy is annually reviewed and updated and shared with staff. It will be made available on the school website.
• Ensure that children’s exposure to potential risks while using the internet is limited by having in place age appropriate filtering and monitoring systems.
• Ensure children’s wishes and feelings are taken into account where there are safeguarding concerns.

9.2.1 If the governing body provides extended school facilities or before or after school activities directly under the supervision or management of school staff, the school’s arrangements for child protection as written in this policy shall apply.

9.2.2 Where services or activities are provided separately by another body, either on or off school site, the governing body will seek assurance that the body concerned has appropriate policies and procedures in place for safeguarding children and child protection and there are arrangements to liaise with the school on these matters where appropriate.

This policy was ratified on …………………………………………………

and will be reviewed on …………………………………………………

Signed by the Headteacher ………………………………..….Amanda Morris –Drake

Chair of Governors ………………………………………….…John Godwood

Designated Person (if appropriate) ………………………………………….

Appendix A
Four categories of abuse

Physical Abuse – may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Neglect – persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.

It may occur during pregnancy as a result of maternal substance misuse.

It may involve the neglect of or lack of responsiveness to a child’s basic emotional needs.

It also includes parents or carers failing to:

• Provide adequate food, clothing and shelter including exclusion from home or abandonment
• Protect a child from physical and emotional harm or danger
• Ensure adequate supervision including the use of inadequate care-givers
• Ensure access to appropriate medical care or treatment

Emotional Abuse – Is the persistent emotional maltreatment so as to cause severe and adverse effects on a child’s emotional development.

It may involve conveying to a child that they are:

• Worthless
• Unloved
• Inadequate
• Valued only insofar as they meet another persons needs

It may include:

• not giving the child opportunities to express their views
• deliberately silencing them
• ‘making fun’ of what they say or how they communicate

It may also feature age or developmentally inappropriate expectations being imposed on children including:

• interactions that are beyond the child’s developmental capability
• overprotection and limitation of exploration and learning
• preventing participation in normal social interaction

It may involve:

• Seeing or hearing the ill-treatment of another
• Serious bullying (including cyberbullying) causing children frequently to feel frightened or in danger
• The exploitation or corruption of children
Some level of emotional abuse is involved in all types of maltreatment although it may
occur alone

Sexual Abuse – involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening.

This may involve:

• physical contact including assault by penetration (e.g. rape or oral sex)
• non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing
• non-contact activities involving:
• children in looking at, or in the production of, sexual images,
• children in watching sexual activities
• or encouraging children to behave in sexually inappropriate ways
• grooming a child in preparation for abuse (including via the internet).

Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Appendix B
Useful Contacts

Education Child Protection Service Advice Line Tel: 01223 703800

Cambridgeshire Direct Contact Centre (Social Care) Tel: 0345 045 5203

Emergency Duty Team (Out of hours) Tel: 01733 234724

Police Child Abuse Investigation Unit Tel: 101

Local Authority Designated Officer (LADO) Tel: 01223 727967

Named Senior Officer for allegations
Education Adviser – Chris Meddle Tel: 01223 703564

Cambridgeshire Local Safeguarding Children Board – Safeguarding Inter-Agency Procedures http://www.cambridgeshire.gov.uk/lscb/

Relevant Documents

“Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children” (March, 2015)

“Keeping children safe in education: Statutory guidance for schools and colleges” (July, 2015)

“What to do if you’re worried a child is being abused: Advice for practitioners” (March, 2015)

“Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers” (March, 2015)

Guidance for Safer Working Practice for those working with children and young people in education settings (October 2015)

‘Sexting’ in schools: advice and support around self-generated images – What to do and how to handle it, CEOP

Managing an Allegation Against a Member of Staff in your Establishment Appendix C

School Behaviour

The Pilgrim PRU is a medical needs alternative provision which encompasses four unique hospital schools. These are the Darwin Centre, an adolescent psychiatric unit, the Phoenix Centre, an eating disorder unit, the Croft, a child and family assessment unit and Addenbrooke’s Hospital school. As these settings vary due to the nature of the children and young people in each setting both the Darwin and the Croft adhere to the Pilgrim PRU Policy and their own behaviour policy. The Darwin Centre’s behaviour for learning policy is individual and based on the principles of the Nurture group and the Rights Respecting Schools approach. The Croft manages children who sometimes present with challenging behaviour and therefore follows a behaviour programme called 1, 2, 3 Magic.

Being a UNICEF Rights Respecting School underpins this whole school policy and we believe that this will promote positive behaviour.

The vision and mission statement and the Rights Respecting School Agenda adopted by the Pilgrim PRU state clearly our priorities. Therefore we aim to:

  • enable all our pupils to enjoy their time at school and to achieve their potential;
  • set high expectations of them and give them the confidence to succeed;
  • develop an ethos of mutual respect and co-operation;
  • create an environment in which children feel included, secured and valued;
  • encourage all members of the school community to contribute to building and sustaining success;
  • celebrate the achievements of all children.

We act in the best interest of the child whatever the circumstance and the details of how we
do this are outlined in the following policy.

Behaviour as a means of communication

Behaviour is a means of communication, and all behaviour has a functional element. ‘Challenging’ behaviour is often described as communicating unmet meds. Children and Young People at the Pilgrim Pru have complex and unmet needs and often find it difficult to
express their needs. At the Pilgrim PRU when children and young people behave in a way that challenges staff. Staff will consider the origins of the behaviour and what the message behind the behaviour might be. The way that educators respond to a child who demonstrates challenging behaviour plays a critical role in determining the trajectory of that’s child’s behaviour.

1.1 It is our aim for everyone within the Pilgrim PRU to feel safe and secure in their learning environment. Each unit has high expectations for social and personal behaviour, positive attitudes and academic standards. The Pilgrim PRU’s behaviour policy is therefore designed to support the way in which all members of the Pilgrim PRU teach and learn together in a supportive way.
1.2 The Pilgrim PRU applies a positive Behaviour approach, rewarding appropriate behaviours, celebrating success and achievement and promoting high expectations so that children and young people will take responsibility for managing their own behaviour.
(in accordance with their age). We emphasise the importance of self discipline and taking responsibility for our actions. We believe that this approach promotes an ethos of kindness and cooperation which contributes to creating an effective learning environment. See Darwin Behaviour for Learning Policy Appendix 2
1.3 Each centre is responsible for establishing a classroom code of conduct that the children and young people within that setting have participated in. The Code of conduct should be given to the child or young person when they are first arrive at the school. The teacher should discuss the implications for the Code of Conduct and outline expectations. The classroom code of conduct should be displayed on the wall
The Pilgrim PRU expects every member to behave in a considerate way towards others. We emphasise the importance of good manners, of courtesy and respect.
1.4 We treat all children and young people and adults fairly and apply this behaviour policy in a consistent way.
1.5 This policy aims to help the children and young people in the care of the Pilgrim PRU grow in a safe and secure environment and become positive, responsible and independent members of the community.

Behaviour strategies

2.1 The Croft uses 1.2.3 magic as an effective behaviour management strategy. This is used to enforce high expectations of classroom rules, and to ensure a safe and positive learning environment. 1.2.3 Magic is used by the wider Multi-disciplinary team to ensure a consistent behaviour strategy throughout the unit. 1= Reminder 2=Warning 3=Consequence (sanction)

See appendix 1.

2.2 The safety of the children and young people is paramount in all situations. If a child or young person’s behaviour endangers the safety of others, the class teacher will stop the activity and call the nursing team to help remove the child or young person or remove the rest of the class to a place of safety while the perpetrator is helped to calm down using de-escalation strategies.
2.3 If a child or a young person threatens, hurts or bullies another child, the class teacher follows the anti-bullying strategy. If a child or young person acts in a way that disrupts or upsets others, the incident will be recorded in the Pilgrim PRU incident file and the medical RIO notes and appropriate support will be provided.
2.4 PSHE lessons are used to discuss anti-social behaviour and social and emotional wellbeing.
2.5 The Pilgrim PRU does not tolerate bullying of any kind. If a teacher discovers that an act of bullying or intimidation has taken place, they should act immediately to stop further occurrences of such behaviour. Teachers should talk individually to those concerned and report this behaviour to nursing staff, the parent of those concerned and the head teacher.
2.6 All members of staff are aware of the regulations regarding the use of force by teachers, as set out in the DfES circular 10/98, relating to section 550A of the Education act 1996: The use of Force to Control and Restrain pupils. If a child or a young person needs to be restrained trained staff from the nursing team will be called at the Darwin Centre. At the Croft and the Darwin Centre the teacher in charge and teaching assistants are trained in restraint. Such incidents are recorded on the medical RIO records and in the Pilgrim
PRU behaviour file.

The role of teaching staff.

3.1 Teachers and teaching assistants model positive behaviour, they listen to and show respect for pupils’ views and opinions; they avoid put downs and sarcasm; they give clear reasons for use of sanctions; they avoid use of ‘blanket’ sanctions for the whole class when only individuals have misbehaved.
3.2 It is the responsibility of the teachers in each unit to ensure that the Pilgrim PRU behaviour Policy is adhered to in the classroom and that children or young people in their care behave in a responsible manner during lesson times.
3.3 All teachers and teaching assistants have high expectations of the children and young people with regard to behaviour, and they strive to ensure that all children and young people work to the best of their ability.
3.4 All teachers and teaching assistants treat each child and young person fairly, and enforce unit classroom rules consistently. The teachers and teaching assistants treat all children in their classes with respect and understanding.
3.5 If a child misbehaves in class, the class/subject teacher deals with the behaviour and reports this to the Teacher in Charge. If the behaviour is repeated it may be reported to the head teacher who records the behaviour and discusses appropriate actions with the teacher in charge and nursing staff.
3.6 The Teacher in Charge liaise with the medical team, mainstream schools and external agencies as necessary, to support and guide the progress of each child. The teacher in Charge may contact a parent if there are concerns about the behaviour of a child or young person.

The role of the Headteacher

4.1 It is the role of the Headteacher, under the School Standards and Framework Act 1998, to implement the behaviour policy consistently throughout the school and to report to the management committee, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all the children in the Pilgrim Pru.
4.2 The Headteacher supports the staff by implementing the policy, by setting standards of behaviour, and by supporting staff in their implementation of the policy.
4.3 The Headteacher keeps records of all reported serious incidents of misbehaviour.
4.4 Permanent exclusions are not appropriate within the Pilgrim PRU as we work to engage and motivate children who have had difficult experiences of school in the past.

The role of the management committee.

5.1 The management committee has the responsibility of developing, monitoring and reviewing Behaviour policy and Practice. The management committee support the Headteacher in adhering of the policy.

Drug and alcohol – related incidents

6.1 If there is any suspicion that a child or young person has been in contact with recreational/ illegal drugs or alcohol, they will be withdrawn from the class and taken back to the ward. Medical staff and parents will be informed and the necessary sanctions put in
place. Sanctions may include the removal of privileges or being sent home. These will be agreed by the medical team.
6.2 The Pilgrim Pru will take very seriously misuse of any substances such as glue, other solvents. Medical staff and parents or guardians will be informed and necessary sanctions put in place. (As above)
6.3 Cigarettes should not be brought on to school premises with in the Pilgrim PRU. If a young person has a care plan that allows them to leave the site for a cigarette break this should take place out of school timetable times. E.g. before school or at lunchtime. In exceptional circumstances nursing staff should be responsible for managing a young person’s cigarette break.

Monitoring and review

7.1 The Headteacher monitors the effectiveness of this policy on a regular basis. He /she reports to the management committee on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.
7.2 The Headteacher keeps records of incidents of misbehaviour.
7.3 It is the responsibility of the management committee to ensure the behaviour policy is administered fairly and consistently. The management committee will pay particular attention to matters of racial equality; it will seek to ensure that the school abides by the non-statutory guidance The Duty to Promote Race Equality: A Guide for Schools, and that no child is treated unfairly because of race or ethnic background. Racist incidents are recorded by the Headteacher. The Head teacher reports on racist incidents in the HT report to the management committee.
7.4 The management committee reviews this policy on a regular basis.

Appendix 1

The Croft

Behaviour approach – Croft School

Introduction:

The Croft School’s behaviour management approach is aligned to the ward’s behaviour management based around the 1, 2, 3 Magic strategy. This approach consists of a firm and positive approach to behaviour management: use of frequent praise and positive behaviour management strategy (sticker/badge system-see below) to promote good behaviour and effort, build self-esteem and a positive working relationship, and 3 warning followed by time out for undesirable behaviour. The Nursing staff and the MDT team all use the key principles of this approach, and educate parents and carers to the approach on their arrival on the unit.
More information about his approach can be found online, in the book by Thomas.W.Phelan, 1,2,3 Magic: Effective discipline for children 2-12 (New York, 2010) and on the 1,2,3 Magic DVD.

The class teacher at the Croft has the overall responsibility for the behaviour management of the class. The class teacher is supported by the two class teaching assistants who work using the same consistent approach. Good communication between the team is essential to ensure consistency and effectiveness of the strategy.

Positive behaviour management strategy:

The sticker and badge system is explained to the students on their admission to the Croft.

All students have a weekly sticker chart displayed on the wall to celebrate success. The sticker chart is themed weekly and students stick the stickers they receive for each session. They can receive a maximum of three stickers: 1 for arriving on time (when they can control this, not when they are late due to a medical or other appointment on the unit), 2 for doing good work (this rewards putting in effort into their work, not necessarily the end product), 3 for doing what the adults have asked (this covers co-operating to do some work, doing work in the way that they have been asked to do it etc.…).

Students also have a ‘book mark’ which they keep for the length of their admission. This sticker is received by the student at the teacher’s desk and is drawn by the teacher. The teacher usually presents the students with a choice of theme which they are asked to
choose from. Receiving the sticker form the desk is part of the positive behaviour management system: it enables both the student and the adult to give and receive feedback about the session, reflect on the behaviour and learning and what could be done to support
the student further if it has been a difficult session. The positives of the sessions are highlighted, and the class teacher gives feedback on how many stickers the student has gained for the session and if any have been lost asks the student how they think these can be earned in the next session.

Over the course of the week, if the student has not lost more than two stickers overall, they receive either a badge or a branded sticker of their choice from a selection.

A student may gain extra stickers for particularly good work, effort or behaviour. This is often useful to ensure students stay motivated when they have lost stickers.

If a child expresses that they do not want to receive a sticker/stickers,: they will still need to come for feedback to the class teacher’s desk, and the class teacher will make clear the number of stickers which they would have received if they had chosen to and that these will still be recorded in eh Class sticker record book. In some cases, the class teacher may decide to put the stickers on their chart anyway to acknowledge and celebrate the successful parts of their lesson.

Warning and consequences:

How to use 1, 2, and 3 Magic:

If a child misbehaves (…) calmly say: ‘that’s a 1’, then do not speak. Wait for 5 seconds.

If behaviour continues, say ‘that’s a 2’, then do not speak. Wait for 5 seconds.

If behaviour continues, say ‘that’s a 3, time out’. Do not talk, argue, get emotional. The consequence for a 3 could also be a time out alternative such as loss of privilege (…).

Counts can also be held: 15-30 minutes for young children, several hours for older children.

Quoted from Thomas.W Phelan, 1, 2, 3 Magic: Effective discipline for children 2-12 (NewYork, 2010)

The class teacher will usually manage the warnings and consequences for time out supported by the classroom Teaching Assistants. Teaching assistants, when working with children 1:1 may need to give children warning(s). If this occurs, this should be communicated to eh class teacher.

If it is safe and the child is calm, timeout will usually occur in the lobby area of the classroom. As indicated in the 1,2,3 Magic approach the length of timeout time is usually based on the child’s age, 1 minute per year of he child’s chronological age.

If it is unsafe for a child to do time out in the class lobby or they refuse to exit the classroom, a member of the class team will usually ask the Nursing team for support. This can take the form of the child being removed from the classroom by the Nursing team.

In cases when time out overruns the allocated time, or for repeated time-out during one session, the student may need to catch up work at the end of the session during break or at the start of lunchtime. This decision is usually taken following discussion with the nursing team on the child’s return to class.

Appendix 2

Darwin Learning Centre Behaviour for Learning Policy

The Darwin Centre accepts referrals for young people aged from 13-18 who are suffering from mental health illness that cannot be managed by CAMH community services such as:

• complex developmental or psychiatric disorders
• a severe psychiatric disturbance, severe emotional and/or mental difficulties
• a risk of suicide or serious deliberate self-harm or harm to others

The Darwin Centre’s treatment programme focusses on the use of AMBIT.

AMBIT is designed for young people who have a very fragile Relationship to help (they are Hard to reach). In general the target client group for AMBIT-influenced work is characterised as being either hostile, distrustful, ambivalent or passive towards receiving help about some of their life problems. This presents particular challenges for outreach workers who may experience the young people as unpredictable, constantly changing their minds, altering the problem from day to day, etc

Foreword by Sorcha Morrell, Clinical Nurse Specialist

The learning centre is an integral part of the therapeutic programme at the Darwin centre for young people. The specialist teachers at the learning centre work closely with clinical staff on the unit to implement each young persons individualised therapeutic care plan. This involves engaging them in learning within a safe and supportive environment and empowering them to set and achieve their goals. There is an emphasis on maximising on young people’s strengths, aspirations and talents. Positives are enthusiastically acknowledged and encouraged, whilst any difficulties are sensitively and collaboratively explored and worked upon.
Young people at the Darwin Centre often have negative experiences of mainstream schooling, the Darwin learning centre re connects young people with all that is wonderful about learning and in doing so often has a positive impact on their mental health, self esteem, hope and as a result their academic performance. This sends a clear message to the young people we work with that they are valued and have much to contribute, not just in the classroom but in the wider community.

Rationale

Our nurture school is a teacher-led psychosocial intervention of groups of less than 15 students that effectively replaces missing or distorted early nurturing experiences for both children and young adults; we achieve this by immersing students in an accepting and warm environment which helps develop positive relationships with both teachers and peers.

This approach is evidence based and both supports and contributes to the Darwin Centre’s multi-disciplinary team shared approach called AMBIT (Adolescent Mentalization-Based Integrative Treatment). Attendance to the Learning Centre is part of the inpatient ward programme and our team are part of the multi-disciplinary team we have therefore developed our pedagogy of nurture to fit comfortably within the AMBIT remit.

Our nurture school approach is preventative as we apply behaviourally informed teaching practices driven by AMBIT and the principles of nurture.

As a nurture group school we adhere to the six principles of nurture:

  1. Children’s learning is understood developmentally
  2. The classroom offers a safe base
  3. The importance of nurture for the development of self-esteem
  4. Language is a vital means of communication
  5. All behaviour is communication
  6. The importance of transition in children’s lives
Ref: Lucas,S., Insley,K. and Buckland,G. (2006) Nurture Group Principles and Curriculum Guidelines Helping Children to Achieve, The Nurture Group Network.

Additionally secondary nurture groups require that practitioners focus on young people’s need to:

  • Feel competent
  • Be socially connected
  • Feel valued and respected
  • Make a difference in one’s social group
  • And feel that one has some control over one’s own behaviours and experiences.
(The National Research Council and Institute of Medicine, 2002)

1. Children’s learning is understood developmentally

The MDT synthesize an initial formulation to inform the bespoke treatment programme for each young person. This is shared with the whole team and includes an educational profile. Each young person has an individual education plan which is developed with the young person, the medical team, their parent/carer and the school at which they are on roll at admission. Educational targets appropriate to the needs of the young person are agreed and the plan runs over a six week period, reviewed weekly by the MDT.

Furthermore as part of the IEP students are asked to identify their learning preferences or needs to us and our approach is based around that document.

2. The classroom offers a safe base

Environmental

We aim to have created a safe, noncritical environment. Displays promote self-esteem and focus on student achievement, safety and rights. Young people have a choice of spaces in which to work including a comfy reading area, a dedicated computer suite and a wellstocked art room. There is a small kitchen for use by the young people. There is a sensory tent for young people to use in order to support them to learn to positively manage their own mental health challenges.

Relational

School should be a safe and affirming place for children where they can develop a sense of belonging and feel able to trust and talk openly with adults about their problems.
(Department for Education 2014)

Student voice plays a very important part in establishing the classroom as a safe base. Everyone contributes to the shared values charter which is shared with young people on admission and referred to regularly. We encourage young people to talk openly throughout the day about their learning and the wider world to teachers and to their peers. We have shared break times to foster a sense of belonging and cohesion, therefore student voice happens organically and naturally and is embedded in everything we do. Furthermore there are also timetabled student voice sessions, PSHE, news group, health group and SMSC Fridays.

Creating opportunities for student voice has had a very positive impact, as well as informing curriculum change the young people have been able to mentalize each other for example: the young people decided to create a tea list of how all the young people and staff like their tea so that they can care for each other by providing a kind gesture such as making someone else a drink.

3. The importance of nurture for the development of self-esteem

Evidence has shown that an effective approach to promote positive behaviour, social development and self-esteem is to couple positive classroom management techniques with one-to-one or small group sessions to help pupils identify coping strategies. DfE publication
‘Mental health and behaviour in schools Departmental advice for school staff March 2015’.

Small group teaching is at the centre of what we do; this allows us to make learning studentneed-driven not task-driven and allows for personalised learning objectives and significant differentiation. This facilitates success which in turn creates more opportunities for success. Our results data supports this.

Additionally we are aware of our moral and legal obligation to act ‘In loco parentis’, the common law duty of care, and in adopting the nurture approach we aim to first and foremost focus on having the student form attachments to loving and caring adults here, unconditional positive regard being the most powerful mechanism for change. This is at the core of what we do as education professionals.

Small groups also allow us to offer an exciting curriculum teaching adults and students together through experiential activities. Our SMSC Fridays create opportunities to practice new skills and to have fun learning by doing.

4. Language is a vital means of communication

The young people at the Darwin have suffered systemic failure and learning to communicate is critical to recovery and personal development. Positive language is utilised by staff at all times in order to reduce conflict, improve communication, boost self-esteem, reduce defensiveness, increase resilience and to portray the teacher as credible and respectable.

We use first names to establish this culture of mutual respect and equality and to remove barriers to communication.

The AMBIT approach suggests that it is important for the AMBIT worker to try to be explicit about his/her OWN intentions in order to enable the young person to have more opportunity to learn to mentalize their own behaviour. We constantly communicate to the young people that learning is our goal and that we see them as successful learners and visualise them as being on a learning journey

Our body language is open and staff are calm, consistent, flexible and trade in respect. This facilitates epistemic trust as well as encouraging good two-way communication. It also curtails problems before they occur.

5. All behaviour is communication

‘The way that educators respond to a child who demonstrates challenging behaviour plays a critical role in determining the trajectory of that child’s behaviour.’ Positive behaviour

A core component of AMBIT is Epistemic Trust. This refers to the specific kind of trust required by someone to allow learning to take place by one person from another person. This trust is built on (or triggered by) the knowledge that the teacher has authentically connected and sympathetically understood the crucial things about me – not about people in general, but about me in particular: the sense that “you have noticed and understood what it is like to be me, here, now, in THIS predicament.” Therefore all behaviours are deemed to be communication and sought to be understood by both teacher and student either in the moment if possible and if not then afterwards but always in a calm and reflective manner.

We focus on always on solutions in addressing problems and personal empowerment toenable young people to feel that they have control and choice over their behaviour.

6. The importance of transition in children’s lives

‘Children suffering from mood disorders are in pain, not physically but emotionally.’ Fostering Child and Adolescent Mental Health in the Classroom, Raymond J Waller

The young people at the Darwin Centre are all in a state of transition whether it be at home, at school, in their identity, in their mental health. As adolescents they are all in a state oftransitioning from child to adult and support at this time is crucial to young people becoming successful, contributing members of their community. As a rights respecting school the young people are all taught about their rights and in how their rights can support them in moving forward. Knowledge of – and confidence in – upholding their rights helps the young people in the challenge of transition. We also endeavour to re-establish links with the educational establishments that the young people will be transitioning to on discharge. We are sensitive to the difficult emotions that transition triggers in vulnerable young people.

Social, Moral, Cultural and Spiritual

Social Moral Cultural and Spiritual Policy and British Values

INTRODUCTION

In contrast to the policies for specific curriculum subjects, this policy relates to the whole ethos of the Pilgrim PRU.

  • At Pilgrim PRU the promotion of pupils’ spiritual, moral, social and cultural
    development is considered to be a ‘whole school’ issue.
  • Spiritual, moral, social and cultural development should be promoted not only through all the subjects of the curriculum but also through the ethos of each unit and its individual community.
  • The development of positive values and attitudes is considered to be intrinsically linked with spiritual, moral, social and cultural development.

RATIONALE – LEGAL

The Education Reform Act (1988) requires the curriculum of a maintained school to‘promote the spiritual, moral, cultural, mental and physical development of pupils atthe school.’

  • Provision for SMSC development will be inspected by OFSTED as detailed in theirsubsidiary guidance for schools 2012.
  • The SMSC aspects of education concentrate on the development of the pupil as an individual and as a personality, aiming to enrich and extend the human existence ofeach child in relation to the values, attitudes, beliefs and consequent behaviouracquired during school years.

DEFINITIONS

Spiritual development relates to the understanding of self and others at the heart of spiritual development and is not linked solely to a particular doctrine or faith. Spiritual development, is, therefore, accessible to everyone. All areas of the curriculum should contribute to pupils’ spiritual development.

Moral development is concerned with pupils’ ability to make judgements about how they should behave and act and the reasons for such behaviour. It refers to their knowledge, understanding, values and attitudes in relation to what is right or wrong.

The system of rules and codes of behaviour established in each unit is an importantintroduction to issues of fairness for all and to the consequences of operating outsidethe accepted rule system. Pupils are encouraged to understand the need for a common code and to follow it from conviction rather than because of consequencesor sanctions. Moral development, based on ethical principles, should enable pupils tobecome increasingly responsible for their own actions and behaviour.

Social development refers to the development of abilities and qualities that children need to acquire if they are to play a full and active part in society. It also relates to the growth of knowledge and understanding of society in all its aspects.

The staff with in each centre role model expected levels of behavior and provide asuitable environment for promoting social development within an ethical or religiouscontext. Pupils learn to lead, to use their initiative and to use individual skills and
strengths when working together towards a common goal. The ability to be led, to support others and to recognise the different skills of other group members can bedeveloped when pupils work co-operatively.

Cultural development At the heart of cultural development lies the necessity to develop a sense of personal identity, whilst at the same time acquiring awareness,understanding and tolerance regarding the cultural traditions of others.

In order to make provision for cultural development existing knowledge, interests and experiences are strengthened and then built upon further. In this way pupils gain a deeper understanding of their own culture and the factors which influence it and gain a broader understanding of other cultures and cultural influences. All areas of the curriculum can be used to promote and develop cultural awareness, although the arts, music, dance, drama and art are those most commonly used.

CONTENT

Assessment. The Pilgrim PRU will refer to the Ofsted subsidiary guidance for SMSC and identify stages of development for pupils’.

Pupils’ spiritual development
Learning opportunities will develop the students’ sense of self, their unique potential, their understanding of their strengths and weakness, and their willingness to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They will have the opportunity to:

  • Foster their own inner lives and non-material wellbeing
  • Sustain their self-esteem in the learning experience
  • Develop their capacity for critical and independent thought
  • Foster their emotional life and express their feelings
  • Experience moments of stillness and reflection
  • Discuss their beliefs, feelings, values and response to personal experiences
  • Form and maintain worthwhile and satisfying relationships
  • Reflect on, consider and celebrate the wonders and mysteries of life
  • Prepare themselves for the challenges of independent living

Pupils’ moral development
Learning opportunities will provide students with the chance to acquire an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They will have the opportunities to:

  • Reflect on the consequences of their actions, learn how to forgive themselves and others, which are attitudes they need to make moral, responsible decisions and act on them
  • Recognise the unique value of each individual
  • Recognise the challenge of life today and the role they play in it
  • Listen and respond appropriately to the views of others
  • Gain the confidence to cope with setbacks and learn from mistakes
  • Take initiative and act responsibly with consideration for others
  • Distinguish between right and wrongs
  • Show respect for the environment

Pupils’ social development
Learning opportunities will involve students in acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global) and an ability to relate to others and to work with others for the common good. The will have opportunities to:

  • Display a sense of belonging and an increasing willingness to participate
  • Make an active contribution to the democratic process in each of their communities
  • Develop an understanding of individual and group identity
  • Learn about service in the school and wider community
  • Begin to understand the place they have within society and the role they need to play
  • Understand the changing nature of society and how this is an opportunity not a threat
  • Develop their compassion for others in society
  • Take initiative on wider social issues and establish ways they can help on an individual, local, national and global scale

Pupils’ cultural development
Learning opportunities will involve the young people in acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They will acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They will have the opportunity to:

  • Recognise the values and richness of cultural diversity in Britain and how these influence individuals and society
  • Recognise world faiths and beliefs and the impact they have on our culture
  • Develop an understanding of Britain’s’ local, national, European and global dimensions
  • Broaden their perspective on different communities and cultures within the local area
  • Interact with different cultures/lifestyles and explore their advantages and disadvantage

British Values

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools. The Pilgrim PRU is committed to serving its community. It recognises the multi-cultural, multi-faith and ever changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the PRU are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. The Pilgrim PRU is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British Values to all its students.

The five key British Values are:

  • • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

British Values

At the Pilgrim PRU British Values are reinforced in the following ways:

Democracy
The Pilgrim PRU is working towards the Recognition of Commitment stage of the UNICEF Rights Respecting school award. All children and young people are asked to reflect upon and share their own fundamental value to be respected by staff and peers and these are displayed in the classrooms; this becomes a charter, shared by and owned by everyone equally. Young people have the opportunity to meet with their elected peer regularly and the RRSA steering group comprised of these elected peer representatives meet half termly. Due to the ill health of the young people these meeting sometimes happen using video chat. Democracy is learned about by a mixture of classroom teaching and activities and visiting speakers as well as the opportunity to take part in elections to form the steering group.
Children have many opportunities for their voices to be heard, there is an independent young people’s advocate who works with us as a PRU to represent young people in a wide variety of situations not limited to but including education. Each week there is a ‘Have your say’ group which a member of the teaching team attends.

The Rule of Law
The importance of Laws, whether they be those that govern the class, the school, or the country are consistently reinforced throughout the curriculum as well as when dealing with behaviour. Children and young people are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from and to the Crown Court, Police and Fire Service help reinforce this message.

Individual Liberty
Within the PRU children and young people are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a PRU we educate and provide boundaries for young pupils to make choices safely, through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our PSHE and health group sessions. Whether it be through choice of learning challenge, of how they learn, of how they communicate with each other and staff, they are given the freedom to make choices.

Mutual Respect
Mutual respect is at the heart of our values. Children and young people learn that their behaviour has an effect on their own rights and those of others. All members of the school community treat each other with respect. Our staff work hard to model that behaviour for and with our young people and children who have often missed out on the experience of mutual respect and functional adult relationships.

Tolerance of those of Different Faiths and Beliefs
The PRU places a great emphasis on promoting diversity with the children and young people. SMSC opportunities include stories and celebrations from a variety of faiths and cultures, visits to and from people from all walks of life, different faiths, different sexuality, different disabilities. Our PSE and RRSA teaching reinforce this. Children and young people visit places of worship that are important to different faiths. One of our teachers volunteered for many years with Oxfam campaigns, Cambridge and our teaching team is a mix of members of different faiths or religions and nationalities.
At the PRU we will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views and we actively prevent young people and children becoming disenfranchised which is a key factor in reducing the risk of radicalisation of any kind. The multidisciplinary team model within which we work ensures that young people have every chance of successful transition into society and of becoming a valued British citizen after discharge.

Curriculum Delivery

Darwin Centre
At the Darwin Centre the SMSC curriculum is taught alongside the PSHE curriculum and incorporated in to other subjects such as Art, English and humanities. Themes such as Relationships, Health and Wellbeing, Living in the wider world, Anti Bullying, financial wellbeing and understanding of the British government have been covered this year. Relevant news items are brought in to the curriculum and fundraising is carried out in support of Comic Relief and Children in Need. Pupils are given the opportunity to participate in the Bronze Level Arts Award and AQA Unit awards have been created on Introduction to Diversity, prejudice and discrimination and the introduction to Islam.

Phoenix
At the Phoenix Centre SMSC is taught alongside the PSHE curriculum and incorporated in to other subject areas such as Art, English and humanities. Themes such as homelessness, poverty, treatment of the elderly and Remembrance day and the refugee crisis have been covered this year. Visitors have also attended the unit including an Anglican priest who did a question and answer session on theological issues such as the nature of suffering, existence and evolution. News items such as the spread of Ebola are also covered and pupils participate in fundraising activities. A visit from a local MP has also occurred this year. Cultural trips to the theatre are also arranged such as the trip to see ‘Much Ado about Nothing’

Croft
At the Croft SMSC is taught alongside PSHE, Art and Literacy topics. Themes such as recycling, good citizenship, Stranger danger, Armistice day, E- Safety , Buy Nothing Day and Hanukkah have been covered. Visitors such as the City Rangers and the Police have led some of these sessions. Children participate in a weekly art lesson where they look at the work of other artists and respond creatively to their work.

Addenbrooke’s
At Addenbrooke’s SMSC is incorporated in to other subjects where possible. This may be through texts studied at Secondary level or story books at Primary level. Books such as We All Went on Safari, a counting journey through Tanzania by Laurie Krebs and Handa’s Surprise by Eileen Browne. Pupils used these books to explore Tanzania culture and language. Other themes such as Chinese New year have been explored through art and literacy. Wall displays showing these activities have been made and are displayed on the wards.

LINKS WITH OTHER POLICIES

Personal, Social and Health Education Policy
Behaviour Policy
Equalities Policy
Behaviour Policy
Teaching and Learning Policy
RE & Collective Worship Policy

RESPONSIBILITIES

The Management committee is responsible for:

  • SMSC Policy promotes an ethos that values individuals.
  • SMSC is put into practice and monitored by the appropriate governor

The School Development Plan will include a section on SMSC development which gives an indication of planned developments in all four aspects and arrangements for review.

Monitoring and evaluating spiritual, moral, social and cultural development is an on-going process. The Management Committee will receive information at least on a termly basis.

Staff meetings may be used for discussion and the update of information to understand the impact of spiritual, moral, social and cultural development on the Pilgrim PRU as a whole.

REVIEW

The management committee will review the Curriculum policy every three years.

Special Education Needs

Philosophy

The Pilgrim PRU is a specialist tier four provision (Provision in an inpatient hospital setting) providing education within four hospital schools. The Darwin Centre, Phoenix, the Croft and Addenbrooke’s.

At the Pilgrim PRU we believe that all children and young people should be provided with appropriate education in a safe, stable, supportive environment. Our students are given opportunities to succeed through the use of highly personalised individual education plans.

All staff are committed to the vision that education is more than academic performance; it is also about fostering qualities of independence, selfadvocacy, positive self-esteem and a respect for others. To achieve this some pupils may need extra support beyond what is considered the normal level of provision. Supporting pupils who have a wide range of SEND requires a flexible use of support strategies.

We adhere to the 2014 Code of Practice.

Aims and objectives

At the Pilgrim PRU we are determined to meet the educational needs of all of our pupils and place emphasis on raising the achievement of all children and young people. We have an inclusive ethos with high expectations and offer a broad and balanced curriculum, designed to identify barriers to learning and participation and differentiated to meet individual needs. Everyone in the Pilgrim PRU community, management committee members, staff, pupils and parents, has a positive and active part to play in achieving this aim.

Pupils entering Pilgrim PRU would usually have had significant involvement from outside agencies. Pupils that are admitted to one of the hospital schools may already be on their school’s special needs register. When they are admitted to the Darwin Centre, Phoenix or the Croft, they will be accessing a tier four provision and, therefore, will be receiving treatment from outside agencies.

Roles and Responsibilities

The Teacher in Charge of each unit is responsible for the identification of Special Education Needs of the students in their care. The Head of the Pilgrim PRU has overall responsibility for the management of the policy, for assessment and provision for all pupils with educational needs and keeping the management committee informed.

The Graduated Response and Provision

The Pilgrim PRU adopts the Code of Practice’s (2014) graduated response for the identification of provision for pupils with special education needs.
All teachers are responsible for the identification of provision for pupils with Special Educational Needs.

The graduated response is as follows:

  1. High Quality Teaching, including differentiation by class teacher
  2. Additional support and intervention, which is appropriately reviewed
  3. Request for Education, Health and Care Plan
  4. Education Health and Care Plan

All teachers within the Pilgrim PRU are responsible for ensuring that all pupils have access to a broad and balanced curriculum and an individual programme that meets their needs.

When a pupil arrives at one of the hospital schools, the key teacher will contact the pupil’s mainstream school to gather as much information as possible on the attainment and ability of the pupil. If the pupil already has an Education, Health and Care plan, a copy of this plan will be requested and we ensure the pupil has the necessary support identified on their plan.

Areas of Special Needs

Following the new Code of Practice 2014, the four categories of Special Educational needs are:

  1. Cognition and Learning
  2. Speech, language and communication
  3. Social, emotional, behavioural and mental health
  4. Sensory and physical

Children’s needs may fall into one or more of these categories.

Special facilities

It is possible for children in wheelchairs to attend any one of the four hospital schools. The three schools on the Fulbourn site are all on the ground floor and have ramp assess. The children’s wards at Addenbrooke’s are located on the ground floor. Pupils with a disability, who attend one of the hospital schools, will have access to a full curriculum and reasonable adjustments will be made.

Identification of SEND

At each center within the Pilgrim PRU, pupils’ progress is continually monitored by staff. Records will also be sort from other agencies involved in the pupil’s care e.g. CAMH. Baseline assessments will be carried out and pupils’ work and progress will be assessed.

Teaching staff also access a pupil’s readiness to learn through a mental health functioning scale and the Boxall Profile, which gives teachers an understanding of children’s social and emotional difficulties and allows them to plan effective interventions. An Individual education plan (IEP) will be written taking into account the assessments undertaken. This will be agreed with the pupil and the parent or carer. Teaching staff will then adapt their teaching and differentiate work to support the pupil’s needs. Specialist interventions to
support pupils with literacy difficulties or those with Autistic Spectrum Conditions will be used. The aim is to develop resilience and self-confidence and demonstrate any successful strategies to support learning.

If concerns remain, a request will be made for the clinical psychologist to undertake The Wechsler Intelligence Scale for Children (WISC) to further identify areas of weakness or the Autism Digognostic Observation Schedule ADOS to identify Autistic spectrum disorder.

Parents/carers will be informed of the education plan at Care Plan Approach (CPA) meeting and will be able to give further advice and suggestions. Pupil’s progress will be monitored weekly and a report on their progress will be written for the weekly Multi-disciplinary meeting. Parents / carers will be asked to sign and agree to any changes to the IEP at the CPA review.

Pilgrim PRU will not hesitate to involve the Clinical Psychologists located within the authority and the school’s assigned Educational Psychologist in assisting with the assessment process. Pilgrim PRU is able to assess the pupil using a variety of methods:

  • Observation
  • Baseline assessments – using Access to Reading, Access to Maths, Writing, Word shark and Education City in English, Maths and Science.
  • Mental Health functioning in education scale
  • Reintegration scale
  • Diagnostic tests e.g. Boxall Profile
  • Liaison with mainstream setting
  • Prior attainment data
  • Liaison with members of the individuals Multi-disciplinary team/key worker
  • Evidentiary work from lessons
  • Feedback from the pupil carer and/or clinicians

Meeting the needs of the Individual

Teaching and Learning at Pilgrim PRU takes place in an environment that is conducive to meeting the needs of all individuals. All classrooms are friendly and well equipped with resources including excellent ICT facilities. Pupils are taught in small groups with a minimum of one teacher, supported by teaching assistants when appropriate. Much of the teaching is on a one to one basis. Addenbrooke’s Hospital has a small teaching base but the majority of pupils are taught on a one to one basis usually at their bedside.

Staff and pupils meet weekly to set and monitor learning targets. Individual needs are met through the lesson content, learning objectives and style of delivery along with social and emotional support. Lessons are differentiated to meet individual learning styles and the needs of the individual. Where possible appropriate resources are made available and, in particular, the use of ICT is incorporated into teaching and learning.

Procedures for identification, assessment, monitoring, review of SEND and continuity of education

This may be:-

  • by discussion with the pupil and parents / carers
  • by continual assessment of needs
  • by regular informal and formal contact with the multi-disciplinary team, including nursing, clinical and medical staff
  • by formal and informal contact with other agencies within the hospital
  • by drawing on specialist support services – such as Locality teams Education Inclusion Officers and the SEND specialist service.
  • by mainstream school contact
  • by preparing individual weekly targets
  • by discharge reports
  • by Common Assessment Framework (CAF)
  • by individual reintegration programmes

Continuity, Inclusion and Community links

Continuity and Inclusion are key aspects of work. This will involve close liaison with the medical professionals and clinical support workers who will accompany pupils to their mainstream school/college to support reintegration. Education staff may also accompany young people to their mainstream schools to initiate and support reintegration.

In certain cases, a different educational placement may need to be made.

Pilgrim PRU does not specify provision in its discharge reports, rather it identifies the needs of the individual e.g. 1:1 or small groups because of anxiety. Locality teams and Education Inclusion officers will be contacted to support finding a placement for these pupils.

Request for an Education Health and Care plan. (EHCP)

It may be decided that in order to support a pupil’s reintegration to their mainstream school an Education Health and Care Plan may be needed. In this case, the Teacher in Charge will contact the SENCO at the pupil’s mainstream school and ask them to request an assessment from the Educational Psychologist in their area. Teaching staff at the Pilgrim PRU will write a detailed report of the observations and assessments carried out at the Pilgrim PRU, which will be sent to the Statutory Assessment and Resources Team (START) in the local authority where the pupil is resident. This will support other evidence from mainstream school staff, health and social care professionals.

Education Health and Care Plan

Where a pupil has had an Education, Health and Care plan agreed, the actions and targets to be met will be agreed by all the relevant adults involved with the child / young person. The Education, health and Care Plan will then be written following Local Authority guidelines. Once it is implemented the SENCO of the child’s mainstream school and/or Teacher in Charge are responsible for:

  • ensuring the provision outlined in the EHCP is provided
  • any further assessments of the child / young person
  • planning future interventions for the child / young person in discussion with colleagues
  • monitoring and reviewing the action taken
  • arranging and attending an annual review to ensure the child / young person’s needs are reviewed and the plan is changed as appropriate

Support for external examinations

Pupils who take external qualifications such as GCSE and A ‘level exams are entitled to extra time. The Teacher in Charge or the exams officer will contact the exams officer in the student’s mainstream school and make sure suitable access arrangements have been applied for. If a student is unable to return to mainstream school to take exams, staff will arrange for the exams to be transferred to the centre. Pupils will take their exams in a small room with a trained invigilator who is a member of staff that they know well. We are able to provide scribes, readers and rest breaks if students require this extra support. Staff understand what a stressful time this is for students and do their upmost to provide a calm and supportive environment in which to take exams. Extra support and revision sessions will also be provided.

Working in partnership with parents.

The Pilgrim PRU values working in partnership with parents / carers. We seek to involve parents / carers in all decisions about their children. The views of parents/carers will be sought at all stages of assessment and provision. No decision will be made about assessment or provision without seeking the views and agreement of the parents/carers. All communication involving decisions made will be recorded.

Pupil Participation

Pupils at the Pilgrim PRU will be involved in setting, monitoring and reviewing targets set at regular meetings. They will be encouraged to contribute to the EHC process through annual reviews and making choices about appropriate schools for their education.

Evaluating success

The management committee will evaluate the success of this policy by enquiring how effectively pupils with Special Educational Needs have access to a broad and balanced curriculum and have the necessary support to reintegrate back to mainstream education.
The management committee will wish to be informed about the following success indicators:

  • the culture, practice, management and deployment of resources ensuring that the needs of all children are met
  • The early identification of a child’s SEN
  • The exploitation of best practice when devising interventions
  • The wishes of the child taken in to account
  • Educational professionals, health, social care and parents working in partnership
  • Regular reviews and interventions for each child
  • The effectiveness of the graduated response in meeting needs;
  • The progress the child or young person has made from their baseline assessments
  • The inclusion of the SEND child in the mainstream setting

Staff Development

Pilgrim PRU believes that staff training and development is vital. The Continual Professional Development (CPD) programme is based on the broader training needs of the PRU as outlined in the School Improvement Plan and the Performance Management Policy. Staff are given opportunities to maintain contact with mainstream schools to keep up to date with national initiatives. Support Staff are included in the Performance Management structure and are encouraged to become involved in the staff development programme. All have the opportunity to follow the CPD programmes of the school and Local Authority and programmes offered by various institutes of further and higher education.

Complaints

Where a parent wishes to complain to the school concerning any aspect of its education provision, there is a staged complaints procedure that follows LA guidelines. Please contact Amanda Morris-Drake on amorrisdrake@pilgrim.cambs.sch.uk.

A complaint that relates to any aspect of clinical or medical provision is dealt with separately by the relevant health authority trust. Please but your complaints in writing via email to complaints@cpft.nhs.uk

Student Acceptable use of ICT

Pupil Acceptable use of IT Resources.

The Pilgrim Pru has the responsibility of providing you with safe, reliable and useful IT resources (network, internet and email) that will help you make the most of your learning opportunities. You have a right to these resources. However, with this right, comes the following responsibilities:

By reading and signing this acceptable use policy;

• I will take responsibility for my own use of all IT, making sure that I use technology safely, responsibly and legally.

• I will take personal responsibility for my own e-safety, I will not give out any personal details or arrange to meet someone without the written permission of my parent or carer. I will report anything that makes me feel uncomfortable or unhappy.

• I will not take or distribute images or recordings of anyone with or without their permission when at school or involved in any school activities.

• I will use email responsibly and always be polite and respectful. I will only use email, blogs or other messaging methods that are approved by Pilgrim Pru. I will never use IT for bullying or harassing others or in a way that will bring the school into disrepute.

• I will not download or install any software or files on the school’s IT equipment (unless it is a requirement of an agreed course of study) or open emails or attachments from people that I do not know.

• If I use a USB drive (memory stick) in school to store or transfer files I will make sure it has been virus checked first.

• I will not intentionally gain access to unsuitable or illegal sites nor try to use any programs that allow me to bypass any filtering/security systems. I will not access any video broadcasting or social media sites unless given permission to do so. I will report as soon as possible accidental access to such sites. I understand that my report will be confidential and would protect other students and myself.

• I will only access the school computer systems (network, Internet and email) using my own login and password, which I will keep secret. I realise that if I access files that are not my own it could be seen as hacking.

• I will ensure that my work does not break The Copyright, Design and Patents law. I will always acknowledge the source of information (words, images etc) I use. I will not use the school IT systems to copy other people’s work and pass it off as my own (plagiarism).

• I will use school IT equipment with care and tell my teacher of any damage which occurs as soon as possible.

• I will only use my personal mobile devices (mobile phones / iPads etc) in school if I have permission. I understand that, if I do, I will follow the rules set out in this agreement, in the same way as if I was using school equipment.

• I will use network resources responsibly
a. I will think and then preview before I print
b. I will regularly review my files and delete them when no longer needed
c. I will only store school-related files and images on the school network
d. I will only use the IT equipment for school related work unless I have permission from an appropriate member of staff

I understand that the school also has the right to take action against me if I am involved in incidents of inappropriate behaviour, that are covered in this agreement, when I am out of school and where they involve my membership of the school community (examples would be cyber-bullying, use of images or personal information).

I understand that the School may check my computer files, will monitor the Internet sites that I visit and my emails. If I do not follow these guidelines the AUP will be enforced and serious consequences will follow. This may include loss of access to the school network / internet, detentions, suspensions, contact with parents and in the event of illegal activities involvement of the police.

Student Acceptable Use Agreement Form

This form relates to the student / pupil Acceptable Use Policy (AUP), to which it is attached.
Please complete the sections below to show that you have read, understood and agree to the rules included in the Acceptable Use Agreement. If you do not sign and return this agreement, access will not be granted to school IT systems.

• I have read and understand the above and agree to follow these guidelines when:
• I use the school IT systems and equipment (both in and out of college)
• I use my own equipment in school (when allowed) eg mobile phones, PDAs, cameras etc
• I use my own equipment out of college in a way that is related to me being a member of this school eg communicating with other members of the school, accessing school email.
Name of Student
Signed

Date

Student Mobile Phone Policy

Personal Mobile Phone Device Policy
Personal Mobile Devices (PMD) include mobile phones, tablets, iPods, and any other web-enabled devices.

For pupils who bring PMDs into the school:
My responsibility
• I understand that the use of PMDs is covered by the Pilgrim Pru student Acceptable Use of ICT Policy which I have signed.
• I understand that I am responsible for any PMD I bring to school and the school accepts no liability for the loss, theft or damage of my device.
• I understand that all of these rules also apply during school trips, residential or extra-curricular activities.
• I understand that I may not use a PMD to record anything that occurs within the school grounds without permission. This includes recording visually (photos) and audio (sound or video).
• I understand that I am not allowed to store inappropriate images, video or sounds on my PMD.
• I understand that I should use a password or pin number to stop other people using my PMD.

PMDs and headphones
• I understand that I will only be allowed to use my PMD during lessons or formal school time when given permission from a member of staff.
• I understand that, unless permission is given by a member of staff, headphones are not allowed to be worn inside the school building and must be kept out of sight.

Consequences
• I understand if I break the rules on PMDs, my device will be confiscated and will be held in a secure place in the school.
• I understand that I must hand over any PMD if asked to by a member of staff.

I, the undersigned, have read the rules and agree to abide by them.

Name:

Signed:

Date:

Supporting Pupils with Medical Conditions

Working in a hospital school

The Pilgrim PRU covers four hospital schools.
By definition all the children and young people with in the Pilgrim PRU have medical conditions. As the education facilities/Schools are located within four different hospitals nursing staff are always on hand. Any medication that is required by the pupils will be administered by the nursing team within the hospital at specified times within the Care Plan.

At Addenbrooke’s hospital teaching staff work with children and young people with a variety of physical medical conditions. Teaching staff may teach by the bedside or in a small teaching area. Staff are aware of the intravenous drips an pain relief monitors that the children are attached to and all rooms are fitted with an alarm to call nursing staff if necessary. The teaching staff work closely with the nursing team and play therapists to ensure patients welfare is paramount. Infection control is taken seriously and teaching staff adhere to the infection control policy.

On school trips teaching staff may be required to carry medication to give to pupils when required but where possible nursing staff accompany school staff on trips and will give the required medication.

Definition

Pupils’ medical needs may be broadly summarised as being of two types:

  1. Short-term, affecting their participation in school activities whilst they are on a course of
    medication.
  2. Long-term, potentially limiting their access to education and requiring extra care and
    support

School Ethos

Schools have a responsibility for the health and safety of pupils in their care. The Health and Safety at Work Act 1974 makes employers responsible for the health and safety of employees and anyone else on the premises. In the case of pupils with special medical needs, the responsibility of the employer is to make sure that safety measures cover the needs of all pupils at the school. This may mean making special arrangements for particular pupils so that they can access their full and equal entitlement to all aspects of the curriculum. In this case, individual procedures may be required. The Pilgrim PRU is responsible for making sure that relevant staff know about and are, if necessary, trained to provide any additional support that pupils with medical conditions (long or short term) may need.
The Children and Families Act 2014 places a duty on schools to make arrangements for children with medical conditions. Pupils with medical conditions have the same right of admission to school as other children and cannot be refused admission or excluded from school on medical grounds alone. However, teachers and other school staff in charge of pupils have a common law duty to act ‘in loco parentis’ and must ensure the safety of all pupils in their care.

Our Aims

  • To support pupils with medical conditions, so that they have full access to education, including physical education and educational visits
  • To ensure that school staff are fully informed and adequately trained by a professional in order to administer support or prescribed medication
  • To comply fully with the Equality Act 2010 for pupils who may have disabilities or special educational needs. )
  • To respond sensitively, discreetly and quickly to situations where a child with a medical condition requires support

To follow support as outlined in the Care Plan for each student

Entitlement

The Pilgrim PRU provides full access to the curriculum for every child wherever possible. We believe that pupils with medical needs have equal entitlement and must receive necessary care and support so that they can take advantage of this.

Expectations

  • Medical professionals involved in the care of children with medical needs will fully inform staff beforehand of the child’s condition, its management and implications for the school life of that individual
  • School staff will liaise as necessary with Healthcare professionals and services in order to access the most up-to-date advice about a pupil’s medical needs and will seek support and training in the interests of the pupil
  • Transitional arrangements between schools will be completed in such a way that The Pilgrim PRU will ensure full disclosure of relevant medical information, Healthcare plans and support needed in good time for the child’s receiving school to adequately prepare

Mental Health problems

If a pupil is suffering from mental health problems that mean they cannot access education teaching staff will introduce themselves to the student on the ward and work with the nursing team to assess when the student may be well enough to attend school. Students may start school on a part time timetable and gradually increase their time in school as they are able to. If a student becomes distressed in school teaching staff will allow pupils to move to a quiet area and if necessary call nursing staff from the ward to support them or take them back to the ward.

In an emergency

In a medical emergency, teachers have been appropriately trained to administer emergency paediatric first aid if necessary. Teaching staff will pull the alarm and alert the nursing team
If an ambulance needs to be called, staff will:

  • Outline the full condition and how it occurred
  • Give details regarding the child’s date of birth, address, parents’ names and any known medical conditions.

Children will be accompanied to hospital by a member of staff if this is deemed appropriate. Staff cars should not be used for this purpose. Parents must always be called in a medical emergency, but do not need to be present for a child to be taken to hospital.

Allergies

Epi-pens will be administered following the instruction on the device, teachers have been given first aid training including the use of epi-pens.

Cetrizine may be given if slight tingling of the lips occurs following ingestion of possible irritants for nut allergy sufferers. This is a liquid medicine stored with the epi-pen. If symptoms are more severe, the epi-pen should be given immediately. An ambulance must be called immediately. Parents should be contacted after this call has been made.

Trained Staff

Basic Adult and Child Life Support 4th January 2016
Amanda Morris-Drake
Catherine Fraser Andrews
Richard Cragg
Jason Gibbons
Jasmine Smith
Julie Grimes

Whistleblowing

Whistleblowing Policy
Pilgrim PRU
1. Introduction

The Pilgrim PRU is committed to the highest possible standard of operation, probity and accountability, and recognises that its workers are often the first to realise that there may be something wrong within the school or the hospital. However, they may not express their concerns because they feel that speaking up would be disloyal to their colleagues or to the school, and they may also fear harassment or victimisation. In these circumstances, it may be easier to ignore the concern rather than report what may just be a suspicion of malpractice.

The Public Interest Disclosure Act 1998 protects workers who raise concerns from victimisation or harassment. In accordance with that Act and its commitment to the highest standards of service delivery, the Pilgrim PRU encourages its workers with serious concerns about any aspect of the school’s work to come forward and voice those concerns, in confidence, within the school according to the procedure in Section 5, rather than overlooking a problem or blowing the whistle outside.

2. Objective

The aim of this policy and associated procedures is to establish an internal mechanism that will encourage and enable workers to raise serious concerns about any aspect of the school, (which do not meet the criteria for being dealt with as a complaint or grievance), in confidence and without fear of reprisals, to ensure that the school continues to improve its services and provides best value.

3. Scope
Concerns that should be raised via the Whistleblowing Policy may be in relation to the actions/behaviours of other school employees, private contractors, volunteers and/or members of the management committee and be about something that is perceived as:
• unlawful; or
• against the school’s policies; or
• falling below established standard or practice; or
• amounting to improper conduct.

Concerns about financial irregularities should be raised in accordance with the Financial Regulations in School document. (LINK)
Concerns that fall outside the scope of the Whistleblowing Policy are those raised by workers:
• about their own conditions of service: these should be addressed via the PRU’s Grievance Procedure or Bullying and Harassment at Work Procedure, depending on the nature/seriousness of the complaint.

4. Principles

This policy is based on the following fundamental principles:

• All workers have the right to raise concerns about perceived unacceptable practice or behaviour.
• The responsibility for expressing concerns about unacceptable practice or behaviour rests with all workers, and under the School’s Health & Safety Policy workers are expected to raise concerns about potential health and safety risks.
• The School will not tolerate harassment or victimisation and will take action to protect employees when they raise a concern in good faith.
• The school will do its best to protect an employee’s identity when he/she raises a concern and does not want his/her name to be disclosed. However, if the concern raised needs to be addressed through another procedure, e.g. disciplinary procedure, the employee may be required to provide a signed statement as part of the evidence.
• In some circumstances the School may have to disclose the identity of the employee without his/her consent, although this will be discussed with the employee first.
• Appropriate advice and support will be made available to workers who raise concerns.
• Employees who raise concerns will be kept informed of the progress and outcome of any investigation.
• The School will not tolerate malicious or vexatious allegations, which may be considered a disciplinary offence.

5. Procedures

Procedures for reporting and investigating ‘whistleblowing’ concerns have been developed to ensure that:
• avenues exist (first approach should be made to your line-manager if appropriate or to the Head teacher, if appropriate or to the Chair of the Management Committee) for employees to raise concerns internally as a matter of course, and receive feedback on any action taken;
• concerns are taken seriously and dealt with quickly and appropriately;
• employees are reassured that they will be protected from reprisals or victimisation for whistleblowing in good faith;
• employees can take the matter further if they are dissatisfied with the school’s response e.g. the Local Authority or Ofsted;
• issues raised are addressed via other procedures as appropriate, e.g. anti-fraud and corruption, grievance, disciplinary, health & safety, harassment, child protection and adult abuse procedures; and
• appropriate records are maintained for monitoring purposes.
6. Anonymous Allegations

Anonymous allegations will be investigated at the discretion of the school after an assessment has been made of the nature and seriousness of the concerns, and the ability of the school to substantiate the allegations from other attributable sources.
7. Review and Monitoring

The Head Teacher and the Full Management Committee are responsible for monitoring the implementation and effectiveness of this policy in accordance with agreed performance indicators:
• the number of concerns raised via the Whistleblowing policy;
• the nature and type of concerns raised;
• the number of concerns raised dealt with via the grievance and complaints procedures;
• the number of concerns resolved at the initial discussion stage of the procedure;
• the number of concerns investigated via other procedures, e.g. child protection, disciplinary and health and safety procedures; and
• the number of concerns raised externally.

The Head teacher will collate the monitoring information and submit an annual monitoring report to the Full Governing Body.
The policy/procedures will be reviewed and their effectiveness evaluated annually in the light of learning points/issues raised or identified as part of the monitoring process. Revisions to the policy/procedure will be made following endorsement from Full Management Committee.

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