Capability Scotland Stanmore House School Handbook 2014/15
Message from the Head of Learning Provision
Welcome to Capability Scotland’s Learning Provision and Stanmore House School. At the
centre of our school is our commitment to putting pupils at the heart of everything we do,
through our holistic approach to education, therapy and care.
We know that children learn best when they are in an environment that is responsive
to their needs. Our school is able to meet these needs by providing a positive and
stimulating experience unique to each individual. Stanmore House School is a vibrant,
friendly school where children learn and are challenged to achieve to their potential.
If you would like to know more I am happy to speak to you or alternatively please do
arrange a visit to come and see us.
Sue Williams
Head of Learning Provision
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Capability Scotland Stanmore House School Handbook 2014/15
Table of Contents
Introduction4
Initial Contact
5
Pre-Admission Assessment
5
Ethos, Aims & Values
5
Aims5
Values6
School Improvement Plan
7
Admissions8
Pupil Voice
8
Learning for life
9
Curriculum12
Assessment & Recording
13
Education Staff
14
Teaching Staff
14
Future Planning and Transition
15
Reporting15
Inspiring innovation
16
Information & Communications Technology (ICT)
16
Technology16
AAC16
Home from home
17
Residential Care
17
Happy, healthy lives
18
Physiotherapy18
Occupational Therapy
18
Speech and Language Therapy
19
Nursing Staff
19
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Capability Scotland Stanmore House School Handbook 2014/15
Table of Contents
Key facts
20
Attendance20
Behaviour20
Complaints20
Equal Opportunities
21
Home School Partnership
21
Inclusive Activities
22
Location22
Meals & Snacks
22
Regulation23
Safe Care
23
Spiritual, Moral & Cultural Values
24
Uniform24
Appendices25
Appendix 1 – Pupils’ Holiday Dates 2014-2015
25
Appendix 2 – SQA & ASDAN Results 2013-2014
26
Appendix 3 – Staff List Appendix 4 - School Policies
Appendix 5 - Useful Addressess
27-28
29
30-31
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Capability Scotland Stanmore House School Handbook 2014/15
Introduction
Established in 1957, Capability Scotland’s Stanmore House School is a grant aided
special school in Lanarkshire for day and residential pupils with complex needs. Along
with Corseford School it forms one of two sites making up Capability Scotland’s Learning
Provision. The school is situated in the heart of the Clyde Valley within easy commuting
distance from Edinburgh and Glasgow.
Stanmore House School provides specialist education for children and young people
with complex needs. We provide school and residential accommodation to children
and young people between the ages of 5 and 18. Facilities include classrooms, modern
dining facilities, medical facilities, main hall, ICT base, resource equipment library, life
skills base, sensory therapy rooms, soft play area, hydrotherapy pool and state of the
art Magic Carpet and eye gaze technology. There is also an accessible sensory garden,
wheelchair practice area, reflection garden and play area.
The school strives to support children and young people with complex needs to
fulfil their potential. We support students through individualised education plans
to participate in the Curriculum for Excellence and National Qualifications at
National level, and ASDAN modules.
An interdisciplinary approach involving teaching, nursing, dietician, physiotherapy,
occupational therapy and speech and language therapy with the support of
classroom assistants allows students to achieve their maximum potential.
A whole school culture of consultation and choice making is encouraged and there is an
active pupil council supported by staff. The Post 16 pupils progress through a Transition
Programme which further develops their confidence, and levels of independence in life
skills and links with Motherwell College and the wider community.
School staff members also support a wide range of extra-curricular activities, such
as after school clubs and residential educational visits. The school offers residential and
short break accommodation on site for up to 52 weeks a year.
There are extensive ICT resources enhanced by individualised control technology.
We would welcome a visit from you and are always very pleased to discuss any
individual child or young person before a formal referral is made.
Please read this handbook carefully and if you have any more questions we will
be very happy to talk them through with you.
We welcome your interest in us!
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Capability Scotland Stanmore House School Handbook 2014/15
Initial Contact
Parents are welcome to contact the school at any time and particularly to arrange an
initial visit. Some local authorities prefer the Educational Psychologist to be involved and
in any case it is usual to advise him/her of the visit.
If a family wish to have their child considered for the school or residential service, then the
Local Authority makes the referral on the advice of the Psychologist and the Community
Medical Officer. Implicit in the referral is an acceptance of responsibility for fees and
travelling expenses, which are paid by the Local Authorities.
Pre-Admission Assessment
When the Head of School receives a formal referral the family will receive written details
of the admissions procedure. Reports will be requested from the Local Authority, together
with details of the child’s behavioural history.
These reports may include information on the child’s Co-ordinated Support Plan.
For further information please contact Emma McFarlane, Head of School.
Telephone number: 01555-665041
E-mail [email protected]
Ethos, Aims & Values
Ethos
We strive to build a learning community which enables every pupil to access the
appropriate curriculum; to be included in educational opportunities through our
holistic approaches to education, therapy, medical support and care.
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Capability Scotland Stanmore House School Handbook 2014/15
Aims
•
To enable pupils to achieve their potential through access to a broad, balanced,
relevant and differentiated 24 hour curriculum combining educational and
therapeutic approaches.
•
To support pupils in becoming successful learners, effective contributors,
responsible citizens and confident individuals.
•
To promote social inclusion through educational programmes, our partnership
with other agencies and involvement in our local community.
•
To positively work in partnership with our pupils’ families, carers and all other
relevant agencies to ensure pupil wellbeing.
•
To operate a holistic approach and encourage collaborative working practice
across staff teams.
•
To offer appropriate opportunities for all staff to continue to develop their
professional knowledge, skills and experience.
•
To respect and value individual rights and aspirations and promote a sense of
fairness and equality.
The curriculum will reflect current thinking and practice in:
•
the education of pupils who have cerebral palsy or other significant
physical impairments
•
education standards in mainstream schools
•
national developments and innovations
•
the provision, for some children, of an alternative, highly differentiated
structured curriculum
The school also aims to:
•
promote in the community a sense of awareness and understanding of the
needs of the children and the work of Capability Scotland
•
extend, in co-operation with other agencies, the outreach, training and
research services presently offered to individual children, families, students
and to professional visitors, both specialist and mainstream, who work with
children with cerebral palsy
•
promote in the community a sense of awareness and understanding of the
needs of the children and the work of Capability Scotland
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Capability Scotland Stanmore House School Handbook 2014/15
•
support inclusion, in co-operation with other agencies, through the
outreach, training and research services presently offered to individual
children, family, students and to professional visitors, both specialist and
mainstream, who deal with children with cerebral palsy.
•
The school motto is “Celebrating Success”
Celebrating Success
The school regularly celebrates the success of its pupils. This happens: daily through
class lessons and home school diaries; weekly by way of the star pupil system, pupil
council and news boards; monthly at achievement assemblies; termly at pupil IEP
target evaluations and reports, end of term services and Head Teacher awards
and yearly through annual reviews.
Values
Capability Scotland’s core value is equality. This will be at the heart of all we do.
We bring to our work a number of other values:
•
Sensitive and responsive: while ensuring that disabled people are at the centre
of all we do, we will address the concerns of all our stakeholders
•
Choice and excellence: we will ensure that all of our staff are committed to
providing the best options possible
•
Diversity and respect: we will strive to ensure that everyone is treated with
dignity and respect
•
Openness and transparency: we have a responsibility to be accountable
to stakeholders
•
Team work and partnership: we work in a co-ordinated and complementary
way internally and externally
School Improvement Plan
The school improvement plan has been developed for 2014 - 2017.
Its priorities are:
•
Achievement and Attainment
•
Framework for Learning
•
Inclusion and Equality
•
Values and Citizenship
•
Learning for Life
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Capability Scotland Stanmore House School Handbook 2014/15
Admissions
Stanmore has a long standing reputation for working with children and young
people with severe and complex needs. Indeed Education Scotland said in 2012
that “The school has an impressive record of improving the care and education
it provides for its children and young people.”
We welcome applications from across the country and our full screening and
assessment process determines whether we are likely to be the best placement
for any prospective pupil.
When any child comes to Stanmore to begin or continue their education and/or
receive residential care, we have a process which ensures a welcome that is
positive, holistic and aware of each child’s needs.
We will work in partnership with families and carers, from the outset, so that all
aspects of the child’s needs are assessed and met as effectively as we can.
IEP’s and targets are set, worked towards, and regularly reviewed by staff teams. This
creates a benchmark to ensure that each young person is provided with continuing
opportunities which maximise their potential during their time at Stanmore.
A placement review is held with all disciplines and the child’s family after three months
to confirm the appropriateness of this school placement and to clarify any further
necessary details. We will offer the young person, and his/her family, a complete
educational, therapeutic and care package to meet needs and to promote
individual stimulation, opportunity and development.
Pupil Voice
Pupils are continuously given opportunities and supported to express their
views and make choices. More formal consultation takes place during the
weekly pupil council meetings. Education Scotland said in 2012 that
“A very good feature of learning is the way children and young people
make choices, express their preferences and contribute to lessons.”
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Capability Scotland Stanmore House School Handbook 2014/15
Learning for Life
Rationale
As our pupils engage in a wide range of learning experiences during each day
within a range of classroom based activities and specialist therapy sessions,
focusing on the curriculum, learning and teaching is the main priority within the
classroom. It covers all of the subject areas of Curriculum for Excellence (CfE),
and provides a wide range of learning opportunities for knowledge, experiences
and learning processes to be established.
Aim
In order for our pupils to have the same entitlements to education as their peers
within local authority schools we endeavour to ensure they are offered the same
range of learning opportunities and access to CfE and National Qualifications.
In addition, the pupils at Stanmore House School receive an individualised and
tailored curriculum to best suit their educational and therapeutic needs.
As CfE is being developed in Stanmore House School the pupils are offered a
flexible learning experience leading to accreditation.
This policy should be read in conjunction with Stanmore House School’s
Curriculum Guidelines.
Methodology
Barrs Court Specialist Curriculum
Stanmore School welcomes learners of all abilities, those pupils working towards
Early Level of Curriculum for Excellence use the Barrs Court Specialist Curriculum
to provide a progressive pathway of experiences and skills.
Because of the complex, multi dimensional characteristics involved with pupils
working at this level it is often difficult to separate a pupils learning needs from
his/ hers medical and or therapeutic needs. As a consequence the importance
of the wrap around education, therapy and care is vital for these pupils. Barrs
Court was designed to provide teaching matter that will enable teachers and
class teams to differentiate school provision in ways that will be meaningful
for pupils with severe and complex needs working at this level.
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Capability Scotland Stanmore House School Handbook 2014/15
Curriculum for Excellence (CfE)
Stanmore House School follows CfE which ‘aims to achieve a transformation in
education in Scotland by providing a coherent, more flexible and enriched
curriculum from 3 to 18. The curriculum includes the totality of experiences
which are planned for children and young people through their education,
wherever they are being educated’.
Curriculum for Excellence aims to ensure that all children and young people
in Scotland develop the attributes, knowledge and skills that they will need
to flourish in life, learning and work through a broad general education.
The knowledge, skills and attributes learners will develop will allow them to
demonstrate four key capacities; to be successful learners, confident individuals,
responsible citizens and effective contributors (Curriculum for Excellence).
As many of our learners develop at differing rates Stanmore House School has
developed a Curriculum Pathway to show how pupils move from their Broad
General Education to their Senior Phase.
The Curriculum Pathway shows how each stage of the school differs in the
curricular areas are taught, how the balance of time is allocated, how the
curricular focus changes within the Secondary and Senior Phase departments
and how accreditation and Skills for learning, life and work are being addressed.
The Curriculum Pathway also shows a sliding scale between when students move
from the Broad General Education into the Senior Phase. This is due to students
entering the Senior Phase at different times, dependent upon their learning and
individual needs and abilities.
Within each Level of CfE is a series of Experiences and Outcomes. Many of our
learners are currently educated within the Early, First and Second Levels using
a series of derived outcomes. This is to ensure that a broad outcome is diluted
into a series of achievable stages that show progression. These derived
outcomes have been documented in Curricular Assessment and Tracking
Booklets which allow teachers to record the progression of each individual
learner and aid planning of next steps.
In addition, CfE places much emphasis on ‘Skills’. There are a range of skills that
learners should also be working towards across all curricular areas, which in turn
also contribute to Skills for learning, life and work. Skills for learning, life and work
are an entitlement for all young people in order to develop pre-vocational,
enterprising and employability skills, personal skills, high levels of cognitive skills
and the opportunity to put their learning into practical contexts. These skills
have also been broken down into a series of derived skills for each curricular area
and a document has been created to record and track the progression of these skills.
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Capability Scotland Stanmore House School Handbook 2014/15
Also within CfE are the seven Principles of Curriculum Design (Challenge and Enjoyment,
Breadth, Progression, Depth, Personalisation and Choice, Coherence, Relevance)
and these are also considered by class teachers when planning for and implementing
the curriculum. It is stated that all learning must take account of these principles, and
as the classroom teacher and subject teacher knows their class best, as well as each
individual pupil as a learner, they are the best judge as to how to apply each of these
principles across all curricular areas.
Assessment for Learning (AifL)
Stanmore House School follows the aims and guidelines of AifL by ensuring that the
pupils, teachers, school and parents are aware of how each pupil is doing, what the
next steps are and the best method of achieving this. Using the AifL Triangle highlights
the relationship between Curriculum, Assessment and Learning and Teaching and
ensures that the curriculum we provide is best tailored and most appropriate for each
individual pupil as it is based on robust assessment, planning, recording and monitoring.
Whole School Themes
Using a ‘Whole School Theme’ approach allows all students within the school to be
learning about one topic at the same time, and as everyone is focusing on one topic
it can be used in a multidisciplinary approach to allow the therapists to also use it in
their sessions. Each ‘Whole School Theme’ is given a broad heading, with a specific
curricular area of CfE as its focus. The Whole School Theme has been planned and
recorded as part of a 3 year cycle. This allows topics to be seen and planned for in
advance, as well as highlighting which curricular area is the focus for the topic. The
topics are planned as part of a cycle to ensure that pupils have a range of learning,
and are not replicating the same topics in following stages of their schooling.
A 3 year cycle was decided upon to allow for subsequent themes that can be related
to current affairs or initiatives and new themes to be considered.
As the learners in the school range from Primary to Senior Phase, the focus and level
of learning will differ across the school. However, the broad heading of each topic
allows us to follow Curriculum for Excellence’s ‘less detailed and prescriptive
curriculum advice….and provides professional space for teachers and other staff
to use in order to meet the varied needs of all children and young people’
(Curriculum for Excellence: Introduction).
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Capability Scotland Stanmore House School Handbook 2014/15
National Qualification Units
When students enter the Secondary Department they included within National
Qualification (NQ) framework in order to receive accreditation for the progress
and achievements they are making.
Here at Stanmore House School NQ Units are delivered as part of the classroom
learning process within Secondary or Senior Phase classes.
Resources
Each class and therapy department has a range of Curriculum Booklets which
supports learning and teaching in Stanmore House School.
Monitoring and Evaluation
Stanmore House School has a robust Monitoring, Evaluation and Review Programme
and School Self Evaluation embedded into its school session. This not only ensures
quality of learning and teaching but also encourages self-assessment by pupils
and staff across a wide range of contexts, which is used to inform next steps.
Date: Aug 2012
This policy has been impact assessed for equality and no negative impact has
been found. The policy is for all pupils and the programme is differentiated for
individual pupil need.
Curriculum
The curriculum at Stanmore House School continues to be broad balanced,
differentiated, relevant and appropriate. It is based on and takes account of
Curriculum for Excellence (CfE). A 3 yearly whole school topic approach is in
operation at Stanmore to complement the core curriculum of Mathematics and
Numeracy, English & Literacy and Health & Wellbeing. Pupils in our senior phase
work on ASDAN Modules progressively; these are; New Horizons and Transition
Challenge and additionally pupils work on Experiential and Supported National
Units allowing for national accreditation. The school does not teach Gaelic.
Opportunities for learning through the curriculum offered at Stanmore House
School are greatly enhanced and supported by the skills and knowledge of the
therapy team who enable pupils to optimise learning.
The balance of the curriculum changes as pupils move through the school and in response
to pupils’ individual needs and is reflected in the wellbeing indicators of Getting it Right
for Every Child (GIRFEC).
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Capability Scotland Stanmore House School Handbook 2014/15
Language and Communication is a high priority for pupils learning o
pportunities to promote the latter includes:
•
On body signs
•
Sign-a-long
•
Objects of Reference
•
Hi and Lo-tech switches including eye gaze technology
•
VOCA’s
•
Pictures
•
Symbols
•
Communication Passports
•
Text
These all provide augmentative and alternative communication systems for pupils.
The school has a Life Skills Base which provides ICT and Environmental Control
opportunities and also includes a sensory area known as the Magic Carpet room
which offers choice and control for pupils via Sensory Stories.
Interdisciplinary teams reflect on pupils’ needs and progress through discussion at
fortnightly meetings. Medium term planning Proforma now ensures evaluation so that
lessons continuously improve and are stimulating, relevant and enjoyable for the pupils.
Assessment & Recording
There is an initial assessment of each pupil’s needs in all areas of his or her
development and a pupil profile is then prepared. Thereafter this profile is updated
at key transitional stages. Each pupil has an Individual Education Programme (IEP)
prepared in consultation with parents and is closely monitored.
Through daily planning and individual programmes teachers continually record pupil
progress. This record of pupils’ work is held by each teacher and every pupil has a record
of progress in IEP Curricular Areas i.e. Mathematics & Numeracy, English and Literacy,
Expressive Arts, Health and Wellbeing, RME, Science, Social Studies and Technologies.
Reviews are held for all pupils and these are attended by parents and members of
the team who work with the pupil, including the pupil wherever practically possible.
All professionals attending the review present written progress reports on the pupil.
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Capability Scotland Stanmore House School Handbook 2014/15
Education Staff
Capability Scotland’s Chief Operating Officer provides external line management to
the Head of Learning Provision, ensuring compliance with Capability Scotland Policies
and Procedures and providing the school with the support of the wider organisation.
Education staff are managed and supported by the Head of School who ensures, through
continual monitoring and review, that education staff utilise a variety of approaches to
meet the pupils’ needs, whilst maintaining proven strategies and approaches that have
been built up through many years of experience. Education staff members work very
closely with staff in the residential bungalows.
Every member of the Stanmore staff team works in a holistic manner to ensure all aspects
of a child’s development are provided for. Our interdisciplinary team includes teaching
and classroom support staff (education and care), medical staff, physiotherapists,
speech and language and occupational therapists. A comprehensive training strategy
ensures that staff members have opportunities for continuous professional development.
A team of dedicated, trained nursing staff are on site 24 hours a day to meet the health
needs of each young person in our care. The aim of all these professionals is to ensure
the maximum well-being of each young person in order to facilitate their growth and
development and to give the best access to the curriculum.
Teaching Staff
Teachers plan for and lead their class team, manage the delivery of IEP’s and work very
closely with therapists, residential key workers and external agencies to ensure clear,
continuous communication of every child’s needs. Teachers maintain close contact with
pupils’ families to enable ongoing exchange of information. In addition, for residential
pupils the Key worker is closely involved in this process.
Reporting to families including the production of Annual Reviews is an important part
of each teacher’s responsibility. Stanmore teaching staff members are able to access
relevant training and can liaise with our local authority – South Lanarkshire. As a
national resource, Capability Scotland ensures the availability of up to date knowledge
on important disability issues. Each teacher maintains his/her Continuous Professional
Development file which is monitored and reviewed as part of Capability Scotland’s
Annual Performance Review process and GTC(S) Professional Update.
All staff are appropriately disclosed.
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Capability Scotland Stanmore House School Handbook 2014/15
Future Planning and Transition
For each and every one of us, the period of our lives when we develop from a child
into becoming a young adult is a major landmark in our life. For young people with
additional support needs, this time should offer a full and appropriate range of
choices and exciting new possibilities.
It is vital that the Future Process is carefully planned with all those involved and
carefully worked towards and put in place. Clear plans are developed in the 12
months before the young person leaves Stanmore.
At Stanmore we recognise the concerns and anxieties often felt at this time and
we are clear that it is our role to work closely with families, local authorities and
other agencies to seek positive outcomes for the young people in our care.
Reporting
Parents and local education authorities can expect to receive a full progress report
for discussion at the pupils annual review meeting.
Use of digital photographs and pupils’ own PowerPoints, along with examples of work
will accompany progress reporting to offer ongoing information to parents.
We make every effort to involve parents through consultation in the explicit
identification of their child’s needs and the development and implementation
of the Individualised Education Programme.
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Capability Scotland Stanmore House School Handbook 2014/15
Inspiring Innovation
Information & Communications Technology (ICT)
Technology
The School has an extensive and varied selection of technology equipment which
can be accessed via switches, ranging from simple cause and effect toys, computers,
AAC communication aids, interactive touch screen plasmas, MyTobii, and eye gaze
computers in each class this is accessed via the iris of the eye. The school’s Lifeskills
Base has up to the minute Environmental ‘controllers’ which can be programmed to
the individual pupils needs. We also have a fully equipped sensory room, Sound beam
music room, and a state of the art magic carpet which allows pupil to interact with in
a lager environment.
This allows
•
Pupils develop their Cause & Effect skills within the sensory area.
•
Pupils to experience everyday ‘home’ challenges i.e. opening/closing blinds,
doors. Switching on/off TV/DVD/CD Player, simple tasks within a kitchen area,
switching on/off lights, lamp, fan etc.
•
Therapists to use the Base as an assessment area in conjunction with local Health
Authorities to identify the correct equipping pupils may need in their own homes.
Augmentative and Alternative Communication (AAC)
AAC methods such as signalong and auditory-tactile signs, symbols, photos,
objects of reference and Voice Output Communications Aids are used to develop
pupil’s expressive communication skills and enhance their understanding.
Ongoing training and learning is undertaken by staff to enhance these methods
used are up to date and evidence based.
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Capability Scotland Stanmore House School Handbook 2014/15
Home from Home
Residential Care
At Stanmore residential and short break service we work in close partnership with the
school to support disabled children and young people with a variety of residential
placements which can range from week-night, term time placements to full 52 week
arrangements. We also provide short breaks and respite to up to 4 children and young
people per night.
We are uniquely placed to support children with complex needs because of our 24
hour nursing service, our therapy support and our dedicated, well trained support
team. With this dedicated team in place, we are an appropriate alternative to hospital
care for children with the most complex needs and a support to families who have to
develop clinical skills to care for their children at home.
The environment within the residential service is well suited to supporting young
people with complex needs. As well as being a spacious environment, we have wellequipped individual bedrooms complete with environmental controls. Our sensory
room is popular with many young people as is our games room which is equipped with
all of the latest games consoles and many fun, developmental activities and facilities
for arts and crafts. There are also spacious grounds, our summer house and BBQ area
to enjoy during the summer months.
We work in close partnership with our colleagues in the wider learning provision and
all stakeholders important to a young person to offer 24 hour care and support by
our dedicated support team including nurses and therapists. We are fully committed
to providing a GIRFEC approach and focus on the well being outcomes for individual
young people.
For further information please contact John Docherty, Service Manager, who can be
reached through the school switchboard.
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Happy, Healthy Lives
Physiotherapy
An experienced team of physiotherapists and physio assistants are assigned to
specific classes and key pupils. This gives continuity of care to each individual child.
They assist and supervise positioning, seating and walking, as well as moving and
handling information for pupils and staff. They coordinate the use of specialist
equipment within the classes ensuring each pupil achieves their maximum. As well
as individual and group sessions and chest physiotherapy when required,
functional position allowing them to access the curriculum.
Our physiotherapists work closely with class teams. They ensure immediate follow
up of medical recommendations throughout the day and any issues are addressed
immediately ensuring quick and full access to school activities. There are regular
clinics held in the school including Orthopaedic Consultant, Bioengineering and
Orthotics which cuts down time out of school for hospital appointments.
Occupational Therapy
Occupational Therapists work across all classes within the school, each
Occupational Therapist with a professional responsibility for specific class
groups. The Occupational Therapy team aim to assist and enhance pupil
access to the curriculum wherever possible. Among the many areas addressed
by Occupational Therapists, some examples of input may be to assess upper
limb and hand function in relation to specific classroom activities; to recommend
equipment and/or environmental adaptations to ensure optimum participation;
and to make suggestions relating to breaking down and grading activity so that
each young person is achieving at his/her own level. In addition to individual
and group therapy, the Occupational Therapists contribute to each pupil’s
curricular and individual progress in various ways. They are involved in key
team meetings and input to the planning, assessment and review of the pupil’s
educational activities.
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Speech and Language Therapy
The department supports pupils in accessing the curriculum by:•
Carrying out comprehensive assessment of communication skills to
guide intervention.
•
Providing therapeutic intervention to develop effective communication
skills including use of AAC methods such as signs, symbols and Voice
Output Communication Aids.
•
•
Supporting the setting and delivery of individual targets across the curriculum
and in particular in areas of Literacy and English and Technology.
•
Delivering staff training in areas such as use of signs, communication and
PECS, to promote an inclusive communication environment.
Nursing Staff
Stanmore House provides 24 hour nursing support for 52 weeks of the year.
The nursing team works across the school and residential services, and is an
integral part of the team approach offered to all pupils.
The nursing team works in partnership with the other medical specialists to
ensure each young person’s health needs are met.
The team coordinate visits from the following attached medical support services:
•
General Practitioner
•
Senior Community Medical Officer
•
Community Dental Officer
•
Paediatric Epilepsy Nurse
A major part of their role is to work closely with families and carers to
ensure a high quality support system.
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Key Facts
Attendance
In line with Scottish Government legislation and in order to maximise the benefit
for each child from their Individualised Education Programme, it is vital that they
attend school regularly. We appreciate the increased medical needs of many of
our pupils. This may impact upon attendance and if a child must be absent for
legitimate reasons then contact should be made with the school as soon as possible.
This information will then be passed to the appropriate persons. Any child/young
person suffering an illness that can be passed on should not attend school. If antibiotic
therapy is prescribed for a communicable infection, then the child/young person
should remain absent from school until the course of antibiotic therapy is complete
and infection has subsided. The school day begins at 9.00 a.m. and ends for primary
age pupils at 3.00 p.m. and 3.15 p.m. for secondary pupils.
Behaviour
We seek opportunities to acknowledge and promote positive behaviour in all our
pupils. This is regularly celebrated during our monthly Achievement Assemblies
through a star system of rewards.
Children are encouraged to behave in a socially responsible and acceptable way
at all times and the co-operation of parents on this matter is essential.
We deploy a range of strategies and approaches to encourage appropriate
behaviour including the SAFE approach (Supporting Anger Feelings and Emotions).
This approach and associated training is geared to help staff deal with situations
that they may find challenging. Potential individual problems are always best
approached jointly between the school and/or residential and the child’s parents.
Bullying is regarded as a serious offence and is not tolerated in any circumstances,
either by pupils or staff.
Complaints
If at any time it is felt that our service provision has not been all that it should be,
we are always willing to examine any issues and to make positive improvements
where appropriate.
We will listen and carefully consider all suggestions/ideas from service users,
families and other agencies using Have Your Say forms.
A copy of Capability Scotland’s complaints procedure is available from the school office.
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Make a complaint
You can make a complaint about a registered care service to the Social Care & Social
Work Improvement Scotland (SCSWIS)/Education Scotland using any of these formats:
1. Fill in their Complaints Form online
2. Telephone: 0845 600 9527 or email: [email protected]
Equal Opportunities
Capability Scotland is committed to the promotion and development of Equal
Opportunities, including encouragement of equality and fairness and the
tackling of discrimination and prejudice. As part of our ongoing self evaluation
we regularly review administrative practices and resources to ensure continual
reduction of bias, stereotyping and discrimination. We strive to ensure a broad
balanced and relevant curriculum for every pupil regardless of his/her disability.
Home School Partnership
Capability Scotland’s Stanmore House School values its partnership with parents.
•
Regular contact between home and Stanmore is an important element of
establishing support for pupils. There are a variety of mechanisms in place in
order to achieve this, e.g. Communication and Homework Diaries, the Termly IEP
Consultation process and telephone calls. It is also important to emphasise that
parents are welcome to visit the school and residential bungalows by arrangement
•
.If parents are interested in visiting their child’s class, this can be arranged, normally
through each class teacher. Parents can also offer to become general volunteers
(Capability Scotland’s volunteer policy requirement). This could include activities
such as supporting in the library, organising and tidying the resource room etc
•
In addition to formal meetings (like annual reviews) parents are encouraged to
contact the school at any time if they have any issues they wish to discuss.
•
There is a Parent Council which supports the schools activities. All parents are
members of the parents forum from which the parent council officers are elected.
•
Parents and escorts are asked to pick up and drop off the children at the front door
and not take to and collected from class. This will enable pupil learning to start
promptly and finish at the appropriate time. If parents and escorts have information
to exchange which is of a sensitive nature the office/ admin staff can arrange for an
appropriate room for information exchange.
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Capability Scotland Stanmore House School Handbook 2014/15
Inclusive Activities
We are fortunate to have very positive links with local mainstream schools. We
are regularly involved in a variety of inclusive activities with schools at primary
and secondary level as well as with Motherwell College. Wherever practically
possible, mainstream opportunities for individual pupils or groups of pupils are
sought to extend social skills. Lanark Grammar School and local primary school
pupils are involved in planned activities through the year.
The school continually seeks to develop its links within the Lanark community in a
wide variety of ways. Inclusion into our local community is a vital part of the
experience of day and residential pupils. A range of inclusive opportunities are
offered including community events, youth projects and a whole variety of diverse
activities that take place throughout the year in Lanark, the surrounding area and
further afield.
We also welcome and actively pursue opportunities to bring the community, with
all its skills, resources and enthusiasm, to Stanmore. For example, we are regularly
visited by youth workers and members of local youth projects. We offer a range of
after school clubs led by specialists and accommodate numerous placement
experiences for secondary school age and college students.
Location
The school is approximately one mile from the centre of Lanark, about 25 miles
south-east of Glasgow, and 35 miles south-west of Edinburgh. Glasgow and
Edinburgh airports are about the same distance away, i.e. around 1 hour by
car, but there is public transport available from Glasgow (airport bus to
Glasgow City Centre, then train from Glasgow Central to Lanark). From
Edinburgh airport, taxis can be expensive.
By Train: The trains to Lanark (a half-hourly service) normally leave from
Platform 14 on the Low Level at Glasgow Central Station. The journey takes
about 50 minutes. Some of the inter-city trains stop at Motherwell which is
about halfway between Glasgow and Lanark.
If you would like to visit please contact us, we will assist in any way we can.
Meals and Snacks
All school meals and healthy snacks are provided in school free of charge and
follow a 4 week menu cycle.
Stanmore House School is a nut and egg free environment.
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Capability Scotland Stanmore House School Handbook 2014/15
Regulation
Capability Schools and Residential Services are regulated by Education Scotland and
Social Care & Social Work Improvement Scotland (SCSWIS)The Care Inspectorate.
You can find more information on the work of Education Scotland and
SCSWIS on their websites. The websites will give you easy access to
inspection and review reports and a wide range of other publications.
Education Scotland website: www.educationscotland.gov.uk
SCSWIS website: www.scswis.com
Roll
The present school roll is 18 pupils.
Safe Care
Stanmore House School is committed to the safety and protection of all the
young people in our care and follows Capability Scotland’s policies and
procedures as well as those of sending authorities.
We have full and clear Safe Care procedures which are inspected and approved by
the Care Inspectorate and are monitored and supported by Capability Scotland.
We work in partnership with local authorities to keep our children and young people
safe from harm. If there are ever any concerns about any child in our care it is our
duty to appropriately and sensitively follow these procedures.
We recognise the vulnerability of the young people with whom we work and we welcome
our key role in protecting and promoting each child’s safety and well being.
Regular ongoing Child Protection training programmes are provided for our staff.
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Capability Scotland Stanmore House School Handbook 2014/15
Spiritual, Moral and Cultural Values
There is a range of religious and non-religious beliefs across our community and we
respect individual difference. School assemblies focus on celebration of achievement
by both pupils, staff, school and the residences. Important events of school life are
shared reflecting and expressing spiritual responses to the wider world.
Stanmore House School values the contribution and involvement of our school
chaplains, who are ministers/priests from local churches, who lead our end of term
services and can offer support to the school, our families and staff. Their involvement
with us further enhances our inclusive opportunities with our local community.
Religious experiences also form part of the school’s broad and balanced curriculum.
Any parent who wants to discuss alternative arrangements can contact the Head
Teacher through the school office.
Uniform
At Stanmore we encourage our pupils to express their individuality in a variety of
ways. However we also like to show our sense of pride and belonging to the school
setting wherever possible. We therefore invite pupils to wear our stylish and practical
sweatshirts and polo shirts which are available to purchase.
The school does not allow pupils and staff to wear football colours (football tops,
or clothing with football logos)
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Capability Scotland Stanmore House School Handbook 2014/15
Appendices
Appendix 1 – Pupils’ Holiday Dates 2014-2015
FIRST TERM – 2014
Monday
Tuesday Wednesday
11th August
12th August
13th August
Staff Return In Service
Staff In Service
Pupils Return
Thursday
Tuesday 25th September
30th September
School Closes – (normal times)
School Re-opens
Friday
Monday
Tuesday
10th October
20th October
21st October
School Closes – (normal times)
Staff In Service
School Re-opens
Friday 9th December
School Closes (2.30p.m.)
Monday
5th January
School Re-opens
Friday Wednesday
Thursday
6th February
11th February
12th February
School Closes (normal times)
Staff In Service
Pupils Return
Thursday
2nd April
School closes (2.30 p.m.)
Monday
20th April
School Re-opens
Monday
4th May
May Day Holiday - Staff & Pupils off
Thursday
7th May
Staff In Service
Wednesday
Monday
10th June
5th June
School Closes (normal times)
School Re-opens
Wednesday 24th June
School Closes (1.00p.m.)
SECOND TERM – 2015
THIRD TERM
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Capability Scotland Stanmore House School Handbook 2014/15
Appendix 2 – SQA and ASDAN Results 2013-2014
SQA Access 1
English: Enjoyment of Fiction - 4
Healthy Basic Cooking: Producing a One Course Cooked meal - 4
Healthy Basic Cooking: Use of Small Electrical Equipment - 2
Personal Development: Enterprise Activity - 4
Independent Living Skills: Going Shopping - 2
Interacting in a Familiar Setting – 2
Asdan Towards Independence
Out in the Community – 2
Residential Experience Challenge – 2
Starting Out – 3
Developing Communication Skills Sensory – 3
Money Introduction – 3
Multi Sensory Experiences - 5
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Capability Scotland Stanmore House School Handbook 2014/15
Appendix 3 – Staff List
The school is under the overall charge of the Head of Learning Provision (Corseford
and Stanmore House Schools), who is responsible for the educational planning,
general organisation and co-ordination of work in all departments. The Head of
Learning Provision is also responsible, in conjunction with the Training Officer, for
organising and implementing staff training programmes.
The school staff team includes Head of School, a Principal Teacher, full and part
time teaching staff, some of whom are specialists, Classroom Assistants, Therapy
and Nursing staff, Dietician, administrative staff, ancillary staff, catering and
domestic staff. All staff work very closely together to provide cohesive support to
each child’s learning experience at Stanmore.
Head of Learning Provision
Mrs S Williams
Head of School
Ms E McFarlane
Business Manager
Mr K Huntly
Allied Health Lead
Mrs H Cairns
Service Manager,
Stanmore Residential,
Respite and Transition Services
Mr J Docherty
Teachers
Mrs M M Meldrum
Mrs M Ritchie
Mrs C Cameron
Mrs L Stich
Ms M Skinner
Nursery Nurse
Mrs M Hamilton
Classroom Assistants
Mrs N Lawson
Mr J Stark
Mrs K Frood
Mrs E Allison
Mrs L Colligan
Mrs B Turner
Mrs N Hearley
Mrs M Lithgow
Mrs J Forrest
Miss J Welsh
Miss V Hannah
Classroom Care Assistants
Mrs J Thomson
Mrs L Proudfoot
Mrs C Forrest
Mrs D Howland
Miss K Bason
Relief Classroom Care
Mrs E Cook
Miss D Moon
Mr R Alexander
Miss L Black
Miss C Dobbie
Mrs H Banks
Miss S Glacken
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Capability Scotland Stanmore House School Handbook 2014/15
Staff List Continued
Senior Administrator
Mrs S Douglas
SLT Assistant
Mrs J Smith
Admin Assistants
Mrs R Ross
Mrs M Speck
Mrs E Bradley
School Nurses
Mrs I Hannah
Desktop ICT Support
Mrs M Richmond
Cook
Mrs A Thomson
Assistant Cook
Mrs Y Keenan
Physiotherapists
Mrs C Maciver
Mrs L Mooney
Mrs D Laing
Physiotherapy Assistants
Mrs F Kearney
Mrs C Horne
OT
Mrs J Prentice
Mrs J Stewart
OT Assistant
Mrs L Jones
SLT
Mrs S Raheja
Mrs R Tomkinson
Ms. G. Kerr
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Dietician
Mrs G McKinlay
Music Specialist
Mr T McIntyre
Art Specialist
Mrs S Christie
Site Staff
Mr B McDonald
Mr J Cloughley
Domestics
Mrs E Cook
Mrs A Begg
Mrs P Way
Mrs N Brownlie
Capability Scotland Stanmore House School Handbook 2014/15
Appendix 4 – School Policies
1.
Assessment is for Learning
2.
Attainment and Achievement
3.
Curriculum Guideline
4.
Curriculum Policy
5.
Effective Learning and Teaching
6.
Enterprise in Education
7.
Food Nutrition and Health
8.
Health and Wellbeing
9.
Homework Policy
10. Literacy & English
11.
Monitoring and Evaluation
12. Monitoring Booklet
13. Occupational Therapy Policy
14. Partnership with Parents
15. Physiotherapy Policy
16. Safe Internet Use
17.
Position Statement -School Self Evaluation
18. Strategic Planning Booklet
19.Inclusion
20. Position Statement – Assessment and Tracking of Progress
21. Position Statement – Achievement in Literacy, Numeracy & Health & Wellbeing
22. SLT Position Statement
Copies are available on request.
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Capability Scotland Stanmore House School Handbook 2014/15
Appendix 5 - Useful Addresses
Sue Williams
Head of Learning Provision
Stanmore House School
Lanark
ML11 7RR
Tel: 01555 665041
Fax: 01555 665480
Email: [email protected]
Emma McFarlane
Head of School
Stanmore House School
Lanark
ML11 7RR
Tel: 01555 665041
Fax: 01555 665480
Email: [email protected]
John Docherty
Service Manager
Stanmore Residential, Respite & Transition Services
Lanark ML11 7RR
Tel: 01555 665041 ext 260
Mobile: 07946 056171
Email: [email protected]
Hannah Cairns
Child and Young Peoples Allied Health and Nursing Professional Lead
Stanmore House School,
Lanark.
ML11 7RR
Tel: Stanmore House School 01555 665041
Tel: Corseford School 01505 702141
Email: [email protected]
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Capability Scotland Stanmore House School Handbook 2014/15
Advice Service Capability Scotland
Capability Scotland
11 Ellersly Road
Edinburgh EH12 6HY
Tel: 0131 313 5510
Textphone: 0131 346 2529
Email: [email protected]
School Address:
Stanmore House School
Lanark
ML11 7RR
Tel: 01555 665041
Fax: 01555 665480
Email: [email protected]
Website: www.capability-scotland.org.uk/stanmoreschool
Children in Scotland
Tel: 0131 228 8484
Website: www.childreninscotland.org.uk
The Scottish Child Law Centre
Tel: 0131 667 6333
Website: www.sclc.org.uk
Scottish Independent Advocacy Alliance
Tel: 0131 260 5380
Website: www.siaa.org.uk
Enquire
Tel: 0845 123 2303
Website: www.enquire.org.uk
This handbook is also available on the website at
www.capability-scotland.org.uk/stanmoreschool
and available in other formats on request.
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Capability Scotland Stanmore House School Handbook 2014/15
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