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Type of school: LEA Maintained secondary SEMH day school
Age Range: 11 - 16 years
Chair of Governors: Gail Brown
Head of School: Michelle Bunn
Executive Head Teacher: Bridget Robson
SEN Coordinator: Hannah Trought
First point of contact for parents & public enquiries: Natasha Farrington
Accessibility Plan
This plan complies with the statutory guidance laid out in the SEN Code of Practice 2014 and the Equality Act 2010 which replaces the Disability Discrimination Act 1995 & 2005. The 2010 Act imposes equality duties in respect of the protected characteristics which include
- Age
- Disability
- Gender re-assignment
- Pregnancy and maternity
- Race
- Religion or belief
- Sex
- Sexual orientation
- Marriage and civil partnership
This plan should be read in conjunction with
- Equality Act 2010: advice for schools DfE February 2013
- SEND Code of Practice 0-25 (Sept 2014)
- Schools SEN Information Report
- Statutory Guidance on Supporting pupils at school with medical conditions April 2014
- The National Curriculum in England Key Stage 1 and 2 framework document September 2014
- Safeguarding Policy
The SEN Code of Practice 2014 states that under the Equality Act 2010 schools:
- Must not directly or indirectly discriminate against, harass or victimise disabled children and young people
- Must not discriminate for a reason arising in consequence of a child or young person’s disability
- Must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires 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
- Must make reasonable adjustments to procedures, criteria and practices and by the provision of auxiliary aids and services.
- Must publish accessibility plans setting out how they plan to increase access for disabled pupils to the curriculum, the physical environment and to information.
At Athena school we are committed to providing a fully inclusive and accessible environment for all pupils, staff, parents and visitors. This accessibility plan outlines how we will meet the needs of disabled pupils, staff and visitors within our school over the next 3 years.
Overall aims:
- To ensure that disabled pupils and pupils with additional needs have access to relevant equipment to support their access, development and learning.
- To continue to ensure that all pupils are able to access the curriculum and wider school life and that reasonable adjustments are made when required.
- To ensure that all parents and carers are able to access the school’s wider community and support with their child’s learning.
- To ensure that staff are trained in meeting the needs of all pupils including those with additional needs and disabilities to enable them to access the curriculum.
Click the link below to access our most up to date accessibility plan.
This plan will be reviewed and updated annually
Next review date: November 2021.
Admissions Statement
Unlike mainstream settings all pupils who attend Athena School have an Education Health Care Plan with Social Emotional Mental Health identified as their primary need. School places at Athena are allocated through consultation with the Local Authority Additional Needs Department.
There is a three-step admissions process, which involves everyone involved with the child.
Referral
Referral documents of prospective pupils are sent by the child’s caseworker at Additional Needs to the Head of School. The Senior Management Team will then assess if, from the information received the school would be appropriate and meet the child’s needs. If after discussions the Head of School and SMT feel unsure then a member of the SMT will arrange to visit the pupil in their current setting. The school has 15 working days in which to raise any initial queries with Additional Needs.
Interview
Once the school has informed Additional Needs that there is a place for the child at Athena School the school’s Office Administrator will contact parents/carers to arrange for themselves and the child to come to school for a preliminary visit and interview.
A member of the Senior Management Team will undertake the interview. The parent/carer will be invited to bring a friend or social worker as support if needed.
The interview will include:
- The Admissions form will be completed as far as possible.
- The important role of the parent/care will be emphasised and every effort will be made to ensure their full support for the placement.
- The contract between the school and the parent/carer will be discussed and signed.
- Transport arrangements, term times, school meals and after school activities will be finalised.
- The behaviour management policy will be described including the procedures regarding child protection.
- The procedure for positive physical intervention will be discussed in relation to the individual child. The parents will be asked to sign the necessary agreement.
- An integration programme will be drawn up responding to the particular requirements of the child. This will be a timetable for the first two-week introductory period where the child’s attendance will be gradually increased. The time is flexible and depends on the child, the children in the receiving class and the thoughts of the class teacher.
- Details of emergency arrangements and medical needs will be sort out and the parent/carer will sign general consent forms for school trips and activities.
- Any particular concerns around the use of the extended day will be identified and appropriate arrangements put into place.
During the interview parents/carers or social workers will be asked to sign the following consent forms in agreement with school’s policies and procedures:
- Permission to administer medicine (where appropriate)
- Permission for local Educational Visits
- Home/School Agreement
- Child Protection Statement
- Consent form for After School Clubs
- Consent for emergency medical treatment
- Permission for the use of photographs and videos to be used on the school website, publications and training materials
- Physical Intervention Policy and permission
- Information from Outside Agencies
Home Visit
Following the Admissions Interview, where possible, a Home Visit will be organised and take place prior to the child starting school at Athena.
The Home Visit will allow the Senior Management Team to:
- Ascertain any difficulties being experienced by parent/carers in relation to their child taking up placement at Athena.
- Discuss expectations regarding home/school contact and reassure parents of open and regular communication between home and school.
- Discuss levels and type of support systems required by the children and their families in order to initiate appropriate multi-agency action.
Any information from the visit that influences individual assessments will be included in the initial Risk Assessments and Individual Education Plans for the child and will also be fed-back to staff to try to ensure a smooth transition into school.
Admission
If the family and the school are in agreement that a place at Athena is in the best interest of the child, the parent/carer will be sent a letter of acceptance. This will be sent within 10 working days of the interview and will have details of the child’s start date and timings for the transition period.
Where no appropriate vacancy exists a member of the Senior Management Team will contact Additional Needs and inform them of the date for the next available place. Once the place has been allocated conditionally to the child through Additional Needs Athena School will contact parents/carers nearer the start date and put into place the admissions procedure.
In cases where the school or the parent/carer are unsure of the suitability of the placement further discussion will be held with Additional Needs and further action will be taken from here.
The time between interview and admission will be used to prepare the class and the school to welcome the new member.
Travel, catering and clothing arrangements will be finalised with relevant agencies.
Any multi-agency meeting arranged and transport arranged for family members.
Link to Local Offer
Behaviour Policy
Athena School Behaviour Policy
Please see the attached Behaviour Policy below.
Introduction
The children at the Fortuna and Athena Federation experience complex emotional, social and learning needs. These needs find expression in behaviours that are at times destructive for the child and alarming to themselves and others. How, as a group, we manage the behaviour will depend on our shared values and beliefs in relation to children and discipline.
Shared beliefs and behaviour
That all behaviour has a meaning. That destructive behaviour can have various sources:
- Anxiety and panic.
- A limited repertoire of responses.
- Low self-esteem and self-hate.
- Attention-neediness.
- Immature emotional development.
- A disguise for vulnerability and a means of survival.
- That external factors in the environment affect behaviour.
- That dynamics between individuals affects behaviour.
- That behaviour can change.
The child has a right:
- To safety and protection.
- To be treated with respect.
- To be understood and listened to.
- To be dealt with fairly.
- To privacy.
- To a broad and balanced education and access to the national curriculum.
- To play and learn.
- To be involved in decision making that relates to them.
- To be valued equally with regard being paid to any differences in race, culture, gender, religion or disability.
Shared beliefs about our responsibility
- To exercise a duty of care in respect of each child.
- To place the well-being of the child as our paramount concern.
- To respect the rights of the child.
- To work together as a professional team in a positive and optimistic atmosphere.
- To work in a non-retaliatory manner at all times.
Behaviour management is inherent in all our interactions throughout the curriculum: the environment we create; the activities we provide; the language we use; the way we dress and the relationships we build.
Practise and procedures are geared towards helping children find constructive ways of understanding their feelings and managing their own reactions and responses. We believe that in order for this process of positive growth to occur we need to minimise the opportunities for disruptive and dangerous behaviour to arise.
Our shared focus is firmly on prevention
- Preventing the children becoming out of control.
- Preventing wherever possible the need for an adult to physically intervene with a child.
Primary prevention of destructive behaviour occurs when a staff team adheres to a shared ethos and consistently follows procedures and guidelines in implementing behaviour management.
Shared ethos
A code of conduct for the way we live together at the Fortuna and Athena Federation is explained to the children in assemblies at the beginning of each year.This states:
- Respect myself and others and treat everyone with kindness.
- Keep myself and others safe in our mind, bodies and feelings.
- Make good choices that help me to learn.
- Be in the right place at the right time.
- Ask for help and share my troubles.
- Stop and Think before I Act Then Act Responsibly.
Staff in the course of their work regularly refers to the code of conduct. The children become familiar with the overall message and identify with the inherent culture.
Rules
- Each classroom activity base has its own set of rules, which are carefully displayed.
- The rules are clear and understood by all children.
- Children are reminded of the rules regularly.
- The rules are consistent between classrooms and teachers, avoiding confusion.
- Sanctions for breaking a rule must also be consistent throughout school and extra curricular activities.
- Rules are worded in the positive – stressing the “Do’s” not the “Don’ts”.
The environment
How we organise our working area, be it classroom or dining room, will make an enormous difference in preventing destructive behaviour.
Remember many of our children are chaotic and need careful structure to settle in.
We provide bases which are:
- Clean, inviting and orderly.
- All equipment and resources are safely and tidily stored.
- Materials needed for an activity are prepared before children arrive.
- If children are not able to share, then provide individual equipment until they learn this social skill.
- Be mindful of space individual space and an area to encourage co-operation.
- A specific place for children to go to when they need to have privacy, a place to think or calm down.
- Attention given to noise levels and eases of movement around the room. Conflicts often occur in transitions.
Relationships
The relationships we build with each child are the cornerstone of our work and the greatest influence in preventing harmful behaviour. Our emphasis is on developing attachments whereby the child learns to trust the adult. From this position of trust a child will listen and be guided by the adult. The most successful intervention in preventing or de-escalating challenging behaviour is the power of the adult child bond.
- Aim to work with the ‘whole child’ with your ‘whole self’.
- Know your general procedures.
Make regular contact with the SMT and CAFO who can inform you of any factors, which could affect behaviour.
Building Bridges
- Demonstrate unconditional acceptance of the child.
- Disapprove of the behaviour but not the child.
- Offer emotional involvement as well as primary care.
- Listen to the child; know their fears and perceptions, their interests and dislikes.
- Understand the sources of their difficulties, do not judge their families or carers but work with them towards solutions.
- Be the adult and do not collude with the child.
- Be consistent in all your interactions.
- Work on praise and self-esteem positive comments should far outweigh negative ones. “Catch them being good”.
Provide clear boundaries of control. Set limits for behaviour and confidently stick to them. The children have to know the difference between appropriate and inappropriate behaviour.
- Apply limits and sanctions firmly but fairly.
- When dealing with difficult behaviour be calm and non-retaliatory.
- Remember the long-term goals agreed with the child. A child will not reach them immediately. Remember you can lose a battle and still win the war.
It is important that we remain fundamentally on the side of the child.
Curriculum and play activities – primary prevention
- Prepare activities and lessons, which engage the children and cater for individual needs.
- Carefully plan lessons and play activities.
- Always be in the right place at the right time and ready to greet the children.
- All materials should be available. Adults never leave a group of children unattended.
- Establish rules and expectations at the beginning of each activity.
- Decide on spacing and seating, belongings and movement around the room at the outset.
- Give the children manageable units of time for tasks. They may be very immature and need short achievable goals.
Beware of transitions. Many of our children do not cope with any transitions, either from place to place or from one activity to another. These can be “flash points” for them. Have familiar rituals for the beginnings and endings. Have a wind down period and predict the closing of activities, ie “in five minutes we will be going back to our seats . . . “
For children who become distressed by unfinished experiences try to allow time for them to complete, or establish a finishing tray. Plan movement from one place to another. Attention to detail can avoid “hot spots”.
Routines and rituals, which punctuate the child’s day, are an essential means for our children to learn that life has a pattern. They begin to predict events and feel secure. They develop ideas of cause and effect and they learn to trust and feel in control.
When the children feel safe their behaviour is calmer and they can then learn strategies for coping with unrest.
Strategies
Whole school strategies are referred to with the children regularly (see beginning of document).
Remember the traffic light system – STOP – THINK – ACT RESPONSIBLY
Rewards and Sanctions
- Our ethos demands we work on the positive whenever possible.
- Praise is frequent and explicit. The children need to hear adults talking about them in glowing terms. They need to always be told when they have had a “breakthrough” in behaviour.
- Positive, qualifying praise-the noticing of pupils that are managing will be used, where possible to support and address negative behaviours.
- Each child has individual targets to achieve and they need to be made aware of how well they are going in reaching them.
- Children are rewarded with earned choosing times and choice of activities.
- All sanctions need to be relevant and appropriate to the child’s individual developmental needs and allow for time for the child to reflect on or ‘practise’ what it was they found challenging. Language of choice will be used and the behaviour (cause) will link directly to the consequence (effect). For example ‘I noticed you found sitting at the table difficult today, I would like you to practise doing that for a moment before you have your choosing.’
This allows our children the opportunity to develop their ability to ‘link up’ experiences and understand and learn from sanctions that are put in place. The staff recognise that this, for many of our children, will take significant amount of time and consistency and that for some children, will be something they will always find challenging. Staff will consistently remain patient, consistent, insistent and persistent in supporting the pupils with their behaviour.
- Staff, on reviewing the policy, have agreed upon the following:
Low level disruption: Child may work apart from classmates for a period of time within classroom or payback time out of choosing time or playtime; this needs to be purposeful and linked directly to the behaviour. For example ‘I can see you are finding it hard to sit beside ?? at the moment, I think we should practise sitting and doing your work at this table to give you some space and to help you.’
Extreme disruption: Paying back time from choosing time or removed from class and working in office, missing playtime or part of lunch break, detention to make up time. Staff will make reasons for missed playtimes explicit. ‘Because you have found it hard to be safe in the classroom today, I would like you to have an indoor play time today to show me you can manage that.’
Limited choices for choosing activities to facilitate a calm choosing and only provide pupils with choices and activities that they can be successful within.
Leaving school: a detention prior to extended day, parents informed. Missing school trips for safety reasons, with consent of SMT.
Dangerous behaviour: Child takes time out of choosing time to discuss with adults, repairs any damage, makes amends.
Damage to property: makes good the damage, asked to contribute to replacement if appropriate, writes letter of apology to any persons concerned in own time, parents informed.
Violence: incident if reported in physical intervention book needs to be discussed with child during choosing time or after school. Children encouraged to reconcile differences, make amends, finding an activity that could help injured party. Possible detention.
Any incidence of bullying or racism.
Logged and both victim and perpetrator take time to discuss the situation and find appropriate ways of resolving negative interactions by finding positive and cooperative activities.
Wilful violent attack of member of staff or another child will result, depending on individual circumstances, after discussion with Head of School, in a fixed term exclusion.
A system of commendations exists throughout the school.
- Special mentions and prizes are awarded.
- Special mentions are read out in assembly.
- Headteacher’s awards are given in assembly
- Certificates of achievement are given in assembly from any adult in the school
- Sanctions should be seen as relevant to the child and the adult.
- Whole school sanctions are carried out consistently.
- Sanctions should provide an opportunity for the children to put things right.
- Sanctions concentrate on the “behaviour” and do not humiliate the child. Unconditional love of the child is demonstrated consistently.
The Rising Challenge
Challenging behaviour describes behaviour that threatens the safety of all.
This includes violence, which is directed towards others and violence, which has no particular target. It also includes self-injury or “reckless regard for their own safety or for the safety of others”.
Primary Prevention
In implementing the recommendations implicit in this policy we are able to reduce the likelihood of violent and damaging behaviour occurring. We have in effect changed aspects of the child’s living and working environment to enable them to manage themselves safely. This is primary intervention. There will however be times when primary prevention is not sufficient means to deal with escalating problematic behaviour. Certain circumstances can trigger a violent response. Factors within the child relating to their own impulses or unconscious drives can also produce explosive incidents.
Triggers can be immediate and unpredictable. At these times it is necessary to move into secondary prevention.
Secondary Prevention
Challenging behaviour describes:
- In the event of challenging behaviour it is important for staff to follow certain guidelines.
- Remain calm and maintain personal control.
- Remember your body language and personal space.
- Send for help before crisis point is reached.
- Keep communicating with the child and offering strategies to them.
- Be aware of what might de-escalate the situation.
- Diversion e.g.: “let’s get these papers and photocopy them”.
- Change the activity and ease any pressure.
- Increase self-esteem; remind them how well they sorted things last time.
- Separate the child from the behaviour.
- Give them a choice e.g: sit in a quiet area.
- Communicate to the child what is happening and let them know you are on their side e.g: “I’m throwing the ladder over to you. I hope you can catch it and I can pull you through”.
- Listen to the child and acknowledge their distress.
- Often at these times the child is regressed – treat them as if they were much younger.
- Beware of your own triggers. The child may try to transfer their own rage onto you. Do not take insults and verbal abuse personally. Hand over to someone else if you need to remain professional and perceive the situation as “a piece of work”.
- If gentle physical intervention will de-escalate a violent child it is wise to use it cautiously, again remember the individual personal plan of the child.
- If it looks as if a physical intervention is necessary try to warn the child beforehand.
- Where possible, adults must exhaust all agreed behavioural management strategies before using an accepted and endorsed physical intervention.
- Staff will support each other when dealing with extremely challenging behaviour. Staff can offer a ‘change of face’ to any adult where they perceive it helpful in resolving the incident for the child by using a shared common language between themselves.
Physical Intervention (see also Positive Handling Policy)
However skilful we become at anticipating and diffusing difficult situations, there will be times when we have to resort to physical intervention in the management of children.
Relevant staff at the Fortuna and Athena Federation are trained in the “Team Teach” method of positive handling. It is important that staff regularly familiarise themselves with the policy and guidelines of the “Team Teach” approach, as well as the LCC policy on P.I. attached here.
Positive Handling Policy Jan 2021
The following points also need to be adhered to by all staff.
- In all cases of physical intervention the welfare of the child is the paramount concern.
- Physical intervention is used only to prevent an offence being committed.
- Injury being caused to any person, including the child himself, damage to property, engagement in any behaviour prejudicial to the maintenance of good order and discipline in the school or among any of its pupils.
- All staff must exercise their duty of care to take reasonable steps to protect all children from being harmed.
- The number of staff involved should be the minimum necessary to safeguard the child and others. No member of staff should attempt to “hold” a child by themselves.
- The force used must be the minimum necessary to deal with the harm that needs to be prevented, ie it must be reasonable in the circumstances.
- All children have a Risk Assessment Form which outlines specific considerations for that child in relation to physical intervention. These are updated on a termly basis.
- Staff need to follow a system of recording following any physical intervention. The incident report form needs to be filled in before staff go home. All staff and children involved must read through the report form and sign it. A follow up form is also completed which records the child’s perception of the incident and looks to a resolution.
A complaints procedure is also in place for pupils and parents.
Where possible “timeout” is given for staff and child following a “holding”.
Senior members of staff offer supervision sessions for less experienced members.
Remember that it is not possible to declare certain physical interventions as legal or illegal. Each separate incident would need individual assessment and could only be deemed legal or illegal through the test of a law court. Every incident has to justify that all correct procedures and practice has been adhered to.
Wherever possible time needs to be taken to work through the reasons for “holding” with the child. The experience can be used for addressing issues which cause violent responses and the child can be guided in how to prevent a reoccurrence.
This is an important time to explore with the child alternative routes and strategies to employ when they are distressed. Look to the strategies highlighted in the prevention section of this policy. Use puppets or play equipment to role play the situation with the child. This indirect approach can really help them to see alternatives without the demonstration feeling personal.
It is always necessary for staff to continually reflect upon the measures we use to manage and help the children.
An ongoing audit provides the analytical data we need in order to continue in our efforts to reduce the need for physically intervening with any child to a minimum.
Child Protection Policy
Please click on the link below to read our Child Protection Policy.
Contact Details
Contact us for more details. We're always happy to help.
School contact details
Athena School
South Park Avenue
Lincoln
LN5 8EL
Email: enquiries@athenaschool.org.uk
Tel: 01522 534559
Fax: 01522 536190
Ethos & Aims
Athena School caters for secondary age pupils with Social, Emotional and Mental Health (SEMH) needs.
The Fortuna & Athena Federation Mission Statement including our Values and Vision
Mission
The fundamental aim of the Fortuna/Athena Federation is to provide a nurturing environment for pupils which is safe, warm, loving and unconditionally accepting of all
individual pupils and their needs, for them to become part of a School Community.
Within this community pupils will have the opportunity to flourish and become the best they can be in all that they do. The curriculum will be tailored to the needs of our pupils and will fulfil all the legal obligations set out in the National Curriculum.
This will ensure that children can learn to develop personally, socially and emotionally and will give them the best opportunity to succeed, in terms of their relationships with others and their continuing education and future employment so that they become good and participating citizens.
Values
1. We offer unconditional acceptance of all pupils which aims to develop trust through good relationships.
2. We take every opportunity to nurture pupils for them to gain the experiential foundation that all children need to be able to develop self-worth.
3. Our curriculum is designed to be achievable, relevant and inspirational.
4. We recognise and celebrate that all children can change how they see themselves and their world and that they can grow emotionally so that they develop self-worth and become accepting of themselves and others.
5. We see play as a pivotal part in developing our pupils social and emotional growth and provide many opportunities for this to happen within the school day.
6. We are outward facing because we believe that we have a responsibility to share our excellent practice with other schools and organisations.
7. Our parents and carers are a vital part of our community, and we value their support and involvement in their child’s development.
8. We recognise the value of working with other professionals outside of the school in order to provide comprehensive and personalised support.
Vision
Teachers and all staff within the Federation are accountable for the learning and progress that pupils make within a tailored curriculum within each School.
Our Teaching and Learning Policy, Behaviour Management Policy and SEN Policy set out detailed expectations within the Federation, but the following essential features
underpin all School Policies.
Everything that staff do within the school is related to the needs of the pupils. All staff are pupil focused, honest and positive and have high expectations of pupils potential. 1,2,3
We accept and understand that what pupils present is only the tip of an emotional iceberg and they each have a history which we cannot understand without communication and discussion. It is only through this discussion and detailed understanding of their motivation that we can begin to support positive change in our
pupils. 8,4,1,2
We understand that early childhood development under pins personal and social development and that for some of our pupils this has been fractured or can be missing.
It is our purpose to repair and recreate childhood experiences in order to move forward as much as possible with all pupils. 1,2,4,5
We believe that behaviour can change. We understand that every behaviour has a meaning. Our planning for pupils in school needs to be at this deeply personal level.
This must take into account individual motivators. 4,3,5,7,8
We embrace the concept of a hierarchy of need; learning can only take place when these needs are met. In planning for progression, we all understand that we build on
previous learning and pupil interests. 3,1,2,5
We recognise that chaotic confrontational incidents provide us with unique opportunities
to engage with pupils on a psychodynamic level to help them reframe and internalise appropriate strategies to support their needs being met. 4,2,1
Positive outcomes depend on the effective relationship between adults and pupils. We are effective when we understand that we need to be empathetic, forgiving, appropriately challenging and driven by a generosity of spirit. By doing this we generate trust. 1,2,4,5
We support all staff to be able to use self-reflection and regulation to enable them to prioritise the needs of the pupils and recognise this can at times be painful and
challenging therefore staff well-being is of paramount importance within the federation. 1,2,4,5,7
The learning environment must be stimulating, engaging, challenging, relevant and immersive. 3,5,8
We create opportunities to reintegrate into mainstream schools or classes, prepare pupils for life beyond school and for further education or work. 2,3,4,5,6,7,8
We engage with stakeholders, partners the school community and governors in pursuit of improvement on a regular basis. 6,7,8
We see the federation as being a centre of excellence verified through external validation. We emphasise and value the development of our staff to become excellent
practitioners in nurturing approaches to SEMH. We will encourage partners and others to develop their practice along the the lines set out in the values expressed here. 6,7,8
The Federation will work closely with and alongside the principles set out by NurtureUK as developed by Eva Holmes and Eve Boyd(1999), which are:
Children’s learning is understood developmentally
It is understood that all behaviour is communication
The classroom offers a safe space\
Nurture is important for the development of self esteem
Language is a vital means of communication
The importance of transitions in children’s lives is understood
Equality Objective
“The equality duty supports good education and improves pupil outcomes. It helps a school to identify priorities such as underperformance, poor progression, and bullying. It does this by requiring it to collate evidence, take a look at the issues and consider taking action to improve the experience of different groups of pupils. It then helps it to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.” (Equality and Human Rights Commission · www.equalityhumanrights.com Last revised 07-2014)
How does Athena School comply with the public sector equality duty?
Attainment – Athena School looks at performance gaps between groups of pupils when analysing school data. We focus on girls and boys, children in public care, children whose parents are in the forces, and children with English as an additional language. When looking at outcomes for pupil’s staff consider intervention and support, which will be needed to narrow the gap. At Athena we use a variety of information including data analysis, lesson observations and discussions with pupils, parents and carers.
Participation in school life – At Athena we are continually looking for ways to enhance the learning and curriculum. When organising school activities teachers not only identify the children’s needs academically but also consider the wider environment for example, home situation, historical events in the pupils lives and additional physical needs.
Engage effectively in learning – Consideration is given to outside influences that may result in pupils and their families being unable to engage fully in school life for example school will employ a translator for parents of EAL pupils for annual reviews and other meetings, newsletters are translated into pupils first language for parents, transport is provided for those parents and carers who are unable to attend school events and meetings otherwise and the school allocates money in the budget to cover the cost of educational visitors and visits to ensure all pupils have access to the same opportunities.
Equality Objectives
To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity
To promote cultural development and understanding through a rich range of experiences both in and beyond the school
To narrow the gap in curricular attainment between boys and girls at the end of Key Stage 4.
To narrow the gap in curricular attainment for the minority groups in our school; girls, Children in Public Care (LAC), children whose families are in the forces and children who are entitled to free school meals, year on year.
To promote and develop positive attitudes to learning for all pupils through experiences both in and beyond the school
Recognise children may be emotionally and socially functioning as much younger children and need to consolidate their early learning experiences within school, giving them the curriculum and opportunities to be able to do this
Provide opportunities and experiences for children to acquire the necessary skills to play and interact constructively within their peer group.
Offer a curriculum, which meets the developmental needs of the “whole” child.
How do we eliminate discrimination and promote equality of opportunity?
Athena school is committed to ensuring that members of the school community do not become victims of unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010. We have a series of policies and procedures in place to support us with this:
- Admissions
- Accessibility policy
- Anti-bullying policy
- Behaviour Management policy
- Child protection policy
- Collective worship policy
- Data protection policy
- Equal opportunities policy
- Equality and Diversity policy
- Looked After and Vulnerable children policy
- Racial Equality policy
- Safeguarding policy
- Safer recruitment policy
- SEN policy
- Some of these policies are available on the school website others are available from the school office
* Policies in bold are on the school website
Exam Results
Governance Information 20/21
Please click below to view:
The Fortuna Athena Federation, Lincoln Governing Body Information and Attendance Details for Academic Year 2020-2021
Latest Ofsted Report
We were most recently visited by OFSTED in December 2018. To find a copy of our report on the OFSTED website please click on the link below:
Pupil Premium Statement & COVID Catch Up Funding
Pupil premium strategy statement 2022/2023
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail | Data |
School name | Athena School |
Number of pupils in school | 108 |
Proportion (%) of pupil premium eligible pupils | 74.5% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2023 |
Date this statement was published | 15 December 2022 |
Date on which it will be reviewed | July 2023 |
Statement authorised by | B Robson |
Pupil premium lead | H Trought |
Governor / Trustee lead | J Gatrick |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £93,455 |
Recovery premium funding allocation this academic year | £7830 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £52,091 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £153,376 |
Part A: Pupil premium strategy plan
Statement of intent
Pupils attending Athena School may have had many challenges in their lives which have had an impact on their education, meaning that social, emotional and mental health (SEMH) is the predominant need on the Education, Health and Care Plan. Due to this, there may be significant gaps in their learning, and potential negative experiences of education result in them not being able to see themselves as learners and therefore struggle at times, to access the curriculum. Many pupils at Athena can struggle with confidence and self-esteem, meaning that they need support to engage in learning. Our nurturing ethos fully immerses pupils into the learning environment, and our key methods are building relationships with the pupils and encouraging and supporting pupils to understand and forge healthy relationships with their peers and the people around them. All pupils in our school have full Education, Health and Care Plans. Eighteen pupils (approximately 16%) who attend are Children in Care and some children receive support through Team around the Child, Child in Need and Child Protection Plans. Many children and their families have support from outside agencies such as Early Help Workers, Futures for Me and Family Support. Ultimate objectives for our disadvantaged pupils:
Current Strategy Plan Athena school focuses Pupil Premium on the main challenges faced by our pupils. Wider Strategies are the main body of our plan as pupils mostly benefit from our nurturing ethos and SEMH support. What are the key principles of your strategy plan?
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | All pupils within school have full EHCP naming Social, Emotional and Mental Health as a primary need. Boxall profile data shows that some pupils are significantly impacted by the level of their emotional development due to past experiences. |
2 | Attendance is a challenge for some pupils for a variety of reasons. When attendance is improved, this can support outcomes at the end of Key Stage 4. |
3 | Some pupils receive support from Team Around the Child, Child in Need and Child Protection. |
4 | All pupils have Social, Emotional and Mental Health as a primary need, Secondary needs are varied from ADHD, ASD, ODD, learning difficulties and some physical difficulties. |
5 | Many pupils have gaps in learning due to prior disrupted education. Reasons for this are varied and the impact is a negative attitude to learning, low self-esteem and low confidence. |
6 | 16.36% of pupils are Children in Care. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
All pupils to have access to Di Hoyer (therapist) through the Ladybird Project, to ensure that they are receiving further support for their areas of emotional need. | Pupils will take part in group sessions and direct work where needed. All staff take part in regular training throughout the year and implement strategies into their teaching. |
Education, Health and Care Plans continue to be completed within time frames by a consultant. | Time frame deadlines are met for all EHCP reviews and all relevant agencies are involved. |
Attendance figures improve through continued support of parents, attendance reward trips/experiences and regular assessment of attendance levels. | Percentage of attendance overall improves and for individuals, support given through SAP meetings, home visits, where needed. |
School continues to support pupils open to Children’s Services as part of the wrap around care. | School continue to have capacity to attend and contribute to outside agency meetings. Support is thorough and appropriate ensuring safeguarding as a priority. |
Pupils and staff receive support with Mental Health. | Staff annual training schedule met. Pupils are identified and support given through school referrals to a variety of agencies such as the Mental Health Support Team (MHST). Staff to receive support – Anna Freud Centre. |
Disadvantaged pupils meeting or exceeding their targets in Reading, Writing and Maths. | End of year assessment data shows pupils meet the percentage target set for English, Maths and Science. |
Staff will refine choosing activities within the classroom, which are linked to Boxall profile data to support social and emotional development. | Boxall data will be evaluated at the end of each year to identify progress or further areas of development. |
Pupils have the opportunity to develop a sense of self through exploring their own interests or discovering new ones. | Pupils may take part in music lessons, develop a relationship with other pupils with similar interests, take part in educational visits and engage in an immersive REAL curriculum. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £12,000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in Maths, in particular, problem solving to encourage mastery learning. The Maths curriculum is part of the whole school priorities for the year. Purchase of Times Table Rockstars and continued subscription to Sumdog Update Maths resources further for all areas including problem solving. | Assessment has shown that limited skills in problem solving within maths and the wider world has a negative effect on attainment. Staff training and implementing of problem solving within the whole curriculum. Expectation that problem solving is planned for and a key part of lessons. Monitoring and tracking of pupil progress for evidence – expecting at least +5 months of progress (EEF 2020) Providing a variety of ways of working which tackle different learning styles and encourage mastery learning and practise of skills. (+5 EEF 2020) | 1, 5 |
Continue to provide access to the music curriculum by using a peripatetic music teacher. | Teaching staff confidence levels in music are not consistent. Evidence suggests that Arts Participation can deliver at least +3 months of progress. (EEF 2020) | 5 |
Continue to develop computing curriculum – making links between Athena and a mainstream school to share best practise. | Shared practise with an established curriculum within a mainstream school would benefit an emerging IT curriculum. | 5 |
Develop reading skills and encourage a love for reading, leading to improved reading outcomes. Purchase of a set of Kindles to further encourage reading. Increase opportunities for pupils to develop wellbeing and identity. | Increase and refresh library books with pupils able to have a say in what is purchased to encourage engagement in reading. Librarians to promote the library further. (+6 EEF 2020) Kindles to offer different methods and dimensions of reading. Key books purchased: LGBTQ+, blended families, CIC books. | 1, 5 |
Learning by Questions (LbQ) to be used within the curriculum to encourage mastery within maths and science. | Evidence suggests Mastery learning provides +5 months of progress (EEF 2020). | 1, 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £20,500
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in reading with targeted interventions through a reading scheme. | Continue subscription to Bug Club online. (Reading comprehension strategies +6 EEF 2020) | 1, 4, 5 |
Revision guides and resources provided to increase y11 outcomes. | Independent study encouraged, reduced barriers to revision. (Metacognition and self-regulation +7 months EEF 2020) | 1, 4, 5 |
For all staff to be trained in Fresh Start Intervention. Intervention programme to be rolled out within school. | Shared reading with an adult - +6 months progress (EEF 2020) 2x teacher trained by Fresh Start. Purchase all resources required. Whole school trained in Fresh Start scheme. | 1, 5 |
Pupils who are dyslexic or who has been identified as struggling readers to have access to IDL Literacy and Numeracy online programme. | Individualised instruction could provide +4 months of progress (EEF 2020) | 1, 5 |
Supporting Gifted and Talented pupils within music. | Arts Participation and Aspiration Intervention total of +3 months (EEF 2020.) | 5 |
Further accessibility for lower level readers – C-Pens for use within the classroom and for exams for pupils needing extra support. | JCQ approved pens to allow more independent working within the classroom and more suitable access to exams in y11. | 1, 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £102,056
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Employment of a SENCO assistant to host and complete EHCP reviews. | Capacity for ensuring timescales are met for annual reviews is improved as all pupils are on full EHCP and over 100 pupils on role. Parental engagement +4 months (EEF 2020) | 1 |
Employment of Educational Welfare Officer | Capacity for attendance issues are addressed. Parental engagement +4 months (EEF 2020) | 2 |
.5 Child and Family Officer plus additional assistant CAFO. | Capacity for supporting pupils who are CIC, CIN, CP, TAC or who work with outside agencies including families, is improved. Parental engagement impact suggests +4 months progress with SEMH, behaviour and attendance. | 2, 3, 4, 6 |
Employment of Consultant Play Therapist and Psychotherapist. | Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. | 4, 6 |
Target areas to develop using Boxall Profile and develop resource bank to support this including a range of choosing activities. | Social and emotional learning +4 months, and Behaviour interventions +4 months (EEF 2020) | 4 |
Continued relationship between school and the Mental Health Support Team (MHST) to support pupil mental health. | Social and emotional learning +4 months (EEF 2020) All pupils have SEMH as their primary need. | 4, 6 |
Peer mentoring. Pupils to be identified to be mentors for behaviour, mental health, personal interest and attainment. These pupils to be trained to support younger pupils with individual issues. | Peer tutoring evidence shows it can deliver +2 months of progress. This to be used for combined interests and also support for pupils at key times. | 1, 4, 5, 6 |
Implement a system of incentives and rewards for improved attendance, alongside working with parents. | Parental engagement and support from school to improve attendance indicates +4 months of progress. | 2 |
Cultural capital – clubs, resources, trips, external visitors, music, outdoor equipment and experiences to provide pupils with experiences which develop awe and wonder. | Arts Participation and Aspiration Interventions total of +3 months (EEF 2020.) | 1, 2, 3, 4, 5, 6 |
Continued training on nurture and behaviour to ensure teaching is delivered using this approach. | Evidence indicates that progress is made when staff are well trained in the use of behaviour strategies and have nurture at the base of all approaches. (Behaviour interventions +4 EEF 2020) | 4, 6 |
Total budgeted cost: £134,556 (£18,820 contingency)
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
In Maths
In Reading
In Writing
Pupils now have access to music lessons each week with a peripatetic music teacher. Children in Care have individual music tuition in a variety of instruments. Every child has Boxall profile, which is updated regularly, and these are linked to play experiences within choosing time. Di Hoyer (play therapist and psychotherapist) has weekly Ladybird Project sessions with Year 7 and 8 to assist the development of self-regulation. She also provides whole staff training, consultation of staff groups, individual pupil play therapy and parent support. A new attendance protocol has been initiated. This has triggered School Attendance Panel meetings, home visits from the Education Welfare Officer and encouraged pupils to attend through certificates, trips and other incentives. All Education, Health and Care Plans are completed within time scales and updated in detail. The Child and Family Officer continues to support pupils and families, and has trained staff in safeguarding. |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
Programme | Provider |
Reading | Bug Club (online and printed) and IDL |
Maths | Times Table Rockstars, Sumdog, White Rose Maths |
Maths and Science | LbQ |
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
Detail | Data |
School name | Athena School |
Number of pupils in school | 103 |
Proportion (%) of pupil premium eligible pupils | 74.7% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021-2022 |
Date this statement was published | 15 December 2021 |
Date on which it will be reviewed | July 2022 |
Statement authorised by | B Robson |
Pupil premium lead | H Trought |
Governor / Trustee lead | Mary-Anne Round |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £78,415 |
Recovery premium funding allocation this academic year | £3,843 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £44,192 |
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year | £126,450 |
Part A: Pupil premium strategy plan
Statement of intent
Pupils attending Athena School may have had many challenges in their lives which have had an impact on their education, meaning that social, emotional and mental health (SEMH) is the predominant need on the Education, Health and Care Plan. Due to this, there may be significant gaps in their learning, and potential negative experiences of education result in them not being able to see themselves as learners and therefore struggle at times, to access the curriculum. Many pupils at Athena can struggle with confidence and self esteem, meaning that they need support to engage in learning. Our nurturing ethos fully immerses pupils into the learning environment, and our key methods are building relationships with the pupils and encouraging and supporting pupils to understand and forge healthy relationships with their peers and the people around them. All pupils in our school have full Education, Health and Care Plans. Twenty-two pupils (approximately 20%) who attend are Children in Care and some children receive support through Team around the Child, Child in Need and Child Protection Plans. Many children and their families have support from outside agencies such as Early Help Workers, Futures for Me and Family Support. Ultimate objectives for our disadvantaged pupils:
Current Strategy Plan Athena school focuses Pupil Premium on the main challenges faced by our pupils. Wider Strategies are the main body of our plan as pupils mostly benefit from our nurturing ethos and SEMH support. What are the key principles of your strategy plan?
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | All pupils within school have full EHCP naming Social, Emotional and Mental Health as a primary need. Boxall profile data shows that some pupils are significantly impacted by the level of their emotional development due to past experiences. |
2 | Attendance is a challenge for some pupils for a variety of reasons. When attendance is improved, this can support outcomes at the end of Key Stage 4. |
3 | Some pupils receive support from Team Around the Child, Child in Need and Child Protection. |
4 | All pupils have Social, Emotional and Mental Health as a primary need, Secondary needs are varied from ADHD, ASD, ODD, learning difficulties and some physical difficulties. |
5 | Many pupils have gaps in learning due to prior disrupted education. Reasons for this are varied and the impact is a negative attitude to learning, low self esteem and low confidence. |
6 | 20% of pupils are Children in Care. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
Intended outcome | Success criteria |
All pupils to have access to Di Hoyer (therapist) through the Ladybird Project, to ensure that they are receiving further support for their areas of emotional need. | Pupils will take part in group sessions and direct work where needed. All staff take part in regular training throughout the year and implement strategies into their teaching. |
Education, Health and Care Plans continue to be completed within time frames by a consultant. | Time frame deadlines are met for all EHCP reviews and all relevant agencies are involved. |
Attendance figures improve through continued support of parents, attendance reward trips/experiences and regular assessment of attendance levels. | Percentage of attendance overall improves and for individuals, support given through SAP meetings, home visits, where needed. |
School continues to support pupils open to Children’s Services as part of the wrap around care. | School continue to have capacity to attend and contribute to outside agency meetings. Support is thorough and appropriate ensuring safeguarding as a priority. |
Pupils and staff receive support with Mental Health. | Staff annual training schedule met. Pupils are identified and support given through school referrals to a variety of agencies such as the Mental Health Support Team (MHST). Staff to receive support – Anna Freud Centre. |
Disadvantaged pupils meeting or exceeding their targets in Reading, Writing and Maths. | End of year assessment data shows pupils meet the percentage target set for English, Maths and Science. |
Staff will refine choosing activities within the classroom, which are linked to Boxall profile data to support social and emotional development. | Boxall data will be evaluated at the end of each year to identify progress or further areas of development. |
Pupils have the opportunity to develop a sense of self through exploring their own interests or discovering new ones. | Pupils may take part in music lessons, develop a relationship with other pupils with similar interests, take part in educational visits and engage in an immersive REAL curriculum. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £17,590
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in Maths, in particular, problem solving to encourage mastery learning. The Maths curriculum is part of the whole school priorities for the year. Purchase of Times Table Rockstars and continued subscription to Sumdog Update Maths resources further for all areas including problem solving. | Assessment has shown that limited skills in problem solving within maths and the wider world has a negative effect on attainment. Staff training and implementing of problem solving within the whole curriculum. Expectation that problem solving is planned for and a key part of lessons. Monitoring and tracking of pupil progress for evidence – expecting at least +5 months of progress (EEF 2020) Providing a variety of ways of working which tackle different learning styles and encourage mastery learning and practise of skills. (+5 EEF 2020) | 1, 5 |
Develop music curriculum by using peripatetic music teaching and workshops weekly, with a view to update musical instruments and resourcing. | Teaching staff confidence levels in music are not consistent. Evidence suggests that Arts Participation can deliver at least +3 months of progress. (EEF 2020) | 5 |
Develop computing curriculum – making links between Athena and a mainstream school to share best practise. | Shared practise with an established curriculum within a mainstream school would benefit an emerging IT curriculum. | 5 |
Targeted staff training – Raising Attainment in Reading. | Shared reading with an adult - +6 months progress (EEF 2020) | 1, 5 |
Develop reading skills and encourage a love for reading, leading to improved reading outcomes. Purchase of a set of Kindles to further encourage reading. Change reading records to individual pupil records which can follow them through the school in order to track progress more effectively. | Increase and refresh library books with pupils able to have a say in what is purchased to encourage engagement in reading. Librarians to promote the library further. (+6 EEF 2020) Monitoring of reading habits of pupils and teacher assessment at key points in the year. Kindles to offer different methods and dimensions of reading. | 1, 5 |
Learning by Questions (LbQ) to be used within the curriculum to encourage mastery within maths and science. | Evidence suggests Mastery learning provides +5 months of progress (EEF 2020). | 1, 5 |
Purchase of laptops for pupils who are disadvantaged to encouraging homework laptops | Evidence suggests +5 months of progress. This would also encourage access to online subscriptions such as Bug Club, TT Rockstars and Sumdog. | 1, 2, 5, 6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £29,518
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in reading with targeted interventions through a reading scheme. | Continuation of Bug Club online subscription and printed scheme. Purchase of additional printed scheme due to expanded pupil numbers. Staff training ‘How to effectively listen to readers’. (Reading comprehension strategies +6 EEF 2020) | 1, 4, 5 |
Revision guides and resources provided to increase y11 outcomes. | Independent study encouraged, reduced barriers to revision. (Metacognition and self-regulation +7 months EEF 2020) | 1, 4, 5 |
Training on Thinking skills. | Pupils learning to learn. Evidence suggests that focus on Metacognition and self-regulation could provide +7 months of progress (EEF 2020) | 1, 4, 5 |
Individualised interventions delivered by teaching assistant, which include Toe by Toe (individual) and small maths groups. This is to support pupils who are lower achievers and to extend the Gifted and Talented pupils. | Evidence indicates that interventions delivered 1:1 by a trained teaching assistant can deliver at least +4 months of progress. (EEF 2020) | 1, 5 |
Supporting Gifted and Talented pupils within music. | Arts Participation and Aspiration Intervention total of +3 months (EEF 2020.) | 5 |
Further accessibility for lower level readers – C-Pens for use within the classroom and for exams for pupils needing extra support. | JCQ approved pens to allow more independent working within the classroom and more suitable access to exams in y11. | 1, 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £70,000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Employment of a SENCO assistant to host and complete EHCP reviews. | Capacity for ensuring timescales are met for annual reviews is improved as all pupils are on full EHCP and over 100 pupils on role. Parental engagement +4 months (EEF 2020) | 1 |
Employment of Educational Welfare Officer | Capacity for attendance issues are addressed. Parental engagement +4 months (EEF 2020) | 2 |
Employment of a Child and Family Officer | Capacity for supporting pupils who are CIC, CIN, CP, TAC or who work with outside agencies including families, is improved. Parental engagement impact suggests +4 months progress with SEMH, behaviour and attendance. | 2, 3, 4, 6 |
Employment of Consultant Play Therapist and Psychotherapist. | Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. | 4, 6 |
Increase opportunities for pupils to develop identity (wellbeing) | Key books purchased such as LGBTQ+, blended families, children in care books. Encouraging development of own interests. | 4 |
Target areas to develop using Boxall Profile and develop resource bank to support this including a range of choosing activities. | Social and emotional learning +4 months, and Behaviour interventions +4 months (EEF 2020) | 4 |
Continued relationship between school and the Mental Health Support Team (MHST) to support pupil mental health. | Social and emotional learning +4 months (EEF 2020) All pupils have SEMH as their primary need. | 4, 6 |
Peer mentoring. Pupils to be identified to be mentors for behaviour, mental health, personal interest and attainment. These pupils to be trained to support younger pupils with individual issues. | Peer tutoring evidence shows it can deliver +2 months of progress. This to be used for combined interests and also support for pupils at key times. | 1, 4, 5, 6 |
Implement a system of incentives and rewards for improved attendance, alongside working with parents. | Parental engagement and support from school to improve attendance indicates +4 months of progress. | 2 |
Cultural capital – clubs, resources, trips, external visitors, music, outdoor equipment and experiences to provide pupils with experiences which develop awe and wonder. | Arts Participation and Aspiration Interventions total of +3 months (EEF 2020.) | 1, 2, 3, 4, 5, 6 |
Continued training on nurture and behaviour to ensure teaching is delivered using this approach. | Evidence indicates that progress is made when staff are well trained in the use of behaviour strategies and have nurture at the base of all approaches. (Behaviour interventions +4 EEF 2020) | 4, 6 |
Total budgeted cost: £117, 108 (9,342 contingency)
COVID Catch-up Funding Statement
2020/21
Please click the link below to access our full Athena School Catch Up Funding Strategy
The Athena School Catch Up Funding strategy statement
The Secretary of State for Education is providing financial assistance to local authorities for their maintained schools and for pupils that local authorities place in independent special settings, in the form of the coronavirus (COVID-19) catch-up premium for the financial year beginning 1 April 2020.
This funding is to support pupils on their return to school in Autumn 2020 and throughout the year. The Senior Management Team and teaching staff have identified areas where progress has been impacted by children’s continued absence from school during the lockdown period. The key areas in children’s learning which were affected were Reading, Scientific Enquiry and children’s Social, Emotional Mental Health. The funding will therefore be used to support children in these areas.
Support in assisting pupils in their reading skills
Support to pupils in their science learning
Additional Teacher’s Leadership allowance in support of the pupil’s mental health
When the results of assessments, including Physical Intervention data, are received during the summer term we will be able to evaluate the impact of these measures.
Amount | Purpose | Details | Area | Impact |
£1,000 | Books | Reading | ||
£2,000 | Stock Materials | |||
£1375 | Subscription | Learning by questions – on line resource | Scientific Enquiries | |
£2,873 | TLR | Mental Health | ||
£1099 | Reading scheme books | Bug Club | Reading | |
£1500 | On-line reading resource | Bug Club | Reading |
TOTAL allocated 2020/21 = £9,847
2020/21 Amount received YTD £4,470
2020/21 Amount to be allocated £5,470 Spring Term
2020/21 Total allocation £9,940
2020/21 Remaining allocation £93
2021/2022 Allocation of £7,100 to be received during the summer term 2021
Amount | Purpose | Details | Area | Impact |
£1,000 | Kindles | Reading | ||
£2,873 | TLR | Mental Heath | ||
£1,375 | Subscription | Learning by questions – on line resource | Science | |
£1,120 | Microscopes | Science | ||
£35 | Stop watch | Science | ||
£150 | Motion Measurement Kit | Science | ||
£35 | Stop Clock | Science | ||
£278 | Air Track | Science | ||
£250 | Electric Blower | Science | ||
£86 | Air Traffic Accessories | Science | ||
£100 | Economy Ripple Tank | Science | ||
£52 | Millisecond Timer | Science |
TOTAL to be allocated 2021/22 = £7,100
Amount b/fwd = £93
Proposed spending = £7,329
2021/22 Potential overspend £136
PUPIL PREMIUM STATEMENT 2020-2021
Background to Pupil Premium
Pupil Premium has been introduced by the government in order to give all children the opportunity to succeed in education. This has been done in the form of a grant which has been given to schools for children eligible for Free School Meals and those children who
- • Has been looked after for 1 day or more
- • Has been adopted from care
- • Has left care under a special guardianship order, a residence order or a child arrangements order
A premium has also been introduced for children whose parents serve in the armed forces.
Barriers to educational achievement
The pupils who attend Athena school have previously had negative experiences of education and are therefore switched off to learning. They have low self esteem and self- worth, not seeing themselves as learners. Our children need a lot of support to develop their social and emotional skills which allow them to access the learning environment and curriculum.
2020/21
At Athena School the Pupil Premium for the 2020/21 financial year is £53,589 for LAC children including £23,619 B/fwd, £18,000 in year allocation and £11,970 Virtual Head Funding.
£40,749 for FSM children including £639 B/fwd and £40,110 in year allocation.
£2,120 for Forces children including £1,500 B/fwd and £620 in year allocation.
£4,690 to support post LAC pupils.
The pupil premium funding received by Athena School in the academic year 2020 - 21 has been allocated in the following ways:
Children & family Officer in support of pupil’s mental health
Educational Consultant to support pupils and their families through the EHCP process
Education Welfare Officer in support of pupils to maintain their attendance in school
Psychologist to support pupils with their mental and emotional health
When the results of assessments, including Physical Intervention data, are received during the summer term we will be able to evaluate the impact of these measures.
Number of pupils and pupil premium grant (PPG) 2020-21incl B/fwd |
|
Total number of pupils on role |
98 |
Total number of pupils eligible for PPG |
66 |
Amount of PPG received |
£101,148 |
Amount |
Purpose |
Details |
Area |
Impact |
|
£16,705 |
Children & Family Officer |
Allocated & continues until March 2021 |
Mental Health |
||
£18,500 |
Educational consultant to prepare, chair and support pupils and their families through the EHC review process. |
Ongoing through to March 2021 |
Mental Health |
||
£1,200 |
J Keogh |
EWO |
Pupil’s attendance |
||
£18,000 |
The Chapters Psychology support |
Ongoing through to March 2021 |
Mental Health |
||
Total £54,405 |
|||||
Remainder £46,743 |
|
Measuring the impact of PPG spending 2020 -21 – Evaluated in July 2021 |
In Maths
In Reading
In Writing
|
PUPIL PREMIUM STATEMENT 2019-2020 – ATHENA SCHOOL
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils, Service pupils and the Year 7 Catch Up Funding for 2019-20 financial year is being spent on:
- Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
- Employment of External Consultant to work on Education Health Care Plans
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
Number of pupils and pupil premium grant (PPG) received 2019/20 |
|
Total number of pupils on role |
82 |
Total number of pupils eligible for PP FSM Funding |
35 |
Total Amount of PP FSM received including LAC pupils, Service pupils and Y7 Catch Up Funding 19/20 incl. 18/19 Carry Forward |
£61,790 |
The pupil premium funding received by Athena School in 2019/20 has been allocated in the following ways.
Amount |
Purpose |
Impact July 2020 |
£16,130 |
Employment of Child and Family Officer. |
See impact statement below. |
£23,290 |
Employment of a Psychotherapist to work with pupils within the school, including training all staff. |
“ |
£15,170 |
Employment of External Consultant to provide work on Education Health Care Plans |
“ |
Total - £54,590 |
||
Remaining £7,200 |
Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. |
“ |
Measuring the impact of PPG spending 2019-20 – Evaluated in July 2020 |
In Maths · 67% of Looked After Children have either met or exceeded their expected rate of progress. · 82% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In Reading · 80% of Looked After Children have met or exceeded their expected rate of progress. · 79% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In Writing · 93% of Looked After Children have met or exceeded their expected rate of progress. · 87% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. |
2020 - 2021
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils, Service pupils and the Year 7 Catch Up Funding for 2020-21 financial year is being spent on:
- Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
- Employment of External Consultant to work on Education Health Care Plans
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
Number of pupils and pupil premium grant (PPG) received 2020/21 |
|
Total number of pupils on role |
81 |
Total number of pupils eligible for PP FSM Funding |
45 |
Total Amount of PP FSM received including LAC pupils, Service pupils and Y7 Catch Up Funding 20/21 incl. 19/20 Carry Forward |
£100, 388 |
The pupil premium funding received by Athena School in 20/21 has been allocated in the following ways.
Amount |
Purpose |
Impact July 2021 |
£32, 412 |
Employment of Child and Family Officer. |
See impact statement below. |
£17, 130 |
Employment of a Psychotherapist to work with pupils within the school, including training all staff. |
“ |
£13, 320 |
Employment of External Consultant to provide work on Education Health Care Plans |
“ |
Total – £62, 862 |
||
Remaining – £37, 526 |
Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. |
“ |
Measuring the impact of PPG spending 2020-21 – Evaluated in July 2021 |
PUPIL PREMIUM STATEMENT 2018-2019 – ATHENA SCHOOL
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils and the Year 7 Catch Up Funding for 2018-19 financial year is being spent on:
- Employing an Educational Welfare Officer (EWO) to raise and maintain attendance.
· Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
· Employment of External Consultant to work on Education Health Care Plans
- Whole school staff training on SEMH needs by Dr Margot Sunderland, a psychotherapist, with expertise in childhood trauma.
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
Number of pupils and pupil premium grant (PPG) received 2018/19 | |
Total number of pupils on role | 72 |
Total number of pupils eligible for PP FSM Funding | 30 |
Total Amount of PP FSM received including LAC pupils and Y7 Catch Up Funding 18/19 inc. 17/18 Carry Forward | £54,805 |
The pupil premium funding received by Athena School in 2018/19 has been allocated in the following ways.
Amount | Purpose | Impact July 2019 |
£4,000 | Employment of an Educational Welfare Officer (EWO) to raise and maintain attendance of pupils. | See Impact Statement Below |
£15,472 | Employment of Child and Family Officer. | “ |
£22,620 | Employment of a Psychotherapist to work with pupils within the school, Including training all staff. | “ |
£12580 | Employment of External Consultant to provide work on Education Health Care Plans | “ |
£0.00 | Whole staff training on attachment. | “ |
Total - £54672 | ||
Remaining £200.00 | Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. | “ |
Measuring the impact of PPG spending 2018-19 – Evaluated in July 2019 |
In Maths · 73% of Looked After Children have either met or exceeded their expected rate of progress. · 74% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In English · 80% of Looked After Children have met or exceeded their expected rate of progress. · 68.5% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. |
Remissions & Charging Policy
Charging & Remissions Policy
Context
All education during school hours is free. We do not charge for any activity undertaken as part of the National Curriculum.
Prohibition of Charges
The Governing Body recognises that the legislation prohibits charges for the following:
- ● Education provided during school hours (including the supply of any materials, books, instruments or other equipment);
- ● Education provided outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of religious education;
- ● Tuition for pupils learning to play musical instruments if the tuition is required as an essential part of the National Curriculum.
- ● Entry for a prescribed public examination, if the pupil has been prepared for it at the school;
- ● Education provided on any trip that takes place during school hours;
- ● Education provided on any trip that takes place outside school hours if it is part of the National Curriculum or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of the schools basic curriculum for religious education;
- ● Supply teachers to cover for those teachers who are absent from school accompanying pupils on a residential trip;
- ● Transporting registered pupils to or from the school premises, where the local education authority has a statutory obligation to provide transport;
- ● Transporting registered pupils to other premises where the governing body or local education authority has arranged for pupils to be educated;
- ● Transport provided in connection with an educational trip
Voluntary contributions
When organising school trips or visits to enrich the curriculum and the educational experience of the children, parents and carers of Fortuna School are invited to contribute to the cost. It must be stipulated that all contributions are on a voluntary basis and parents/carers are under no obligation to make a donation. Dependant on the category of the outing the Senior Management Team will decide whether there will be request for a voluntary contribution and will set the price, accordingly.
When organising school trips or visits to enrich the curriculum and the educational experience of the children, parents and carers of Athena School are invited to contribute to the cost. It must be stipulated that all contributions are on a voluntary basis and parents/carers are under no obligation to make a donation. Dependant on the category of the outing the Senior Management Team will decide whether there will be request for a voluntary contribution and will set the price, accordingly.
Remissions
Fortuna and Athena Schools are committed to ensuring fair access and treatment
of all pupils, and this means ensuring that no child is excluded from an activity because the parents/carers of that child are unwilling or unable to pay. The identity of the child or parents/carers of the child, who did not want to or could not make the payment, will not be disclosed under any circumstances.
School Uniform
Fortuna School provides each child with a book bag at no charge. The current cost of the uniform is listed in Appendix B. Any changes to cost will be noted on Fortuna School’s website. Uniforms are available to purchase from the school’s office, as well as from the Uniform Direct website.
Uniform for Athena School pupils is available to purchase from the school office. Prices will be amended at the start of each academic year. Appendix A details the cost for 2021-2022.
APPENDIX 1
Athena Uniform Price List – September 2021
Athena Grey School Polo shirt
Age 9 – 11/ 12-13/ X Small/ Small £8.00
Medium –& Large £9.60
X Large – 2XLarge £9.90
3XLarge
£10.50
Athena Teal V Neck School Jumper
24” – 28” £11.20
30” – 34” £12.00
36” - 40” £15.36
42” – 44” £16.32
46” – 48” £17.28
P.E Hooded Top Grey
Age 9-10/ 11-12/ X Small/ Small £15.00
Medium to 3XLarge £18.00
P.E Teal Polo Shirt
Age 9-10/ 11-12/ X Small/ Small £10.75
Medium – 3XLarge £12.90
Blazer
36” £31.00
38”- 48” £33.50
50- 52” £35.50
Teal Tie £6.60
APPENDIX B
Fortuna School Uniform Price List – September 2021
Polo shirts |
Sweatshirts |
||
Size |
Price |
Size |
Price |
5/6 |
£7.00 |
5/6 |
£8.00 |
7/8 |
£7.00 |
7/8 |
£8.00 |
9/10 |
£7.00 |
9/10 |
£8.00 |
11/12 |
£7.00 |
11/12 |
£8.00 |
13 (34) |
£9.00 |
13 (34) |
£8.00 |
S (38) |
£9.00 |
XS (36) |
£10.00 |
M (40) |
£9.00 |
S (38) |
£10.00 |
L (42) |
£9.00 |
M (40) |
£10.00 |
L (42) |
£10.00 |
Context
All education during school hours is free. We do not charge for any activity undertaken as part of the National Curriculum.
Prohibition of Charges
The Governing Body recognises that the legislation prohibits charges for the following:
- Education provided during school hours (including the supply of any materials, books, instruments or other equipment);
- Education provided outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of religious education;
- Tuition for pupils learning to play musical instruments if the tuition is required as an essential part of the National Curriculum.
- Entry for a prescribed public examination, if the pupil has been prepared for it at the school;
- Education provided on any trip that takes place during school hours;
- Education provided on any trip that takes place outside school hours if it is part of the National Curriculum or part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school, or part of the schools basic curriculum for religious education;
- Supply teachers to cover for those teachers who are absent from school accompanying pupils on a residential trips
- Transporting registered pupils to or from the school premises, where the local education authority has a statutory obligation to provide transport
- Transporting registered pupils to other premises where the governing body or local education authority has arranged for pupils to be educated
- Transport provided in connection with an educational training
Voluntary contributions
When organising school trips or visits to enrich the curriculum and the educational experience of the children, the school invites parents/Carers to contribute to the cost. All contributions are voluntary. We have set a standard voluntary contribution of £4 per child towards the cost of one educational visit per academic year.
Remissions Policy
It is Athena’s policy that all children should participate in all educational visits and enrichment experiences. Therefore all children will take part in all of these experiences regardless of parent/carer voluntary contributions. School will subsidise all activities and events.
SEND Policy
This report has been compiled in compliance with:
- Section 69 (2) of the Children and Families Act 2014 regulation 51
- Schedule 1 of the Special Education Needs and Disability Regulations 2014
- Section 6 of the Special Educational needs and disability code of the practice: 0 to 25 years.
Athena School is a special provision, which caters for pupils with Social, Emotional Mental Health difficulties. All pupils who attend Athena have an Education, Health and Care Plan. The school’s admission policy outlines how pupils are admitted to the school, this can be found on the school’s website.
The staff team consists of the Senior Management Team (S.M.T), 8 teachers, 2 trainee teachers and 18 Teaching Assistants. In addition to this we have a Child and Family worker.
The Governor responsible for SEND is Carol Callinan.
Curriculum and Learning Environment
Our Key Stage 3 curriculum runs on a 3-year cycle. We have introduced a range of stimulating new topics that cover all objectives from the new curriculum and engage our children. These are delivered through the REAL project which is an alternative approach the curriculum. The topics allow for immersive learning to take place, really bringing each theme to life for the children. In addition, the children’s learning environments are transformed to reflect the current topic, creating an exciting and appropriate to context environment, in which to learn. Through clear objectives and exciting and innovative teaching and learning, children become immersed in their topic and develop the skills they need to become independent learners; finding out answers to their own questions.
To ensure progression for all of our children, the curriculum is arranged into key stages. As children progress throughout the school they will cover Key Stage 3 and Key stage 4 objectives, as appropriate to their individual needs. This may include the use of objectives from Key Stages 1 and 2.
Pupils are taught English and Mathematics in line with their academic ability. English lessons have a clear format, teaching spelling, punctuation and grammar (SPAG), as well as using a wide range of genres. These genres are based on the main topic, allowing children to be taught, practice and develop these skills through guided and shared work and also independent tasks.
Mathematics is taught using a very clear progressive skill based curriculum. Pupils are taught the skills and given opportunities to apply this through independent learning activities.
In Key Stage 4, children are given the opportunity to work towards GCSE qualifications. They also have access to BTECs, Entry Levels and Level 1 and 2 qualifications depending on their ability. Children also choose their options, which include History, Travel & Tourism, Performing Arts, Vocational Studies, Construction, Home Cooking, Physical Education and Art, along with the statutory core subjects of English, Mathematics and Science. Pupils also take part in PSHE and Prince's Trust.
Additional Support
The Senior Leadership team are responsible for the SEN provision throughout the school which is in addition to the support the pupils receive through their EHC Plans. This additional support is planned for by the pupils’ class teacher under the guidance of Miss Trought, focusing on areas, which have been highlighted through teacher assessment and analysed by Mr Mills (Assessment Coordinator).
Athena also buy in support from the Specialist Teacher Team to assess those pupils who staff identify as having difficulties accessing the curriculum, which is beyond the level we would expect at Athena.
Weekly support from a Play Therapist is also available and is considered on an individual basis.
Staff Training & Expertise
All the staff at Athena are highly skilled in working with children with emotional and behavioural difficulties. One INSET per year is dedicated to child development and working with vulnerable pupils.
All staff are trained in the use of Team Teach, with one of our Teaching Assistants being qualified trainers.
The following training has been accessed by staff in the last two years:
Training |
Attendance |
Impact in school |
Team Teach |
All staff |
All staff are trained to use Team Teach as a form of physical intervention to keep the pupils, staff and environment safe |
Raising Challenge in the classroom |
All Staff |
Staff are more aware of how to raise challenge and independence in pupils learning – to be moderated through lesson observations and work scrutiny |
First Aid |
All Staff |
All staff undertake First Aid at work. Two members of staff are trained in further First Aid. |
REAL Project |
All Staff |
Staff are trained in the REAL project, an alternative approach to delivering the curriculum. |
E Safety |
All Staff |
E Safety sessions are accessed by our pupils and this includes staff training on identification of pupils at risk online. |
Emotional Development and Trauma |
All Staff |
Delivered by our Psychotherapist, training is focused on how trauma can affect emotional development. |
Medication administration training |
20 members of staff |
Training to ensure that prescribed medication is given correctly and safely. |
Online training |
All staff |
A wide selection of training that focuses on areas such as Radicalisation, Suicidal Thoughts and Abuse. |
Attachment training |
All Staff |
Delivered by our psychotherapist in order for staff to understand attachment disorder and the effect it has on our pupils |
Epilepsy training |
26 members of staff |
Delivered by an NHS Nurse to ensure staff understand how to support pupils with epilepsy and how to administer emergency medication |
Mini bus training |
35 members of staff |
Training given on use of the school minibus to transport pupils for school trips |
CPOMS training |
All staff |
Training given on the use of CPOMS, an online service used to record any safeguarding concerns about our pupils in an effective manner. |
Code of conduct training |
All staff |
Training provided for all staff to adhere to the school’s code of conduct. |
Prevent training |
All staff |
Training provided by a Prevent specialist in order to spot signs of radicalisaiton and to keep our pupils safe. |
Impact of the environment on child development |
All staff |
Training provided by our psychotherapist to understand the effect that our pupil’s backgrounds has on their life in and out of school. |
LBQ training |
All staff |
Staff are trained on the use of Learning By Questions, and online tool used to support pupil’s learning in their core subjects. |
Compass+ training |
All staff |
Training provided in order for all staff to access Compass+, in order to record pupils’ educational journeys through to post-16. |
Supporting children who self-harm |
All staff |
Provided by an NHS nurse in order to support pupils who self-harm. |
Brook traffic light toolkit |
All staff |
Online and in-person training delivered in order to safeguard pupils regarding sexual behaviours. |
Fire safety training |
All staff |
Training provided to ensure all staff are confident in fire safety, to keep staff and pupils safe. |
Sumdog and TT Rocket Stars training |
All staff |
Training provided on Sumdog and Times Tables Rocket Stars, to support pupils with Maths and English activities. |
Diabetes training |
All staff |
Training provided by an NHS nurse on supporting pupils with diabetes and providing emergency medication if necessary. |
Many of our staff also undertake CPD courses in their own time outside of work, in order to support our pupils, such as Mental Health Awareness, Literacy and Numeracy courses, Food and Hygiene training, and Open University CPD courses.
Improving emotional, mental and social development
All of the pupils who attend Athena have social, emotional and mental health identified as their primary need on their Education, Health and Care Plans. As a school we follow the nurture curriculum which:
- Recognises that the children may be emotionally and socially functioning as much younger children and need to consolidate their early learning experiences within school.
- Enables children to acquire the necessary skills to play and interact constructively within their peer group.
- Meets the developmental needs of the “whole” child.
Staff use the Boxall Profile to assess the pupils developmental and diagnostic levels. The information from this is then used to target support, resources and experiences on an individual basis, meeting the child at the appropriate child development stage.
Equipment and facilities
Children in years 7 – 10 are taught in classes of between 8 and 10 pupils with a teacher and two teaching assistants per class. In year 11, children also have two have teaching assistants.
Class groups are carefully considered by the SMT, thinking about each individual child’s emotional development level, educational levels, previous school experiences, friendships and relationships.
Parent / Carers Involvement
At Athena, we work closely with primary carers to ensure that they are fully involved in their child’s education and well being. We have a strong emphasis on home and school working together to make holistic change. To establish continuity between home and school, the Child and Family Officer works with both the child and care givers.
Athena are committed to ensuring all of their pupils attend school on a regular basis and therefore work closely with parents and carers to enable this to happen. This can, on occasion, mean that school staff will support the child with the transition from home to school.
Athena holds regular events that parents and carers are invited to, as well as holding open mornings to discuss pupils progress. These include Careers afternoons, Parents Evenings and informal such events such as the Christmas Fair.
Pupil Involvement
At Athena, we feel that the child’s views on their progress are paramount in them making future success. Staff who work closely with the child will endeavor to relate the child’s views and opinions at review meetings and where appropriate the child will be invited to Looked After Reviews, ePEPs and Annual Reviews. Where a pupil has a social worker staff will always endeavour to relay any worries, anxieties or successes to them. This is also the case for other agencies working with the pupils.
Outside Agencies
Additional support by specialists such as the Speech and Language service, Occupational Health and Educational Psychologist are accessed by referrals made by a member of the Senior Management Team (SMT).
Other agency support includes Hearing Impaired Service (HIS), Visual Impaired Service (VIS) where appropriate and Physiotherapy.
Higher level support may be commissioned in individual cases such as Lincolnshire Support Service, which may be asked to assess pupils if a concern. Athena may also feel that Forensic Psychology is necessary. Athena also employs a Play Therapist to work with pupils in school in a play therapy setting. All referrals are made by a member of SMT.
We are also involved with Young Addiction; any pupils will be referred by our Child and Family Officer, and drop-in sessions and staff and/or pupil sessions can be set up.
All staff and professionals involved with the child are responsible for delivering the child’s Educational, Health and Care Plan (EHC). Each child has an annual review, to which all agencies involved with the child are invited. This review assesses the progress the child has made over the year against the child’s targets and objectives as set out in the EHC. Review of the provision is also considered at this review, so that our support is tailored appropriately.
Further Education Transfers
At year 10 and 11 reviews, the child’s next steps are discussed in terms of the most suitable Further Education (FE) placement. Where possible the college or other Post 16 placement is identified on the plan in preparation for the transfer. Representatives from FE are invited to these annual reviews to give information and advice regarding any matters in FE.
At Athena, we work closely with the FE placements that our pupils are going to attend after year 11. Pupils have visits and attend open days throughout their final year and staff also attend college/placement interviews if required. Further visits can be made and this is considered on an individual basis.
In addition to this, the careers coordinator organises careers sessions, which allow many colleges and FE providers to come to the school and speak to the pupils. Pupils are actively encouraged to speak to FE representatives and take away literature for courses that may be of interest.
As part of a smooth transition, school and FE representatives can also organise for a professionals meeting to share information regarding their EHC Plans, social care or other significant information.
Attendance
Pupil Premium and LAC pupils for academic year 2019/2020.
% of Possible | Authorised | Unauthorised |
---|---|---|
92.86% | 5.61% | 1.53% |
Whole School for academic year 2016/2017
% of Possible | Authorised | Unauthorised |
---|---|---|
86.19% | 7.11% | 6.70% |
EHC Plans, Medical Plans and Risk Assessments
All pupils at Athena have a full Education, Health and Care Plan (EHC).
All pupils have a risk assessment, which is regularly updated.
Transport
The majority of our pupils are provided with home/school transport. At the beginning of the academic year each pupils’ risk assessment is shared with the transport provider to ensure that all adults supporting and working with our pupils are fully aware of difficult behaviours they can display and the risks involved with this. The aim is to keep our children safe at every point in the school day. Some children have taxi escorts in vehicles to further ensure safety.
Equality Statement and Accessibility Plan
Athena School’s Accessibility Action Plan ensures that there are no barriers to learning or educational experiences for any group of children. The impact of the plan is monitored through the assessment of pupils learning, attendance and the evaluation of the curriculum taught.
Disadvantage Pupils Attainment compared to Whole School | |||
---|---|---|---|
Whole School | |||
Below | Met | Exceeded | |
English Writing English Reading | 25% 25% | 36% 43% | 39% 32% |
Maths | 30% | 42% | 28% |
Science | 25% | 37% | 38% |
English as an Additional Language | |||
Below | Met | Exceeded | |
English | 0% | 0% | 0% |
Maths | 0% | 0% | 0% |
Science | 0% | 0% | 0% |
Girls | |||
Below | Met | Exceeded | |
English Writing English Reading | 20% 20% | 50% 70% | 30% 10% |
Maths | 30% | 60% | 10% |
Science | 20% | 20% | 60% |
Free School Meals (FSM) | |||
Below | Met | Exceeded | |
English Writing English Reading | 30% 33% | 29% 41% | 41% 26% |
Maths | 26% | 37% | 37% |
Science | 26% | 33% | 41% |
Looked After Children (LAC) | |||
Below | Met | Exceeded | |
English Writing English Reading | 20% 20% | 47% 33% | 33% 47% |
Maths | 27% | 46% | 27% |
Science | 13% | 47% | 40% |
Positive Handling Policy
Introduction
The term “Positive Handling” includes a wide range of supportive strategies for managing challenging behaviour. Included in this framework are a small number of responses which many involve the use of force to control or restrain a pupil. The term “physical restraint” is used when force is used to overcome active resistance. National Guidance (Reducing the Need for Restraint and Restrictive Intervention: 27 June 2019) is followed in this policy. A clear and consistent positive handling policy supports pupils who have social, emotional and behavioural difficulties within an ethos of mutual respect, care and safety.
Pupils with severe behavioural difficulties sometimes present a risk to themselves and others. Section 550A of the Education Act 1996 describes the circumstances in which teachers and others authorised by the Headteacher may use reasonable force to control or restrain pupils. Examples of when such action may be reasonable are to prevent injury to people, damage to property or the breakdown of discipline. This policy details how we implement the guidance at this school. It should be considered alongside the most recent LEA policy statements and recent local and national guidance. It is designed to help staff to ensure that any actions they take are reasonable, proportionate and absolutely necessary.
School Expectations
The management takes seriously its duty of care towards pupils, employees and visitors to the school. Staff protection is an important part of child protection; both depend on confident and competent staff who feel supported by the management. This policy has a clear focus:
- The first and paramount consideration is the welfare of the children in our care.
- The second is the welfare and protection of the adults who look after them.
Positive Behaviour Management
All physical interventions at this school are conducted within a framework of positive behaviour management. The school behaviour policy is intended to reward effort and application and encourage pupils to take responsibility for improving their own behaviour. Part of our preventative approach to risk reduction involves looking for early warning signs, learning and communicating any factors which may influence behaviour and taking steps to divert behaviours leading towards foreseeable risk. However, if problems arise staff have an additional responsibility to support all pupils when they are under pressure and safely manage crises, if, and when, they occur.
Alternatives to Physical Controls
A member of staff who chooses not to make a physical intervention can still take effective action to reduce risk. They can:
- Show care and concern by acknowledging unacceptable behaviour and requesting alternatives using negotiation and reasoning.
- Give clear directions to the pupils to stop
- Remind them about rules and likely outcomes
- Remove an audience or take vulnerable pupils to a safer place
- Make the environment safer by moving furniture and removing objects which could be used as weapons
- Use positive touch to guide or escort pupils to somewhere less pressured
- Ensure that colleagues know what is happening and get help.
Modifications to the Environment
Ideally staff will not be waiting until a crisis is underway before conducting a risk assessment of the environment. We know that some pupils at this school may exhibit extreme and possibly dangerous behaviour. In general, it is a good rule to keep the environment clutter free. This may mean giving consideration to secure storage for a range of everyday objects when they are not being used. For example:
- How is the availability of pointed implements (including pens, pencils, compasses and darts) controlled?
- What small items are available to an angry pupil who may be tempted to use them as missiles?
- What objects are available to be used as blunt instruments?
- Do they all need to be left out all the time?
- Are there sharp edges or corners which present a risk?
- Is the design and arrangement of furniture safe and appropriate for pupils who exhibit extreme behaviour?
- Is there a comfortable place to sit with an agitated pupil?
- Are protocols in place to encourage angry pupils to take themselves to a safer place?
Help Protocols
The expectation at this school is that all staff should support each other. This means that staff always offer help and always accept it. Help does not always mean taking over. It may mean just staying around in case you are needed, getting somebody else or looking after somebody else’s group. Supporting a colleague does not only mean agreeing with their suggestions and offering sympathy when things go wrong. Real support sometimes means acting as a critical friend to help colleagues become aware of possible alternative strategies. Good communication is necessary so that colleagues avoid confusion when help is offered and accepted. They need to agree scripts so that all parties understand what sort of assistance is required and what is available.
Well Chosen Words
A well-chosen word can sometimes avert an escalating crisis. When pupils are becoming angry there is no point in getting into an argument. Telling people to calm down can actually wind them up. Pointing out what they have done wrong can make things worse. The only purpose in communicating with an angry person is to prevent further escalation. It is better to say nothing and take time to choose your words carefully than to say the wrong thing and provoke further escalation.
The Last Resort Principle
At this school we only use physical restraint when there is no other realistic alternative. This does not mean that we always expect people to methodically work their way through a series of failing strategies before attempting an intervention in which they have some confidence. Nor does it mean always waiting until the danger is imminent, by which time the prospect of safely managing it may be significantly reduced.
It does mean that we expect staff to conduct a risk assessment and choose the safest alternative. It also means that we expect staff to experiment and think creatively about any alternatives to physical intervention which may be effective.
“The positive application of force by staff, in order to overcome rigorous resistance; completely directing, deciding and controlling a person’s free movement. The purpose of its application should be to safeguard the person, other people or prevent significant damage to property” Team-Teach definition of restraint.
Proactive Physical Interventions
It is sometimes reasonable to use physical controls to prevent extreme behaviour from becoming dangerous provided that is an agreed part of the Positive Handling Plan. Examples of this are where a pupil has shown ritual patterns of behaviour, which in the past have led to the child becoming more distressed and violent. In such circumstances it may be reasonable to withdraw the child to a safer place when the pattern of behaviour begins, rather than wait until the child is distressed and out of control. The paramount consideration is that the action is taken in the interest of the child and that it reduces, rather than increases, risk.
Reasonable and Proportionate
Any response to extreme behaviour should be reasonable and proportionate. People should not react in anger. If they feel they are becoming angry they should consider withdrawing to allow someone else to deal with the situation. Where staff act in good faith, and their actions are reasonable and proportionate they will be supported.
When physical controls are considered, staff should think about the answers to the following questions:
- How is this in the best interests of the pupil?
- Why is a less intrusive intervention not preferable?
- Why do we have to act now?
- Why am I the best person to be doing this?
- Why is this absolutely necessary?
If staff can answer these questions, it is more likely that a physical intervention will be judged to be reasonable and proportionate.
Unreasonable Use of Force
It is not reasonable to use force simply to enforce compliance in circumstances where there is no risk. Nor is it reasonable to use any more force than is necessary to achieve a reduction in risk. Under no circumstances should pain be deliberately inflicted, or should pupils be deliberately subjected to undignified or humiliating treatment (this should not be confused with the unavoidable discomfort associated with some approved techniques for disengaging from assaults such as bites and grabs). Other than as a one-off emergency measure to protect health and safety, force should never be used to keep a pupil secluded. Seclusion is only lawful by specific court order and cannot become part of a planned strategy at this school
Health and Safety
If dangerous behaviour presents a significant risk of injury to people, there is a legal Health and Safety issue to be addressed. Dangerous behaviour should be regarded just as seriously as dangerous equipment. Dangerous occurrences should be reported to the person responsible for Health and Safety in school. We all have shared responsibility to identify risk, communicate potential risks and take active steps to reduce risk wherever possible. We recognise that it is not possible to entirely remove risk. Sometimes things go wrong even when we make our best efforts to do the right thing. Sometimes we are faced with unpalatable choices. In these circumstances we have to try to think through the outcomes of the options available, balance the risks and choose whatever course of action seems to involve the least risk. As a minimum requirement, in order to comply with Health and Safety legislation, each employee has a responsibility to ensure that they are conversant with school policy and guidance, and to co-operate to make the school safer. It is also a requirement that they participate in training if they are directed to do so. This does not necessarily mean that all staff can be involved in all the physical activities. The non-physical aspects of positive handling training are crucially important too.
When considering a pupil’s behaviour staff should think about the following questions:
- Can we anticipate a Health and Safety risk related to this pupil’s behaviour?
- Have we got all the information we need to conduct a risk assessment?
- Have we produced a written plan as a result?
- What further steps can we take to prevent dangerous behaviour from developing?
Risk Assessment
Dynamic risk assessments should be a routine part of life for staff working with pupils who may exhibit extreme behaviour. Responsible staff should think ahead to anticipate what might go wrong. If a proposed activity or course of action involves unacceptable risk the correct decision is to do something else.
Factors which might influence a more immediate risk assessment, and therefore a decision about how to intervene, might include the state of health and fitness of the staff member, their physical stature, competence, confidence and relationships with the pupils concerned. Confidence and competence are often related to the level of staff training. Other than in an emergency, staff should only attempt physical controls when they are confident that such action will result in a reduction of risk. When faced with extreme behaviour, or even in a fight situation, the judgement may be that by becoming involved the member of staff will increase the chance of somebody getting hurt. In this case the correct decision is to hold back from physical controls.
Getting Help
At this school the following support structures are in place:
- Informal de-briefing with team members
- Discussion with Head / Assistant Head
- Staff supervision with CAMHS, if required.
Responding to Unforeseen Emergencies
Even the best planning systems cannot cover every eventuality and the school recognises that there are unforeseen or emergency situations in which staff have to think on their feet. It is not enough to thoughtlessly apply rules without thinking through the likely consequences. The key principals are that any physical intervention should be:
- In the best interest of the child
- Reasonable and proportionate
- Intended to reduce risk
- The least intrusive and restrictive of those options available which are likely to be effective.
When a physical intervention has to be made there should be a verbal warning. Where possible staff should always attempt to use diversion or diffusion in preference to physical interventions. They should only use the techniques and methods approved for use in this school. In general, if staff act in good faith and their actions are reasonable and proportionate, they will be supported.
Physical intervention within the home
Occasionally members of staff have to transport children home, particularly if the child has experienced difficulties in school and it is felt they are unsafe to be transported in their taxi. Parents/carers will be contacted before the staff set off and informed that there is a possibility that physical intervention will be used if necessary, on the way home. If parents/ carers are unhappy about this, they will be asked to come to the school to collect their child. Parents/carers will also be asked to meet the school car on arrival. On arrival if the child is still in distress parents/carers will be asked if they require assistance into and or within the home.
The Post Incident Support Structure for Pupils and Staff
Following a serious incident, it is the policy of this school to offer support for all involved. The Headteacher and two PI trainers within the school are responsible for this. People take time to recover from a serious incident. Until the incident has subsided the only priority is to reduce risk and calm the situation down. Staff should avoid saying or doing anything which could inflame the situation during the recovery phase. Pupils will be visually checked for any injuries and are asked if they feel they are injured in any way, following a physical intervention. Immediate action should be taken to ensure medical help is sought if there are any injuries which require more than basic first aid. Any injury will be initially checked by the school first aider and in discussion with the Headteacher any necessary decision will be made. All injuries should be reported and recorded using the school systems. It is important to note that injury in itself is not evidence of malpractice. Even when staff attempt to do everything right things can go wrong. Part of the post incident support for staff may involve a reminder of this, as people tend to blame themselves when things go wrong.
“Team-Teach techniques seek to avoid injury to the service user, but it is possible that bruising or scratching may occur accidently, and these are not to be seen necessarily as a failure of professional technique, but a regrettable and infrequent side effect of ensuring that the service user remains safe” (George Matthews – Director, Team-Teach)
Time needs to be found to repair relationships. When careful steps are taken to repair relationships, a serious incident does not necessarily result in long term damage. This is an opportunity for learning for all concerned. Time needs to be given to following up incidents so that pupils have an opportunity to express their feelings, suggest alternative courses of action for the future and appreciate other people’s perspective. When time and effort are put into a post incident support structure the outcome of a serious incident can be learning, growth and strengthened relationships.
Complaints
It is not uncommon for pupils to make allegations of inappropriate or excessive use of force following an incident. The school has a formal complaints procedure. Pupils should be reminded of the procedure and encouraged to use the appropriate channels. The complaints policy applies equally to parents, and staff. We are an open school and promote transparent policy and practice in order to protect the interests of pupils and staff alike. Any staff concerns regarding the welfare of children should be taken to the designated person for child protection. Any safety concerns should be reported to the designated person for Health and Safety.
Training
Teachers and anyone authorised by the Headteacher who are expected to use planned physical techniques should be trained. This school has adopted the Team Teach model of training. Positive handling training is always provided by qualified instructors within rigorous guidelines. The school has their own Advanced and Intermediate Tutors which deliver regular refresher training throughout the year and all staff members are retrained and certified every year or two years. Records are kept with training dates and certificate numbers, and this is kept up to date on a regular basis. This information is sent directly from Team Teach and all collated by the behaviour lead (Andy Smallcombe), which is then shared with both schools and all tutors.
The level of training recommended is related to the level of risk faced by the member of staff. Our preferred approach is for whole staff team training. Office staff may not require the same level of training in physical techniques as those working directly with the most challenging pupils. However, all staff benefit from whole school training. The level of training required is kept under review and may change in response to the needs of our pupils.
All training courses have been fully accredited by the British Institute of Learning Disabilities (BILD) in accordance with DfES and Department of Health guidance. Positive Handling training is always provided by qualified instructors within rigorous guidelines.
Recording
When overpowering force is used the incident must be recorded using the approved forms. The bound P.I. book and hard-backed incident book are kept in Mr Smallcombe’s office overnight, checked, and handed back to classes during the day. They have individual log numbers. The same incident is also logged and cross referenced in an incident book. These books are both monitored and signed on a daily basis by a member of the senior management team. All staff involved in an incident should contribute to the record which should be completed within 24 hours, read through the school recording form carefully, take time to think about what actually happened and try to explain in clearly. Parents/carers are informed, by telephone. Names should be completed in full, and all forms should be signed and dated, staff should bear in mind that these records will be retained and cannot be altered; they will be kept for a minimum period of 75 years from the date of the incident and could form part of an investigation sometime in the future. Serious incident reports should not be completed until the individuals concerned have recovered from the immediate effects of the incident and completed within 24 hours. A concise record should be written into the hard-backed incident book, which can refer to supporting bound P.I. books and other relevant information. A copy of the current Positive Handling Policy and relevant sections of the Staff Practice Guide are archived alongside the individual records each year. Our records take the form of a ring bound book containing Positive Handling forms.
Monitoring and Evaluation
The Headteacher will ensure that each incident is reviewed and instigate further action as required. The school incident log is open to external monitoring and evaluation.
Data will be extracted from each of the incident books and produced as graphs at the end of each term and again at the end of the school year. Each child’s individual statistics will show the time of day, the technique used and the reason for intervention. The end of year data will compare the terms and show any progress made. At the beginning of term in January and April the three children with the highest number of Positive Handling Incidents will be identified. A meeting with the classroom staff and senior management team will follow to discuss each child’s behaviour management plan with a view to reducing the number of physical interventions used. For all pupils, at least three times per school year, staff class teams will meet to update their pupil individual behaviour management plans and risk assessments. These will also be updated as and when any new behaviours or risks are identified throughout the school year.
The graphed data will be regularly shared with a member of the Governing body and reported back to the full Governing body. A pack containing graphed data will be produced for each class and directed time will be allowed for consideration of this data.
Follow Up
Following an incident consideration may be given to conducting a further risk assessment, reviewing the Positive Handling Plan, Behaviour Management Policy or this Positive Handling Policy. Any further action in relation to a member of staff, or an individual pupil, will follow the appropriate procedures.
Policy Statement
Staff at this school are trained to look after pupils in their care. Staff have a duty to intervene in order to prevent pupils from hurting themselves or others. There may also be situations in which a child seriously disrupts good order in the school or causes damage to property. If a member of staff ever needs to intervene physically, they will follow the school’s positive handling policy. Any parents/carers wishing to view this policy may do so on request.
Other Relevant Policies
This policy should be read in conjunction with:
Behaviour Management Policy
Exclusion Policy
Code of Conduct Policy
Health and Safety Policy
Child Protection Policy
Effective date of this policy: November 2021
Person responsible for this policy: Claire Senior
Accredited training model in use: Team Teach
Person responsible for Health and Safety: Nikki Brown
Designated Child Protection Lead: Hannah Keegan
Date of next policy review: November 2022
Location of bound incident books: Head of School’s Office
Effective date of this policy: November 2021
Person responsible for this policy: Behaviour Mentor
Accredited training model in use: Team Teach
Person responsible for Health and Safety: Andy Smallcombe
Person responsible for Child Protection: Michelle Bunn
Date of next policy review: November 2022
Location of bound incident books: Andy Smallcombe’s Office