Admissions Policy (BR) May 2022

Child Protection and Safeguarding Policy 2023 FEDERATION (1)

“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 plan
• 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

Equality objectives pdf

Remote and Distanced Learning Policy Draft

Positive Handling Policy

Positive Handling Policy 2022

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:

1. Informal de-briefing with team members
2. Discussion with Head / Assistant Head
3. 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

FEDERATION Special Educational Needs Policy 2023 (1)Special Educational Needs Policy

Ethos and principals
At The Fortuna and Athena Federation, we are committed to offering an inclusive curriculum to
ensure the best possible progress for all our pupils whatever their needs or abilities. Not all pupils
with disabilities have special educational needs and not all pupils with SEN meet the definition of
disability. At The Fortuna and Athena Federation we pride ourselves in having a unique whole
school nurturing ethos. Through our principles and practice we aim to provide children with
essential early experiences to support their academic, social and emotional development. We aim
to enable children to gain the understanding and strategies required in order to turn around difficult
behaviour that hinders their chances of success.
Objectives
• To identify pupils with special educational needs and disabilities and ensure that their needs
are met.
• To ensure that children with special educational needs and disabilities are included in all
aspects of school life.
• To ensure that all learners make the best possible progress.
• To ensure that parents/carers are informed of their child’s special needs and the provision in
place to support these needs.
• To ensure that learners express their views and are fully involved in decisions which affect
their education.
• To promote effective partnership and involve outside agencies when appropriate.
Roles and responsibilities
As The Fortuna and Athena Federation are specialist schools in SEMH (Social, Emotional and
Mental Health Needs) all staff are responsible for the day-to-day provision to support emotional
and behavioural development. As a federation we have a strong, long-standing nurture ethos and
this is reflected within our provision and planning in the classes.
The SENCo at Fortuna.
The SENCo at Athena.
During periods of temporary absence an appropriate member of staff will be allocated as required
to cover the responsibilities and duties of the named SENCo.
The responsibilities of the SENCo may include but are not limited to the following:
• Setting up and reviewing new intake files – initial risk assessment, Penn picture (outlining
the child’s background) and initial medical overview.
• Working alongside senior leaders, the broader school staff and appropriate external
agencies/professionals to identify pupils’ needs and ensure appropriate provision is in
place. This includes supporting or making referrals to outside specialist services and
agencies.
• Monitoring, supporting and evaluating ICEP’s (Individual, Care and Education plans).
• Organising training and staff meetings relating to special educational needs, including those
led by outside agencies and professionals with specialist expertise.
• Supporting the identification of children with SEN who need provision above and/or beyond
that of the day-to-day provision provided to all pupils.
Fortuna & Athena Federation Special Educational Needs Policy 3
* A Deputy Head will deputise for the Head of School in her absence
• Attending regular training and engaging in professional development activities in areas
related to SEN, to ensure that each school is meeting their statutory duties and
demonstrating best practice.
• Working alongside staff to support across the four areas of need (Communication and
Interaction, Cognition and Learning, Social Emotional and Mental Health, Sensory and/or
Physical).
• Acting as the school’s lead designated professional for Personal Education Plans (PEP) for
Children in Care (CIC)
EPEP’s are completed by the Class Teachers under the supervision of the SENCo
EPEP’s are completed by the SENCo / CAFO.
Identification and Assessment of special educational needs
The Fortuna and Athena Federation is committed to early identification of special educational
needs and meets the special educational needs of each child in line with the Code of Practice
2014. A range of evidence is collected through the usual assessment and monitoring
arrangements (see Assessment policy): if this suggests that the learner is not making the expected
progress, the class teacher will consult with the SENDCo and Assessment coordinator to decide
whether additional and / or different provision is necessary.
Provision/action that is additional to or different from that available to all will be recorded in an IEP.
This will be written by each class teacher and/or the SENDCo in consultation with pupils, parents,
and carers. It may also involve consultation and advice from external agencies who in some
instances will generate a personalised plan to be used within school (e.g Occupation Therapy,
Speech and Language Therapy, Specialist Teaching Team).
The IEP will set targets for the pupil and will detail:
• the short-term targets set for or by the child
• criteria for success
• the teaching strategies to be used that will link to planning
• the provision to be put in place
• who and when the plan is to be reviewed by
The IEP will be reviewed every term and the outcomes will be recorded. Pupils will participate fully
in the review process according to their age and abilities. Parents / carers will also be invited to
participate in the target-setting and review process.
If the school has evidence that a pupil is making insufficient progress despite significant support
and intervention, we may seek further advice and support from outside professionals. These
professionals will be invited to contribute to the monitoring and review of progress. Pupils and
parents will be fully involved and kept informed about the involvement of external agencies and
proposed interventions.
All the children at The Fortuna and Athena Federation have Education Health Care Plans so as
well as the review of their IEPs, their progress and the support outlined in there will be reviewed
annually by the SENCo or SMT and a report provided for the Local Education Authority (Section 69
Fortuna & Athena Federation Special Educational Needs Policy 4
* A Deputy Head will deputise for the Head of School in her absence
of the Children and Families Act 2014). When pupils are due to transfer to another phase planning
for this will be started in the year prior to the year of transfer.
Early secondary transition planning for
pupils in Year 5 annual reviews will allow
appropriate options to be considered. The
deputy head will liaise with the SENCO of the
secondary schools to ensure that effective
arrangements are in place to support pupils at
the time of transfer.
Advanced planning for pupils in Year 10
and 11 annual reviews will allow appropriate
options to be considered for Post 16 provision.
The Careers and Post 16 Coordinator and
SENCO will liaise with the SENCO of colleges
and other FE centres to ensure that effective
arrangements are in place to support pupils at
the time of transfer.
Admissions
All the children at The Fortuna and Athena Federation have an Education Health Care Plan. They
are referred to the Schools by the Additional Needs Statementing Panel. The Head of School in
consultation with the panel reviews the child’s suitability for the school and whether their needs can
be best met in an SEMH school. For further details see Admissions Policy.
SEN Funding
All children at The Fortuna and Athena Federation have an Education Health Care Plan, which
indicates their predominant need is SEMH. The current funding is 3:1 (children: adults) in line with
the LA policy.
Provision for SEN and school specialities
The Fortuna and Athena Federation have an extremely experienced staff team in SEMH and
nurture teaching and learning. Fortuna is funded for 80 places and Athena are funded for 104
places (Correct as of January 2023). A significant proportion of children within both schools have
various medical diagnoses in areas like Autism, ADHD, Asperger’s, Oppositional Defiance
Disorder and Attachment Disorder.
The Fortuna and Athena Federation has full wheelchair access. Fortuna School has one disabled
toilet available. Athena School has two disabled / gender neutral toilets available.
There are numerous trained members of staff in the administration of medication and the needs of
the children who require special dietary needs can be fully met.
Fortuna staff are trained in the
administration of insulin, and the administering
of appropriate medication and procedure.
Athena staff have received training for the
administering of insulin, epilepsy training, the
administering of appropriate medication and
procedure.
Class teams designated first aiders and where appropriate the whole school staff will be provided
with additional training to support specific medical needs as required to support the day-to day
health needs of individual pupils. In some instances, this will need to occur before the child can
attend the school.
Fortuna & Athena Federation Special Educational Needs Policy 5
* A Deputy Head will deputise for the Head of School in her absence
Most children who attend The Fortuna and Athena Federation arrive and leave in a taxi provided
by the county council. Pupils needs are shared with the Local Authority and Transport Provider to
ensure there is an appropriate risk assessment in place.
Teaching and learning
The children in The Fortuna and Athena Federation have full access to the national curriculum.
Teachers plan individual lessons for all subjects and include a range of teaching styles in their
plans. Children’s targets in class are worked on each day both in lessons and opportunities for play
throughout the day. Individual needs are planned for and taken into account in teachers’ planning.
The use of facilities outside the school like support services
There are a range of outside services the school can access and a full list of these can be found in
the front office. These services can be arranged through the SENCo in consultation with the SMT.
The role of the parents
The Fortuna and Athena Federation have close links to the parents and carers of all the children.
All parents have access at all times to the school for any concerns they have with their child’s SEN
and the appropriate member of staff will be available to consult with them both over the phone or
an arrangement to come in to school.
Monitoring, evaluating and reviewing
This policy will be reviewed and assessed annually to ensure the effectiveness while monitoring
the level of implementation.
• Review of Education, Health and Care Plans once per year
• Risk assessments set up initially then reviewed three times a year
• IEP’s 3x a year or more/less frequent if necessary
• Behaviour logs are updated daily.
• Behaviour plans are reviewed regularly.
• Intervention plan is reviewed twice a year.

Website, Image, Photography and Video Policy Joint Review Date March 2021

Mission Statement

The Fortuna and Athena Federation is committed to providing a full and impactful education for all pupils. The federation believes sincerely that all pupils benefit from the education our schools provide when they attend school regularly. To this end the Fortuna and Athena Federation will do as much as it can to ensure that all pupils achieve maximum attendance and that any problems, which may impede full attendance, are acted upon as quickly as possible.

It is recognised that:

• All pupils of statutory school age have an equal right to access an education in accordance with the National Curriculum regulations.
• No pupil should be deprived of their opportunity to receive an education that meets their needs and personal development.
• In the first instance, it is the legal responsibility of parents/carers to ensure that their child attends school regularly.
• Situations beyond the control of pupils and/or parents/carers may impact on attendance. We will, with the agreement and support of parents/carers, work in partnership with families and external agencies to address these challenges.
• The vast majority of pupils want to attend school to learn, to socialise with their peer group and to prepare themselves fully to take their place in society as well-rounded and responsible citizens with the skills, knowledge and understanding necessary to contribute to the life and culture of their communities.
• Regular attenders make better progress, both socially and academically.
• Statistics show a direct link between under-achievement and absence.

It is recognised that:

Special schools are less likely to have day-to-day contact with parents/carers than their mainstream counterparts as many pupils will travel some distance to school and/or make use of local authority educational transport. For this reason, it is important to consider how best to establish and maintain links between home and school.

Parents/carers will be informed of any referrals to another agency. Letters will be regularly sent home to parents/carers updating them of their child’s individual attendance level.

The Fortuna and Athena Federation have regular meetings with the Education Welfare Officer who will support where there are concerns relating to attendance. Should these issues not be resolved in a timely manner, the school adopt a systematic approach to support parent/carers and young people into promoting improved school attendance.

The Government defines ‘Persistent Absence’ (PA) as:

> Any student who has an attendance level of 90% or less is classed as a ‘Persistent Absentee’.

> Any student who misses more than 10% (19 school days) schooling within and across the academic year for whatever reason (either authorised or unauthorised). Absence at this level is doing considerable damage to any learner’s educational prospects and we need parent/carer’s full support and co-operation to challenge this.

The Government defines ‘Severe Absence’ (PA) as:

> Any student who is missing 50% or more of their education.

If following appropriate support there is not an improvement in attendance the school will make a referral to social care in accordance with Section 87 of Working Together to Improve School Attendance as this may constitute neglect.

Parents/Carers Responsibility

• To honour the home/school agreement signed on admission.
• Parents/carers must ensure that their child attends school every day.
• To ensure that their child arrives at school within the registration window between 8:30 and 9:15am. N.B. The length of this period is due to the exceptionally large catchment area of both schools.
• Ensure medical appointments are made outside of the school day where possible.
• To notify the school and SEN Transport (if used) in advance of any planned absence.
• To contact the school before 9am if pupils are unwell and unable to attend school.
• To ensure holidays are only taken during school holiday time, not term time.
• To engage in the ‘Attend Framework’ process if required to do so.

School Responsibility

• School office will telephone home to ascertain reasons for an absence if no one has called from home by 9am.
• Late arrival will be registered with the office before joining class and their attendance is recorded, even after the registers have closed, in case of a fire or other emergency.
• The Attendance Officer will track absence and meet regularly with a member of SLT to discuss concerns. Next steps will be agreed and actioned.
• Utilise the ‘Attend Framework’ to identify underlying reasons for absence by enabling professionals to engage the pupil to work in a collaborative approach to positively affect their attendance.

• Ensure regular, efficient and accurate recording of attendance using school registers (twice a day).

SEN and Attendance

As a specialist SEMH setting the Fortuna and Athena Federation will see to work together with families to support a good level of attendance and address persistent absenteeism when his occurs. The school will also work alongside a range of appropriate professional including:

• Social care professionals (e.g. social worker, early help workers)
• Mental health professionals (MHST, CAHMS, psychologists)
• Medical professionals (School nurse, paediatricians)
• Lincolnshire Education Transport Services

Reasonable adjustments will be made where appropriate with consideration of individual needs. After appropriate consultation, the school will determine what constitutes a reasonable adjustment. Some adjustments may be indefinite to meet an ongoing need, whilst others such as part-time timetables will be timebound and regularly reviewed. These will be documented in either a School Attendance Panel record or a Health Meeting record.

Attendance Step-by Step

The Federation will use the following protocol in the event of a pupil been absent from school:

End of Term Reviews and Intervention Thresholds

Both schools will review attendance each half term and the following thresholds of action followed:

School Attendance Panel and Health Meetings

Parents/carers and relevant professionals will be invited to take part in a school attendance panel (SAP) when persistent absenteeism is a significant concern. The purpose of these panels is to explore the reasons for low-attendance and agree upon an action plan that will improve attendance.

An initial meeting will take place and there will be a discussion around what is working well in regard to attendance, what concerns the school has and what needs to happen. This discussion will then inform an action plan. The action plan will be reviewed and amended each half term (shorter review periods may be required where significant concerns around attendance exist). SAPs will close when an agreed threshold of attendance (typically 95%) is met for two consecutive half terms.

If there is a lack of engagement from parents/carers with the SAP, these will be carried out in their absence and a copy of the SAP action plan will be communicated by post or email.

All SAP action plans will be shared with the EWO, who may advise the school of additional support and action that should be considered.

In instances of absenteeism due to medical reasons the federation will request a Health Meeting. To support this meeting the EWO may request information from medical professionals and a letter would be provided to request consent for this.

Fixed Penalty Notice

Should a School Attendance Panel not result in an improvement in attendance the school’s Attendance Lead will consult with the Education Welfare Officer as to whether a Fixed Penalty Notice is appropriate.

In the event of a lack of engagement with the School Attendance Panel, such as not attending the panel meetings, a fixed penalty notice will be issued following the second cycle.

Other Action

If following the above, attendance does not improve the school will follow local guidelines and the following additional courses of action will be considered:

• Education Supervision Orders
• Attendance Prosecution
• Parenting Orders

Rewards

Children Missing Education (CME)

The school follows the Lincolnshire Safeguarding Children Panel (LSCP) procedures and will make enquiries into the location of students with continuous unauthorised absence or those who fail to return from leave of absence granted during term time.

After 5 days of unexplained absence the school will conduct a home visit and ascertain if the child is still living at the address on record. After 5 days of unexplained absence the school will complete a ‘School Risk Assessment for Child Missing Education (CME)’ and forward to the CME Officer at the Local Authority. The school will also notify the EWO. The CME risk assessment is reported via Perspective Lite.

Pupils Not Attending Regularly (PNAR)

The Fortuna and Athena Federation will inform the Local Authority of any Pupil Not Attending Regularly (PNAR) . The definition of PNAR is a student that has been absent for 10 consecutive school days with either no reason provided or where school has not accepted the reason provided.

PNAR referrals should be made using the link below:

https://www.lincolnshire.gov.uk/school-attendance/pupil-attendance/3

The school should notify the local authority when the pupil returns to school, the Local Authority should be made aware by email (attendance@Lincolnshire.gov.uk) with the subject heading ‘PNAR Child Returned’. The email should contain the child’s name, date of birth and date of return.

Reduced Timetables

All children are entitled to attend school full time, but in some circumstances it may be appropriate for children to attend school on a temporarily reduced time table. Where a temporary reduced timetable results in a child attending school less than 25 hours per week, the school will follow statutory guidance and local protocols which can be found on Perspective Lite. Key points to note are:

• A reduced timetable can only be granted to meet the needs of the child.
• A reduced timetable must be agreed by parents/carers.
• The local authority must be informed of reduced timetables.
• Reduced timetables are to be coded as either I (illness) or C (exceptional circumstances).
• A pastoral support plan must be in place if the reduced timetable is due to behavioural, social or emotional needs (the federation will use the SAP process for this).

Request for Leave of Absence

Amendments to school attendance regulations were updated in September 2013 and are set out in Working Together to Improve School Attendance (2022). The Education (Pupil Registration) (England) Regulations state that the Headteacher may not grant any leave of absence during term time unless there are exceptional circumstances. The Headteacher can determine the length of the authorised absence and whether the absence is authorised. The fundamental principles for defining exceptional are rare, significant or unavoidable.

There is no legal entitlement for time off in school term time to go on holiday. Parents/carers wishing to apply for leave of absence are advised to complete a child’s leave of absence form which is obtained from the school, at least 2 weeks prior to the leave date and before making any travel arrangements. Each case will be looked at on an individual basis. If term-time leave is taken without prior permission from school, the absence will be unauthorised in the student’s record and in some cases will be referred to the EWO. This could result in a Fixed Penalty Notice being issued (Section 444A of the Education Act 1996).

A Fixed Penalty Notice is a strategy used by schools to address the unacceptable levels of attendance of children at their school under the following legislation:

Section 7 of the Education Act 1996 places upon parents/carers a duty to ensure that their

child receives efficient full-time education either by regular attendance at school or

otherwise.

Where a child is a registered pupil at a school and the parent/carer fails to ensure that

child’s regular attendance at school the parent/carer is liable to be prosecuted for a

criminal offence under Section 444 of the Education Act.

In cases where this duty is not being fulfilled Section 444B of the same Act empowers

The Local Authority to issue a Fixed Penalty of either £60.00 or £120.00

Please note: A Fixed Penalty Notice can also be issued if a child is seen in a public place within the first 5 days of an exclusion from their school:

Section 103 of the Education and Inspections Act 2006 makes it a duty for parents/carers in relation to learners subject to a fixed period or permanent exclusion to ensure that their child is not present in a public place during school hours, without reasonable justification, during the first five days of any such exclusion. If a child is present in a public place during the first five days of an exclusion during school hours the parent/carer may be guilty of an offence for which they can be prosecuted by the LA before a magistrates' court or issued with a Fixed Penalty Notice for £60.00 or £120.00.

Failure to pay a Fixed Penalty Notice will result in the case being referred to Lincolnshire County Council for consideration of prosecution under the Single Justice Process (SJP). This will lead to the matter being put before the Magistrates Court for prosecution.

School term dates are available from the school website and a copy can be obtained from the school office.

School Organisation

In order for the attendance policy to be successful, every member of the staff must make attendance a high priority and should convey to pupils the importance and value of education.

In addition, there may be specific responsibilities allocated to individual staff such as the following:

Head of School

• To oversee and demonstrate ownership of the whole policy.
• To regularly report progress on attendance to governors, pupils and parents/carers.
• To set challenging but achievable targets to reduce levels of absence.
• To liaise with the EWO.

Head of School together with Attendance Lead, Administrative Assistant or Senior Administrator Office Manager:

• To oversee the efficient operation of the attendance system and the collation and analysis of attendance data.
• To oversee the work of administrative staff.
• To produce the attendance profile for the whole school.
• To meet regularly on attendance issues.
• To liaise with the EWO.
• To follow-up immediately any unexplained absence by contacting parents/carers.
• To inform senior staff of concerns in a timely manner
• To send daily attendance reports to Head of School/ CAFO/ Taxi Co-ordinator.
• To produce termly attendance reports for the Head of School.
• To produce and send termly (Fortuna) monthly (Athena) reports for EWO and advise of any actions taken, and to act on recommendations made.
• To produce attendance concern letters, including Fixed Penalty Final Warning Letters on behalf of Head of School, EWO as instructed.
• To produce termly attendance reports for parents, with year to date and term attendance data.
• Advise Head of School / EWO of any absence that may fall under Lincolnshire Safeguarding Children Board CME procedures, from Lincolnshire County Council Children’s Services March 2021.

Governors

• Governors are provided with school attendance details at each full governing body meeting and also discussed in a separate item at the safeguarding and standard committee meetings with specific information in the report.

Education Welfare Officer (EWO)

The EWO:

• Will regularly liaise and consult with the school regarding attendance issues, this includes receiving termly reports via email and termly meetings with Administrative Assistant/School Attendance Lead.
• Will provide advice regarding the regulations governing the part-time employment of school children.
• Will prepare and recommend legal proceedings in cases of irregular school attendance including fixed penalty notices and Education Supervision Orders.
• May request medical evidence if the authenticity of an illness is in doubt and request a medical view should further support be required.
• May undertake home visits to meet with parents/carers to discuss concerns related to school attendance.

Data Protection

The Fortuna and Athena Federation follow this policy alongside the data protection policy.

Nothing in the legislation prevents a school sharing information with the Police or Social Care where it is believed that a child or young person under the age of 18 is at risk of harm or is in need of safeguarding.

Safeguarding

The Fortuna and Athena Federation follow this policy alongside the child protection and safeguarding policy.