Chaigeley Prospects

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Chaigeley School takes pride in ‘realising potential’ of all its pupils and provides a personalised curriculum for children and young people along with an integrated therapeutic intervention approach, that aims to focus on self-regulation, building confidence and individual development and outcomes.

CHAIGELEY

SCHOOL

realising

potential


Contents


Welcome to Chaigeley School 4-9

Education with a difference 10-23

Therapeutic Services 24-31

Our pupils 32-35

Stability and Safeguarding 36-37

Referrals and admissions 38-43


Welcome to

Chaigeley School

Overview:

Chaigeley Educational Foundation (Chaigeley School) is a Registered

Charity governed by a voluntary committee of Director Trustees and

managed on their behalf by the Principal. Chaigeley School has been

helping pupils with behavioural, emotional and social difficulties since

1946. Chaigeley provides quality individualised provision for boys and

girls aged 8 to 16 through both day and residential education and care.

Chaigeley School takes pride in ‘realising potential’ of all its pupils and

provides a personalised curriculum for children and young people along

with an integrated therapeutic intervention approach, that aims to focus

on self-regulation, building confidence and individual development and

outcomes.

4


“We offer our young people

a consistent environment

and structure which will

enable them to re-engage

in education and develop

a sense of self-worth

through achievement”.

5


Our Vision for Children’s Future:

Chaigeley School offers a modern and flexible approach to meeting the

needs of young people who experience Social Emotional and Mental

Health (SEMH) needs. We do not describe our provision as ‘special’ as we

believe that we are a ‘specialist’ environment for young people who find

effective communication more challenging than most. This specialism

holds it foundation in the belief that all behaviour and reaction is a form

communication and a wider belief that all young people have amazing

potential and want to be happy, independent and respected members

of society.

Girls and boys who attend Chaigeley School can sometimes find

appropriate communication difficult and have often fallen into

inappropriate patterns of behaviours in order to express their frustration,

anxiety or fear. The staff are highly skilled and experienced at breaking

down these patterns of behaviour and can recognise the barriers that

young people build that slow down or halt their full potential being

realised. Through a mix of individualised curriculum approaches,

therapeutic support and respite care and family services, we aim to

achieve the best possible outcomes for young people in our care.

6


Our Aims and Values:

We provide an ethos that is based on the belief that the secret of happiness is choice and the best way to

increase choice is through educational experiences. The aim for all young people is to make this ‘radius

of choice’ as wide as possible for the individual, which means access to a broad and balanced curriculum

that accesses the full range of qualifications both academic and vocational; which lead to further

education, training and employment.

Chaigeley aims to prepare young people for modern life through the education of both the mind and heart,

creating focussed young people who can communicate their needs in a productive and safe way and who

have the confidence to achieve their life goals and benefit from a position of choice.

7


Partnership Working:

Chaigeley School has an experienced and

dedicated team that is able to offer support,

advice and training to a wide range of partners

across England and Wales. We provide direct

support in schools across the North West of

England. The support provides help with policy,

practice and training to increase awareness

of behavioural and therapeutic techniques.

Often this support extends to work around

planning for individual young people to help

them maintain placements but it also offers full

staff INSET support to ensure that pupils are

supported holistically and consistently.

8


“The work on attachment and its

importance put into perspective

why some of the children within

this school potentially display

negative behaviour or poor

communication.

It has been great to forge such

positive links with Chaigeley

School and we have enjoyed

working with your staff. We

look forward to continuing to

develop an even closer working

relationship between the two

schools for the benefit of the

children and the community.”

Susan Robinson, Headteacher.

Thelwall Junior School.

Chaigeley School is a member

of the ‘engage in their future’

network of schools. This is a

national network of leaders in

education who work within the

SEMH sector or who have an

interest in improving outcomes for young people

who experience complex behavioural issues.

The network not only advocates the best

outcomes for young people, but also is directly

involved in influencing change in respect of

practise, enabling outcomes to be furthered

for young people with SEMH. The Principal of

Chaigeley School is the National Chair of this

network and this ensures that Chaigeley School

is at the forefront of any up to date initiatives

and often is central to supporting sector leading

practice.

9


Education with

a difference

Our Curriculum:

We offer a very wide choice of curriculum at Chaigeley School. The

timetable aims to be flexible and comprehensive to meet the academic as

well as the vocational needs of our pupils. Each class group, of no more

than seven pupils, has a qualified class teacher and at least one dedicated

teaching assistant. Specialist teachers deliver specific subjects and are

also skilled in working with pupils experiencing behavioural, emotional and

social difficulties.

We have structured timetables to best meet the individual needs of each

pupil, depending on their personal circumstances. Therefore, up to 26

hours of education a week are provided and this can incorporate lesson

time in school, sports sessions, outdoor education and/or some sessions of

independent study work undertaken outside of school.

10


“Teaching is nearly always

good with some which is

outstanding. Teaching is

engaging and enjoyable.

This enables pupils to learn

quickly, as was evidenced by

the good quality of work seen

in pupils’ books and folders”.

OFSTED Inspection Report 2014

11


We have divided the school into needs based HUB

groups: Lower School and Upper School.

Lower School - Key Stage 2 and 3:

Key Stage 2 and 3 offers a broad, balanced and enriched curriculum

which is underpinned by the key skills of speaking and listening, reading,

writing and mathematics across all subject areas. This ensures that

the children are given opportunities to learn, build on and develop

new skills. Reading is given a high priority. Children are heard reading,

using an enjoyable and effective Rapid Reading Scheme that leads to

improvement by closing the gap.

Our provision is delivered using nurture principles; as a Nurture Group,

we provide a carefully planned day, where there is a balance of learning

and teaching, affection and structure within a home-like atmosphere.

The emphasis is on emotional growth – focusing on offering broad-based

experiences in an environment that promotes security, routines, clear

boundaries and carefully planned, repetitive learning opportunities.

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Children are exposed to a range of subjects and activities that allow them to experience different topics

and learning styles. This includes:

Eco Club

Design Technology

(Resistant Materials and

Food Technology)

Art

Drama

Music

Craft

History / Geography

PSHE

RE

ICT

PE / Games

ASDAN

Learning experiences for our children are further enhanced through visits and trips. The WW2 topic

included visits to Stockport Air Raid Shelters, Chester Military Museum and the Imperial War Museum.

13


Upper School Key Stage 3/4:

Upper School provides an equally nurturing and caring

environment to Lower School but offers the opportunity for

young people to experience a more ‘traditional’ education

experience. Pupils are placed in form groups, and for the most

part these reflect year age groups but there can be flexibility

to enable more pupils with similar interests and needs to be

placed together.

Lessons are delivered by specialists in the curriculum areas

and mostly pupils move from class to class to engage in

learning, providing a more ‘traditional’ feel to the learning

experience. Support is provided directly to all to enable the

diversity of pupils needs to be supported. All form groups have

a pastoral Teaching Assistant that stays with the group for the

majority of the timetable, in addition support is also provided

in key areas of the curriculum especially Numeracy and

Literacy by specialist Teaching Assistants who work closely

with the specialist teacher to ensure outstanding outcomes in

these areas remain a priority.

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Chaigeley provides a range of nationally recognised qualifications of all

levels from pre-entry-level to GCSE and BTEC. Each course is tailored to the

individualised needs and ability of each young person. Qualifications offered to

the young people include:

English

Maths

Science

ICT

The Arts, including Art,

Music and Drama

Physical Education

History

Geography

Design Technology

Hospitality and Home

Care Skills

Religious Education

ASDAN

Outdoor Education

- Duke of Edinburgh

- John Muir Trust

15


Vocational Courses / Training and

Development:

We recognise the importance of enabling every young person

who attends Chaigeley School to engage with vocational

training, which allows them to enter the workplace and

gain meaningful employment that will ultimately facilitate

independent living.

It is important for KS4 pupils to leave school fully prepared with

the skills required for life at college / training or in the workplace.

All KS4 pupils have the opportunity to engage in Work Related

Learning activities and externally accredited courses. Timetables

can be personalised to meet the needs of individuals. All KS4

pupils have the opportunity to experience taster courses in a

range of vocational subjects at local colleges. Year 11 pupils

undertake a block two week work experience placement which

can be extended for individuals if necessary.

Pupils can also access Independence Advice and Guidance

provided by the local careers service; students begin to access

this support in KS3.

16


Outdoor Education:

We recognise the importance of enabling every young person

and Chaigeley School recognises that in order to support

complex needs and in particular attachment disorders,

developing an appropriate pattern of risk taking is key to

enhancing confidence in both personal objectives and as

well as learning in the more formal classroom environments.

Our outdoor educational programme aims to enable young

people to overcome their fears, face challenges and develop

their skills and confidence. On occasions, we will organise

overnight trips, which actively promotes socialisation, cooperation

and positive interaction with both peer and adults.

There are opportunities for pupils to learn, participate in and

enjoy sports and outdoor adventurous activities.

Young people work towards the Duke of Edinburgh Award;

this is a nationally recognised and certified award that can be

achieved by completing a personal programme of activities

in four or five of the following:

Volunteering - helping

someone, your community or

the environment.

Physical - becoming fitter

through sport, dance or fitness

activities.

Skills - developing existing

talents or trying something new.

Expedition - planning,

training for and completing an

adventurous journey.

Residential staying and

working away from home as

part of a team.

The Duke of Edinburgh Award is

very popular at Chaigeley with

activities as varied as orienteering,

climbing, canoeing, mountaineering

and sports.

17


Outreach Welfare Support Programme:

The outreach service provides tailored support to children who are

currently out of school for a range of complex reasons. Each pupil is

provided with a timetable and support package that reflects their

immediate capacity to engage with education and that also supports

the family environment. The overall aim of the Outreach provision is to

reintegrate the pupil back into full time education as quickly as possible.

There is close liaison with other agencies and service providers that

have contact with the pupil to ensure a fully integrated approach is

established and maintained. Our staff are dedicated, experienced and

qualified professionals who utilise their skills and learning strategies

to gain trust and build up meaningful working relationships with each

young person. The foundation of this service is the building of trust

between child, parents / carers and school.

Each child will receive one to one support with a timetable and

curriculum designed to encourage greater participation in school work.

The sessions are delivered in a flexible and friendly manner in more

informal circumstances within the pupil’s local area, for example, a

Library, Children’s centres or if appropriate, the child’s home.

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Each young person will have a dedicated

outreach worker who will act as their mentor

throughout the duration of their programme;

this will include the transition period when

joining the main school. There is a close link

between the outreach timetable and that of

the main school. Each young person will have

bite size school sessions integrated into their

programme to develop relationships and

understanding of school life at Chaigeley. These

sessions can include participating in class, as

well as offsite visits that are part of the Duke of

Edinburgh programme. In addition, as part of

the Outreach service we offer Welfare support

for the family, this support will continue even

when the young person is integrated back into

full time education.

19


Learning Environment:

The staffing at Chaigeley School includes a

Principal, two Heads of School a range of

specialist teachers and a team of specialist

teaching assistants and mentors. Class sizes

are limited to seven children to enable the

ratio to effectively support learning for each

child. Every class has a qualified teacher or

tutor leading the session with at least one

teaching assistant that specialises in behaviour

management, holding a consistent pastoral

role for the form group. Core Learning areas

also have teaching assistants who work closely

with the specialist teachers to enable more in

depth support in key areas of the curriculum.

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The learning environment is directly supported by the

schools Pupils Support Service. This is staffed by a

team of mentors who are skilled in diffusing crisis and

work to ensure that learning remains central to the

school day for all pupils. Pupils are rewarded for self–

regulating their behaviours and choosing to seek

the support of the Pupil Support Service who may

support the child 1-1 when returning to the classroom,

offer an alternative environment to complete the work

or offer some guidance / mentorship should the issue

be of a more personal or wider context for the child.

If the crisis is severe for the child, the support team

can offer the direct services of the Therapeutic Team,

which includes direct therapeutic interventions within

a therapeutic environment called ‘The Loft’.

In school, we also have 3 staff trained as tutors of the

Team Teach approach. This training is for all members

of staff that work directly with the young people who

display challenging behaviours.

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Working Together with Parents and Carers:

At Chaigeley School, we promote close working relationships with

parents, carers and all key personnel involved with the care and

education of young people. Progress for young people is communicated

daily to parents and carers through the sharing of a ‘progress slip’ given

to young people at the end of each day. These focus on a positive for the

young person, but may also review concerns to allow parents and carers

to engage in a joint strategy to aid in maintaining progress.

Some parents / carers prefer to have phone contact in addition to the

progress slip and all pastoral TA’s ( there is one in every form group ) will

make a weekly phone call to all parents / carers but will, if requested,

increase the regularity of these calls, if it supports greater engagement

with parents, carers and young people. Formal report updates are

provided on a termly basis. Parents, carers and all stakeholders are

invited to respond to these reports and if they wish they are able to visit

the school to discuss the content of the report.

Chaigeley School also holds annual open days for year 11 pupils, the

community, and commissioning bodies to promote an open access

approach to the schools and pupils development.

22


Keeping Children and Young

People Safe:

Chaigeley School is proud of its effective and

comprehensive safeguarding procedures. The

Principal sits on the local safeguarding children’s

executive committee and this ensures that

developments both locally and nationally are

always incorporated into staff CPD and school

policies.

The school takes great care to ensure that

the staff team is regularly updated with all

policies that relate to safeguarding, including

the recent additional guidance relating to the

Prevent Strategy and Keeping Children Safe

in Education issued by the DfE. Training is led

by the designated team for all members of

staff and governors, this is supplemented by

the local police force, specialist organisations

and the LADO team. All of which, provides a

comprehensive approach to meet the priority

the school places on keeping both children and

staff safe.

The school’s PSHE programme is embedded

throughout the ‘virtual 24hr curriculum’, so

that all pupils have access to advice and

development both within school and care

environments. Young people also engage in

Assembly every week and this regularly deals

with issues that encourage the pupils to reflect

on the ethos and expectations of the school.

‘ECO School’:

Chaigeley School enjoys ECO schools status and

we are constantly driving initiatives to reduce the

use of paper and energy that can be replaced

through alternative sources. We advocate the

use of public transport for staff and pupils both

to secure independence skills but also to reduce

our carbon foot-print. These outcomes are

shared with all pupils and staff, however, the risk

assessment and needs and wishes of individuals

are always considered.

23


Therapeutic

Services

Overview:

Chaigeley School offers an integrated therapeutic

service to young people with a wide variety of

needs. These needs are sometimes complex and

enduring trauma, and may be expressed through

a range of troubling behaviours, such as Sexual

or violent offending, anti-social behaviour,

Challenging behaviour, and Risk-taking and

self-defeating behaviours.

Some of our young people may have problematic

attachment patterns, and/or present with a range

of other needs including learning difficulties,

underlying mental health problems, autistic

spectrum conditions and ADHD.

Chaigeley’s therapeutic team works with young

people in establishing a lasting therapeutic

relationship. Every young person placed with us

is allocated to a member of the therapeutic team;

who then works with the young person, education

staff, parents and external agencies supporting

and directly contributing to their therapeutic

needs.

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Our Therapeutic Model:

Chaigeley School believes that what is needed therapeutically does not

reside in an individual therapist, but in a multi-disciplinary approach.

Each young person at Chaigeley School has an integrated team of

professionals made up from the therapy, counselling and learning

support working around them, to provide a holistic and comprehensive

service. The therapeutic input for each young person is bespoke to them,

drawing on a wide understanding of child behaviour.

Our model of therapeutic input is attachment and trauma-informed:

Valuing attachment and belonging

Providing a network of supportive and challenging relationships

Promoting the empowerment and giving appropriate responsibility

Encouraging a culture of enquiry and curiosity

Holistic, planned approach keeps in mind the need to assess, manage

and reduce risks that the young people face or presents with.

25


Chaigeley therapeutic services provide:

Assessment and risk management

Psychological therapies

Counselling

Learning support

On-going review

Training and practice development

Individual consultancy

Specialist advice and personal development

To enhance our integrative approach and promote continuity, our team members are employed directly

by Chaigeley School. They are all registered with their respected accrediting bodies. Our commitment is to

establish a therapeutic relationship as the basis to our work and allow the young person’s experiences to

be central to this. We recognise that each young person is actively trying to make sense of their current and

past experiences.

26


Therapeutic Team:

The therapeutic team is led by:

David Taransaud - Clinical Lead

David Taransaud is a psychotherapeutic counsellor

(UKCP), consultant, author, and trainer with over 15

years’ experience working with challenging youth. He is

the author of: ‘I, Monster: positive ways of working with

challenging teens through understanding the adolescent

within us’ (2016) and ‘You Think I’m Evil: practical

strategies for working with rebellious and aggressive

adolescents’ (2010).

He has written many articles concerning ‘Attachment’

(the John Bowlby’s Foundation magazine), ‘Children and

Young People’ and ‘Play Therapy Magazine’.

David also worked as a foreign consultant in Karachi

(Pakistan) and travelled to Kitgum (Uganda) where

he independently set up an Art Therapy service in an

orphanage for former child soldiers and young people

affected by conflict and trauma.

27


Speech and Language Therapy:

The School engages the services of a Speech

and Language Therapists (SaLT) who work with

pupils that have difficulties with communication,

as well as providing training to staff. Speech and

language therapy is integrated within the school

and takes place in the classroom; making use of

the learning environment.

SaLTs assess and treat speech, language and

communication problems in young people

and help them communicate better. Using

specialist skills, SaLTs work directly with pupils

and their carers and provide them with tailored

support. They also work closely with teachers

and other health professionals, such as doctors,

nurses, other allied health professionals and

psychologists to develop individual treatment

programmes.

28


Pupil / Learning Support:

The pupil support team are an experienced

group of staff members who are on duty every

day. They carry out practical tasks, ensuring all

pupils are safe and accounted for and support

specific lessons. They are also on hand to

deal with any issues which may arise during

the school day. These may include: providing

a ‘time-out’ facility for distressed or anxious

pupils, mediating between pupils, helping pupils

to reflect upon their behaviour, and working

individually with pupils - either in the classroom

or within a designated work area. In addition,

they assist with escorting pupils to medical and

dental appointments, as well as attending multiagency

meetings.

29


Staff Support and Training

Support for staff is continuous to enable them to remain

robust and aware of developments in the field of SEMH.

Continuous Professional Development (CPD) occurs every

two weeks with staff providing updates in their various fields

to colleagues as well as input from outside agencies. This has

helped the staff become aware of the growing needs of our

sector such as Prevent and CSE strategies and the developing

research on Foetal Alcohol Disorders for example.

Support is also provided by the therapeutic team, who offer both training on a group basis and individual

mentoring sessions to help staff maintain a robust and resilient approach to the challenging work they are

so effective at undertaking.

Alongside this all staff have regular supervision to enable them to celebrate their work and develop

strategies to further improve the outcomes for pupils with the direct support of their senior leadership

team.

Performance management routines are also in place to enable individuals to take ownership of their

professional direction.

The staff team at Chaigeley are committed and experienced and the strength of our support networks

means we have an incredibly secure team with excellent levels of retainment, which leads to better

outcomes for both staff and pupils.

30


Evaluation of Progress

Chaigeley School is proud of it’s

ability to help pupils achieve

outstanding outcomes. These

outcomes come in various forms.

Pupils not only excel in academic

areas including GCSE results but

also in the ongoing development of

social skills.

Chaigeley measures the

development of social skills using

a Social Outcomes Wheel, which

helps create a baseline of need and

provides focus for key areas such as

empathy, task orientation and self

awareness. Targets are devised to

work alongside the school’s PSHE

curriculum and provide additional

focus for mentoring sessions

and in some cases therapeutic

interventions.

Progress is measured termly for all pupils but if necessary

and required the frequency of assessments can be

increased to enable pupils to maximise their outcomes.

Pupils on the Outreach programme have detailed

evaluation for every session and reviews

are conducted every half term.

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Our pupils

Results and Achievements:

“ Key Stage 2 pupils make good progress in

reading, writing and mathematics often

from low starting points. Pupils settle

quickly when they arrive and this enables

staff to assess pupils’ levels of achievement

and provide work which is closely tailored

to their needs. One pupil’s comment

summed up the feelings of others: ‘I really

love it here. Teachers understand my

problems and have helped me to work hard

and be proud of the work I do”.

Ofsted Report (2014)

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“ Having spent a few years with L being more out

of school, than in at his local primary, and me

getting very little support. I felt relieved when L

finally made it to Chaigeley. I remember feeling on

our first visit to see if he was suitable, that he was

finally in a school with people who understood

him and wanted to help him; a school where he

wouldn’t just be judged on his bad behaviour,

and where he wasn’t just the ‘naughty boy’. But

a school and staff that saw and treated him as a

person, an individual and encouraged him to reach

his potential.

I cannot thank staff enough for all the support they

have given to L and myself, in times that have been

difficult. Nothing gives me more pride than to see L

getting ready to leave school with a future ahead of

him and him achieving far more than I ever thought

possible”.

Michelle, Parent

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Results in 2015:

Of the Pupils who started placements in key stage 3 or before :

- 100% obtained at least 5 A* to C GCSE results or equivalent (BTEC).

- 100% obtained at least 9 GCSE results or equivalent.

100% of the school leavers achieve recognised qualifications

Majority of key stage 3 pupils will complete AQA awards and entry level qualification

Bronze or Silver Duke of Edinburgh has been achieved by Key Stage 4

English, 71.4% GCSE Maths, 100% GCSE and Science 85.7% GCSE 2015 Year 11

Reading ages consistently improved across the school with all pupils successfully closing the gap

between baseline assessment and current position.

100% attendance to therapy and counselling services.

Exclusions:

At Chaigeley our policy is not to permanently exclude children. In most cases, if the young person has a

crisis that requires time away from the school environment the pupil will continue their education with 1:1

support in an outreach capacity, until they are ready to reintegrate fully with the school.

34


Case Study - AB Year (Year 11 Pupil):

AB came to Chaigeley in Year 10 following as long history of school

placement breakdown and non-attendance for over 6 months.

During the referral process AB made it clear that his ambition was to

work in the building trade with his father and that he did not value

any other aspect of ‘school’. We agreed between school, parents

and AB to formulate a solution that would get him exactly where he

was looking to get to in terms of his ambitions.

AB attended school and agreed to access a full curriculum alongside some therapeutic intervention. As

the therapeutic intervention began to have an impact, it became more difficult for him to maintain the

environment within school. His ability to self-regulate his emotions and actions become more challenging

leading to outbursts of damage of school property throughout year 10. At the beginning of year 11, it

was clear that AB was not able to sustain safe behaviours on school site, AB moved to an individualised

curriculum that focused on Literacy / Numeracy and ICT delivered by our Outreach Team and 3 days of

work experience with a construction company following a C&G qualification route that was supported

from within the school.

The result was that this allowed AB to retain a placement in school, follow his ambitions and engage with

core subject areas at GCSE level. It also maintained contact with the therapeutic interventions for both

pupil and family.

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Stability and

Safeguarding

Stability is one of the core aims of Chaigeley School. The focus on the

young person’s need for stability does not remain solely within the school

environment; we work closely with parents, carers and other agencies to

ensure that the appropriate foundations are in place to support the holistic

needs of the child. This includes home visits that provide guidance and

support for the family as a whole.

Chaigeley School has a long history of supporting vulnerable young people

who experience SEMH and our outcomes are excellent given the starting

points we build foundations from. The ethos of the school is to ‘realise

potential’ within the individual and we do this by assessing their abilities,

ambitions and needs and then supporting the best outcomes through

skilled interventions that allow individuals to flourish.

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The staff team is experienced and have been working together as a

specialist team for many years; we provide excellent stability with a very

low turnover of staff in both school and care environments. This ensures

that pupils have stability in key relationships around school and care. The

stability provided by these key relationships allows us to approach the

curriculum design individually.

All pupils understand the need to address core subjects as a school but

supplementary subjects are offered in response to interest, ability and

ambitions and this maintains a child centred approach which allows the

child to achieve more successfully.

Respite Service

In order to support pupils within both the school and their community

Chaigeley can offer a respite service for young people and families who

may need some specialist support due to the complex nature of their

environment and needs. This provision is staffed by experienced care staff

who work closely with the family and carers to safeguard the experience

of respite. Respite is provided on a planned basis and the young person is

always included in the planning process, matching staff skills with interests

and abilities so that the time spent on school site is positive and supportive.

37


Referrals and

admissions

Overview:

Most referrals come to Chaigeley School via the local authority route.

Chaigeley has some very positive links with local authorities across England

and Wales. Our long standing relationships are built upon trust and the

delivery of meaningful and positive outcomes for young people.

We can discuss referrals with parents and carers also and are always

happy to share our provision and offer support where we can. However, it

is always advisable to incorporate the relevant local authority wherever

possible.

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Process and Procedure:

Stage 1 - Initial Referral and

Assessment

We can accept an initial request to assess a

placement from either a parent / carer / local

authority officer or private organisation in the

following ways:

By Letter :

Referral Officer, Chiageley School, Lymm Road,

Warrington, WA4 2TE

By Phone : 01925 752357

Via Email : admin@chaigeley.org.uk

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In order to be fully able to assess the effectiveness of a placement for the

individual young person, we normally ask for the following reports to be

shared:

1. Full referral information.

2. Statement of SEN needs or Education Health and Care Plan (EHCP).

There may not be one in place, if not, we would need to know.

3. A copy of the most recent school report written by the last or current

education provider.

4. A copy of the most recent report written by the last or current Care

provider (if relevant).

5. Any copies of most recent assessment reports.

6. Copies of most recent risk assessment, if available.

7. Name and address of current most recent provisions including

contact names.

8. Name, address and contact details for parents / carers.

9. Confirmation of funding in place.

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The information opposite will be fully considered by

the Principal and the senior leadership team; this will

include an Impact Assessment of the referred young

person on the current young people on roll. If it is

assessed that we are able to meet the needs of the

referred young person, then we would confirm this with

the individual referral agency / LA.

If the local authority is not aware of the referral, we

would at this point inform them of the situation and

this may require a planning or review meeting to be

held before moving on with the referral process. This

confirmation will include details of required fees for the

placement but this will be subject to completion of the

remaining stages of referral.

This will normally be completed within a week of the

referral information being received in full. (Fees will

need to be agreed before moving on to Stage 2).

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Stage 2 - Initial Visit - Off Site

The next stage of the referral process is for the Principal / senior team

member to meet with the young person and parents / carers. This is

normally undertaken off site in order to provide a safe environment for

the young person / parent / carer. The purpose of this initial meeting is

to share the ethos of Chaigeley School with the young person / parents /

carers, enabling them to consider the provision on offer and offering an

opportunity for them to share with us what they are hoping to achieve

from the placement.

During the meeting, an assessment will be made, as to whether the

young person / parents / carers are willing to engage with the school at a

suitable level to enable positive outcomes to be realistically achieved. If

this is deemed appropriate then the referral will be progressed to stage

3. If Stage 2 results in an assessment that shows that the young person

or parent / carer is not yet ready to engage with the school on offer, then

this will end the referral process and any offer of a placement may be

retracted.

42


Stage 3 - School Visit

During this stage the young person will be

invited to visit the school and meet key staff

members, other young people and gain an

awareness of the physical site and the support

network provided.

At the end of the visit, the young person will be

asked to consider the prospect of attending

Chaigeley and it is explained what the possible

start dates may be, subject to transport

arrangements usually. The young person is then

asked to consider the placement over night

/ weekend, if a Friday. In some cases young

people sometimes need more than one visit, so

this Stage can be repeated if necessary.

to take up a place at Chaigeley, following their

initial meetings and visits. Chaigeley School

require that the young person confirms they

are willing to attend before a placement can be

confirmed. The placement then starts when the

contract agreement and transport provision

have been secured. All new placements are

reviewed after 6 weeks or within the first term.

Stage 4 - Confirmation of Place

Following Stage 3, a member of the senior team,

usually the Principal, will call the young person,

parent / carer and ask them if they are willing

43


CHAIGELEY

SCHOOL

realising potential


Chaigeley School

Lymm Road, Thelwall

Warrington WA4 2TE

T 01925 752357 or 756786

F 01925 757983 or 758212

E admin@chaigeley.org.uk

www.chaigeley.org.uk

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