Red Rose School Prospectus 23

Rose

to achieve success

Welcome to Red Rose School

25 Years of Training Eagles

Dear Parents,

I am pleased to welcome you on behalf of the pupils and staff of the Red Rose School. Many of our pupils come to us having failed to thrive within the mainstream setting. Generally, their self-esteem will be at a very low ebb and perhaps they have also been bullied because of their learning difficulties. But you can be assured that we will do everything we can to make the transition into the Red Rose family a happy experience.

This prospectus has been designed to help you find out about the School, its Staff and Pupils. I hope you find it informative and that it gives you an insight into our School. We are dedicated to providing a positive and happy learning environment where every child has opportunity to reach his or her true potential whilst feeling loved and safe.

Do feel free to ask questions, make comments and above all, come and see me and talk to the staff. We hope that your child will enjoy and benefit from his/her experiences here and that you will join us as part of the Red Rose Family.

Yours sincerely,

Gill Makinson Head Teacher

MA.ASC; PG.Dip.SpLD; Cert.Ed; AMBDA; APC (PATOSS)

Expertise in Specific Learning Difficulties (SpLD) including ASD and related Teacher Training

Dr. Sionah Lannen and Mr. Colin Lannen are the Co‐founders, Directors and Proprietors of Red Rose School

Current Expertise:

Co-authors and Co-Directors of 2 major European Union Projects. The first was completed July 2013 with the results presented to the European Parliament in October 2013. The second £350,000 3year project to develop and implement teacher training e-training throughout Europe in Specific Learning Difficulties (SpLD) finished in August 2017.

The Project was deemed OUTSTANDING by the EU, scoring 91 out 100

www.euspld.com

Sionah and Colin remain the School’s SpLD Educational Consultants whilst Sionah continues to work as a Chartered Educational Psychologist both in the UK and internationally.

www.drsionahlannen.co.uk

From January 1997 until July 2016, Colin was the Principal and Sionah was the Head Teacher and Chartered Educational Psychologist.

Dr. Gavin Reid is a close friend, Co‐founder and Director of the Red Rose School.

Father of a young man with ASD.

He is a renowned international independent educational psychologist with active consultancies in seven countries including the UK, Canada, Middle East and Switzerland.

Gavin is chair of the British Dyslexia Association Accreditation Board and an ambassador for the Helen Arkell Dyslexia Centre in the UK.

He has written over 30 books in dyslexia, literacy, learning styles and motivation. These are used as core texts in courses worldwide and some have been translated into Arabic, Polish, French, Italian and Croatian.

Mrs Gill Makinson, Head Teacher

Gill, our Head Teacher, does not like to ‘blow her own trumpet’ so it is up to me, Sionah, to explain why I chose Gill to take over from me. I have known Gill for well over 20 years both as a close friend and as a fellow professional. In choosing my replacement I knew exactly the personal qualities and expertise required of the person – Gill meets all these and much, much more! Without doubt her expertise in SpLD and SEN is unquestionable. However, although such expertise was obviously required, I needed a person who had the same love and passion for children with learning difficulties. A person who would ensure that our school ethos would carry on almost seamlessly!

…and I have been proved right! In her first Ofsted inspection as Head Teacher in Feb 2018 she gained Outstanding… Ofsted 2018: ‘Parents single out the headteacher for particular praise, acknowledging the impact she has on ensuring that the school continues to improve.’

Sionah Lannen

School Description

The Red Rose School is an independent day special school (DfES Registration: 888/6032). It is a special school approved by DfE under Section 41 in England and Wales

At Red Rose School, we provide for the educational, emotional and social needs of up to 52 boys and girls, aged between 7 and 17 years These are pupils who experience SpLD and associated conditions, or have experiences and needs that cause them to become delicate and vulnerable in a mainstream setting

What we do well

Over the last 25 years, we have provided for the educational, emotional and social needs of children aged between 7 and 16+years, of borderline-to-average intellectual potential, who experience Specific Learning Difficulties (SpLD) and/or experiences that cause them to become delicate and vulnerable in a mainstream setting.

Pupils are placed by several Local Authorities (LAs) and privately by parents. They all fall within the SpLD continuum from mild to severe. There are often multiple diagnoses from various medical, social and educational professionals and associated support agencies. In many cases, the complexities and extended timeframes (some over many years) have made the diagnoses very difficult, resulting in cross-over/s (comorbidity) and linkages between the various diagnoses.

OUR VALUES STATEMENT

Personal development, including the spiritual and moral development of our pupils, is key to their positive self-esteem that will enable them to learn and become valuable members of the school and their wider ‘life-circle’ communities. The values and attitudes that we instil in our pupils, include our core British and ‘radicalize-never’ values and the celebration and tolerance of differences and equality. These aim to help our young people become ‘rounded’ citizens, who are able to take an active role in the community and have a yearning to become ‘givers’ to society rather than ‘takers’.

The diagram opposite is the ‘reality’ of pupils placed in the school. All have failed (some over many years) in the mainstream educational environment and this situation has made them delicate and vulnerable or anxious The majority of pupils arrive with a very low self-esteem/self-concept.

‘DELICATE’ CHILD

No matter what the diagnoses, the key is what should be done to meet the child’s needs so that he/she can reach his or her true potential.

It is important to recognise the additional needs of delicate and vulnerable children. We place a high priority on providing a learning environment that caters for the diversity of emotional and learning needs in order to help children achieve their potential.

“The headteacher and all staff have a commitment to providing a second chance for pupils who have often been failed by their previous experiences in education. They radiate a passion to provide the very best for the pupils of Red Rose School.”

Our Definition of Specific Learning Difficulties (SpLD)

Children having a Specific Learning Difficulty or Difficulties all show different intellectual and emotional profiles, strengths and weaknesses, learning styles and life experiences.

SpLD can be identified as distinctive patterns of difficulties, relating to the processing of information, ranging from very mild to severe. This results in restriction to literacy, language and number skills, in addition to discrepancies in motor function and social and organisational skills.

Amongst nations and organisations there are variations in definitions. However, the key is not about the precise definition, but what professionals do to offer appropriate strategies to meet the child’s needs.

This is especially true when co-morbidity of learning difficulties is seen to be ‘the rule rather than the exception’.

The school has specialised in supporting the needs of children and young people with SpLD for over 25 years. By the time pupils leave the school they have regained resilience and progressed in their abilities. They are well prepared to move on to the next stages of their education. Throughout their school journey, a pupil’s sense of self is developed. Older pupils engage in activities and work-related experiences that foster careers awareness.

The school works in partnership with local authorities, parents and carers to ensure that pupils are aware of the options available to them when they leave the school.

Important Caution

An IQ showing MODERATE LEARNING DIFFICULTIES

When a full-scale IQ is calculated for students who may have a ‘spiky profile’ of strengths and weaknesses (as in SpLD), it often over-rides subtest strengths to give a single overall low score that may be associated with Moderate Learning Difficulties.

Where this occurs, it is more relevant to look at individual subtest scores of the IQ test and observe the student in an educational setting. In cases where students have been admitted to Red Rose School with a full-scale IQ indicating Moderate Learning Difficulties, such students have successfully integrated and transitioned to College and, in some cases, University.

Ethos...Training Eagles!

Just as the eagle shields and cares for its young, the school shields and cares for the pupils in its charge.

All of our pupils have felt previous ‘failure’ caused by their learning difficulties, so it is important that they feel safe and unthreatened in their new school environment.

It is just as important for our pupils to learn to trust again – this can only be done by staff establishing a loving and caring relationship with each child in their charge.

When the eaglet reaches maturity the mother eagle ‘stirs up the nest and hovers over her young’: She takes the nest out from under her eaglet. It tumbles down, but before hitting the ground, she catches it and carries it back to safety.

This process is repeated until nature takes over and the eaglet spreads its wings and flies for the first time. Soon the young eagle can soar high above the storms. This is the analogy that represents our ethos: Once our pupils feel safe and ‘strong’, we will start to challenge them until the time comes when they can ‘fly’ on their own. – Then our job is finished, our pupils can re-enter mainstream school or go on to Further Education and the workplace!

Our job done…the child finds their wings and flies ...

The school’s ethos of care, support and personal growth is championed by the headteacher, who demonstrates great passion in striving to provide an outstanding experience for every single pupil. She leads by example. Staff are inspired to do everything they can to help pupils grow and develop.

The school’s ethos of care, support and personal growth is championed by the headteacher, who demonstrates great passion in striving to provide the very best experience for every single pupil. Staff are inspired to do everything they can to help pupils grow and develop.

OUR PACKAGE

The expectations of how our pupils should behave are unwaveringly high.

The school is calm and orderly.

Our pupils cooperate very well together during lessons and during breaktimes.

Take a dedicated Head Teacher, highly experienced and with specialist expertise in Specific Learning Difficulties, Autism Spectrum Conditions and ‘delicate’ children.

Add the ongoing expertise of the previous Head Teacher, Dr. Sionah Lannen, chartered Educational Psychologist, with her extensive experience in Learning Difficulties.

Include the skills and management of the Founding Director and Principal, whose recent skills led to an ‘Outstanding’ large-scale project introducing SpLD e-Training for EU Teachers and Specialists (EU 2018)

Mix in a careful blend of experienced teaching staff and dedicated assistants, seasoned with current research, resources and an ethos of Christian love and care.

Pour into a multi-sensory container and there you have the ingredients to ‘crack the code’ of each child’s difficulties. Allowed to cook for a year or two, so that ‘self-esteem’ grows

Then it happens!

Difficulties are overcome, coping strategies and skills are developed, and the child learns the values of respect and kindness to others.

Parents regain their son or daughter, with the self-worth, confidence, and motivation to look ahead to the range of learning prospects beyond school.

Our job done, the child spreads their wings and flies in the anticipation of many good tomorrows. That is our package and is what we are dedicated to each day!

PERSONAL DEVELOPMENT

Teachers use their expertise to attune to the specific needs of every pupil in their class. Teachers monitor the response of each pupil to the work they are set, and know when to celebrate success or encourage a pupil to extend their work even further. As a result, teachers are adept at getting the very best out of pupils.

PERSONAL DEVELOPMENT IS A FUNDAMENTAL VALUE

The school works to promote pupils’ personal development and welfare. The needs of every child are understood. Care systems can be as simple as a reassuring smile, to a programme of well-targeted therapies.

Personal development in our school supports pupils in their spiritual, moral, physical, emotional, cultural and intellectual development It is adapted to their needs, and regardless of their social and/or economic backgrounds. It promotes their wellbeing and enables them to develop their potential as healthy, enterprising and responsible citizens in our society. It provides our pupils with a sense of identity in a diverse world and informs their academic and Personal Learning and Thinking Skills (PLTS).

Pupils flourish and quickly begin to rebuild their self-belief and confidence.

Within our curriculum the personal, learning and thinking skills of our pupils are also integral to their personal development and the roles they take on in life – as family member, friend, neighbour, partner, parent, employee, employer, citizen and member of communities.

Our students understand 'Values', including:

✓ the importance of having a vision for their life and the need for action to make it a reality

✓ love of others is more important than love of self.

✓ that life is to be enjoyed but having a 'giving' heart is better than a 'taking' heart.

✓ the importance of being a good citizen, aware of ‘British Values’ in terms of racial harmony, cultural diversity, religious freedom and each person’s right to a full and happy life within this democracy.

✓ ‘radicalize-never’

BEING SAFE

We place a high priority on providing a structured and caring learning environment that caters for the diversity of our pupils’ emotional and learning needs. Many of our students have felt previous 'failure' or may have experienced isolation or bullying. It is essential that they feel safe and unthreatened in our school

Staff are tuned-in and sensitive to any indication that something might not be right with a pupil. Pupils learn to trust staff enough to share their worries and concerns. These factors are critical in contributing to a very strong culture of ensuring that pupils are safe and happy.

GOALS

✓ The personalised curriculum ensures that all make good progress in reaching their potential.

✓ Teachers have excellent relationships and communicate very effectively with their students

✓ Pupils feel proud of their achievements and enjoy their learning.

The goals of Red Rose School are to help children realise their full potential within a pastoral environment through:

✓ A small school environment.

✓ Small Class sizes (up to 9 pupils) with at least 2 adults in each class.

✓ Individual pupil programmes.

✓ Continuous building of self-esteem and independent learning

✓ Developing the necessary skills through the application of proven educational strategies.

✓ The school is calm and orderly

✓ Sometimes for the first time in their education, Red Rose pupils begin to experience success in their learning. This motivates them to improve and to achieve

✓ Teachers are dedicated in providing highly positive learning and support for their pupils

CURRICULUM

Each of our pupils has been unable to thrive in mainstream school and consequently, has not been able to access the broad and balanced education on offer. Many pupils have also had emotionally damaging experiences resulting in low self-esteem and associated anxiety or similar difficulties. In many cases, pupils arrive with a level of withdrawal and an inability to feel at ease in learning.

From the time when a pupil comes on roll, in both English and Mathematics, it is common to see pupils making strides of progress in only one year. Pupils also begin to thrive in their learning of other subjects, including science, computer science and humanities. Art is often an area in which some pupils excel.

Emotional factors are often at the heart of pupils’ previous experience.

It is essential to build good self-esteem and self-concept so the child can deal with their learning difficulties. By reversing the child's perception of failure and subsequent anxiety, it is our experience that success leads to learning.

Our curriculum takes a ‘Head, Heart and Hands’ approach to meet the needs of our pupils.

Class sizes are kept small, so that learning programmes can be customised to the needs of each pupil.

Personal well-being is vital and is embedded in the class model of a teacher having responsibility for a group of learners in two or more curriculum year groups. This multi-grade teaching positively provides for meaningful educational access, in which social diversity and Citizenship can be encouraged and fostered.

Both academic skills and practical talents are nurtured to allow the development of confident, sensitive, and independent young people and citizens.

Our aim is to enable those pupils who are able to reintegrate into mainstream education, at a stage that is suited to their needs. This may be re-entry to a mainstream school or entering further education and the work environment with confidence and a positive 'can-do' attitude.

CLASS ORGANISATION and SUBJECTS TAUGHT

Pupils are mostly placed in a class according to their national curriculum ‘Key stage’. However, the Head Teacher may decide, in discussion with a pupil’s parents, that other factors are important for ‘best’ placement. These may include maturity, self-concept and /or the level of their needs.

Mornings (60% of the curriculum) are generally spent with the class teacher on core areas of Literacy and Numeracy, differentiated to pupils’ needs. We recognise the basic need to build selfesteem therefore, embedded within the class sessions will be aspects of Personal and social development.

Afternoons (40% of the curriculum) offer specific subjects, including: Science, ICT, History, Geography, Art, Music, Design and Technology, Physical Education (PE), Religious Education (RE) and PSHE.

PSHE includes Citizenship, Careers, Sex and Relationships and Drugs education.

At Key Stage 4, a pupil’s timetable is organised to include his or her vocational options (BTEC or Arts Award) that are studied in addition to Functional Skills Maths and English, Entry Level or GCSE Science, BTEC ICT and Personal Growth and Well-Being (PGW)

Differences for different age groups

We provide appropriate education for Key Stages (KS) 2-4. During 2017, we began development of our 16+ provision primarily for pupils who came on roll later in their school life or who need continued support for their individual learning group’ is now an established group working alongside our Year 11 students.

Resources and approaches are adapted according to age, learning needs The curriculum embeds Personal and Social Development and 'crack the code’ i.e. what works for one teacher, or one child will not necessarily work for another teacher or child.

The Red Rose 16+ provision incorporates Work and Independence visits to providers of Further Education, careers-based trips and

Most afternoon classes use Circle Time or a similar approach as a means of group discussion and conflict resolution.

Where required, additional one-to-one support is provided for a child’s specific needs. Pastoral counselling and therapeutic Music and Drama are also available.

Personal as well as academic skills are nurtured to encourage the development of resilient, selfaware and independent young people.

Religious Education & Collective Worship

The Red Rose School is a school with a religious character, defined as being a Christian School. [Designation of Schools Having a Religious Character (Independent Schools) (England) (No.3) Order 2003, 23rd December 2003.]

Full assemblies are held at intervals and include an act of collective worship. These are broadly, though not exclusively, Christian in nature and can involve local clergy, Youth work teams and community groups.

The Christian aspect is non-denominational. Parents who wish to exercise their right to withdraw their child from religious activities are asked to speak with the Head Teacher.

✓ All our pupils gain academic qualifications and move onto college, apprenticeships or other post-16 courses that are matched to their interests and abilities

✓ By the time pupils leave the school they are well prepared to move on to the next stages of their education.

✓ Pupils receive careers-based advice throughout their school journey and older pupils gain meaningful work experience. The school works in partnership with parents and carers to ensure that pupils and their families are aware of the options available when they leave the school.

Sex and Relationships Education

Sex and Relationships education (SRE) is provided as part of the National Curriculum and it is taught with due regard to moral considerations and an emphasis on the value and importance of family life.

The programme, is not taught in isolation but within a framework of a personal development programme dealing with the many aspects of growing up. Parents have the right to withdraw their children from sex education lessons and should discuss the matter with the Head Teacher should they wish to do so. They are also welcome to discuss the SRE policy and view teaching materials.

Careers Advice

Staff working with pupils in Key Stage 3 and 4 offer guidance with careers advice and provision for pupils in Years 7-12.

Provision includes, but is not limited to, careers guidance, establishing visits and discussion with local colleges, vocational providers, 1-1 discussion with college transition advisors, assistance in college/work applications

Pupils in Years 11 and 12 undertake Work Experience for 1-2 weeks during the summer term. Extended placement may be an option where appropriate.

Every pupil has a ‘Progress File' to provide evidence of achievements or progress in their personal journey through school. Test scores alone cannot provide full measure of a pupil’s progress.

Pupil A Prior to Entry

BESD (Emotional); Sp.L.D.

Very fragile emotionally Low self esteem

Unable to cope in mainstream Progress in Red Rose School

Once trust in education and relationships re-established quickly flourished

On Leaving:

National Diploma in Graphics - Distinction.

BA (Hons) in Wildlife Photography at Blackpool and Fylde College.

Photographs published.

✓ From their starting points, and taking into account every pupil’s academic potential, achievement includes helping pupils feel equipped to continue their education in larger educational establishments

✓ The personalised support within classes helps pupils’ resilience and, in turn fosters good attendance.

THE SCHOOL DAY

At Red Rose School:

• The school day currently begins at 9 am: Pupils assemble outside school by 8.55 am with a member of staff from their class and are led into their respective classrooms.

• The morning session is from 9 am -12 noon. The core lessons of literacy and numeracy are during this time.

• Break-time is between 10.30-10.45 am for all pupils. Freshly cooked snacks are available at break, with lunches served at 12 noon in the respective classrooms

• Afternoon sessions begin at 1pm Practical and subject lessons are mostly timetabled during this time

• A 15-minute break-time is incorporated into the afternoon session.

• The school day finishes at 3pm. Pupils are escorted to their respective transport in the school yard, or to an awaiting parent or carer.

After-school tuition for pupils requiring additional or specialised sessions continues to be suspended until further notice.

This is with regard to reducing transmission of COVID-19 in school and community life.

AWARDS and QUALIFICATIONS

AQA Unit Awards

The AQA Unit Award Scheme as a recognised National modular certification programme. This scheme gives students, some of whom may not otherwise receive external recognition of their achievements, the opportunity to receive formal certification of their success in completion of modular units. Generally, our 16-year-olds have achievements towards college placements long before their counterparts taking GCSEs.

Functional Skills (a parallel qualification to GCSE)

Functional Skills provide pupils with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work.

We offer Functional Skills Level 1 (equivalent to GCSE grade 1 to 3) and Functional Skills Level 2 (equivalent to GCSE grade 4 to 9). This allows us to streamline our qualifications with Further Education colleges. Many Further Education (FE) colleges continue to teach Functional Skills Maths and English alongside Level 1 and Level 2 courses. Our aim is for pupils to achieve at least Level 1 Functional Skills in English and Maths to allow them to focus on their preferred course at college or with an alternative provider. Pupils can complete a part-finished qualification at their chosen college. For those pupils with ability to achieve in GCSE, Maths and English have a ‘step-up’ to GCSE option.

ARTS AWARDS

In 2010, we began the National Arts Award The award is managed by Trinity College, London in association with the Arts Council (England). The Bronze Award is a Level 1 National Qualification equivalent to GCSE Grades 1-4. The Silver Award is equivalent to GCSE Grade 5 to 9, whilst the Gold Award is equivalent to A-Level. Most students achieve Bronze or Silver. One of our pupils recently achieved the coveted Gold award. We can offer ‘Arts Award’ qualification in Art, Music and Fashion Design.

We deliver AQA Science as part of our KS4 programme of study. It can be achieved at Entry Level Certificate (just below GCSE level), and at GCSE for those pupils able to fulfil the course requirements and cope with the exam requirements.

ICT is offered as a BTEC from 2023. Qualification is through assessment rather than a formal exam. Level 2 is equivalent to GCSE grades 4-8. BTEC Personal Growth and Well-being is taken by all students in KS4. For our vocational curriculum in Construction, we work alongside an external Vocational Centre to provide a meaningful work-based experience and qualification.

Pupil C Prior to Entry to Red Rose School

BESD (Emotional); Sp.L.D.

Curriculum and beyond

Pupil H

Prior to Entry to Red Rose School

Very fragile emotionally; bullied

Low self esteem

No eye contact

Progress in Red Rose School On Entry On Leaving Reading 8.06 14.00

Spelling 8.00 10.06

Number 9.00 11.09

Once trust in education and relationships re-established quickly florished

On Leaving:

Graduate as Dentist 2012

ASD; Sp.L.D.

Poor basic skills - unwilling to read

Lacked confidence with maths

Unsociable

Progress in Red Rose School

On Entry On Leaving Reading 6.03 17-19.11

Spelling 7.00 8.09

Number 6.00 15.06

Developed confidence, very popular pupil by time of leaving 46 AQA Unit Awards

On Leaving:

Preston College – Art & Design

‘Student of the Year’ in the whole college at end first year

Degree in games Design at UCLAN

Writing a book about Art and Design of the Future

Selling his art online

Inspiration for the future: Our pupil enjoys Art at the Tate Modern!

HEALTH & SAFETY and RISK ASSESSMENTS

HEALTHY EATING AND FITNESS

Good health and fitness are promoted at every level at Red Rose. A regular programme of PE, fitness and leisure activities is provided. These are included into the timetable for each class.

Freshly cooked lunches are available and aim to provide a nutritional diet for our pupils. A good diet helps to maintain the energy and alertness levels for engaging with the academic and social learning of the school day

A varied diet high in whole foods, carbohydrates, protein, fresh fruit, vegetables and salad is offered. Healthy eating is encouraged and taught through Food Technology. Packed lunches can be brought into school as an alternative or where specific diets are being followed.

Declaration of Intent

The school's responsibility is to ensure as far as is reasonably possible, the health and safety of all who enter the premises. The School makes an unequivocal commitment to high standards of health and safety. As a school, we seek to maintain and improve the environment of the school in order to ensure the health, safety and welfare of all its users. We aim to comply with all relevant legislation. We aim to ensure that everyone has sufficient information and appropriate training to fulfil their responsibilities.

We seek to create an environment within the school where everyone:

✓ is aware of their responsibilities to each other.

✓ acts in responsible ways, consistent with others' health and safety.

✓ safeguards and promotes the health and safety of others.

The Health & Safety policy relates specifically to health and safety on the school site and its environment Staff are, however, expected to take similar precautions and adopt similar practices and procedures, whilst engaged in activities away from the school; they may also need to address Health and Safety policies of other centres or organisations. Risk assessments are used by all staff organising educational visits to support the health and safety of themselves and pupils. Risk Assessments are also a means of limiting health and safety risks within school.

Objectives

The Head Teacher seeks to promote health and safety by providing, in so far as is reasonably practical:

✓ healthy and safe working practices and conditions.

✓ information, instruction and training in safe working methods and practices.

✓ first aid facilities; and employees trained in first aid.

✓ safe premises and equipment.

✓ safe arrangements for the handling, storage and use of materials and substances

✓ systems for the establishment and maintenance of codes of practice and risk assessments.

✓ safe access and outlet, including evacuation procedures.

✓ appropriate security arrangements.

✓ effective communication systems for issues of health and safety.

✓ periodic checks on the safe operation of tools and equipment.

The School Health and Safety is regularly reviewed to ensure that it complies with legislation and local conditions.

Parents can access the full policy on the school website www.redroseschool.co.uk A paper copy is available on request

✓ Pupils are taught how to socialise and show respect for each other and for adults.

✓ Pupils learn moral code and to express their views, sensitively, if they think something is wrong

✓ Teachers use their expertise to attune to the specific needs of each pupil in their class. This includes monitoring the response of every pupil to the work they are set, and when to celebrate success or encourage a pupil to extend their work further.

✓ Teachers are intuitive in their efforts to ensure that the classroom climate for learning is just right.

SAFEGUARDING OUR CHILDREN

Our Safeguarding and related policies are available on the website. A paper copy can be provided if required.

Red Rose School fully recognises its responsibilities for child protection. This policy complies with ‘Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children:’ and ‘Keeping Children Safe in Education’ : Statutory guidance for schools and colleges (Sept. 2023).

Our Designated Safeguarding Leads (DSL) are: Mrs G Makinson and Mrs C Watts

AIMS

✓ To practice safe recruitment in checking the suitability of staff and volunteers to work with children

✓ To raise awareness of child protection issues and equip children with the skills needed to keep them safe

✓ To establish a safe environment in which children can learn and develop

✓ To develop and implement procedures for identifying and reporting cases, or suspected cases, of abuse

✓ To support children who have been abused in accordance with his/her agreed child protection plan

The school will create a positive ethos amongst the staff so that we can:

✓ Establish and maintain an environment where children feel secure, are encouraged to talk and are listened to.

✓ Ensure children know that there are adults in the school whom they can approach if they are worried.

✓ Include opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.

BEHAVIOUR AIM

We aim to create a climate in which excellent teaching and learning can take place, where there is mutual respect and where achievement is valued, encouraged and rewarded. We believe that highquality teaching promotes effective learning and encourages good behaviour. We expect our pupils to take responsibility for their actions and accept any consequences of their choices.

PRINCIPLES

Everyone should:

✓ Treat all others fairly and with respect and act in a safe and responsible manner

✓ Listen to the views and opinions of others.

✓ Take care of school’s property and each other’s property

• Expectations of how pupils should behave is a priority

• Pupils learn the benefits of behaving well. They learn how to manage their frustrations.

• Teachers fully understand what motivates each pupil and what reassures them. This feeling of security calms pupils. Through careful work, pupils are helped to understand how and why people behave as they do.

• Behaviour that would be considered as bullying is dealt with swiftly. Emotion coaching is used to understand and modify a pupil’s behaviour or perceptions.

• Restorative justice helps pupils to understand consequences of their actions and how to restore relationship.

ROLES AND RESPONSIBILITIES

Head teacher

The Head Teacher’s role is to put into effect the Statement of Principles for promoting good behaviour and to determine the detail of the standard of behaviour acceptable to the school.

The Head teacher will:

✓ Promote self-discipline and proper regard for authority among pupils.

✓ Encourage good behaviour and respect for others and strive to prevent all forms of bullying.

✓ Ensure that this policy is implemented by staff and students

✓ Ensure that the guidance relating to fixed-term and permanent exclusion is adhered to and that parents and local authority are informed of exclusions accordingly.

Staff should:

✓ Act as role models of good behaviour

✓ Reward good behaviour and achievement

✓ Intervene promptly in any situation where behaviour is inappropriate or dangerous

✓ Apply behaviour management strategies and sanctions consistently and fairly.

✓ Ensure that the work they prepare for students is appropriate, stimulating, interesting and challenging.

The school will set high standards and will encourage good habits of work and behaviour from the moment a child enters the school.

All staff are expected to promote self-discipline amongst students and to deal appropriately with any unacceptable behaviour. Training in behaviour management will be provided as appropriate It is understood that there will be variations to a degree in staff acceptance and tolerance of a student’s behaviour in class depending on the nature of the class, content of the lesson and the specific nature of a pupil’s difficulties; however, behaviour which does not allow constructive teaching and learning is unacceptable and all staff must ensure that such behaviour is not permitted to affect the learning of others

Students

Students should:

✓ Behave well and live up to the expectations of the school.

✓ Act in a safe and responsible manner

✓ Allow teaching and learning to proceed without disruption or interference

✓ Report dangerous situations immediately to a member of staff

✓ Co-operate with all members of the school.

Parents

We invite parents to:

✓ Be involved in rewards and sanctions as appropriate.

✓ Support good behaviour and positive habits in their children through the Home-School Agreement and parent meetings.

REWARDS

We reward work effort and citizenship: Work effort is rewarded in classes throughout the school day. The reward system varies according to the age range within the class. Each term a Work Effort Prize is awarded to a pupil from each class.

Citizenship is rewarded for good behaviour and school community service. Each term a Citizenship Prize is awarded to a pupil from each class. Pupils are chosen from each class to take part in the school Council, a discussion group of staff and students in developing school provision. It is an opportunity for students to take on responsibility and contribute to the wider school.

SANCTIONS

We follow the use of 1-2-3 Magic, traffic light or similar systems to reinforce appropriate behaviour in the younger classes.

Minor infringements may include ‘red’ alert on the traffic light system, followed by a lunch or break-time detention Sanctions are discussed with parents if difficulties persist, or a Behaviour Contract may be arranged.

Major infringements: The Behaviour Policy has details of behaviours that would involve sanctions applied on a scale rising to fixed-term exclusion (suspension). The purpose of sanctions is to provide opportunity to discuss and impress on the student that their choice of behaviour was inappropriate; and understand that actions have a consequence. Students are always involved in discussion to repair and formulate better choices for the future.

Exclusions

There are rare circumstances in which individual pupils are required to be sent home; namely, where there is sufficient evidence that a pupil has committed a disciplinary offence and if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. In these circumstances the pupil may be excluded from school for a fixed period or, in exceptional situations, may result in permanent exclusion

ANTI-BULLYING

Red Rose is totally opposed to bullying in any of its forms and it will not be tolerated in school. We are committed to providing a caring, friendly and safe environment for all our pupils so they can learn in a relaxed and secure atmosphere. A comprehensive anti-bullying policy operates within school, along with a set of procedures to identify and deal with any such incidents quickly and effectively. Pupils are encouraged to discuss aspects of bullying with any member of staff. In assemblies and as part of the PSHE curriculum pupils are taught that bullying is not acceptable. Pupils are encouraged to discuss any related issues perceived in confidence.

If you have concerns about bullying, perhaps from previous experiences, please do not hesitate to contact school.

PURPOSE & BACKGROUND

Red Rose School aims to ensure that all members of the school community can learn and make progress in a welcome, safe and happy environment.

Bullying of any kind prevents this from happening. As a school, we take bullying seriously.

Pupils, parents and carers should understand that to report bullying is essential and that the school will act whenever bullying is reported.

It is everyone’s responsibility to implement the Anti-Bullying Policy as fundamental to meeting the expectations of ‘Every Child Matters”

WHAT IS BULLYING?

Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim. It can be a one-off incident but, more commonly, it is repeated over a period of time. It can be carried out by individuals, or by groups.

PRACTICE AND PROCEDURES Preventing Bullying

Red Rose School has an effective pastoral system which takes all allegations of bullying seriously, investigates them and acts upon the findings according to the guidelines in this and the associated

behaviour policy. This will always involve discussion with all pupils involved and, as appropriate, their parents.

The PSHE and Citizenship curricula address issues such as bullying, peer pressure, conflict and resolution. Other subject areas such as Drama can also address these issues. Pupils discuss both the impact of such behaviour on others and look at effective ways of dealing with situations they may experience. Pupils will also be made aware of anti-bullying strategies through assemblies and form periods.

The Acceptable Use of ICT Policy (available online) includes specific measures to tackle cyber bullying through the misuse of digital media, such as images of pupils, both in and out of school. The school uses filtering technology to ensure online safety.

Details are included in our Behaviour policy available on www.redroseschool.co.uk

Before joining Red Rose, many pupils have had very poor attendance rates or not attended a school for up to two years or more.

The school works carefully to help pupils feel safe, secure and valued. For some pupils this means they need to re-learn how to trust, and feel reassured that they will be valued and supported in re-engaging with education.

HOME & SCHOOL

Mutual co-operation between home and school is key to your child achieving success, hence the School motto:

Strive Together to Achieve Success

Children particularly benefit from knowing their parents r carers are interested in their school and education. With an initial phone call we can arrange for you to visit the school at a suitable time.

We believe the best team consists of the child, the parent and the teacher working together. We will always contact parents if we are concerned about an aspect of their child’s welfare, progress or behaviour and we hope that parents will, in turn, inform us of any problems or anxieties which may be affecting their child.

Pupils may have a Home / School Diary that can provide basic day-to-day flow of information between School and parents. For some pupils, it is more helpful for a class teacher to update parents or carers of a pupil’s school day or work requirements.

A detailed Review is undertaken annually for each pupil with an Education, Health and Care Plan (EHC Plan). Parents and relevant agencies are invited into school for the review. For our parents who have placed their children privately, an individual review and discussion of progress is offered.

The specialist nature of the school and wide catchment area limits the frequency of community events. The Christmas Production is the main event to which parents are invited. We are very grateful for all the support given by our parents throughout the year.

A highly detailed pupil report is issued at the end of the summer term.

News and information are sent by email. A visual bulletin is published at intervals and aims to keep our school community updated with a photographic insight into school life, information and upcoming events

The school website provides detail of the day-to-day school life, in addition to useful information such as term dates.

Admissions Procedures

The admissions procedure involves the parents or carers, and the child where appropriate, viewing the school by appointment and meeting the Head teacher. This may need prior arrangement with the Local Authority [LA] if the child has an Education, Health and Care Plan (EHC Plan) and the LA would be funding the placement. Taster sessions for the child or young person may then be arranged as appropriate

Once a place has been requested and accepted, parents placing their child privately are asked to complete the registration forms. For fee-paying pupils, the registration fee is paid at this stage in order to secure the place (this fee is deducted from the first term’s fees). A starting date will be arranged.

For pupils who the LA are considering for placement, the consultation form is sent to the Head teacher. This will be considered by the Head teacher and, as appropriate, the Directors or specific staff members. Acceptance of the place is made electronically with the LA.

Admissions may be made at any time during the year, although this mostly takes place in September. Places are offered subject to:

• Availability, suitability and

• the child and parents / Carers request for a placement at Red Rose School.

Parents and prospective pupils are invited to sign a Home/School Agreement prior to admission. (See Terms & Conditions of Pupil Placement p.33)

Further details of the admissions process can be found in the school ‘Local Offer’ available on the website: www.redroseschool.co.uk

Home / School Agreement

All pupils and parents are asked to sign a formal home / school agreement.

Parental Entitlement

All parents of children placed in the school may have access to documentation specifically relating to their child. Parents have access to:

1. The School Curriculum

2. Ofsted reports which refer expressly to the school

3. Any syllabuses followed (whether for public examinations or otherwise)

4. The arrangements for the consideration of complaints about the school.

5. School policies concerning Religious Education and Sex Education

‘We can’t begin to thank you for the difference you have made to our family. We have a child who no longer feels he is worthless. Thank you, Red Rose .may many more ‘eagles soar’ (parent)

A MOTHER’S STORY

‘I felt I had to put my story on paper to help other parents in the same situation. Just over a year ago I found I had a daughter in meltdown and on self-destruct. My once happy child had turned into an aggressive, depressive, lying and insolent teenager. I saw it coming but was unable to stop it. After months of risky behaviour, getting into trouble at school and mixing with wrong crowd my daughter said, ‘if I was dead perhaps people would understand’. I knew something had to be done.

She was dyscalculic with dyslexic problems in year 7 but it did not cause problems till year 10 when she found it harder to cope. I had her tested again to find she had not improved since year 7. She had a Maths age of 8 at 15! She was in the top sets, but the teachers were not understanding, so she disrupted all her lessons on the basis that if they wouldn’t teach her then they wouldn’t teach anyone.

At this point I approached Red Rose School. Almost immediately after starting she calmed down. She had somewhere she fitted in. Where teachers encouraged her to be her own person and not who she had become in order to cope. She began to accept, and with the dedication of the teachers, she flourished. She found a passion for dance. They never gave up on her, believed in her and stood by her. She now believes in herself. She has confidence and aspirations and is going to college. She has come back to us, knows she is clever and is learning to accept her problems.’

Uniform

TheSchoolreservestheright to sendstudentshomeiftheyarenotwearingcorrect uniformor have inappropriatehairstylesorjewellery.

At Red Rose School, we expect a good standard of appearance at all times. Uniform clothing should be clean and tidy. The school uniform must be worn correctly i.e. shirts and blouses tucked in, ties worn correctly and no non-school garments to be worn in addition.

Pupils may wear a watch and girls may wear ‘sleeper’ earrings if they have pierced ears, but no other accessories or jewellery are permitted. Hair should be natural colour and of sensible length.

Boys’ hair: no shorter than No.2 and no hair carvings.

Girls with long hair should have it tied back with plain mid-blue or black accessories.

Uniform can be purchased directly through the supplier: www.ualonline.co.uk. There is no additional cost for delivery to the school.

All items of school uniform must be named

Full school uniform must be worn when travelling to and from school. Uniform consists of:

Red Rose School blue blazer or

Red Rose School blue sweatshirt or cardigan

White closed neck shirt or polo shirt / Red Rose school tie

Black trousers or black skirt

Black tights or knee-high socks

Plain black shoes / mid-blue hair accessories

PE Kit:

Red Rose School blue polo shirt

Red Rose School round neck jumper (optional)

Red Rose School jogging pants (optional)

For Year 11 pupils:

Red Rose School blue blazer, shirt and tie /or

Red Rose School navy-blue hooded sweatshirt worn with plain white or blue T-shirt (no logo).

For Year 12 pupils:

Dress code applies: Pupils can wear their own clothing; however this must be smart casual clothing that maintains school colours and specification (details can be provided separately)

Personal Property

It is not advisable for a pupil to bring personal items of high value into school. We cannot be responsible for pupil’s personal property.

MobilePhones

Mobile Phonesarenottobeused in schooland aretobehandedtotheClassTeacheratthe startoftheschool dayforreturn attheendofthe schoolday.

Failuretocomplywillhavethe student’sphonebanned;thismayalsoincludeexclusionfromlessons.

The Red Rose Family

Dr Sionah Lannen: Proprietor, Director, Chartered Educational Psychologist

Colin Lannen: Proprietor, Director, Principal

Dr Gavin Reid: Director, Chartered Educational Psychologist

Gill Makinson: Head Teacher, Specialist Advisory Teacher (ASD, SpLD, SEN), SENCo

Class and Team Teachers

Class 2L: Teacher: Mr K. Lawrence

Class 2W: Teacher: Mrs C. Watts

Class 3: Teacher: Mrs W. Gaskell

Class 4: Teachers: Mrs S Beck /Mr C. Kennerley

Class 5: Teachers: Mrs R. Shaw / Mrs K Kennerley

Team Teachers (Class 2W): Miss A. Clegg, Miss L. Ogden, Mrs J. Dale

Team Teachers (Class 2L): Miss N. Rogers

Team Teachers (Class 3): Ms B. Stanton, Miss G. Lucas

Support Teachers: Mrs H. Abbott, Ms L Lucien

Subject Specialism staff / Therapists:

Mrs G. Makinson: SENCo, DSL, Specialist Advisor ASD, SpLD, SEN

Mr C. Kennerley: Team Teacher Leader

Mrs C. Watts: DDSL, Curriculum Lead (KS1-3)

Mrs K Kennerley: Functional Skills exam officer

Mrs W Gaskell: Science Coordinator, PSHE (BTEC), AQA exam officer

Mrs S. Beck: ICT, Computer Science, Maths (Step-up GCSE), Fashion Design, PSHE (BTEC)

Mrs H. Abbott: Arts Award, First Aid, AQA Unit Award Coordinator, Transition Coordinator

Ms L. Lucien: English (Step-up GCSE), Curriculum Coordinator

Mrs W Reeds: School Administrator

Ms B. France: School Administrator

Mr D. Cooper: IT Technician

Mr C. Jackson: Site Supervisor

Mr J Kirby: Music, Music production

Ms E Morgan: Drama, Performing Arts

Mr B. Malone: Counselling & Play Therapy

Mrs J. Laycock: Specialist Speech & Language Therapy (ASD)

Mrs H. Simpson: Specialist Speech & Language Therapy (NLP)

All Class Teachers are responsible for core curriculum: Literacy & Numeracy; PSHE & Circle Time

LOCATION, ADDRESS, CONTACTS

Location: 2 miles south of Blackpool, Lancashire

Main Contact Details:

Proprietors: Drysdale, Queens Road, Dunbar, East Lothian, EH42 1LN

Red Rose School, 28-30 North Promenade, St. Annes on Sea, Lancs, FY8 2NQ

Tel: 01253 720570

Email: office@redroseschool.co.uk

Website: www.redroseschool.co.uk

TERMS & CONDITIONS OF PUPIL

PLACEMENT

• The following Terms and Conditions constitute the entire agreement between the parties and supersede any previous agreements, warranties, representations, undertakings, or understandings between the parties and may not be varied except in writing.

• On acceptance of an application to place a pupil in the Red Rose School, completion of the registration form and the payment of the agreed fees in advance, the pupil can be placed in the school.

• Notice to be given by Parents (for Parents also read Guardian) or Placing Authority means (unless the contrary is stated in these terms and conditions), a term’s written notice addressed to and received by the Head Teacher personally or signed for by the Head Teacher’s Administrative Assistant. It is expected that Parents and/or the Placing Authority will consult with the Head Teacher before giving notice to withdraw a pupil.

• Fees in lieu of notice means Fees in full for the term of notice at the rate that would have applied had the pupil attended and not limited to the parental contribution in the case of a scholarship, exhibition, bursary or other award or concession.

• Note that most independent schools require a term’s notice if a child is to be taken out of their school. Such a notice period can be enforceable if it reflects the losses that could be suffered by the school if you breach your contract. This could include retaining staff for longer than needed or having more staff that necessary, as well as refusing other pupils the chance to join with ensuing loss of fees.

• It is also agreed that no remission of fees can be made for illness or any cause either for the whole or part of the term.

• “A term’s notice” to be given by Parents or Placing Authority means notice given before the first day of a term and expiring at the end of that term. A term’s notice must be given in writing if the Parents or Placing Authority wish to cancel a place which they have accepted, or if Parents wish to withdraw a pupil who has entered the School.

• Cancelling Acceptance: The cancellation of a place which has been accepted is normally a breach of contract which can cause long term loss to the School if it occurs after other families have taken their decisions about schooling. If the Parents or Placing Authority cancel a confirmed place less than a term before the entry date (i.e. after the first day of the Summer Term prior to the Pupil’s entry to the School) or the Pupil does not join the School after a place has been confirmed and not cancelled, a term’s fees will be payable and the refundable part of the Registration Fee will be credited to the account. Parents or Placing Authority who cancel acceptance on more than a full term’s notice before entry will not be required to pay Fees in lieu of notice but the Registration Fee will be retained by the School.

• Withdrawal by Parents: If a pupil is withdrawn on less than a term’s notice or excluded for more than twenty-eight days for non-payment of Fees, Fees in lieu of notice will be immediately due and payable as a debt at the rate applicable to the term in question unless the place is filled immediately and without loss to the School. The charge of a term’s Fees represents a genuine

pre-estimate of the School’s loss in these circumstances, and sometimes the actual loss to the School will be much greater. This rule is necessary to promote stability and the School’s ability to plan its staffing and other resources.

• Prior Consultation: It is expected that a Parent or Placement Authority will in every case consult personally with the Head Teacher before withdrawal notice is given.

• Withdrawal by Pupil: The Pupil’s decision to withdraw from the School shall, for these purposes, be treated as a withdrawal by the Parents or Placing Authority.

• Termination by the School: The School may terminate this agreement on one term’s written notice sent by ordinary post or on less than one term’s notice in a case involving expulsion or required removal. The School would not terminate the contract without good cause and full consultation with Parents, Student and Placing Authority (if of sufficient maturity and understanding), and would offer a Review of a decision to terminate.