Mission Statement
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- Ashgrove School Sully Road, Penarth, Vale of Glamorgan CF64 2TP
- Accommodation/Facilities
- Attendance Figures - September 2007 – July 2008
- Admission Arrangements
- The School Charter
- The Parents’ Commitment To
- TEACCH Programme
- Positive Behaviour Management
- Equality of Opportunity
- Religious Education
- Parents Meetings
- Parental Visits to School
- The Parents and Friends Association
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To provide the pupils in our care with the skills and knowledge to enable them to lead full, active and independent lives according to their capabilities. Aims of Ashgrove School The aims of Ashgrove School are:
Ashgrove SchoolSully Road, Penarth, Vale of Glamorgan CF64 2TPTel 029 20 704212/20 704841 Fax 029 20 701945 Email: AshgroveS@valeofglamorgan.gov.uk Website: www.ashgroveschool.org.uk Headteacher Mr C. D. BrittenChairman of the Governors: Mr. T. Exell The aim of this prospectus is to give parents information about Ashgrove School as required by the current Welsh Office regulations. This prospectus can be provided on request in a translated form. Please contact the school if a copy is required in any language other than English. Ashgrove School is a special day/residential school for children with autism from nursery age through to secondary age. Ashgrove School Holiday Dates 2009/2010
Tuesday 1st September 2009, *Monday 19th and Tuesday 20th July 2010 will be designated INSET days. Christmas Day Friday 25th December 2009 Good Friday 2nd April 2010 Easter Monday 5th April 2010 Bank Holidays Monday 3rd May 2010 Monday 31st May 2010
The School DayThe school is open for 190 days per year. The school day starts at 9.00 am. and ends at 3.30pm. All pupils have a 15 minute break in the morning. Pupils have a lunch break from 12.00 until 1.00 pm. Residential Facilities Currently Ashgrove School provides residential places for up to 14 pupils in modern pleasantly decorated accommodation. The accommodation consists of two three bed roomed houses and two four bed roomed flatlets. Each area has its own lounge, kitchen and dining area and each pupil has their own bedroom. Great emphasis is placed on making the children feel at home. Children are encouraged to personalise their bedrooms with personal effects such as toys, pictures and photographs brought from home. Each area has its own team of childcare officers and for the majority of the time children are supported on a 1:1 basis. A team of staff, some who are on duty all night and others who ‘sleep in’, is available to support pupils at night. The Head Teacher and the Deputy Head Teacher are available in the case of emergencies. All pupils in residence have an individually prepared care plan which focuses on areas for development. These plans are prepared by childcare staff in consultation with school staff and parents. Care plans are reviewed on a regular basis. Independence and life skills are encouraged and developed through a range of activities including outings to leisure centres, libraries, cinemas, cookery, craft and keep fit. Staff hold daily meetings to discuss children’s progress. Close liaison exists between the staff working with the children during the school day and care staff and to ensure continuity and progression. All staff are trained in areas such as child protection, positive behaviour management, first aid, P. E. C.’s, and working with children with autism. Training is regularly updated and is ongoing. The residential provision is inspected on an annual basis by inspectors from the Care Standards Inspectorate of Wales. Reports of the previous inspections are available on request from school. The Care Standards Inspectorate can be contacted at: Care Standards Inspectorate for Wales Vale and Valley Regional Office Unit 4/5 Charwood Court Heol Billingsley Parc Nantgarw Nantgarw
CF15 7QZ Tel: 01433 848527 The provision is also monitored by the Local Authority and unannounced visits to inspect provision is undertaken by representatives of the local authority take place on a regular basis. StaffingHighly motivated and experienced teaching staff are supported in the classroom by nursery nurses, teacher’s aides and child care staff. There is a favourable staff - pupil ratio which maximises opportunities for one-to-one working where necessary. Full advantage is taken of inset days and courses organised by the L.E.A. and other providers to ensure that staff training and awareness of new developments is a priority. The local health authority provides specialist speech and language therapy support in school. The therapists work closely with staff, in and out of the classroom, to ensure consistency and continuity. A music therapist works for one day a week. Headteacher Mr C. D. Britten Deputy Headteacher Mr H. G. Roberts Assistant Headteacher Mrs J. Watts
Mrs C. Hartland Mrs. E. Carver Mrs. T. Comerford Mrs. R. Jenkins Mr D. Jenkins Mr. C. Marsh Miss E. Rowe Mrs N. Morgan Mr. P. Russ Miss C. Sourlis Mrs. K. Doorbar Mrs. J. White Miss S. O’Mahony Mrs K. Cole Miss L. Kirby Miss A. Yarr Miss C. Mullins Mr W. Murphy
Miss T. Lewis Miss E. Barclay Miss S. Andriola Miss Z. Britten Ms N. Britten Miss L. Stafford Mrs. T. Clemett Miss S. Cooper Miss J. Kingston Mrs. S. Fox Mr I. Liddiart Mrs N. Burton Mrs C. Galea Miss C. Fitzgerald Miss L. Paynter Mrs L. Carpenter Mrs M. Flanagan Miss A. Baird Miss B. Jones Mr. D. Howell Ms. F. Ibrahim Miss J. Kingston Mrs. P. Kingston Mr J. Tilley Miss M. Lester Miss S. Lewis Mrs L. Barrett Ms K. Osborne Mrs E. Palmer Miss K. Angove Mr C. Campbell Miss K. Coombs Miss R. Coombs Mrs E. Parry Miss C. Savage Miss C. Coughlan Mrs S. Gray Miss A. Williams Miss T. Davies Mrs L. Emery Mrs C. Galea Miss A. Guy Mr D. Howell Mr N. James Mrs C. Lyle Mr B. Milne Mrs C. Moreton Miss S. Pietzka Mrs D. Rees Miss L. Williams Miss C. Sellars
Mrs S. Summers Child Care Staff Ms D. Ellis (Deputy Head of Care) Mrs J. Eady Miss S. James Mrs K. Sullivan Miss A. Roderick Mrs M. John Mrs N. Dredge Mrs S. Hartland Miss K. Sullivan Mrs S. Horwood Ms M. Stringer Mrs L. Perkins Mr N. Donnelly Miss K. Walters Mr J. David
Mrs R. Webber Mrs H. Raby
Mrs J. Mullis Miss N. Harrison Miss H. Makepeace Miss E. Logan Mrs M. Davis (Assistant) Music Therapist Mr. C. Jones Cook Ms E. Elson / Mrs C. Rego Caretaker Mr. A. Purnell Health Care The school has a medical officer and a nurse who visit on a regular basis. Illnesses and minor injuries occurring during the school day are dealt with by qualified first aiders on the staff. Parents are informed immediately of any illness or accident occurring in school. Parents should contact school if they have concerns about their child’s health. Medicines will be administered by staff but only if written parental consent is given. Tablets and medicines should not be entrusted to children to bring into school but should be given to the bus escort/driver to hand over to a member of staff on their arrival at school. IntegrationIntegration programmes are well developed at local primary schools and at St. Cyres Comprehensive School. The individual needs of each pupil are carefully considered before an integration programme is considered. Pupils are integrated with support where this is necessary.Outreach Support Staff from Ashgrove School are involved in an outreach programme supporting children with autism in local schools. Careers Education, Guidance and Work Experience Careers education, guidance and work experience is an important curricular area within the whole school environment. Pupils with special needs can, for various reasons, have limited experience of the outside world and this may influence these pupils’ awareness of and attitudes to ideas about work and careers. It is our aim to ensure that all pupils receive a programme of guidance which will prepare them for further education, training, employment and life as an adult member of society. All pupils will be encouraged to look outwards into life after school and to recognise the need to develop personal qualities and to develop a sense of social responsibility. Careers education, guidance and work experience plays an integral part in developing the person as a whole. All pupils, according to their ability and level of maturity will have the opportunity to follow a programme in careers education, guidance and work experience. Destination of School Leavers In July 2007 eight pupils left Ashgrove School at the end of the academic year all of them took up placements at college. External Examinations In Ashgrove School we are able to offer Certificate of Educational Achievement courses in a range of subjects, including geography, English, mathematics, science, art, food skills and design technology. We also offer General Certificate of Education courses in mathematics, art and other subjects as appropriate. Students are also entered for the A.S.D.A.N award scheme. Examination courses are not necessarily offered to all pupils but are dependent on the abilities and needs of the individual pupil. Attendance and Punctuality Attendance at school is a legal obligation and school attaches great importance to both the attendance and punctuality of pupils. Parents will no doubt appreciate that these are good habits which are essential for their child’s progress and for the continuity of education. There are National Assembly regulations for the recording of pupil absences and whether these absences are “authorised” or “unauthorised”. Parents should notify school on the first day of absence either by letter or telephone. Written confirmation of the absence should accompany the child on his/her first day back. These procedures ensure that your child is marked as “authorised absent” on the register. Where there is no note your child will be marked as being absent without authority. Persistent unauthorised absences could lead to the involvement of the education welfare officer. Attendance Figures - September 2007 – July 2008Percentage of unauthorised absence: 1% Holidays Within Term TimeIf a pupil’s attendance is normally good, permission may be given for an absence of up to two weeks during term time for family holidays which cannot be taken during the school holidays. Parental requests should be made in writing or by telephone beforehand. It is hoped that such requests will be made only in unavoidable circumstances and especially not at examination times. Admission ArrangementsParents of prospective pupils are always welcome to visit school by prior arrangement with the head teacher. In the majority of cases children admitted to Ashgrove School have a statement of special educational needs which indicates that the child would benefit from a place at Ashgrove. Some children are placed at Ashgrove for assessment. These children may then be offered a place following consultation with parents, the pupil support service and the child’s local education authority if this is not the Vale of Glamorgan. Only children with a diagnosis of autistic spectrum disorder will be considered for placement at Ashgrove. Once admission has been agreed arrangements for a starting date are made by the head teacher in conjunction with the pupil support service and parents. TransportEach child is transported into school by either taxi or minibus. The responsibility for organising transport lies with the child’s own local education authority. School will attempt to deal with transport problems, but if we are unable to resolve the problem parents will be advised to make personal representation to their L.E.A.’s transport officer. General Appearance School rules exist to ensure the safety and well being of all pupils. There are strict rules for the wearing of jewellery. Girls may wear one small ring and a plain neck chain under their blouse. Children with pierced ears may wear studs or small sleepers (one pair only) - no hoops or drops are allowed. Both boys and girls may wear a wristwatch. No make-up or nail varnish is allowed. School Uniform School uniform is optional. The following is a detailed list of the recommended items and styles of clothing. Boys Girls Black or grey trousers Black, navy or grey knee length skirt Blue or white shirt or pinafore Blue polo shirt with school logo * Blue or white blouse Black, navy or grey pullover Blue polo shirt with school logo* Navy blue sweatshirt with school logo* Black, navy or grey pullover or Plain black or grey socks cardigan Plain black shoes Navy sweatshirt with school logo* Black, grey or white socks Black flat heeled shoes CoatsPlain navy or black topcoats, anoraks or windcheaters Navy blue fleece with school logo* *All obtainable from the school office. P.E. Kit Black swimsuit Black tracksuit Navy or black shorts (Winter) White T-shirt White shorts (Summer) Training shoes (not black soled) All items of uniform should be clearly marked with the owner’s name. The School CharterThe successful education of each pupil depends upon a three way partnership between pupil, parent and school. Each has rights and responsibilities which should be agreed. The School Commitment - to provide:
The Pupil’s Commitment - to:
The Parents’ Commitment To:
The CurriculumThe school curriculum aims to be broad, balanced and relevant to pupil needs to help each child realise his/her maximum potential. Our aims are to:
So that these aims may be fulfilled Ashgrove School has established an environment within which teaching and support staff, specialist speech and language therapists, advisory colleagues, medical officers, psychologists, parents and governors can work together to promote the interests of each individual pupil. The curriculum includes the National Curriculum and religious education. It is the responsibility of the governing body and all staff to ensure that this is secured and delivered within the distinctive nature of this all age special school. The National Curriculum forms the basis for the school’s planning and the teaching and learning which occurs in all subjects. Where it is appropriate, taking into account the special needs of the pupils, the school ensures that pupils receive their full entitlement to the National Curriculum. The curriculum also includes the full network of experiences on which individuals draw within the educational environment. It includes planned and structured learning programmes as well as collective worship and the incidental experiences which occur as part of the daily life and routine of the school. In addition to this are the attitudes and values known as the “hidden curriculum” which pupils learn from both adults and peers and which are fundamental to their learning and development. It is acknowledged that the curriculum encompasses all these elements in order to offer pupils an education for life in which all pupils are enabled to reach his/her full potential. The school also endeavours to accommodate within the delivery of the curriculum the special needs of the pupils in its care. For our pupils we recognise that autism is a developmental disorder consisting of a triad of impairments:
We also accommodate the particular style of pupils with autism acknowledging:
Curricular organisation and delivery varies from class to class. Underpinning the delivery of the curriculum in all areas however is the use of the TEACCH philosophy. There is therefore a high emphasis on individual programmes but opportunities for group and whole class working are not ignored. We aim to ensure continuity and progression across the curriculum and this is achieved using a variety of methods. All teachers are involved in planning and teaching the curriculum. An overall scheme of work for each subject is developed by the subject co-ordinator in collaboration with the class teacher. Weekly staff meetings are held to discuss aspects of the curriculum and ensure consistency of approach and standards. Complaints Procedure (Curricular and Worship) The 1988 Education Act requires that schools establish a complaints procedure for parents on matters relating to the National Curriculum and collective worship. A copy of the complaints procedure is available at the school. Complaints under the procedure are concerned only with the actions of the governing body. TEACCH Programme(Treatment and Education of Autistic and Related Communication Handicapped Children) It is the policy of Ashgrove School to incorporate elements of the TEACCH programme into the curriculum. The individual needs of the child will dictate which elements of the programme will be used with that child. All teaching and support staff working with children with autism undergo training in the TEACCH system and parents are invited to visit school to learn more about the programme. The primary aim of the TEACCH programme is to help to prepare people with autism to live or work more effectively at home, at school and in the community. Special emphasis is placed on helping people with autism and their families live together more effectively by reducing or removing “autistic behaviours”. The principles and concepts guiding the TEACCH system have been summarised as:
Positive Behaviour ManagementWithin Ashgrove School we use a positive behaviour management approach. The aims of this are
Parents are very welcome to come into school to learn more about the positive behaviour management approach. Equality of OpportunityThe governors of Ashgrove School uphold a policy of equal opportunity and reject discrimination against anyone on the grounds of race, religion, gender or ability. They are pledged to maintain this policy for all staff and pupils within the school and for anyone involved with the activities of the school. Sex EducationSex education is included within the personal and social education and science programme and covers the normal emotional, social and biological aspects of personal relationships. Children are taught an awareness of their own bodies, personal hygiene and are helped to behave appropriately in social situations. The school’s smaller groups and less formal atmosphere allow for informal discussion and teachers are available for individual counselling where necessary. Parents are encouraged to visit school to discuss matters concerning their child’s sex education programme. Religious EducationAshgrove School has no affiliation with a particular religious denomination and the programme of study follows that recommended by the L.E.A. The ethos of the school is based on mutual trust and respect for others and the establishment of positive attitudes plays an important part in school life. Much of the work in this area is achieved by personal example in providing a trusting and caring environment. Assemblies and religious education themes provide more formal opportunities for children to develop an awareness of and respect for the different religious and spiritual denominations in life. Parents have the right to withdraw their children from assemblies and/or R. E. lessons. P.E. and Sports All pupils are actively encouraged to participate in a variety of disciplines and sports such as football, netball, cricket, rounders and baseball. There is a variety of P. E. equipment, climbing frames etc. available. BullyingAll children placed at Ashgrove School are entitled to an education free from humiliation, oppression and abuse. Education is a compulsory experience and it is therefore the responsibility of all staff to ensure that it takes place in an atmosphere which is caring and protective. Parents should feel confident that when they send their children to Ashgrove they will be protected from bullies. Bullying may be defined as a wilful, conscious desire to hurt, threaten or frighten somebody physically, verbally or mentally. The purpose of an anti-bullying policy is to ensure that:
Guidelines:
Charging Policy School supports and actively encourages all activities and visits which broaden and enrich the curriculum and school life. No charge may be made for participation in trips and visits undertaken in school time (or outside school time if in pursuit of the National Curriculum, a prescribed examination syllabus or statutory duties relating to R.E.), but the school may ask for voluntary contributions towards the cost of entry etc. Inability or refusal to make such a contribution will NOT preclude a pupil from participation but where the activity cannot take place without sufficient voluntary contributions this will be made clear in the letter. In all other cases of out of school activities other than those mentioned in the first paragraph there will be a charge and parents will always be given details of the charges in advance. All out of county trips and visits involving a voluntary contribution will require written parental consent. Parents MeetingsIt is important that parents are kept fully informed of the progress of their child through the school. Parents evenings are held for all pupils at least once a term. The dates for these evenings will be published at the beginning of each term and a letter will be sent to parents before the meeting takes place reminding them of the time and date of the meeting. Parental Visits to SchoolThe school applies an “open door” policy and parents are welcome to come into school at any time throughout the day or evening in the case of pupils in residence. The headteacher will see parents at most times, but because of his many commitments a pre-arranged appointment is advisable. The Parents and Friends AssociationThe parents and friends association is a registered charity which supports the work of the school by fund raising and organising social events. Since the formation of the P.F.A. many children and parents have benefited directly from its work. In these times of economic necessity school could not flourish without this good will and practical help. A well supported P.F.A. enhances the ethos of the school and helps to contribute to a good rapport between parent, child and teacher. It is hoped that parents will find it possible to take an active interest in the association and help wherever they can by supporting the activities arranged. The committee meets on a regular basis and everyone is welcome to attend. An annual general meeting is held to which all parents are invited and notification of this, as with all functions, is sent home in the weekly newsletter. The committee is always glad to hear from parents who would be willing to assist in their work. The committee can be contacted via school. Newsletter A weekly newsletter is sent home with pupils each Friday. This contains details of the work the children have been doing in school that week, notices of forthcoming events and in service training days. Smoking Ashgrove School has a no smoking policy and smoking is not allowed anywhere on the school premises. Speech and Language Therapy in Ashgrove School
The Speech and Language Therapy Team at Ashgrove currently consists of three specialist therapists with a total of 21 sessions per week within the school. They are: Mrs. Julie Mullis, Dip CST, Cert RCSLT, MA(Autism) Clinical Lead Specialist Speech and Language Therapist (ASD) Julie qualified as a speech and language therapist in 1984. She has worked as a specialist with children with autism since 1998, having previously worked as a specialist with children with specific speech and language disorders. She has 5 sessions allocated to Ashgrove and is generally in the school every afternoon. She also works as part of the Cardiff & Vale Autism Diagnostic Team, visits children with autism at home and in mainstream schools, is a founder member of the Cardiff and Vale NAS EarlyBird Parent Programme team, and is a Royal College of Speech and Language Therapists adviser on autism. Miss Lynette Hutchings, BSc(Hons) Human Communication(SLT), Cert RCSLT Specialist Speech and Language Therapist (ASD) Lynette qualified as a speech and language therapist in 2001. She started to work as a specialist with children with ASD in Nov’03, having previously worked in community clinics with children with a variety of communication difficulties. She works full-time in Ashgrove. Mrs. Jane Hanna. BSc(Hons) Speech & Language Therapy, Cert RCSLT Specialist Speech and Language Therapist (ASD) Jane qualified as a speech and language therapist in 1998. She started work as a specialist with children with ASD in Nov’04 and has previously worked with children with Asperger’s Syndrome in mainstream school, children with ASD in units, and with children with other communication difficulties. She has 6 sessions per week allocated to Ashgrove School and 4 sessions to The Hollies School (ASD Department). All therapists can be contacted on (029) 20710024 Julie Mullis (Apr. 2005) C We have a statutory duty under the Children Act 1989 and the Education Act 2002 to safeguard and promote the welfare of children. hild Protection Policy Statement “We at Ashgrove School are committed to practice which protects children from harm. Staff and volunteers in this organisation accept and recognise our responsibilities to develop awareness of the issues which cause children harm” “We will endeavour to safeguard children by:
We are also committed to reviewing our policy and good practice at regular intervals”. The member of staff responsible for child protection is Mr H. G. Roberts Health and Pastoral Care The school has policies covering the health and welfare and pastoral care of all pupils and these are obtained from school on request. Useful Addresses & Telephone Numbers Care Standards Inspectorate For Wales Vale and Valley Regional Office Unit 4/5 Charwood Court Heol Billingsley Parc Nantgarw Nantgarw
CF15 7QZ Tel: 01433 848527 Vale of Glamorgan Finance Department Civic Offices Holton Road Barry
CF63 4RU Tel: 01446 709100 Cardiff Education Department County Hall Atlantic Wharf Cardiff
CF10 4UW Tel: 029 20872000 Newport Education Department Civic Centre Newport South Wales NP20 4UR Tel: 01633 656656 Vale Social Services Haydock House Holton Road Barry
Cardiff Social Services County Hall Atlantic Wharf Cardiff
CF10 4UW Tel: 029 20873866 Newport Social Services Civic Centre Newport NP20 4UR
Speech & Language Therapy for Children with Autistic Spectrum Disorders - Information for Parents Autism is a Pervasive Developmental Disorder. This means that it affects all aspects of the child’s functioning including communication, socialisation, behaviour and learning, not just speech and language. Intervention for communication difficulties cannot, therefore, be addressed in isolation. Children with autistic spectrum disorders (ASD) have difficulties with communication, social interaction and the ability to think flexibly and imaginatively. Speech and language therapists can help children develop skills in these areas by: - carrying out an assessment of the child’s abilities and needs. This will consist of gathering information regarding any previous assessments or treatment, observing the child, discussion with the classteacher and parents, and formal and informal assessments as appropriate. - liaising with the classteacher and parents in setting short term targets. - advising teaching staff and parents on how to achieve the targets. - monitoring progress on a regular basis and updating targets as necessary. - providing written reports, for example, for the annual review.
This model of service delivery is sometimes referred to as ‘consultative’. It does not mean that the speech and language therapist will never have direct contact with children. Direct contact may be needed in order to assess children, to demonstrate how teaching staff or parents can work on particular targets, or to monitor and assess progress, but it is not effective for regular therapy/teaching to be delivered by a therapist. The ‘consultative’ model of therapy, therefore, ensures that everyone that comes into contact with a child is delivering therapy to that child in a meaningful way throughout the day. This method of working with children with ASD is encouraged and supported by the Royal College of Speech & Language Therapists (1996). It is also advocated by the government health and education departments: “There is an emphasis on the interventions adopting the indirect model where the SLT shares their knowledge and findings with staff who work with the child rather than concentrating on individual one-to-one therapy” (DfES & DoH, 2002). “Most early years staff, working with children with ASDs, should be working alongside a speech and language therapist (SLT) with expertise in ASDs. Their role is to help early years staff make the appropriate assessments and plan and monitor the programmes put in place. There is no point in SLTs working in isolation with children with ASDs, although some parents may believe that this is what ‘speech and language therapy’ means and may press for their child to have individual time with the SLT. That can be useful, especially at the beginning, to assess the child’s understanding and formal production, but the child needs to understand about communication in real meaningful contexts, or any skill will remain an isolated ‘trick’. SLTs need to work across home and school settings to monitor the agreed programme and to maximise the child’s opportunities to learn.” (Rita Jordan, 2002) Mrs. Julie Mullis, M.A.(Autism) Clinical Lead Specialist Speech & Language Therapist (ASD) RCSLT Adviser on Autism Cardiff & Vale NHS Trust Julie Mullis. June 2005 Download 124,5 Kb. Do'stlaringiz bilan baham:
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