HUNTERCOMBE HOSPITAL NORWICH SCHOOL

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Mission Statement

At Huntercombe Hospital Norwich School we aim to make each patient’s stay with us a positive experience, where the education provided here is as normal as possible, in what can seem a very abnormal situation. Where possible we aim to help the young people in our care see the value of education and the benefits it brings to them and society at large. We endeavour to help equip our students with the skills and knowledge to help them lead a happy and contented life in what can be a daunting and confusing world.

Index

Section PageSchool Information Contact Information 3

Our SchoolOur Staff

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Safeguarding 8Structure of the School Day 9Parents as Partners 11Admissions & AttendanceBehaviour & Expectations

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The CurriculumCurriculum 136th Form 18Learning and Teaching 19Assessment and Reporting

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Additional Suppot Needs

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Contact Information:

Huntercombe Hospital School NorwichBuxton Norwich

NR10 5RH

Email: hhnorwichschool@fshc.co.ukTelephone: 01603 277100

www.huntercombe.com

Proprietor:

Nick Rose, Head of Education Telephone: 01628 607455

Head Teacher:

Annabelle BoltonTelephone: 01603 277100

Designated Safeguarding Lead for Education - Annabelle BoltonDesignated Safeguarding Deputy for Education - Sally Budds

DfE registration number: 926/6011

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Our School

Huntercombe Hospital School Norwich caters for young people aged 12-18yrs in inpatient Child and Adolescent Mental Health Services (Tier 4 CAMHs). We are committed to and passionate about the learning and progress of our students. Staff and parents and guardians have high aspirations for our students and we aim to provide a high quality, relevant, balanced and accessible education that focuses on meeting the individual, personal and academic needs of all our young people while they are recieving hospital treatment.

Students are taught in small groups, with each individual following a mutually agreed learning plan. There is a motivational and positive atmosphere in the school rooms, which provide a familiar educational environment within the hospital.

We are an independent special school and we are in a very speicialised hospital environment. Every student is a valued and respected member of our community. We respond flexibly to the educational needs of every student, providing opportunities for students to follow their own special interests through and alongside their academic studies. We aim to support our students to nurture their self-confidence and self-esteem as they work towards the future.

Through strong partnerships with home schools and collaboration with the multidisciplinary team in the hospital, the school offers a caring and friendly learning environment in which students can maintain progress and regain confidence.

Annabelle Bolton, Head Teacher

Please note that whilst all information within this booklet is correct at the time of printing, it is possible that some items may change during the course of the year.

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Our Staff

Annabelle BoltonHeadteacherLink teacher to SKY Ward

Teacher of EnglishDesignated Safeguarding LeadDesignated Lead for Looked- afterChildren

Lena ArienDeputy Head TeacherTeacher of LanguagesTeacher of Philosophy & Ethics Link Teacher to COAST Ward

Eleanor LeverTeacher of Geography Teacher of PsychologyTeacher of Health and Social CareLink Teacher to SKY Ward

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Sally BuddsTeacher of Maths Designated Safeguarding Deputy

Sarah WoodTeacher of Drama & Performing Arts Teacher of PSHE

Juliet HaywardTeacher of Art

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Vikkie ShreadTeacher of Science Link Teacher to Rainforest Ward

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Safeguarding

“All children and young people have the right to be cared for and protected from harm and to grow up in a safe environment in which their rights and needs are respected. The welfare of children is paramount”.

Protecting children and young people is a priority for Huntercombe Hospital School Norwich. It is everyone’s job to ensure that children are kept safe.

All of our teaching staff recieve safeguarding training and professional updates, and are familiar with the safeguarding policy of the school. Due to the nature of our student group, many of our young people are already involved in safeguarding procedures such as Case Conferences. As such, all safeguarding issues and queries are passed to the Designated Safeguarding Lead or Deputy for Huntercombe Hospital School Norwich, and this is immediately shared with the Safeguarding Leads for the Huntercombe Hospital Norwich, following the Hospital's Safeguarding Policy.

All staff working within the School and the Hospital are subject to the DBS checks. Any guest speakers we include in the curriculum or contractors who may visit the site to carry out maintenance are escorted by DBS checked staff at all times. The Education Manager and the Head of Education for CAMHs have attended training on Safer Recruitment.

Designated Safeguarding Lead for Education - Annabelle BoltonDesignated Safeguarding Deputy for Education - Sally Budds

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Structure of the School Day

The School forms a large part of the activity programme within the hospital. Each young person recieves an individual timetable that reflects their agreed academic pathway. As well as school sessions and activities, the individual student timetable also has occupational therapy sessions and psychology sessions.

The school day reflects the usual routines of a mainstream school. We start at nine with form time as an opportunity to discuss any issues with teachers, talk about individual timetables or take part in activities. Lessons throughout the morining are for periods of forty-five minutes. We have lunch-break of an hour and another hour session after lunch.

Some of our sessions are open to all students. Some other sessions are timetabled as catch-up sessions. In these sessions, students can come to school to catch-up on any sessions they have missed. They will be supported by the teaching staff to work on any of their subjects.

We also have a range of changing activities form part of the weekly timetable. We have additional drama sessions with our local university drama students, singing group with our performing arts teacher and during the summer and autumn term, gardening sessions outside. We offer PE sessions once a week in school but are working with the wider hospital team to increase the amount of access that our students have to sport and exercise. We frequently run collapsed curriculum days to explore issues like prejudice and diversity, British values and e-safety.

The example timetable included below reflects the needs of the students and the additional opportunities available for one particular week. It shows the sessions for education only; there is a second seven-day timetable which operates from the ward showing sessions for occupational therapy and pscychology sessions as well as school. The timetable is updated and changed on a weekly basis according to changing needs and opportunities. The timetable will always offer more that the compulsory 22.5 hours specififed by the Department for Education.

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Monday Tuesday Wednesday Thursday Friday7.30-8.00 Wake up call/personal care Wake up call/personal care Wake up call/personal care Wake up call/personal care Wake up call/personal care8.00-8.45 Breakfast Breakfast Breakfast Breakfast Breakfast8.45-9.00 Morning Meeting Morning Meeting Morning Meeting Morning Meeting Morning Meeting9.00-9.15 Form time – all Form time - all Form time - all Form time - all Form time - all

9.15-10.00

PSHE KS3

Maths Yr11 A

Languages KS5

Maths Yr11 B

English KS3 AB

Philosophy and Eth-ics Yr 10

History KS5

Science KS3

History KS4

English Yr11 B AB

Languages KS5

English KS5 B CL

Science Yr11 A

English Yr11 B AB

Maths KS5 B

English Yr11 A AB

Science KS5 A

10.00-10.45

English KS5 A AB

Maths KS5 B

PSHE KS4

Languages KS3

Maths KS5 A

Languages Yr11 B

English Yr11 A AB

English KS3 CL

History KS4

Science Yr10

Philosophy and Eth-ics KS5

English KS3 CL

Science Yr11 B

Drama KS5 A

Science Yr10

Maths KS5 A

10.45-11.00

Break Break Break Break Break

11.00-11.45

English Yr11 A AB

Maths Yr10Drama KS3

Philosophy and Eth-ics Yr11B

Child development KS4

English Yr11 B AB

Languages Yr11A

Science Yr11 B

English KS5 B CL

Languages Yr11A

Science KS5 A

Drama KS4 A

Maths Yr10

Science KS5 B

11.45-12.30

English Yr10

Maths Yr11 B,Drama KS3

Philosophy and Eth-ics KS5

English Yr10

Child development KS4

Philosophy and Eth-ics Yr11 A

Science Yr11 A

English KS5 A CL

Languages Yr11 B

Drama KS4 A

Science KS3

Additional English KS4 CL

Science KS3

ICT Open Ses-sion

12.30 – 1.30

Lunch Lunch Lunch Lunch

1.30-2.30 Maths KS3

Geography inde-pendent study

Additional English KS4

Drama KS5 A

Languages Yr10

History KS4

Maths Yr11 A

Catch up session –

Science KS5 A

Child development KS4

Catch up session –

Performing ArtsAll

Catch up session –

Additional English KS5

PE Open Session 1.30 – 3.30

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UEA Drama Project Open Session1.30 to 4.00

Singing Group2.30 -3.30

Example Timetable

Parents and Guardians as Partners

At Huntercombe Hospital Norwich School we value the role of parents and guardians, and aim to keep them involved with their child's progress, and in decisions about their education and strategies that will help them make a successful transition back to school or an alternative education pathway.

We meet parents and guardians regularly at Care Programme ApproachMeetings, and individual meetings can be arranged with the link teacher when necessary. We are happy to keep up telephone contact and are always happy to hear from parents and guardians who want to discuss their child’s education.

Each student has a link teacher who is their key contact in the school. Link teachers will keep parents informed of their child's progress with their education, and will aim to call parents at least monthly to give them updates. Link teachers are also responsible for liasing with other schools and community teams to work towards a student’s reintegration into an appropriate education pathway.

We hold regular community events in school to which parents and guardians are invited by letter. Over the last two years we have held a Christmas panto, talent Shows, drama productions and fetes. Upcoming events include the May Ball and Summer Fete.

For details on how to access our Complaints Procedure, Education Policy, Code of Conduct, Behaviour Management Policy, Bullying & Cyberbullying Policy, Health and Safety Policy or Accetable Use Policy for the Internet please contact us.

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Admission and Attendance

Following admission to hospital we allow a week to settle into the hospital environment. Provided they are in a position to engage they will then be expected to attend all lessons unless they have a hospital appointment.

All of our students remain on the roll of their own Local Authority. Each student is assigned a link teacher who liaises with the home school in order to establish an educational and social history, discuss a suitable learning plan, and co-ordinate a transition out of services and back to school.

Due to the nature of our student body within the hospital, we are flexible around attendance to accomodate physical and therapeutic treatments. Hospital Appointments are made in laision with the school, and the balance between attendance and appointments is review at the weekly Clinical Team Meeting (CTM) to ensure the needs of the young person are met.

Non attendance to school is also discussed at the Clinical Team Meeting (CTM), and informs strategies for the link teacher to discuss with the young person to address this. If necessary the Clinical Team Meeting will make a medical decision to sign the young person off school for a period.

Communicable/Infectious Diseases

When students are off school because of sickness or diarrhoea, they should remain on the ward and not return to school for 48 hours after symptoms have passed. Students must be kept off school for a period of time where they have an infectious or contagious disease. These include common ailments such as impetigo, conjunctivitis, chicken pox etc.

Behaviour and Expectations12

Positive Behaviour Management is a vital component in helping Huntercombe Hospital School Norwich to achieve its aims and values. Our behaviour management also provides our students with the boundaries and rules that they need in order to fulfil their potential and contribute to the wellbeing of others. The aim of the school is to provide an atmosphere of mutual respect and collective responsibility.

We aim to provide a safe and pleasant environment for all the community, where individuals are treated with respect and consideration. To make this possible students and staff are asked to follow our expectations:

Staff and patients/students should conduct themselves in a manner as not to disrupt or hinder the activities within the class room. This code of conduct should extend to all school based activities, including school trips.

Staff and students will treat each other with respect and sensitivity. Students should know and be aware that the teaching staff are at all

times are acting in regard for their welfare and safety within the school environment.

Students are asked to be considerate and understanding of peer’s difficulties within the hospital environment.

Any behaviours creating difficulties in delivering education or for education to take place, should always be dealt with in a sensitive manner.

Some behaviours in a psychiatric setting are going to be tolerated, more so than in a mainstream setting, medication for example has an effect on patients interaction with peers and staff.

There are no punishment or disciplinary procedures in this school for antisocial and disruptive behaviour, other than the withdrawal of the patient from the classroom.

Ofsted say ‘the behaviour of pupils is outstanding. With the comprehensive assistance of hospital staff, who are often required to

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accompany them, pupils behave very well in the classroom‘.

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"I'm achieving some pretty awesome things now and I know that if I hadn't had the support of the educational team

there, I wouldn't have achieved half as much."

What others have said

“Teachers are helpful

and friendly”

“Easier environment to work in”

"They have faith in you, even if you

don't yourself"

“Our daughter would not have been able to get

through her exams without the support and expert tutition she recieved whilst at Huntercombe"

"Thank you for all your help

with getting our child into an appropiate education

setting"

"and the support they gave me was

crucial to help me

cope"

“Teachers do not put

pressure on students”

CurriculumHuntercombe Hospital School Norwich offers a broad and balanced curriculum aimed at creating an educational experience that prepares students to return to their home school or to progress on an alternative educational pathway as a confident individual, a responsible member of their community, a contributer and an independent learner.

Our students represent a very wide range of abilities and backgrounds, coming from Schools all over England and Wales, and as such have a variety of exam boards and learning expectations from their own schools. In response, our curriculum provides a number of pathways that young people can follow, and we maintain active Schemes of Work for the National Curriculum.

Many of our young people have been long-term school refusers or sporadic attenders for a variety of reasons prior to admission, and our school provides a safe and effective route back into education. Many of our students begin to engage with education with us in a way they have not previously experienced. With our support, they begin to think about the future as a place where they may have the capacity to begin to work towards goals they have set themselves. We aim to enable all our students to see education as one of the tools that will help them achieve the skills, stability and satisfaction they want in the future.

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At Keystage 3 students follow our timetable and when appropiate complete their own school work under the supervision of the subject teacher.

At Key Stage 4 our specialist teachers will support students work from their own schools as well as delivering lessons appropiate the syallabus to art sub-jects through liaison with the students’ own school. The Key Stage 4 courses, especially GCSE, allow for progression and reward of attainment, which can be incredibly important to a young person experiencing poor mental health.

Our teaching styles and approaches to learning are about allowing our students to experience joy, friendship, effective contribution and responsibility.

Students who are disengaged with school can complete short AQA units in Lit-eracy and Numeracy. AQA unit awards are also used to re-engage and boost confidence.

KS5 work more independantly with guidance from our specialist teachers, students follow work set from their college/school and have access to their VLE. For students who are not enrolled with a college/school we suggest joining Y11 Maths and English lessons if they have not achieved at least a C grade at GCSE or subjects they didn‘t study in KS4. For those this doesn’t apply to we will look for other acredicated courses that they are interested in.

Literacy across the curriculum:Whatever the subject area, your child will be:

• Engaged in talking together to deepen their learning and thinking.• Writing clear explanations• Communicating information or opinions Taking account of others’ points of view or alternative solutions and re-

sponding in ways appropriate to role and demonstrating the ability to contribute, reflect, clarify and adapt thinking.

For students on our PICUs the lessons are planned for the whole group which ranges from KS3 to KS5, differentiated work is provided. Students follow an ILP and some will have and indivual tiimetable and not attend all sessions. When appropiate a timetable will be put together with the link teacher and MDT for the student to attend some of the Manor school timetable.

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PSHE - Principles of Personal, Social, Health and Citizenship, SMSC development are incorporated into all of our teaching strategies and combined with learning objectives across the subject areas. Citizenship education helps to provide students with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster students’ keen awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip students with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions.

acquire a sound knowledge and understanding of how the United King-dom is governed, its political system and how citizens participate actively in its democratic systems of government

develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced

develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood

are equipped with the skills to think critically and debate political ques-tions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs

celebrating the diversity of our own community and our place in the wider world

promoting equality and fairness while developing informed and ethical views

developing an understanding of how we can all take responsibility for protecting and conserving our planet

Spiritual, moral, social and cultural development (SMSC) and British values

democracy the rule of law individual liberty and mutual respect tolerance of those with different faiths and beliefs

This is promoted in our Citizenship, R.S & PSHE curriculum and is also ev-ident in other subject areas and in our school rooms.

Sex & Relationship Education (SRE)

The Department for Education (DFE) requires Sex Education to be 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 part of the framework for Personal Social Health Education 17

(PSHE) dealing with many aspects of growing up. Parents have the right to withdraw their children from sex and relationship education lessons, should you wish to discuss the matter with me you are welcome to do so, I am more than happy to share the teaching materials and content with you. This also includes keeping ourselves safe in relationships and when using technology.

What do Ofsted say about our school and students?

Our Ofsted report states that ‘pupils make outstanding progress in their personal development, behaviour and welfare because school support is highly effective and forms and integral part of each pupil’s therapeutic programme.’:

‚Teachers have high expectations of what pupils can achieve and show perseverance and flexibility in how theyrespond to a wide variety of needs.‘;

‚Consistently, in a range of different subjects, pupils are required to be 18

reflective, and thispromotes their spiritual, moral, social and cultural development very well.‘;

‚Every opportunity is taken to encourage pupils to be aspirational for their future education.‘;

‚All groups of pupils make good progress from their starting points, including those who are disadvantaged and those who have special educational needs and/or disability.‘.

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Sixth Form Provision

At Huntercombe Hospital Norwich we encourage our sixth form to have a positive attitude to learning and provide good role models for the younger students.

We support our students with their A'level and further education qualifications at school or college. This involves detailed communication with the institute offering the qualification, and we support the student to take responsibility for their own learning.

Our sixth formers have more responsibilty for their own learning than younger students. Many use our IT facilities to login to their own college or school website to continue distant learning.

All of our sixth formers can attend taught lessons linked to their ILP, often giving them the opportunity to be in a subject they did not do at KS4. If they have not achieved Maths and English GCSE at C grade they are encouraged to join the sessions so they can work towards sitting the GCSE.

Many of our sixth formers have successfully completed their exams with us and gone on to university or other further education establishments.

What do Ofsted say about 6th Form provision?

Our Ofsted report states that:In common with other pupils in the school, post-16 learners are encouraged effectively to develop ambition and confidence for their futures and to grow in resilience and perseverance. Conversation with learners showed a good degree of ambition and a determination to continue in education and training. They also spoke of feeling secure and well cared for.

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Learning and Teaching

Our teaching methods recognise and reflect that each young person is an individual with their own aspirations, aptitudes, and reasons for being in hospital. We aim to develop each young person to their full potential. We use a variety of teaching methods to cater for a range of learning styles. We believe in active learning for all students at all stages with children fully engaged in thinking. In promoting active learning, we recognise the importance of ensuring that learning experiences are stimulating and challenging.

We aim is to make learning relevant and meaningful and to promote enthusiasm for life-long learning. Not all students do the same work at the same time; within any class the teacher will regularly allocate tasks that are set at different levels of difficulty. The aim is to challenge all students but at the same time give them work that is within their capabilities so that each young person experiences success.

On transition back from our service back to their own school or to other routes, the aim is that each young person will have developed at their own pace, with an awareness of their own potential.

Through the use of Individual Learning Plans, individual lesson ratings (did I meet my objective?), and learning dialogue sheets, the students are involved in setting their own targets and planning next steps in learning. For further information on specific aspects of learning, please contact your child’s link teacher in the first instance.

Through our holistic approach providing for the emotional, physical and social needs of all, we ensure an atmosphere of trust and respect of everyone in a safe and inclusive environment.

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Assessment and ReportingTeachers carry out continuous assessment as part of their daily practice to ensure that learning activities are meeting the needs of their students and extending and developing learning. Assessment information is used to track student progress, inform planning, direct future learning and teaching activities and for reporting purposes. The overall purpose of assessment is to support learning.

Huntercombe Hospital School Norwich uses a variety of formative assessment techniques in inform teaching and enable students to recognise and respond to their own progress as learners. This applies to all students, regardless of ability and ensures that opportunities to progress and achieve are fair and inclusive.

Formative Assessment includes:• Sharing learning objectives, success criteria, ideas and expectations• Promoting creative thinking skills by using quality questioning techniques• Giving constructive feedback to students which is focused on making next steps for improvement • Assessing what children Make, Say, Write and Do and planning teaching activities to support future learning

Link teachers record students Mental Functioning in Education on addmission and then weekly. Students will have an education report written for their CPAs. National advice outlines that for learners to demonstrate that their progress is secure and that they have achieved a level, they will need opportunities to show that they:• Have achieved a breadth of learning across the experiences and outcomes for an aspect of the curriculum• Can respond to the level of challenge set out in the experiences and outcomes and are moving forward to more challenging learning in some aspects• Can apply what they have learned in new and unfamiliar situations

Students are also encouraged to self and peer assess, and recognise their own strengths and learning needs. Teachers set realistically challenging targets for their students, helping to ensure that the pace of learning is appropriate. More formal assessments are also carried out. These are usually provided by the student‘s Home School, for the purposes of assessing the young person in line with their peer group at home.

We are a registered exam centre and students can complete coursework and formal examinations with us.

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Support for LearnersAdditional Support Needs

All of our young people are in inpatient Child and Adolescent Mental Health Services. Each student recieves a Individual Learning Plan, and other professionals may be consulted in order to help identify and meet the specific needs of those requiring additional support. Other professionals include the staff team from the students' own schools, especially the guidance and support for learning departments, doctors, therapists, nurse key workers, and psychologists.

As students in a hospital school, we feel that all our students need and must be offered every opportunity to make progress while attending our school. We will arrange for additional sessions to develop literacy and numeracy sessions for students willing to engage in extra support. For some students, we will plan a specific intervention strategy to support their additional needs. All our students are treated as unique individuals, each with their own specific educational needs. We work as a team with the wider hospital community to meet those needs.

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