About the School Mission Statement 3
Special Educational Needs 4
Medical and Therapy Provision 5
Occupational Therapy 6
Speech and Language Therapy 6
Outreach and Support Assistive Technology Assessment Service 6
Professional Development and School Support 6
The Curriculum PMLD Department 7
Primary Department 7
Secondary Department 7
Religious Education and Collective Worship 8
Sex Education 8
The Arts 8
Careers Education, Guidance & Work Experience 9
General Information School Hours 9
School Uniform 10
School Meals 10
Parents‟ Evenings 11
Clubs, Societies and Activities 11
Old Scholars‟ Association 11
Personal Possessions 11
Complaints Procedure 11
Community Specialist School Status 11
Community School Links 12
Charitable Work 12
Special Schools in Croydon 12
Staff List 15
Medical Service at St Giles‟ School 18
Physiotherapy Service at St Giles‟ School 21
Occupational Therapy Service at St Giles‟ School 22
Speech and Language Therapy Service at St Giles‟ School 24
Child Care and Protection Policy 25
Data Protection Act - Fair Processing Notice 28
Ofsted Inspection Report 31
Year 11 GCSE Examination Results 41
Key Stage 4 Test Results 42
Key Stage 3 Test Results 43
Key Stage 2 Test Results 45
St Giles School
About the school
At St. Giles we aim to provide a safe, supportive and challenging, learning environment that
enables pupils to achieve personal growth in an atmosphere of mutual respect, energy and
enthusiasm. This is achieved by education, medical and therapy staff working as a team in
partnership with pupils, their families and the school governors.
About the school
St. Giles is a school for pupils with physical disabilities and complex medical needs whose
ages range from 4 – 16. We also have a resource for pupils with PMLD (Profound and
Multiple Learning Difficulties) from 11-19. The school is a specialist school for physical and
sensory need. The school admits pupils from a wide catchment area which includes the
whole of Croydon and the boroughs of Sutton, Surrey, Bromley, Merton, Wandsworth,
Lambeth and Southwark.
The school was opened in 1925 and was originally sited in Thornton Heath. In 1933 the
school moved to Featherbed Lane, Addington. In 1977 it moved to its current purpose-built
accommodation in Pampisford Road, South Croydon.
St Giles is a single-storey building, divided into two main sections, which are linked by a
ramped corridor. The upper tier contains the reception area, administration offices,
staffroom and a three classroom PMLD resource, including two state-of-the-art sensory
rooms. It also houses the medical, speech and language therapy, occupational therapy and
physiotherapy departments. The school has a multi-purpose hall and has its own indoor,
heated swimming pool.
The lower tier contains the main classrooms and is divided into separate Primary/Early
Years Foundation Stage and Secondary Departments. The Primary Department consists of
four teaching bases, each with a large central area and two smaller side rooms. One of
these classrooms is dedicated to teaching pupils in the Early Years. The Secondary
Department has specialist rooms for all main National Curriculum subjects. In addition there
is a Library, with its own information technology resource area, and a Music Room, which
are used by all Departments.
The school is set in its own spacious grounds with separate recreation areas for each age
group. The School house is adjacent to the school and is due to be developed into an area
for teaching and developing independent living skills.
Special Educational Needs (SEN) and Inclusion
We support Croydon Local Authority‟s policy that the special educational needs of most
pupils can be met in mainstream schools but that some pupils can only benefit from the
expertise, skills and services that are available within a specialist school environment such
To ensure that all pupils receive the broadest possible educational opportunities, the school
has developed a policy of linking with mainstream schools and colleges across the entire
age range. Mainstream integration is discussed, where appropriate, as part of a pupil's
Annual Review of Special Educational Needs. Individual school links for a variety of
purposes are considered: curriculum enhancement; social integration; personal enrichment;
towards full time mainstream placement. These links may be with schools near to St Giles,
or within the neighbourhood of the child's home. Whole-class links are set up, which involve
students from the link school also visiting St Giles for lessons. Individuals from mainstream
schools may have a link with St Giles, temporarily, following surgery, or with future full time
placement at St Giles as an aim. St Giles also arranges links on a regular basis with the
other special schools in Croydon, for activities such as swimming, and for assessment to
ensure that provision for a child is appropriate.
As a school we take part in a wide range of events involving mainstream schools, such as
the Croydon Music Festival and Croydon Sports Partnership activities.
All pupils attending our school have a physical disability, complex medical needs or
Profound and Multiple Learning Difficulties (PMLD). Admissions can be sought at any time
during the academic year, but it is advantageous to the pupils to be admitted at the
beginning of the academic year.
It is generally accepted that no admission can be considered until a Statement of
Educational Needs has been issued. It is, however, possible to arrange short-term
placements following major surgery. The school‟s maximum capacity is 108 pupils, however,
availability of places varies from year to year.
Prospective parents and pupils are welcome to visit the school by appointment throughout
the year. If you wish to visit, please contact the school office by telephone or email.
The school staff includes teachers, specialist teaching assistants, a social care team, nurses
and therapists, supported by administration, catering, premises management, technical and
cleaning staff. All school staff are specially trained to become experts in working with pupils
with physical disabilities and complex medical needs. (See Appendix)
In addition there are a number of additional staff who provide specialist services:
Advisory Teachers for Sensory Impairment (visual and auditory)
Careers Advisor from Connexions
Education Welfare Officer
„Willow‟ Grief and Loss counsellors
Music Therapist from Nordoff-Robbins Music Therapy
Medical and Therapy Provision
The school has excellent medical and therapy provision to ensure that the holistic needs of
our pupils are being met. The team work in collaboration with education staff to provide the
services that individual pupils require in the least disruptive way to their education. Therapy
departments provide IEP targets for pupils each term, and these are often supported in class
by teachers and teaching assistants. We believe that pupil‟s physical health and well-being
is key to their success in the classroom – if they feel unwell or uncomfortable, they will not
be able to fulfil their potential.
There are nurses and healthcare assistants on the school site at all times whilst the pupils
are in school. The staff manage the medical needs of the pupils, including suctioning,
gastrostomy and trachaeostomy care, catheterisation and epilepsy. They also support the
social care needs of some pupils, and provide training for other staff.
The physiotherapy team works with pupils alongside education staff and other professionals
to maximise their physical potential. This is done in a variety of ways which includes
individual therapy sessions, group sessions, the use of equipment such as standing frames
and mobility aids and the use of orthotics as necessary.
They advise and train other staff to help achieve better postural control for the pupils and to
promote their gross motor functional ability and ease in accessing the curriculum.
Occupational therapy (OT)
The Occupational Therapy team are involved in the assessment, provision and advice of
specialist equipment for individual pupils, such as upper limb splints, seating, toileting and
feeding. They also provide assessment and advice to education staff on access issues
regarding pupils, such as computer access, posture management and fine motor skills.
Speech and Language therapy (SALT)
The speech and language therapy department work with identified pupils who need support
with their communication or eating and drinking. This may involve children who have
difficulties with understanding and using language, producing intelligible speech and
interacting with people around them. Some children need an alternative system as their
main method of communication or to support their speech. This may be through the use of
signing, symbols or a voice output communication aid (VOCA).
Children may receive therapy individually, in a small group, through a programme carried out
by school staff or by support within the classroom.
Outreach and Support
Assistive Technology Assessment Service (ATAS)
The school has developed this service, in partnership with Croydon PCT, to provide advice
and assessments for pupils with communication or access difficulties in mainstream schools.
The team includes a teacher, teaching assistant, speech and language therapist,
occupational therapist and ICT technician. Referrals to the service can be made by
contacting the school and requesting an ATAS referral form from the Inclusion Manager.
Professional development and school support
We can offer a range of support to mainstream and other special schools:
Support and outreach for staff teaching pupils with physical difficulties and complex
Identifying access needs of pupils with a physical difficulty e.g. writing, ICT, practical
activities, multi-sensory approaches
Advice and guidance in managing pupil‟s intimate care and encouraging
Advice on working one-to-one with pupils – how much support do you give?
Visits and placements from mainstream and other special school colleagues are welcomed.
The school also runs specific workshops which are advertised to Croydon schools and other
education providers when available.
The aim of St. Giles School is to provide the best possible education and experiences to our
pupils, and a Primary and Secondary education comparable to that offered to children of
similar age and ability in mainstream schools.
All pupils follow the National Curriculum, which is modified to meet the needs of the
individual, making it very personalised. Alternative Augmentative Communication (AAC)
devices are used throughout the school where appropriate to enable those pupils to develop
their communication skills and encourage independence.
The school also offers an appropriate curriculum to pupils with PMLD who are working at
early P Levels. This curriculum includes access to two specialist sensory rooms.
Teaching groups are small in order to be able to meet the pupils' individual needs. Optimum
class sizes are between 8 and 12 pupils, though this can vary year by year.
The School is organised into three Departments:
This resource admits pupils from 11-19. It is a newly built area which houses three
classrooms and two sensory rooms. There is a Teacher in each class with up to four
Teaching Assistants, depending on class size and the needs of pupils. The pupils follow a
highly modified National Curriculum which teaches through sensory experience. From age
16 the pupils follow a national scheme called „Moving On‟, which provides them with
accreditation for their achievements.
Primary Department and Early Years Foundation Stage
The Primary Department comprises of four classes – Class 1, 2, 3 and 4. Pupils spend up to
seven years in the Primary Department. They progress from Reception (EYFS) through to
Year 6. Classes are grouped according to age and ability, and some pupils will spend more
than one year in a class, depending on their individual needs.
Pupils in Reception follow the EYFS curriculum and from Year 1 follow the National
Each class has a teacher and at least two teaching assistants.
Pupils spend five years in the Secondary Department, three at Key Stage 3 and two at Key
Stage 4. Pupils follow the National Curriculum Core and Foundation subjects:
Core Subjects: English, Mathematics, Science, Information and Communication
Technology (ICT), Religious Education.
Foundation Subjects: German, Humanities, Art and Design, Design Technology (including
Food and Textiles), Music, Physical Education.
Personal, Social and Health Education, Citizenship and Work Related Learning are also
taught across the school.
Religious Education and Collective Worship
Religious Education is delivered throughout the school, based on the Croydon Agreed
Syllabus. This is a legal requirement, although any parent has the right to withdraw a child,
wholly or partly, from this area of the curriculum and from collective worship. Requests for
withdrawal should be made in writing and arrangements for withdrawal will be discussed on
an individual bases. Whole school, departmental and class assemblies are regularly held
which are broadly Christian, but reflect cultural diversity.
Sex Education is incorporated into a sensitively balanced Personal and Social and Health
Education Programme across all Key Stages. Parents are welcome to see teaching
materials, syllabus and policy documents on request. Parents will be notified when the
specific teaching of sex education is to take place, and have the right to withdraw their
children from these lessons except that which is required as part of National Curriculum
The school has achieved Sportsmark and Activemark. Sports provision is a strength of the
All pupils have timetabled PE and swimming lessons as prescribed by the National
Curriculum. A positive attitude towards physical activity is encouraged and through this,
confidence and self esteem are developed.
Pupils take part in a wide variety of activities both in and out of school. These are enjoyable
and appropriate to each pupil‟s stage of development. Pupils have many opportunities to
participate in competitive sport and we work closely with the Croydon Sports Partnership and
other organisations to promote sporting activities and a healthy lifestyle.
The school has achieved Gold Artsmark on two occasions, and the Arts play an important
role in school life.
We believe that the Arts can be enjoyed by everyone, and run a wide variety of activities in
and out of school. These include an annual school play Performing Arts week in all
departments, music and dance groups and theatre visits and cover the entire spectrum of
In the Primary Department, The Arts are integrated into the National Curriculum framework,
taught as half termly topics. In the Secondary and PMLD departments links are made
between subjects wherever possible – e.g. African Music and Masks.
A dance club takes place once a week and may lead to a performance.
Pupils use performance of music, words and drama for school assemblies, lessons and
There are many links established in the borough, with local schools, for visits, for displays
and performances. Other links include the Fairfield Halls, the London Mozart Players, dance
and theatre groups.
Young people, through the arts, can experiment and try to express their own deepest
feelings; a sense of their own belonging and cultural identities.
Homework is set every day for primary-aged pupils in the form of reading and maths-related
skills. Parents are invited to the school once a term to discuss the targets set for each pupil
in their Individual Education Plan (IEP). It is our expectation that parents will take every
opportunity to reinforce these targets at home.
All secondary pupils receive a homework timetable at the beginning of each academic year.
The amount of homework varies according to the courses being followed. Parents are asked
to ensure that the work is completed at home, and submitted on time.
Pupils who are eligible are entered for the national SATs assessments at ages 7, 11 and 14
years. Pupils receive end of Key Stage Teacher Assessment in all National Curriculum
The school offers a variety of nationally recognised accreditation at KS4 in a range of
subjects. These include GCSE‟s, Entry Level Certificates, Unit Award Accreditation and the
Youth Award Scheme.
All pupils are entered for public examinations at a level appropriate for them.
See appendix for current examination results.
Careers Education, Guidance and Work Experience
The school‟s Connexions officer works with pupils from Year 9 to guide them in choosing
their course for further education and to discuss their aspirations for the future. The PSHE
and WRL curriculum supports this, and parents are involved in discussions as part of the
pupil‟s Annual Review. All pupils undertake one week work experience placement in KS4.
All pupils 9.00 a.m. – 3.30 p.m.
Children are not allowed to leave the premises during school hours without the permission of
the Head Teacher.
Free transport to and from the school may be provided by the pupil‟s local education
The law require that pupils attend school for 190 days in each academic year. If a child is
absent due to illness or a hospital appointment, parents are requested to send a note of
explanation to the school. As in mainstream schools, during periods of illness children
should remain at home.
In exceptional circumstances, if it is necessary for a family holiday to take place during term-
time, permission for a child to be absent must be requested, in writing, addressed to the
Head Teacher. Absence from school without permission is classified as an “unauthorised
absence,” which must be reported to the government on annual returns.
Pupils are expected to conform to standards of behaviour that are acceptable in the wider
community. They are encouraged to respect and understand the needs of others and to
learn how to work together in harmony. Rules are kept to a minimum and reinforced by
rewards and sanctions appropriate to the individual. The Discipline Policy is available on
In the Secondary Department pupils are invited to apply for responsibilities within the School
in order to encourage them to be more active in school life. In Year 11 pupils can apply to
be prefects and are expected to be outstanding role models and ambassadors for St Giles.
The school colours are red and grey. A full school uniform list is available from School
Office. The school is able to provide T- shirts and sweatshirts printed with the school logo
and tracksuits for P.E. In Year 11 pupils are able to wear a black jumper.
Occupational Therapists can advise on appropriate clothing to meet individual needs and
facilitate independence training.
Due to the obvious safety risks, jewellery is not permitted. Pupils with pierced ears are
allowed studs only.
Meals are cooked on the premises and the daily menu includes an element of choice. All
children stay to school lunch and special diets are provided where necessary. The policy of
the Catering Service at St Giles is to provide a balanced, nutritious meal to help maintain
and promote good health.
Free school meals will be provided to pupils who are entitled to this support.
These are held twice a year for all Departments in the Autumn and Summer terms, when
parents can visit the school and meet the teaching, nursing and therapy staff to discuss their
Parents are welcome to visit the school at any time by appointment.
Clubs, Societies and Activities
The school works closely with the Croydon Youth Service and the Croydon Dance Initiative,
both of which run after-school clubs for the benefit of our pupils. The school also receives
valuable support from the Croydon Sports Partnership, the London Mozart Players and the
Metropoltian Police. Other groups such as the Rotary and Lions Clubs also take an interest
in the school. There are a number of school journeys and outing organised by the school
throughout the year, both locally and abroad.
Old Scholars‟ Association
There is an Old Scholars‟ Association, which meets regularly throughout the year. All our
school leavers are invited to attend.
The school is not responsible for pupils‟ personal property. All pupils are encouraged to look
after their own possessions. Pupils who deliberately damage school or other pupils‟ property
will be expected to replace it. All property and clothing should be clearly marked with the
Under Section 23 of the Education Reform Act 1988, arrangements have been made, by the
Governors, for the consideration of complaints about the school curriculum and related
matters. Any parents wishing to make a complaint or receive information on these
arrangements should contact the Head Teacher.
Specialist School Status
In July 2009 the school achieved Specialist School Status in physical and sensory need. As
a result, we received funding to develop an Independent Living Skills classroom and two
resource rooms which are used for pupils working individually or in small groups to improve
their skills in an identified area.
St Giles is also working closely with 5 mainstream schools to develop their provision for
pupils with physical and sensory needs, including access to our heated pool and our two
We are working with community partners to provide support for parents of children with
physical and sensory needs, and with a youth club to provide them with accessible facilities.
The school runs a number of events during the year for pupils, families and friends, including
a disco and Summer Fun Day. We hold an annual Christmas event for our past pupils.
St Giles has a number of well-established links with Primary and Secondary schools in
Croydon. Pupils from the school take part in events and activities specially planned to
promote inclusion and raise self-esteem for all pupils involved. We are keen to promote
disability awareness and challenge perceptions.
The school is involved in a number of charity events over the course of the year. We raise
money for several charities through non-uniform days and special events, and collect items
and gifts for chosen charities at Harvest and Christmas time.
The school is a registered charity. Our charity number is 312197.
Special Schools in Croydon
St Giles is one of six special schools in the London Borough of Croydon. The special
schools have good links and relationships.
Redgates School is for Primary aged children with Severe Learning Difficulties (SLD) and
Autistic Spectrum Disorder (ASD).
St. Nicholas School is for Primary aged children with Moderate Learning Difficulties (MLD)
and Autistic Spectrum Disorder (ASD).
Priory School is for Secondary aged children with Severe Learning Difficulties.
Bensham Manor School is for Secondary aged children with Moderate Learning Difficulties
and Autistic Spectrum Disorder.
Beckmead School is for Primary (from age 9) and Secondary pupils with Social, Emotional
and Behavioural Difficulties (SEBD).
Staff List 15
Medical Service at St Giles‟ School 18
Physiotherapy Service at St Giles‟ School 21
Occupational Therapy Service at St Giles‟ School 22
Speech and Language Therapy Service at St Giles‟ School 24
Child Care and Protection Policy 25
Data Protection Act – Fair Processing Notice 28
Ofsted Inspection Report 31
Year 11 GCSE Results 41
Key Stage 4 Examination Results 42
Key Stage 3 Test Results 43
Key Stage 2 Test Results 45
St. Giles’ School
For children with physical disabilities
Pampisford Road, South Croydon, CR2 6DF
Chair of Governors: Mr M Swadling
Vice-Chair of Governors: Dr J Hammond
Parent Govenors: Mrs S Pattni
Mrs V Norman
Mr D Wynne
Teacher Governor: Mr S Rhys-Davies
Staff Governor: Mrs A Peck
Council Appointed: Mrs V Cogbill
Mrs P Hesmondhalgh
Mr K Morcombe
Head Teacher: Mr S Kretz
Deputy Head Teacher : Mrs A Knight
London Borough of Croydon School Telephones
Education Department Office 020 8680 2141
Taberner House Fax No 020 8681 6359
Park Lane Website www.st-gilesschool.co.uk
Croydon, Surrey e-mail: firstname.lastname@example.org
Medical 020 8680 4810
Physiotherapy 020 8680 9753
Tel No 020 8686 4433 Occupational Therapy 020 8649 9242
ST GILES SCHOOL
Head Teacher Mr Seán Kretz
Deputy Head Teacher Mrs Adrienne Knight
Ms Caroline Horgan Head of Primary
Mrs Melodie Blake * Science Co-ordinator
Mrs Lisa Makin * Literacy Co-ordinator
Ms Dipti Patel Class 2
Ms Laura Dezort Class 3
Mrs Jenny Williams* Early Years Co-ordinator, Inclusion Manager
Mrs Chris Davis Supply Cover
Mrs Troy Joseph Head of Secondary, RE & PSHE Co-ordinator
Mrs Sue Bolton * Science Co-ordinator
Ms Toni Clarke * Humanities Co-ordinator
Mrs Katie Payne English Co-ordinator
Mr Dean Lancaster Art Co-ordinator, Extended Schools Manager
Mr Stephen Rhys-Davies Maths Co-ordinator
Mr Colin Woods* ICT Co-ordinator
Miss Lynda Williams * PE Co-ordinator and Secondary Literacy
Mrs Joan Smith* Modern Foreign Language Co-ordinator, EAL Co-ordinator
Mrs Helen Teasdale * Music Co-ordinator
Mrs Adrienne Knight Assessment Co-ordinator
Mrs Helen Ballardie * FTT Co-ordinator
Ms Mehreen Begg PMLD Co-ordinator
Ms Karen Carpenter PMLD Post 16 Co-ordinator
* Part time (T) Temporary
Early Years Educators (Level 3)
Miss Jenny Burgess Mrs Hazel Earl
Teaching Assistants (Level 3)
Mrs Lynne Castle Mrs Gill Whale Mrs Ann Peck*
Teaching Assistants (Level 2)
Mrs Wendy Bevis Mrs Jane Constable* Mrs Maureen Goodwin
Mrs Brenda Mansworth Mr James Kerr Mr Misfir Al Gamdi
Mrs Catalina Denore Ms Olamide Adeyemi Mr Joe Medland
PMLD RESOURCE Teaching Assistants
Mrs Val Connick Mr Jon Bristow Ms Marcia Troop
Mrs Lorraine Emery Mrs Brenda Gardiner Mrs Maggie Bowes
Ms Jo Capper Mrs Claire Piner (1:1)
Staff providing individual support TA Level 2)
Mrs Sue Ogleby Mrs Margaret Booker Mrs Andrea Bailey *
Mr Aiden Hill Mrs Jacqueline Barbour
Teaching Assistants (Level 1)
Mr Thomas Harper Mrs Joan Campbell Mrs Doreen Parnell
Ms Hayley Carty Mrs Jeanette Papanastasiou *
Pupil Care & Support Assistants
Mrs Susan Allen* Mrs Karan Marzetti * Mrs Wendy Mullinder*
Mrs Kim Shepherd * Mrs Debbie Clark *
Mrs Susan Allen* Mrs Andrea Bailey* Miss Connie Griffen*
Ms Sharon Bolton* Mrs Karan Marzetti* Mrs Debbie Clark*
Mrs Marisol Ramirez* Mrs Yvonne Mitchell* Mrs Carol Uwins*
Mrs Phyllis Lawton* Mrs Kim Shepherd* Miss Jenny Chapman*
Miss Chantelle Banks* Mrs Wendy Mullinder* Mrs Angela England*
Ms Lily Darsley* Mrs Susie Clarke* Miss Elaine Burgess* (T)
Social Care Team
Mrs Sarah Gray Mrs Angela Georghiou *
Mrs Sylvia Wild * Mrs Doreen Parnell
Mrs Karen Shanahan School Business Manager
Miss Diane Robertson Administration Assistant - Finance
Mrs Lisa Negus Administration Assistant - Pupils
Mrs Julia McDougall * Administration Assistant - Personnel
Mr Ravi Patel ICT Technician
Mrs Lesley Mulcahy Swimming Instructor
Mrs Lynn Carr Cook and Caterer
Mr Steven Dear Caretaker
Mrs Margaret Ssuuna* Cleaner
Mrs Hazel Earl (T) Cleaner
Mr Alan Buchmann* Cleaner
Mrs Maureen Goodwin* Cleaner
Ms Jenny Burgess* Cleaner
Mr Miklos Folders* Cleaner
* Part time (T) Temporary
Ms Karen Buonaiuto* Senior School Nurse/Team Leader
Mrs Helen Morris * Senior Staff Nurse
Mr Stuart Bird Staff Nurse
Miss Charlotte Jones Staff Nurse
Mrs June Crang Nursing Assistant
Ms Helen Jackson Nursing Assistant
Mrs Pauline Walton Nursing Assistant
Mrs Joanne Catterall Nursing Assistant
Miss Natalie Chilingirian Senior Staff Nurse (PMLD)
Ms Fawzia Heerah Staff Nurse (PMLD)
Mrs Erum Asker Husain * Physiotherapist
Ms Rosemary Jordan * Physiotherapist
Mr Gavin Ferrigan * Physiotherapy Assistant - Technical Instructor
Ms Amy Forward PMLD
Ms Judith Robinson PMLD
Ms Siobhan Gray Physiotherapy Assistant
Mr Sam Holloway Physiotherapy Assistant
Mrs Sue Wickings * Occupational Therapist
Ms Kathleen Doyle * Occupational Therapist
Mrs Mary Addison * Occupational Therapy Assistant
Ms Karen Probetts* Speech and Language Therapist
Mrs Shelly Kenny Speech and Language Therapist
Mrs Karen Hewish SALT Assistant
* Part time (T) Temporary
MEDICAL SERVICE AT ST GILES‟ SCHOOL
Who We Are
The nurses at St Giles School are employed by Croydon and Surrey Downs Community
NHS Trust, the part of the NHS which provides community health services in the London
Borough of Croydon.
o Karen Bounauito, Team Leader, Senior School Nurse, RGN RSCN
o Helen Morris , Senior Staff Nurse, RGN
o Natalie Chilingirian, Senior Staff Nurse, RGN
o Stuart Bird, Staff Nurse, RGN
o Charlotte Jones, Staff Nurse, RNC
o Fawzia Heerah, Staff Nurse, RNC
o June Crang, Nursing Assistant
o Helen Jackson, Nursing Assistant
o Joanne Catterall, Nursing Assistant
o Pauline Walton, Nursing Assistant
What We Do
We are here during term time from 8.45 a.m. to 3.30 p.m, Monday to Friday and are always
pleased to see or hear from you to discuss any problem you or your child may have. Do not
hesitate to contact us on our direct telephone line:
0208 680 4810
With your help we draw up a care package to cover all of your child‟s nursing needs while
they are at school. This can range from meeting their needs through basic care, such as
giving medicines and nebulisers, to providing total nursing care. Also following an operation
it can involve enabling your child to be discharged early from hospital and return to their
familiar home and school settings. We aim to ensure that we meet your and your child‟s
Please always let us know in writing of any illnesses or other changes in your child‟s health
Before your child starts at school we will invite you to attend a pre-admission interview when
we will ask for certain information from you for your records.
This will include:
o Full addresses including postcode
o Telephone number
o Emergency daytime contact numbers including numbers
o GP‟s name, address and telephone
o Your child‟s special needs
o Any allergies they may have
o Immunisations including dates
o Any special dietary needs
It would be helpful if you would bring your child‟s health record with you.
Please inform us promptly of any changes in your child‟s personal details such as:
o New address or telephone number
o Emergency contact numbers
Drugs and Medication
If your child needs to take medication at school please send us a supply of the drugs which
we can keep in school. These should be prescribed by a doctor and have a pharmacy label
o Child‟s name
o Name of drug
o Amount to be taken
o Time(s) to be taken
Any changes in medication should be reported to us and the yearly drug form we send you
should be filled in and returned promptly. Please do not put medicines in your child‟s school
bag but give them to the coach guide who will ensure they reach us safely.
All the children at St Giles have an annual review carried out by Dr Rohni Abhayaratne, one
of the community child health doctors. You will be informed of the day and time well in
advance, please let us know if it is inconvenient and we will arrange an alternative date.
Other Healthcare Staff
As well as the doctor, other health staff who visit the school include:
o Dentist – every six months
o Chiropodist – once a term
o Audiologist – once a term
o Dietician – once a term
If your child has any problems in any of these areas, please contact us so that an
appointment can be arranged.
Illness and Accidents
We know you will always keep your child at home if they are unwell. If your child becomes
unwell at school, they will be cared for until you can collect them. We will phone your
emergency contact numbers if we cannot contact you directly.
If your child has an accident or is ill enough to need to go to hospital, a nurse will accompany
them to the Accident and Emergency Department at Mayday Hospital where you can meet
Paracetamol will be given for high temperature or pain relief only if it is prescribed by your
doctor and a bottle is supplied to us.
Occasionally we may have a concern about a child‟s care or condition which we will need to
share with other health or social care staff such as a health visitor, GP, hospital consultant
and social worker. We will always inform the parents if we feel this is necessary.
If your child has a hospital appointment or needs to be admitted to hospital please let us
know so that we can be aware of any changes in treatment. It is extremely helpful if the
consultant informs us in writing afterwards – and we would be grateful for any gentle
reminder you can give them.
If your child needs special equipment at school please send a supply to us. We will send a
note home when your supply is getting low and we would ask that you send a fresh supply
promptly since we do not keep spares. Such equipment includes:
o Catheters (urinary and suction)
o Feeding tubes and trachy tubes
We hope your child enjoys their time at St Giles – we are here to help them do just that!
PHYSIOTHERAPY SERVICE AT ST GILES‟ SCHOOL
Who We Are
The Physiotherapists who work at St Giles‟ School are employed by Croydon Primary Care
Trust. They are part of a district wide service catering for children with special needs from
the ages of 0 to statutory school leaving age. The main base for the Paediatric
Physiotherapy Service is at the Crystal Centre in West Croydon.
o Mrs Erum Asker Husain, Physiotherapist
o Mrs Rosemary Jordan, Physiotherapist
o Ms Amy Forward, Physiotherapist (PMLD)
o Ms Judith Robinson, Physiotherapist (PMLD)
o Mr Gavin Ferrigan, Physiotherapy Assistant – Technical Instructor
o Mr Sam Holloway, Physiotherapy Assistant
o Ms Siobhan Gray, Physiotherapy Assistant
Referrals to physiotherapy are accepted from other health care professionals. Once a
referral is received it is prioritised according to clinical risk in accordance with our service
guidelines. The Paediatric Physiotherapy Service operates a waiting list and it may be some
time before we are in a position to take on a child for a physiotherapy assessment.
For those children who live outside the borough of Croydon and are starting at St Giles‟
School, their physiotherapy care will remain the responsibility of local services until such
time as we are able to offer an assessment.
Once an initial assessment has taken place the physiotherapist will be in a position to know
if physiotherapy will be of benefit to the child and work with parents and carers on a plan of
Children who live within the borough of Croydon and are already receiving input from the
Croydon Paediatric Physiotherapy Department will be transferred to the care of a
Physiotherapist who works at the school at an appropriate time as necessary.
Within the school setting pupils will receive differing quantities of therapy intervention
dependent on the child‟s specific need at the given time. The requirement for physiotherapy
intervention for a child with special needs may change over their lifetime, although they may
always have a link with a physiotherapist. Some children will receive regular intervention
whilst others may be on review. The needs of the individual child are frequently reviewed
and the level of intervention adjusted accordingly.
Currently an orthotist visits St Giles‟ School each week so that we are able to offer an
orthotists service to assess / provide children with splints / footwear if appropriate. This
service is available to all pupils, but for those children who do not live in the borough of
Croydon, funding has to agreed before any items can be supplied.
Croydon NHS Primary Care Trust 47 St James‟ Road
Paediatric Physiotheraphy Croydon, Surrey
The Crystal Centre Telephone Number: 0208 274 6853
OCCUPATIONAL THERAPY SERVICE AT ST GILES‟ SCHOOL
Who We Are
The Occupational Therapy (OT) staff are employed by the Croydon Primary Care Trust.
o Sue Wickings – Occupational Therapist
o Kathleen Doyle – Occupational Therapist
o Mary Addison – Occupational Therapy Technical Instructor
Staff are available in school at the following times:
Monday: 8.30 a.m. to 4.30 p.m.
Tuesday: 8.30 a.m. to 4.30 p.m.
Wednesday: 8.30 a.m. to 2.45 p.m.
Aim of Occupational Therapy
To enable to pupils to maximise their independence facilitating access to the National
Curriculum. We work in partnership with the child, school, their family and other
Areas of Work
Referrals can be made by parents/carers, school, medical and therapy staff. Therapy may
be provided on an ongoing basis or working indirectly through others involved with the child
e.g. teacher or learning support assistant.
1. Seating and Wheelchairs
o Seating assessments are carried out at least annually on all Primary pupils
and any Secondary who require special seating.
o Wheelchair clinics are held at St Giles every half-term, for Croydon pupils,
which is attended by the Wheelchair Service Therapist. In the same way
clinics are run for pupils Merton, Sutton, Wandsworth and Lambeth
approximately once a term.
o Wheelchair mobility training and powered wheelchair assessments.
2. Daily Living Activities
o Pupils dressing and feeding skills may be assessed, targets set and
discussed with class staff, lunch time supervisors and parents.
o Assessments for toileting equipment may also be carried out.
o Appropriate equipment supplied.
o Coping strategies discussed with the school leavers.
3. Perceptual and Fine Motor Skills
o Assessments and advice for class staff and parents.
o Group and individual work.
4. Hand Splinting
o Rigid and soft splints are made as necessary.
5. Educational Access
o Assessments and advice on switches to help students access curriculum and
education work, often in conjunction with Speech and Language Therapists
and Teaching staff.
6. Moving and Handling
o Annual assessments are carried out with the multi-disciplinary team and
profiles are written for all dependent pupils.
o Assessment for and provision of reports for the draft Statement of
Education Needs. Where appropriate updated reports for the annual
review of Educational Needs.
Paediatric Occupational Therapists employed by the Trust are now carrying out
assessments for Croydon Social Services. This may result in the provision of advice,
equipment or adaptations within the pupils‟ home.
Occupational Therapists will always try to link with school staff and parents/carers regarding
Please contact us if you have any questions or referrals.
Croydon NHS Primary Care Trust
Children‟s Occupational Therapy Service
St Giles School
Surrey, CR2 6DF
Telephone Number: 0208 649 9242
SPEECH AND LANGUAGE THERAPY SERVICE AT ST GILES‟ SCHOOL
Who We Are
There are two Speech and Language Therapists who work at the school, Karen Probetts
and Shelly Kenny. We also have Speech and Language Therapy Assistants in the
What We Do
We work with children to develop their communication and eating and drinking skills.
Children may have a range of difficulties including understanding and using language,
producing intelligible speech and interacting with people around them. Some children need
an alternative system of communication as their main means of communication or to support
their speech. This may be through the use of signing, symbols or a voice output
How We Work
We have an open referral system, which means children can be referred to our service by
parents, carers, or any member of staff. Children already known to the Croydon SALT
service will be automatically transferred to the team at St Giles when they start here.
We may work with a child to develop their communication skills in any of the following ways:
o Assessment, which may include observation in class as well as specific assessment
of speech, language or communication.
o A programme or advice for parents and staff.
o Direct Therapy, for example individual, group or classroom based work.
For children with eating and drinking difficulties, written guidelines are provided following
assessment to ensure the child‟s safety and sense of well being at mealtimes.
We like to work closely with parents, carers, school staff and other professionals to help
meet the child‟s needs.
How To Contact Us
We are available in the school from Monday to Thursday during school term time. We also
work during the school holidays and can be contacted via the Sanderstead Clinic on 0208
Croydon NHS Primary Care Trust
Speech and Language Therapy Service
St Giles School
207 Pampisford Road
Surrey, CR2 6DF
Telephone Number: 0208 680 2141
CHILD CARE & PROTECTION POLICY
It is the aim of this policy to establish effective procedures which minimise the risk of suffering
from any form of abuse to all pupils at St. Giles School, whether physical, emotional, sexual or
due to failure to meet their needs.
The efficiency of this policy is dependent upon a shared understanding between staff, parents and
Governors, and all agencies involved, working together in the best interests of the child.
It is intended that guidelines for raising concerns are equally accessible to all parties involved with
Aims / Principles
1. To develop an ethos that enables children to be secure, safe and equally valued and to
equip them with the skills needed to keep them safe.
2. To acknowledge every child‟s right to an environment which supports its physical, social,
intellectual and emotional development.
3. To promote honest and open communication with children, colleagues, parents and the
4. To work in partnership with parents towards the prevention of harm of any kind to the
child, ranging from minor accident to child abuse.
5. To provide a consistent approach to behaviour management, promoting positive
relationships and expectations.
6. To ensure the school‟s Child Care and Protection Agreement is in line with Croydon‟s
7. To review and amend the school‟s agreed procedures as necessary.
8. Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to
work with children.
We believe that children with physical disabilities are potentially extremely vulnerable to abuse for
the following reasons:
They may be unable to express or understand their own concerns.
Their daily care routines may necessitate being handled intimately.
Their physical condition or behaviour may mean it is common for them to sustain minor
Their daily lives may involve circumstances where different adults are in control of the
situation and they are taught to comply.
Whole School Approach
We seek to redress the balance of risk by raising awareness of the above key issues and
implementing the following strategies with parents:
Be mindful of unusual or inexplicable changes in behaviour, which may indicate a need to
communicate underlying concerns and require further investigation.
Agreement between staff and parents that all injuries occurring at school, on transport, at
home or elsewhere must be acknowledged and either party can seek an explanation without
Provide opportunity for further discussion between home and school if either party is unhappy
with the explanation, both parties then being able to approach the Head Teacher if they so
Minor injuries may require treatment from the school nurse who will inform parents by letter or
phone call. In the case of a more serious incident, staff will be guided by the advice of the
school nurse whose recommendations will be recorded on the child‟s „Incident Sheet‟.
The Head Teacher is the school‟s designated teacher for child protection and is ultimately
responsible for child protection in the school. The Assistant Head will act as deputy when
appropriate. There is also a designated Governor for Child Protection taken from the Personnel
The Head should:
1. Be aware of any children in the school who may be at risk.
2. Have a thorough understanding of Croydon‟s procedures for dealing with suspected child
abuse by attending regular training.
3. Follow the school‟s agreed procedures.
4. Liaise with outside agencies as necessary.
5. Support children and members of staff involved in suspected child abuse cases.
6. Monitor and review the effectiveness of the policy.
1. If parents or carers have cause for concern about their child, they can share this with a
member of staff of their choice at the school. If dissatisfied or unhappy with the explanation
given, they can approach the Head Teacher who may decide to take further action.
2. If a member of staff observes an unusual pattern of behaviour developing or suspects abuse
(physical, sexual, emotional abuse or neglect) they should:
Record, date and sign their observations of the child on the Pupil Record File
Discuss the matter with the Head Teacher and school nurse. Head Teacher also to
read and sign „Incident Sheet‟.
Decide, with the Head, whether to continue monitoring or take further action, which
could include contacting, Social Services direct if the concern is serious.
3. If a child makes a disclosure that arouses concern of possible abuse, the member of staff
Record, date and sign a factual account of the disclosure.
Inform the Head Teacher.
The Head Teacher will seek advice and take action.
4. Develop and then follow procedures where an allegation is made against a member of staff
Confidentiality within the School
Information shared must be on a „need to know; basis and then kept confidential.
Any child on the Child Protection Register should be known only by those staff directly
involved with the child and they should monitor the attendance and development of the child.
Child records are kept by the Head Teacher separately from other records and are transferred
to another school if and when appropriate.
The legal definition of parental responsibility was introduced under the Children Act 1989. This
does not exclude carers of children but clarifies who has legal responsibility.
“Where a child‟s father and mother were married to each other at the time of the child‟s
birth they both have parental responsibility for the child whether they remain married,
separate or divorce”.
More than one person may have parental responsibility for the same child.
“There is a possibility that parental responsibility may be restricted in some way by a
Court Order. Only adoption removes parental responsibility”.
If parents are unmarried, only the Mother has parental responsibility unless the Father
has obtained it by a formal, legal agreement with the Mother via a court order.
Step/foster parents and relatives do not have parental responsibility unless obtained
via the courts, by adoption or by becoming the child‟s legal guardian.
Generally, schools are not the right place for parental contact, but parents may come
and see staff, discuss the child‟s educational progress, attend meetings and receive
Each parent or person with parental responsibility has an independent right to be
involved in the child‟s education and to be consulted about the child‟s special needs.
Only a court order can restrict or change things and this must be produced.
Staff do not have parental responsibility but have care of children and, subject to the provisions of
the Children Act, may do what it reasonable to safeguard and promote the child‟s health and
welfare. They must do what they think is right to protect the child.
1. Be aware of their duty to raise concerns where they exist.
2. Promote informal, positive, open relationships with parents.
3. Treat everyone with parental responsibility as equally as responsible.
4. Be knowledgeable of, and have sympathy for, equality issues.
5. Be knowledgeable of, and have respect for, the cultural, religious, linguistic and
racial backgrounds represented in the school.
6. Encourage children to understand their rights and foster their independence.
7. Help children to grow up unharmed and free from fear.
8. Follow the school‟s agreed procedures.
DATA PROTECTION ACT – Fair Processing Notice
Schools, Local Education Authorities (LEAs), the Department for Education and Skills
(DfES), the government department which deals with education, the Qualifications and
Curriculum Authority (QCA), Ofsted and the Learning and Skills Council (LSC) all process
information on pupils in order to run the education system, and in doing so have to comply
with the Data Protection Act 1998. This means, among other things, that the data held about
pupils must only be used for specific purposes allowed by law. We are therefore writing to
tell you about the types of data held, why that data is held, and to whom it may be passed
The school holds information on pupils in order to support their teaching and learning, to
monitor and report on their progress, to provide appropriate pastoral care, and to assess
how well the school as a whole is doing. This information includes contact details, National
Curriculum assessment results, attendance information, characteristics such as ethnic
group, special educational needs and any relevant medical information. From time to time
schools are required to pass on some of this data to LEAs, the DfES and to agencies, such
as QCA, Ofsted and LSC that are prescribed by law.
The Local Education Authority uses information about pupils to carry out specific functions
for which it is responsible, such as the assessment of any special educational needs the
pupil may have. It also uses the information to derive statistics to inform decisions on (for
example) the funding of schools, and to assess the performance of schools and set targets
for them. The statistics are used in such a way that individual pupils cannot be identified
The Qualifications and Curriculum Authority uses information about pupils to administer
the National Curriculum tests and assessments for Key Stages 1 to 3. The results of these
are passed on to DfES in order for it to compile statistics on trends and patterns in levels of
achievement. The QCA uses the information to evaluate the effectiveness of the National
Curriculum and the associated assessment arrangements, and to ensure that these are
Ofsted uses information about the progress and performance of pupils to help inspectors
evaluate the work of schools, to assist schools in their self-evaluation, and as part of
Ofsted‟s assessment of the effectiveness of education initiatives and policy. Inspection
reports do not identify individual pupils.
The Learning and Skills Council uses information about pupils for statistical purposes, to
evaluate and develop education policy and to monitor the performance of the education
service as a whole. The statistics (including those based on information provided by the
QCA) are used in such a way that individual pupils cannot be identified from them. On
occasion information may be shared with other Government departments or agencies strictly
for statistical or research purposes only.
The Department for Education and Skills (DfES) uses information about pupils for
research and statistical purposes, to inform, influence and improve education policy and to
monitor the performance of the education service as a whole. The DfES will feed back to
LEAs and schools information about their pupils for a variety of purposes that will include
data checking exercises, use in self-evaluation analyses and where information is missing
because it was not passed on by a former school. The DfES will also provide Ofsted with
pupil level data for use in school inspection. Where relevant, pupil information may also be
shared with post 16 learning institutions to minimise the administrative burden on application
for a course and to aid the preparation of learning plans.
Pupil information may be matched with other data sources that the Department holds in
order to model and monitor pupils‟ educational progression; and to provide comprehensive
information back to LEAs and learning institutions to support their day to day business. The
DfES may also use contact details from these sources to obtain samples for statistical
surveys: these surveys may be carried out by research agencies working under contract to
the Department and participation in such surveys is usually voluntary. The Department may
also match data from these sources to data obtained from statistical surveys.
Pupil data may also be shared with other Government Departments and Agencies (including
the Office for National Statistics) for statistical or research purposes only. In all these cases
the matching will require that individualised data is used in the processing operation, but that
data will not be processed in such a way that it supports measures or decisions relating to
particular individuals or identifies individuals in any results. This data sharing will be
approved and controlled by the Department‟s Chief Statistician.
The DfES may also disclose individual pupil information to independent researchers into the
educational achievements of pupils who have a legitimate need for it for their research, but
each case will be determined on its merits and subject to the approval of the Department‟s
Pupils, as data subjects, have certain rights under the Data Protection Act, including a
general right of access to personal data held on them. If you wish to access your personal
data, or you wish your parents to do so on your behalf, then please contact the relevant
organisation in writing:
- The school at St. Giles School, Pampisford Road, South Croydon, CR2 6DF
- The LEA‟s Data Protection Officer at the Education Department, Croydon Council,
Taberner House, Park Lane, Croydon. CR9 3JS;
- The QCA‟s Data Protection Officer at QCA, 83 Piccadilly, LONDON,
- Ofsted‟s Data Protection Officer at Alexandra House, 33 Kingsway, London WC2B
- LSC‟s Data Protection Officer at Cheylesmore House, Quinton Road, Coventry,
Warwickshire CV1 2WT;
- The DfES‟s Data Protection Officer at DfES, Caxton House, Tothill Street, LONDON,
In order to fulfil their responsibilities under the Act the organisation may, before responding
to this request, seek proof of the requestor‟s identity and any further information required to
locate the information requested.
Separately from the Data Protection Act, regulations provide a pupil‟s parent (regardless of
the age of the pupil) with the right to view, or to have a copy of, their child‟s educational
record at the school. If you wish to exercise this right you should write to the school.
Providing information to Connexions services providers
For pupils approaching or above age 13, the school is also required to pass on information
to Connexions services providers on request. This information includes the name and
address of the pupil and parent, and any further information relevant to the Connexions
services‟ role, which is to support young people, helping them to achieve their potential and
to realise benefits from education and training. However parents, or the pupil themselves if
aged 16 or over, can ask that no information beyond name and address (for pupil and
parent) be passed on to Connexions. If as a parent, or as a pupil aged 16 or over, you do not
want Connexions to receive from the school information beyond name and address, then
please contact the school within four weeks of receiving this note.
The LEA and DfES may supply to Connexions services providers information, which they
have about your child, but will not pass on any information they have received from the
school if you (or your child if aged 16 or over) have notified the school that Connexions
should not receive information beyond name and address.
Croydon Child Index
As part of the legal requirements to safeguard and promote the well – being of children, the
London Borough of Croydon (Social Services and Education departments) and Croydon
Primary Care NHS trust are establishing a new Child Index. There are three main reasons
why we are introducing the Child Index:
1. To help practitioners identify quickly a child with whom they have contact, and
whether that child is getting the universal services (education, primary health care) to
which he or she is entitled;
2. To enable earlier identification of needs and more effective action to address them by
providing a means for practitioners to identify who else is involved with a child; and
3. To encourage better communication and closer working between different
professionals and practitioners.
The proposed Child Index will bring together basic information from Education, Social
Services and the Primary Care Trust records. This will include:
Date of birth
Health Visitor or School Nurse
The Index will also hold details of previous names and addresses where appropriate.
Where a child or young person is receiving additional help the Index may hold contact details
for the practitioner or team involved. The Child Index will not hold any information about
the child’s family circumstances, individual difficulties or the reasons for any
A separate Fair Processing Notice will be made available in advance of the Index being