TEL: 01423 883214 (main office)
01423 889979 (health staff) North Yorkshire County Council
Maintained Special School
FAX: 01423 881465
EMAIL: admin @springwater.n-yorks.sch.uk
ANNUAL INFORMATION FOR PARENTS – 2007/08
AFFILIATED TO THE SPECIALIST SCHOOLS TRUST
The core purpose of the School is to provide high quality
teaching and learning experiences. These will enable pupils
to develop the knowledge, skills and personal qualities which
will prepare them to lead meaningful and satisfying adult lives.
STATEMENT OF AIMS AND VALUES
To provide a safe, happy and stimulating educational community where
all members will feel valued and supported.
Expectations will be high and every pupil will be helped to achieve the
highest standards of which they are capable. The curriculum will be
designed to prepare each individual for the opportunities and challenges
of adult life.
We believe that each pupil should receive the specialist teaching and
support that they need to access a wide range of positive and appropriate
learning activities and experiences.
The curriculum, its’ management and organisation, whilst complying with
statutory requirements, must also meet the specific special educational
needs of individual pupils and use approaches which will stimulate their
interest and desire to learn.
The ethos of the School should reflect the importance we place on
ensuring the well being of pupils and staff. Due regard must be given to
meeting their health, safety and care needs with sensitivity and with
respect for confidentiality, dignity and self esteem.
Governors and staff recognise the importance of working with parents and
the LEA to further school development and improvement, and to
strengthen links with the local community.
WE ARE WORKING TOGETHER TO ACHIEVE THESE AIMS BY: -
Making a full assessment of each pupil’s strengths and needs, in order to
determine the level at which they access the curriculum and the priorities
to be addressed within their Individual Education Programme.
Developing and evaluating, policies, schemes of work and other
documentation which will support and record pupil progress and
Enabling pupils to develop positive attitudes to learning, within a culture
that acknowledges and celebrates individual effort and achievement.
Implementing a system of self-evaluation of all aspects of school life, in
order to maintain key strengths and address development needs.
Listening to parents/carers and sharing information, in order that we can
work together to promote the development of the whole child. Supporting
each other to reduce any behavioural or personal difficulties which may
create barriers to a pupil’s learning and personal development.
Providing a programme of professional development linked to
performance management targets. This will be designed to give staff
opportunities to further their career opportunities by gaining qualifications
and to acquire or refresh the knowledge and skills they will need to meet
the needs of their pupils.
Governors and managers will fulfil their responsibility to ensure
compliance with those national and local statutes, regulations and
guidance documents which apply to the School. They will adopt and
implement strategies and recommendations which will support pupil
progress and achievement.
BUILDING AND FACILITIES
The school was built in the 1960’s and has since been extended and improved.
The single storey accommodation on a level site is fully accessible to wheelchair
users and those with restricted mobility.
Specialist facilities include: soft play room; multi sensory room; sensory
woodland walk; enclosed play areas with safety surfaces; a life skills room; a
people carrier and a minibus with seat belts and tail-lift access.
The school is well resourced, offering good ICT facilities including interactive
whiteboards, a range of communication aids, access and control switches and
computer access to appropriate software.
The school has a hydrotherapy pool / training pool with a Jacuzzi, swim jet and
The school is also an assessment and referral base for the North Yorkshire
Communication Aids Project.
The area team of the LEA Autism Support Service are based at Springwater
School and have close working links with our autism specific provision.
From September 2006 the school has provided an outreach service to support
mainstream schools with pupils on roll with severe learning difficulties.
The school has an accessibility plan which identifies steps to be taken to
improve access to the building. Recent work has included: building a visitors
toilet with facilities for the disabled; new ramps to external doors and Woodland
Walk; additional hoists in primary and secondary classrooma and changing
areas. The car park has been altered and resurfaced to provide an enlarged car
parking area, turning circle and disabled parking bays.
Visitors waiting area
Springwater School provides for pupils from the age of 2 years to 19 years who
have a wide range of severe learning difficulties. Pupils may experience
additional needs associated with medical conditions, sensory impairments,
physical and neurological problems and autistic spectrum disorders. All pupils
will have a Statement of Special Educational Need.
The Local Authority (LA) is responsible for placing children in the school and
will liaise with the school regarding admissions.
Parents who are considering specialised provision for their child are welcome to
visit the school to see the facilities and resources available there and to discuss
the curriculum and teaching arrangements.
Pupils will have had a full multi-disciplinary assessment in order to draw up
their statement. The statement will be reviewed at least annually and
recommendations for any changes or amendments will be forwarded to the LA.
A full re-assessment may be requested if there are significant changes to a
pupil’s needs or if a change of school is proposed.
Pupil progress is under continuous assessment through teachers’ records and
through individual pupil portfolios. Annual school reports prepared for the
Annual Review Meeting summarise pupil progress through the year and annual
assessments using P Scales (8 levels of performance up to National Curriculum
Level 1) are reported at the Annual Review.
NATIONAL CURRICULUM ASSESSMENT RESULTS
The total number of pupils at the end of each of the Key stages is under 10.
Therefore, the School is not required to publish National Curriculum
Assessment results for 2007, in order to ensure the confidentiality of the results
of individual pupils.
There has been an average of 39.4 pupils on roll and 29 pupils of statutory
school age during the academic year 2006 – 2007. The attendance rate was
92.5 % the percentage of sessions missed through authorised absences was 7.5%
and there have been no unauthorised absences.
The School currently sets targets using P Scales assessed using the PIVATS
Scheme. Pupils are assessed in June each year and a P Scale level and PIVATS
point score recorded.
WHOLE SCHOOL TARGETS for 2006 – 2007 (averages)
PMLD (P1-P3) - 75% to progress by 2.0 PIVAT Points
87.5% progressed 5.73 points
SLD (P4-L2) – 75% to progress by 10.0 PIVAT Points
95% progressed by 23.05 points
THE SCHOOL DAY
8.50 - 9.00 Arrival and registration
9.00 - 12.05 Morning lessons and a 15 minute break
12.05 – 12.15 Personal care routines
12.15 - 1.00 Lunch time, feeding programmes and personal care
1.00 - 1.30 Play and leisure activities
1.30 - 3.00 Afternoon teaching session
3.00 - 3.15 School assemblies
3.15 - 3.30 Pupils depart
Total teaching time available each week, including feeding programmes and
development of personal care skills is 26.25 hours.
ATTENDANCE AND ABSENCE
The school actively encourages good attendance by pupils. Daily records of
attendance and absences are maintained. If it is necessary to keep a child away
from school through illness or medical appointments the school must be
informed by telephone or letter.
Requests for absence other than illness or medical reasons should be made in
writing, as far in advance as possible, to the Head Teacher. Parents should be
aware that the Head Teacher is unable to consider requests for more than 10
school days in any year for absence because of holidays etc. and that these
absences are discouraged.
ORGANISATION OF THE SCHOOL
A strength of a small school is that all the staff and pupils know each other very
well. Pupils and students are made to feel secure and valued. The school is be
organised in such a way that we take full advantage of this strength whilst
ensuring that our young people experience change and challenge at appropriate
milestones in their school lives.
The school has distinct Primary and Secondary Departments and movement
from Primary to Secondary is a significant event.
The Primary Department
(Including Autism Specific Provision)
Pupils aged 2 to 11 years are taught by 3 teachers supported by 7 Teaching
Assistants. There are 4 large classrooms and 2 enclosed outdoor play areas.
They have access to the Foundation Stage Curriculum and work is differentiated
to ensure full coverage of Key Stages 1 and 2 of the National Curriculum
through the school’s schemes of work.
Pupils with autistic spectrum disorder follow a curriculum designed to support
their specific educational requirements within their own setting. Specific
approaches to support individual learning styles include TEACCH, Picture
Exchange Communication System, MAKATON signs and symbols.
There are opportunities for pupils to move between groups for specific activities
and for groups to join together for appropriate inclusive educational and special
The Secondary Department
Students aged 11-19 years are taught by 3 full time and 2 part time teachers
supported by 7 Teaching Assistants. They have access to 4 teaching areas, a life
skills room and an outside teaching and leisure environment. They follow Key
Stage 3 and 4 National Curriculum and a Post-16 curriculum adapted for pupils
and students with a wide range of needs.
Aspects of the key Stage 4 and Post-16 curriculum are based on Equals ‘Moving
On’, a Nationally recognised and accredited scheme which provides evidence
for pupils’ Progress Files. The main emphases of the 16+ curriculum are: life
skills, key skills and work related learning.
The School makes provision for pupils to access their entitlement to a balanced
and broadly based curriculum. The curriculum has been developed so that it
matches the aims for each identified group of learners, addresses individual
needs and fulfils statutory requirements.
The curriculum at Springwater School is derived from the following:-
Foundation Stage Curriculum
The general requirements of the National Curriculum
The full range of subjects of the National Curriculum at each key
National Literacy Strategy
National Numeracy Strategy
‘Moving On’ accredited courses
A developmental and sensory curriculum which includes EQUALS
Schemes of Work
Therapeutic Services and other professional input to meet personal
Springwater School has developed good-working relationships with a range of
primary, secondary and special schools within the authority. These links
provide opportunities for pupils and staff to benefit from sharing facilities,
resources, training and expertise.
Individual pupils are able to attend regular sessions at receiving schools
supported by staff from Springwater. Groups of pupils have also had
opportunities to complete curriculum modules or to take part in specific projects.
Pupils from other schools have regular access to our soft play and sensory rooms
and the hydrotherapy pool thus giving a range of Springwater pupils the
opportunity to join them within our building.
We have continued to welcome pupils from local secondary schools on work
The school also has regular contact with a Harrogate Independent College
whose students have worked with our secondary pupils on drama workshops and
productions. They have also raised significant funds for Springwater which have
enabled us to buy in theatre groups, musicians and performing arts workshops.
The school has a significant and growing responsibility for supporting
mainstream schools in developing their capacity to work successfully with
pupils with severe learning difficulties and/or significant communication
The SLD Outreach Support Service was commissioned by the Local Authority
in January 2006 and now supports over 20 mainstream primary and secondary
schools in the Harrogate and Selby Districts. Christine Wingate (Assistant Head)
co-ordinates the Springwater Service and works closely with co-ordinators from
the Skipton, Northallerton and Scarborough SLD schools and the Local
Authority Service Manger. Some pupils supported by the Service have dual
placements to enable them to access the best features of both a mainstream and a
The North Yorkshire Communication Aids Project (NYCAP) forms part of the
SLD Outreach Support Service. The NYCAP Co-ordinator, Margaret Steer, and
an HLTA provide access to assessments and specialist communication aid
support for pupils in special and mainstream schools.
RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP
Departmental or whole school assemblies are held each day to promote the
spiritual, moral and cultural development of pupils and are broadly Christian in
nature. The school has strong links with the local community and clergy from
the various churches will be invited into school from time to time to conduct an
assembly or seasonal celebration.
The RE curriculum follows the North Yorkshire County Agreed Syllabus which
is non-denominational and multi-faith in character. Parents are entitled to
withdraw their child from all or part of religious education teaching and
collective worship. Parents should discuss their request with the Head Teacher
in order to determine the alternative provision which needs to be made.
SEX AND RELATIONSHIPS EDUCATION
The school offers a comprehensive Personal, Social Health and Citizenship
programme which incorporates sex and relationship education taught with due
regard to individual need and understanding, moral values and the importance of
family life. The School Nurse and Community Nurse are involved with teachers
in planning and delivering specific sessions and they will provide support for
individual students and their families.
Class teachers and pastoral tutors will consult with parents about the content of
the programme through newsletters and parents evenings and will discuss any
individual problems or concerns. Parents have the right to withdraw their
children from sex education lessons
Throughout their school lives, pupils are guided and supported in building
positive friendships and relationships with their peers. They are taught to show
respect for one another and to behave responsibly.
The School will actively promote positive behaviour by endeavouring to ensure
that all pupils are offered an appropriate curriculum designed to meet their
individual needs. The content should be motivating and stimulate their desire to
learn and participate fully.
We are fortunate in having 2 Team Teach Trainers on the staff who provide a
training package and regular updates for all our staff. They also provide training
for other staff from both mainstream and special schools.
Pupils who, for a variety of reasons, present challenging behaviour will be
supported by individual Behaviour Plans and Risk Assessments based on careful
observation, recording and assessment of needs. These will set out strategies for
managing the behaviour and describe any agreed physical interventions (Team–
Teach) that may be needed. They will be monitored, updated and discussed
with parents and relevant professionals and will form an important part of the
Annual Review process.
Endeavour and success are celebrated publicly through Good Work Assemblies
and an Annual Presentation of Awards and Certificates. Pupils’ work will be
recognised by inclusion in displays in their classrooms or in public areas of the
school. Well presented displays reflect the high value we place on pupils’ efforts
PHSE and Citizenship modules enable pupils and students to develop an
understanding of right and wrong and to explore relevant aspects of their rights
and responsibilities within the school, their families and the wider community.
The policies, curriculum and organisation of the school are designed to meet a
range of special educational needs associated with severe learning difficulties.
Pupils have a Statement of Special Educational Need which describes their
specific needs and the provision, support and objectives required to meet these
needs. School staff will assess pupils to draw up a profile of strengths and needs
in order to set appropriate targets to be addressed through Annual Targets,
Physical Management Plans and teaching programmes.
The Statement of Special Educational need will be reviewed annually.
An interim review may be held if the school or parents consider this to be
necessary. The review meeting is held in school and is chaired by the Head
Teacher and attended by parents, class teacher and other professionals involved
with the child. The school report and any other reports submitted by the
professionals involved will be copied and circulated 2 weeks before the meeting.
The meeting will consider: the reports submitted; other information on the
child’s progress over the past year; the views of parents; where possible the
child’s views; other relevant issues and the targets to be set for the coming year.
Transition reviews are held in Year 9 to plan for the remaining years of statutory
schooling (to 16 years) and to determine whether pupils will remain at
Springwater School beyond statutory school age. The majority of pupils remain
at school until they are 19 and arrangements for their transition from school are
reviewed and revised as necessary at each subsequent review.
PASTORAL CARE AND PARENTAL INVOLVEMENT
The involvement of parents and carers is a vital element of any child’s
education. Class teachers and tutors will make every effort to ensure that they
are kept fully informed about progress and achievement at school. This will be
done through school reports, parents’ evenings, coffee mornings, informal
newsletters and home-school diaries.
Visits to the school are welcomed but it is important to telephone the school first
if you wish a particular member of staff to be available. Certain times are set
aside each week when teachers are released from class and are available to be
contacted by telephone or in person.
It is not our policy to set a schedule of homework tasks but there may be extra
things we may ask for help with e.g. finding materials or resources for a project,
working on new words or signs or providing opportunities to develop practical
Annual Targets are set in consultation with parents and where appropriate pupils
are involved in this process. The targets are supported by suggested activities to
enable pupils to reach the targets. Homework opportunities are also identified
and developed through class newsletters.
Springwater School is strongly committed to meeting the diverse needs of pupils
from 2 – 19 years of age, with due regard to their ethnic origin, religion, gender,
disability and social background. Within the school community we recognise
the importance of combating racism and promoting cultural diversity and
equality of opportunity for pupils, families and staff. There have been no
recorded incidents of a racist nature.
PUPILS WITH MEDICAL NEEDS
Many pupils with learning and physical difficulties will experience either long
or short term medical needs which can be met within the school.
An individual health care plan can help staff identify the necessary safety
measures to support children with medical needs and ensure that they and others
are not put at risk.
Parents/Carers will provide the school with full information about their child’s
medical needs including details on medicines their child needs.
The school will work closely with parents and health professionals to draw up
healthcare plans for individual pupils with medical needs.
Parents/Carers must provide written consent before any prescribed or non
prescribed medicines can be administered in school. The School Medical
Officer, Community Paediatrician and School Nurse will provide the school
with guidelines on procedures for managing specific conditions.
Springwater School is committed to ensuring the welfare and safety of all
children in the school. All North Yorkshire Schools, including Springwater
School follow the North Yorkshire Area Child Protection procedures and the
LEA procedures. The school will, in most circumstances, endeavour to discuss
all concerns about their children with parents. However, there may be
exceptional circumstances when the school will discuss concerns with Social
Services and/or the Police, without parental knowledge (in accordance with
Child Protection procedures). The school will, of course, always aim to
maintain a positive relationship with all parents.
Polo shirts and sweatshirts with the school name or logo are available through
the school office. Primary pupils wear blue sweatshirts and blue or white polo
shirts and secondary students wear maroon. Whilst school dress is not
compulsory, the majority of parents choose to adopt it as a practical alternative
to fashion clothing. Clothing should be tidy and appropriate, shorts are not
considered to be suitable for secondary students. Pupils and students like to wear
the school dress and are excited by the change from primary to secondary
Class teachers / tutors will provide information on additional clothing
requirements for PE, swimming or out of school activities. All clothing should
be clearly marked with the child’s name.
ACCESS TO FURTHER INFORMATION
Copies of all relevant documents on the curriculum, OFSTED reports and
policies adopted by the Governing Body are available on request.
Whenever possible, any complaints or concerns should be discussed as soon as
possible with the class teacher or senior member of staff. In most cases the
problem can be resolved very easily. If a solution is not reached or if the
complaint is more serious it should be taken to the Head Teacher who will
investigate the complaint and attempt to resolve the issue. Failing this the matter
should be referred to the Governing Body. Should a resolution not be reached
the complaint should be taken to the LEA.
A copy of the North Yorkshire complaints procedure is available on request
from the school.
The school has strong links with local residents groups, youth groups, voluntary
organisations and the Starbeck and Harrogate business communities. Local
people provide both practical and financial support for the school and many of
our facilities and resources have been provided in whole or in part, through
donations and fundraising.
Secondary students at Bettys Cookery school
A visit to the local shops
LEADERSHIP AND GOVERNANCE
Leadership and Governance is based on a model of Distributed Leadership,
within a Leadership Team, given strategic direction and support from the
Governing Body and the Head Teacher. The Leadership Team draws heavily on
the expertise and involvement of all teachers, support staff and school based
health professionals, many of whom have taken on specific leadership and
The framework has been designed to bring together effective teams with clear
roles and responsibilities. Teams are drawn from the Governing Body, senior
members of staff and other staff members. The composition of the teams
ensures that each has a balance of experience, skills, personality types and
leadership styles. The Teams also provide support and direction for Subject and
The Leadership Model is based on a matrix of effective teams. The teams, at all
levels, are characterised by:-
shared vision and purpose
agreed objectives and procedures
a culture of openness, honesty and integrity
commitment to development and improvement
clear roles and responsibilities
accountability and a willingness to admit mistakes.
The Governors fully support the new system and have aligning their Committee
structure to the areas of responsibility of the Policy and Development Leaders
and collaborating with them to form three distinct Policy and Development
Teams, whilst retaining a Finance Committee. The teams and their areas of
responsibility are as follows:-
PUPILS To promote and monitor strategies for developing
AND pupils’ attitudes, values and other personal qualities
ENRICHMENT To ensure that the school works in partnership with
parents and carers.
To review and implement policy related to care
guidance and support for pupils.
PERSONNEL To develop and manage effective procedures for the
AND recruitment, induction and retention of staff.
INCLUSION To monitor the deployment of staff to ensure that their
skills and experience are used to maximum effect in
order to deliver high standards in teaching and
To support personal and professional development
through a process of Performance Management which
addresses work life balance issues and identifies
continuing professional development needs.
To promote a culture where pupils are included and
benefit, according to need, from the provision made
and opportunities offered by the School.
To develop and evaluate appropriate arrangements for
shared and linked provision.
SCHOOL To develop and sustain the links with the local
COMMUNITY To ensure a safe and accessible environment that
enables the curriculum to be taught effectively.
To monitor arrangements and planning for off-site
visits and activities.
To promote systems to enable pupils’ and students’
views to be heard and acted upon.
To raise the profile of the school through positive
communications and contacts with visitors
FINANCE A Finance Committee of Chair of Governors, Head
COMMITTEE Teacher, Governor and Bursar will meet at least once
each term to set and monitor the budget and report
back to the full Board and the Policy and Development
Teams. They will ensure that the principles of Best
Value are applied consistently.
Safety and security of pupils whilst they are in school is of paramount
importance. External fire doors are fitted with security fasteners, other doors are
kept locked when adjacent play areas are not in use. All visitors enter the school
by the secure reception lobby and their identity checked before they are allowed
to enter the main building. Further improvements to security include: fitting of
keypads to some classrooms; increasing the height of the fencing around the
Autistic Unit play space; fencing off swings and renewing fire notices.
Plans are in hand to renew the perimeter fencing to the rear of the school and
further CCTV cameras are required.
Most pupils are transported to and from school by minibuses or taxis arranged
through the LEA. This service is arranged by the Education Transport Section
based at County Hall. The school may be asked for advice on individual support
or transport needs and school based Health Staff may also be consulted on
special requirements. Any queries or concerns about transport arrangements
should be referred to Passenger Transport on 01609 535679/535127.
If a child is absent from school the transport provider should be notified directly
and should also be informed when the child is ready to return to school.
Parents who live close to the school often choose to bring their child to school
and we welcome this informal contact before the start of registration and lessons
and at the end of the school day. When children first start school parents may
wish to accompany them and advise on practical care issues. Part-time
attendance is possible for pupils below statutory school age.
PROFESSIONAL DEVELOPMENT OF STAFF
All members of the school staff have opportunities to undertake a range of
training courses. Priority areas are identified following an audit of the School
Improvement Plan and Performance Management review meeting records. All
staff receive training in the following areas:-
Lifting and Handling
Training in carrying out risk assessments before engaging in moving pupils and
in the principles involved in safe lifting and handling.
The school nurse provides training in the administration of drugs for relevant
individual pupils and will ensure training remains current. Staff receive training
from the Speech and Language Therapist in feeding techniques. The
Ambulance Service provides regular training for staff in emergency first aid and
Teaching staff and support staff access in-house and external training in many of
the curriculum areas according to need, interest and school priorities.
The school has 2 qualified Team Teach trainers who run introductory and
refresher courses for all class based staff. The emphasis is on positive
behaviour management but there is also comprehensive coverage of
approved physical interventions.
SCHOOL IMPROVEMENT PLAN AND ACTION PLAN
Each year the 3 year rolling School Improvement Plan (incorporating the
OFSTED Action Plan) is evaluated and reviewed to cover the next 3
years. Governors and staff work together to select priorities for
development based on reports from OFSTED, LEA Adviser, Health and
Safety Adviser and the school’s own self evaluation. These priorities will
have an impact on: standards achieved by pupils; their attitudes, values
and personal qualities; the quality of education provided; the close match
of the curriculum to pupil needs; care, guidance and support for pupils;
partnership work and leadership and management.
CHARGING AND REMISSIONS POLICY
The policy of the Governing Body is that where the school organises a
visit, activity or event for which a charge is made, parents will be asked
for a voluntary contribution to meet all or part of the costs. Where parents
are unable or unwilling to contribute the child will not be excluded from
Many of the donations we receive are used to provide enrichment
activities. Non-specific and small donations to the school are often used to
subsidise school trips or to provide extra resources and equipment.
Head Teacher: Gabrielle Cook
Assistant Heads: Margaret Algie
Teachers: Charlotte Bray
Higher Level Teaching Assistants: Judy Cooper
Teaching Assistants: Lynne Clarke Roy Cockburn
Alyson Doherty Susan Hatfield
Shelley Hudson Susan Leworthy
Susan Newbould Karan Robinson
Sandra Spedding Ann Stewart
Kelly Todd Val Young
Office Manage: Heather Forge
School Bursar: John Cooper
Admin. Assistant: Angie Neal
Caretaker: William Crawford
Catering: Pauline Hastings
Midday Assistants: Margaret Gill
Two LEA Appointees Mrs S. Blackburn (Chair) (2005/09)
Mrs M. Wright (2006/10)
Four Elected Parents Mrs G. Fortune (Vice-Chair) (2007/11)
Mrs E. Benning (2006/10)
Mrs A. Bradley (2006/10)
One Elected Teacher Mrs S Thompson (2004/08)
One Elected Member
Of Non Teaching Staff Mrs J. Cooper (2004/08)
Two Co-optees Mrs A Dixon (2007/11)
Mrs J. Briggs (2006/10)
One Appointee by a
Voluntary Body Mr B Johnson (2007/11)
The Head Teacher Mrs G. Cook
The term of office is four years and from the year of appointment is shown
against each Governor.
The Chairman of Governors for 2006-2007 is Sybil Blackburn who may be
contacted through School on 01423 883214.
The Clerk to the Governors is Mrs H Forge who may be contacted via the
Education Service County Hall, Northallerton
0845 034 9494
Area Education Office 0845 034 9467 (Harrogate)
0845 034 9465 (Selby)
Parent Partnership Officer Judith Edney
Educational Psychologist Paul Barker01609 535556
School Medical Officer Kathleen Coats
School Nurse Becky Thackwray (01423
Physiotherapist Fiona Brown (01423 889979)
Speech & Language Therapist Sue Hart (01423 889979)
Occupational Therapist Nicky Wynn (01423 889979)
Connexions Service Georgina Dickinson 01423 871722
Community Nurse 01423 812849
Community Resource Team 01423 889624