Get documents about "Introducing Uplands School
Document Sample
Introducing Uplands School
Uplands School is
situated in a building
with state of the art
facilities, within a
learning campus that
incorporates a
mainstream primary
and secondary schools
as well as a primary
special school.
Uplands is one of six
Swindon Local
Authority provision
for pupils with learning difficulties who require a special setting for a part or the whole
of their school life. We are a day school and our catchment area extends throughout
Swindon and North East Wiltshire. The age range is 11-19 and there are approximately
94 pupils on roll.
Our staffing team comprises:
Teachers
Cover Manager
LRC Manager
Teaching Assistants (TAs)
Mid-day Supervisory Assistants (MDSAs)
Physiotherapist
Occupational Therapist
Speech Therapist and Assistant
School Nurse
Office Manager
Administrative Assistants
Uplands is committed to safeguarding and promoting the welfare of pupils/students and
expects all staff to share this commitment. The systems that are in place follow the
guidance that is detailed by South West Child Protection Procedures.
The guiding principal at Uplands is ‘Access to Achievement’. Using the National
Curriculum as our framework we offer a broad and balanced range of activities in the
firm belief that our pupils have equal entitlements and opportunities. As required, the
school has a policy on Special Educational Needs incorporated within our Teaching and
Learning Policy. A copy of this document is available on request.
Links are established with secondary mainstream schools and colleges and we maintain a
policy of achieving mainstream placements for our pupils if appropriate. There are
regular shared curriculum activities with mainstream schools. When appropriate,
1
pupils/students are given individual inclusion opportunities and programmes within a
mainstream school, which is monitored and reviewed continually.
Uplands supports the principles of Every Child Matters (ECM) and the five key outcomes:
Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well being
These ECM principles inform our school aims and values.
School Aims
Uplands School strives to provide a high quality education provision that values each
individual’s contribution and success. All staff and governors are committed to achieving
the highest possible standard of education and care to ensure that all pupils maximise
their potential.
Uplands School is committed to providing a curriculum that:
is flexible and meets individual learning needs of all pupils/students
meets statutory requirements
offers a wide range of activities and experiences
is enjoyable (ECM)
provides realistic outcomes
stimulates, motivates and challenges
has realistic goals
reflects continuity and progression
promotes a healthy lifestyle (ECM)
Uplands wants pupils/students to:
enjoy and achieve (ECM)
be confident, successful and as independent as possible
make a positive contribution within the school and the wider community (ECM)
feel appreciated and valued
leave school equipped for life (ECM)
achieve self-discipline
Uplands demands that all pupils/students:
are treated with respect and dignity
are treated as individuals
are forever challenged
and that their environment should be:
safe (ECM)
secure and trusting
happy (ECM)
caring
2
stimulating and motivating
and be a place where pupils/students can fulfil themselves (ECM)
Uplands believes parents/carers to be vitally important and therefore expects:
to have a good working relationship
effective communications
and work together to provide relevant targets.
Uplands expects that all resources in school are appropriate, up-to-date, safe, in good
working order and accessible for all pupils/students and staff.
School is best when:
equal opportunities exist for all
when everyone is working towards the same shared common goals as a team
Uplands values the role of external professionals. We expect professionals to:
know the school
know the pupils/students
support and assist the staff
Uplands expects that all visitors are made welcome and leave the school feeling that
their visit has been purposeful.
The Governing Body
Chairperson Mrs B Shaw (LA Governor)
Vice Chairperson Mr A Stone (Community Governor)
Parent Governors Mr D Fry Mrs A Musto
Mrs C Carter Mrs P Evans
LA Governors Mr G Groombridge and Mrs D Murray
Community Governor Mrs A James
Teacher Governor Mrs L Breslin
Non Teaching Governor Mrs B Lenderyou
Headteacher (Ex Officio) Mrs J Smith
Clerk Mrs M Moss
The Chairperson of the Governors, and the Clerk to the Governors can be contacted via
the school. The Governors update the School Profile (on line) each July and this
document can be viewed by following the links from www.schoolsfinder.direct.gov.uk. A
3
hard copy is available to parents upon request. The Governing Body also issue an annual
newsletter for parents.
Governors are responsible for ensuring that the National Curriculum is taught in
accordance with current legislation. They are responsible for the recruitment of staff,
for use of the building and for prudent financial management of the school. To
discharge these duties they are assisted by Governor Support and staff at the Local
Authority (LA).
Full Governors’ meetings are held every term and a copy of the minutes are published
which parents may see upon request. A copy is held in the school office.
The individual committees (Staffing, Curriculum, Finance and Premises) meet frequently
throughout the academic year.
Partnership with Parents
At Uplands we endorse the view that parents are partners in the education of their
children and actively encourage the support of parents in both curricular and extra
curricular activities. All parents are invited to sign a Home/School agreement that aims
to clarify specific responsibilities and to consolidate this partnership.
A Parent’s Coffee Morning is generally arranged during Terms 1 or 2 to allow parents to
meet with and share information with classroom staff. In addition to these, the
Headteacher has informal half-termly coffee mornings for parents and carers.
Parents are asked to attend an Annual Review meeting each year and other opportunities
to discuss educational or behavioural issues can be arranged. Parents are welcome to
visit the school at anytime although, to reduce disruption to classes, it is advisable to
visit by appointment. If you do call into school unexpectedly you are welcome to leave a
message at reception. If the matter is urgent then the Headteacher, Deputy
Headteacher or Assistant Headteacher will endeavour to make themselves available.
All pupils/students are provided with a home/school diary.
Teachers and teaching assistants endeavour to keep
parents in touch with day to day activities and to note any
issues that parents may need to be aware of. Parents are
encouraged to respond in the diary giving information about
what the child has been doing at home so that this can form
a basis for discussion between staff and child.
Staff are happy to discuss issues over the telephone.
However, it may not be possible to speak directly to class staff if they are engaged in
teaching. However, a message can be left for them to return your call.
From time to time the school makes arrangements to hold a meeting on a specific topic.
This may be for parents of pupils/students with a specific need or to consider transition
arrangements. Suggestions of helpful topics are always welcome. We are also pleased to
facilitate groups of parents wishing to meet together to discuss areas of common
interest. Parents who would be interested in this should contact the head teacher.
4
Frequent letters are sent to all parents to keep them informed about school. A general
Newsletter is published from time to time.
Admissions
All pupils/students that attend Uplands School have a Statement of Special Educational
Needs. Children can be admitted to the school at any age from 11-18 years. Such
admissions are likely to be the result of statutory multi-disciplinary assessment although
there are normally informal discussions between the Headteacher, parents and the LA
during this process. By agreement of the LA pupils/students can be admitted prior to
completion of a statement if this is deemed to be in the best interests of the child.
Prospective parents and pupils/students are encouraged to visit the school and meet with
the Headteacher and other staff so that the pupil’s individual needs can be considered in
detail, thus ensuring that the provision is appropriate and that the necessary resources
are available.
Parents and professionals regularly review individual pupils’ specific needs through the
Annual Review process and alternative provisions may be considered at any stage.
Access to Achievement
The School provides education for pupils/students aged 11-19 years who have special
educational needs related to intellectual, communication, behavioural, physical and
medical difficulties. A significant number of pupils/students have profound and multiple
learning difficulties.
The range of opportunities and experiences offered relates strongly to those provided in
other schools but Uplands enables highly specialised access to education through its
distinctive blend of expertise, facilities and resources.
ACCESS IS GIVEN TO:
the National Curriculum: all pupils follow the core and other foundation subjects
of the National Curriculum to the maximum extent possible but the application of
its provisions may be modified when appropriate
spiritual, moral, cultural, mental and physical development
the fullest possible preparation for the opportunities, responsibilities and
experiences of adult life
negotiated flexible learning packages designed to meet the needs of individual
pupils/students
appropriate developmental learning programmes
5
religious education, personal and social education including sex education
individual learning programmes for students over 16 years including work
experience if appropriate
continuous assessment of pupils/students’ needs and attainment
high adult-child ratio and appropriate staff expertise
physiotherapy, speech therapy, sensory and occupational therapy support
visual and hearing impairment support
support with feeding/eating
specialised resources and day-to-day advice/support regarding equipment needs
support for parents/carers requiring advice regarding children with complex
difficulties
advice and support for staff from other schools and agencies in their activities
with pupils/students
support for pupils from mainstream schools who can benefit from planned use of
Uplands’ facilities
opportunities to attend mainstream school where appropriate
Teaching and Learning
TEACHING AT UPLANDS
respects pupils/students as individuals and promotes self esteem
relates to pupils/students’ special educational needs
is sensitive and positive with regard to pupils/students’ learning needs
ensures access to the National Curriculum
achieves a balance between National Curriculum and other curriculum priorities
is appropriate to the chronological age of pupils/students as well as meeting
developmental needs
is provided by well organised interdisciplinary teams with clear goals
6
is provided on a 1:1 basis or in small groups
involves every member of the school community
values links with other schools and the wider community
is subject to continual evaluation and development
LEARNING AT UPLANDS
is based on well planned, individualised
programmes
is relevant to pupils/students’ needs and is
age appropriate
makes sense to the pupils/students
is a positive, enjoyable set of experiences
and activities
takes place within the school and also in the wider community
is seen as “learning for life”
promotes co-operation between pupils/students
emphasises respect for each other
is continually evaluated and developed.
More detail about the organisation of the school, the school curriculum and different
teaching methods employed can be found in the Teaching and Learning policy and the
Curriculum policy. Parents will be issued with copies of these policies upon request.
School Staff
There are a relatively large number of adults with a wide range of roles within the
school. The principle, which guides everyday practice, is that everyone has an important
part to play in providing “access to achievement” for the pupils/students.
The school benefits from a high staff:pupil ratio. Each
class has between two to five teaching assistants (TA’s),
depending on the needs of the pupils/ students. Teaching
assistants work co-operatively with class teachers and
under their direction. They have an important and unique
role within the interdisciplinary teams of both the
7
classroom and the whole school. Teaching assistants are committed to providing the
highest standard of education for each pupil/ student. They are fully involved in the
delivery of the National Curriculum and other curriculum areas. They may also be
required to contribute towards record keeping and assessment.
Mid-day Supervisory Assistants (MDSA’s) work co-operatively with class staff to
support and supervise pupils/students during the lunch hour (11.45 am – 12.55 pm).
MDSA’s are expected to attend regular meetings with the assistant head to discuss
lunchtime issues, behaviour strategies etc.
All categories of staff participate directly in, or contribute indirectly to:
Teaching staff meetings
TA meetings
MDSA meetings
Class team meetings
Key Stage Curriculum meetings
Curriculum development meetings
Whole staff information meetings
School Improvement Plan meetings
Annual Review meetings
Morning Briefings
All members of staff - from whichever discipline – are encouraged to share information
informally on a day-to-day basis. The different elements of the interdisciplinary teams
are described briefly in other sections of this document. The interdisciplinary approach
is emphasised.
Staff Development
At Uplands School we are committed to developing a working environment that supports
and extends the skills and abilities of its employees. We recognise that our human
resources are the most vital asset of the establishment and by investing a high level of
commitment to the staff we will make the school a more effective and efficient
organisation where pupils and staff are valued. All attempts to raise the esteem and
efficiency of the staff can only result in a more
effective setting for the pupils.
Most staff at Uplands School hold professional
qualifications appropriate to their role. There is
an expectation that staff will demonstrate a
commitment to on-going professional
development throughout their employment. The
training needs of both teachers and support
staff are regularly reviewed through the
performance management and appraisal process.
The school is closed to pupils/ students for five
8
days each year while the training needs of the whole school are addressed (parents are
notified of these dates as soon as they are available).
Individual staff also take part in a wide range of courses which may vary in length from a
single day on a particular topic to a course extending over a period of three or four
years leading to further recognised qualifications. A percentage of the school budget is
allocated each year to support the staff development programme and its effectiveness,
in terms of impact upon the quality of education provided for pupils/ students, is
regularly evaluated.
All new staff have the opportunity to take part in a thorough induction programme to
ensure that they fully understand school policies and procedures.
The school holds the Investors in People Award.
The Interdisciplinary Team
There is a multi-agency unit within the school that affords close working relationships
with health professionals. The Paediatric Consultants and the School Medical Officer
hold regular clinics to which parents are invited. Other health professionals that provide
a service at school from time to time include the
school dentist, orthotist and dietician. Uplands
also benefits from the part time services of a
physiotherapist, an occupational therapist and a
speech and language therapist. These provisions
are described in more detail below.
Swindon Borough Council is committed to multi-
agency working and the school has access to
social workers through Children and Families
Services. The school also works co-operatively with the specialists from the Children
with Learning Disabilities Team (CLDT). The Education Welfare Officer may be involved
with individual families and, from the age of 14, all pupils have the services of a
Connexions personal advisor.
The class teacher may also be supported by peripatetic staff, teachers of the hearing
impaired, visually or multi-sensory impaired, or the educational psychologist.
Speech and Language Therapy
The Speech and Language Therapy Service is provided by the Swindon Primary Care
Trust and a speech and language therapist (SaLT) works within the school one day a
week. The school funds a speech and language therapist practitioner for four days a
week, who works with individuals and small groups of pupils/students under the direction
of the therapist.
The main areas of work are:-
9
the development of communication at all levels as appropriate, including
augmentative systems, signing, symbols and objects of reference.
the development of feeding patterns through direct intervention and advice to
staff and parents
the provision of information, training and support for colleagues and carers which
promotes understanding and co-operation so that communication and
eating/drinking skills can be developed in the context of the pupils daily
experiences.
the development, implementation and co-ordination of PECS (Picture Exchange
Communication System) – this is offered to certain pupils giving the opportunity
to develop meaningful communication. The SaLT practitioner liases with staff in
the autistic provisions to execute this responsibility.
Some pupils require speech therapy sessions outside of the classroom setting and the
therapist and the SaLT practitioner ensures that there is good communication and liaison
with colleagues regarding a pupil’s work in this context.
The SaLT practitioner liaises with a teaching assistant who has designated responsibility
for augmentative and alternative communication (AAC), to co-ordinate and develop the
use of augmentative communication across the school. To this effect, the school has
purchased a range of switches and various communication aids to support this area.
Physiotherapy and Occupational Therapy
Physiotherapy and Occupational Therapy are provided and managed by the Swindon
Primary Care Trust – Uplands is allocated one day per week per therapy. To supplement
this provision the school has skilled and trained staff that supplement the allocated
therapy according to individual need on a withdrawal basis or within their class group..
These can include physiotherapy, occupational therapy, movement programmes to develop
mobility skills and swimming at the hydrotherapy pool. Pupils/students may also
experience sensory-based activities such as massage, aromatherapy, sensory cooking,
horse riding, music, art and stimulation in the light and dark rooms. This enables the
students to use all of their senses to interpret and understand their environment as they
work to fulfil their individual potential.
The therapists are responsible for the assessment of pupils/ students. If appropriate
they will develop programmes to be implemented throughout the school day and at home
with everyone concerned. Such programmes are designed to improve the physical
abilities, independent mobility and functional independence of pupils. Physiotherapy
programmes are implemented within class group or on an individual withdrawal basis.
Advice is also given on moving and positioning pupils/students to ensure the best possible
access to learning experiences. The school is responsible for training staff within the
Local Authority in manual handling techniques.
Seating and other specific equipment needs are assessed and monitored by the
physiotherapist and changes made as necessary. When specific specialist equipment/
10
apparatus is prescribed a bid has to be forwarded to the appropriate authority.
Generally these bids are successful.
School Nurse
The school nurse is employed by Swindon Primary Care Trust to attend to school related
medical issues for one day per week, and by the school for an additional
one day per week. The school nurse liaises closely with parents and other
professionals to enhance care, and to promote the health and well being
of pupils/ students. Some children may require special nursing
procedures and the school nurse can provide training for staff in these
techniques. Certain pupils/ students also have an individual care plan
that is managed and reviewed by the school nurse.
The school nurse also works in consultation with teaching staff in the
development of personal and social education programmes and other
aspects of health related learning.
We aim to have at least one teaching assistant per class, although it is often more than
one per class, who holds valid First Aid qualifications and assume the responsibility for
all First Aid issues throughout the school, including the administration of medication.
Medicals and Illness
Parents are always notified of, and required to attend medical appointments with the
Community Paediatrician or other medical consultants. Regular dental inspections also
take place. If a child becomes ill at school we must be able to contact parents or
another emergency contact so it is important that parents keep us up to date with
changes in telephone numbers, contacts etc.
It is the school policy not to administer medicines of any kind to pupils, unless these
have been prescribed, are clearly labelled, and are accompanied by written instructions.
Parents are also required to complete a school medication consent form.
Uplands adheres to the advice given by the Health Protect Agency, which states that
students should not return to school until 48 hours after the last bought of sickness or
diarrhoea.
Attendance
Parents are asked to write to or telephone the school office to explain every absence,
ideally before 8.45 am on the day of absence. Parents are legally obliged to make a
written request for permission for a child to be absent from school during term-time to
attend medical or dental appointments or to participate in a family holiday. If the school
has concerns about a pupil’s attendance, the Education Welfare Officer will be
contacted.
11
Holidays within term time are not encouraged, although we do understand the value of
quality family time. Parents or carers who require permission for holiday absence in term
time should apply in writing to the Headteacher.
School Organisation
Key Stage 3 – comprises of four classes drawn from pupils within National
Curriculum years 7, 8 and 9.
Key Stage 4 – comprises of two classes drawn from
pupils within National Curriculum years 10 and 11.
Key Stage 5 – the Further Education Centre (FEC).
This provision caters for the needs of students in
Years 12 to 14. See page 18 for further details.
A small group of pupils will access their curriculum in a
14-19 setting following the EQUALS Moving On Scheme
and using a multi sensory teaching approach suited to their individual needs.
The timetable, staffing levels and groupings are flexible enough to allow for pupils
to follow individual programmes across classes when appropriate.
Autistic Spectrum Disorder Support – There are two groups of staff offering
particular support and advice concerning those pupils/ students on the autistic
continuum classes – one caters for Key Stage 3 pupils and the other addresses
the needs of Key Stage 4 and Key Stage 5 pupils and students. Pupils/ Students
are withdrawn from their year groups to be taught on a one to one basis or in
small groups and benefit from a structured teaching approach following TEACCH
principles.
The School Day
The school day at Uplands is from 9.10 am to 3.15 pm. The lunch period is from 11.45 am
to 12.55 pm. A more detailed breakdown is as follows but this is fairly flexible and
dependent on factors such as times of swimming sessions etc.
9.10 Pupils/students arrive
9.15 Registration
9.25 Session 1
10.20 Break
10.30 Tuck/PSE
10.50 Session 2
11.45 Lunch
12.55 Registration/PSE
1.00 Session 3
1.55 Break/Drink
2.05 Session 4
12
3.00 Plenary/Close of Day/PSE
3. 15 School finishes for pupils/ students
Curriculum
The Uplands Curriculum Policy details our ethos and delivery for our curriculum and
copies are available on request.
The curriculum at Uplands is designed:-
To appropriately prepare pupils for all aspects of adult life in a multi cultural
society so that they can adopt a healthy and safe lifestyle, make a positive
contribution and achieve economic well-being
To be flexible in order to meet the individual needs of pupils.
To develop self motivation, self discipline, self analysis and self evaluation.
To provide pupils with equal opportunities where encouragement is given to both
sexes and to pupils from different cultural backgrounds.
To offer an element of enjoyment within the curriculum.
To recognise and celebrate personal achievement.
To offer a wide range of activities and experiences within a safe environment.
To be stimulating, challenging and motivating.
To offer continuity and progress.
This means that although the school is committed to delivering the National Curriculum
subjects at Key Stages 3 and 4, it must address individual pupils/students’ needs as well.
These are mainly covered within the Personal, Social, Health and Citizen Education
curriculum known as PSHCE. This curriculum area develops independence skills, domestic
skills, personal care, social interaction, behaviour and motivation.
The school has developed long term schemes of work in all National Curriculum subjects
that ensure continuity and progress across the school and become the source for
detailed lesson plans. However, pupils are disapplied from studying a modern foreign
language so as to focus upon areas of a higher priority.
Individual educational targets are agreed with parents two times per year and are also
shared with parents at the Annual Review meeting. These targets are reviewed
throughout the year and updated according to progression and achievements noted
through ongoing teacher assessment. These IEP targets are displayed in each class to
support pupil’s engagement in the achieving of these targets and ensure all staff are
aware of what each individual pupil is working towards.
The school also provides a range of additional curriculum activities such as a Foreign
Culture day, Healthy Schools week, football tournaments, musical productions and
participation in the Wiltshire and Swindon Music Festival. Pupils/students have the
opportunity to participate in a variety of extra curricula pursuits such as choir, art club
and trampolining.
13
Pupils/students are taught in key stage classes group of no more than 10 pupils,
according to their needs and ability. Within these classes they receive tuition through
small group work as well as on an individual basis.
Some pupils/students, will be follow highly individualised programme at specific times
depending on their needs.
Additional support is available, where appropriate, by way of Speech, Physio and
Occupational Therapists. These professionals have an advisory input for class staff as
well as practical sessions with pupils/students. An assistant employed by the school
assists the Speech and Language Therapist on a daily basis.
Although Uplands School is a secondary school, it must also be recognised that the
National Curriculum programmes of study appertaining to Key Stages 3 and 4 are not
always relevant to our pupils, who are more likely to be achieving at levels corresponding
to Key Stage 1 or 2. However, all staff are aware that ‘age appropriateness’ must be
continually considered in the delivery of all areas of the curriculum.
Information Communication Technology (ICT)
Although Information Communication Technology
has its own component in the National
Curriculum, Uplands School acknowledges the
vital role ICT plays as a learning tool in all areas
of the curriculum, not just in the reinforcement
of teaching and learning programmes, but also as
the very means whereby many of the
pupils/students function fully as learners.
Different aspects/strands of ICT tend to be
delivered within discrete ICT lessons although
ICT continues to be an integral part of most of the core and foundation subjects. The
application of ICT in this way reflects its use in most avenues of life and can be
summarised by five main strands; communicating information; handling information;
modelling; measurement and control and the understanding of the applications and
effects of computers and other technological equipment.
All pupils/students are encouraged to become “computer literate” – this involves being
able to control the access device and achieve appropriate outcomes. To facilitate this
special keyboards or other means of access are available as required. Information
technology is widely used to achieve, facilitate and reinforce learning across all aspects
of the curriculum.
The school boasts comprehensive ICT resources throughout the school including a
Learning Resource Centre. All classrooms benefit from having their own interactive
smartboard, digital camera and camcorder. There is also a range of other technological
equipment available such as a flat screen TV, DVD players, programmable toys etc.
14
Uplands is currently developing a new web site which will ensure effective communication
between the whole school community. The web site is continually up-dated and provides
parents and carers with information about the school, forthcoming events, the
curriculum overview for each half term for each class, pupils/students work, extended
schools and relevant links within the community and the world wide web.
Physical Education (PE)
Physical Education makes a unique contribution to a child’s education. It focuses on many
skills and areas not commonly found elsewhere in the curriculum. PE can provide benefits
and sensory stimulation for all pupils/students.
PE is an integral part of the National Curriculum. During PE sessions pupils have the
opportunity to develop sporting abilities, movement competence and fitness to an
appropriate level. A wide variety of sporting activities are experienced e.g. athletics,
gymnastics, team games, horse riding etc. Trampolining is available on a weekly basis.
Pupils are expected to wear basic appropriate clothing in PE as described under Uniform
and Clothing (p 22).
Extra curricular events such as sports matches and links with sport centres, associations
and clubs are actively promoted wherever possible.
Links with other schools and colleges are also promoted
through sporting activities.
Another important aspect of PE is to encourage the
development of a wider range of skills and attributes
such as self help skills, personal hygiene, self-
confidence and self-esteem.
Every year Uplands holds a ‘Healthy Schools Week’ that
is dedicated to physical activity and health related learning. The school has held the
Healthy School award for several years and has recently achieved the new Healthy
School Status.
Swimming
All pupils/students benefit from at least one weekly swimming session throughout their
time at Uplands School. The majority of pupils/students swim at Dorcan Pool under the
direction of a qualified swimming teacher. These sessions focus on developing water
skills, water safety, survival skills and codes of hygiene.
Uplands benefits from having easy access to a hydro-pool that is shared
with the primary special school. This is used primarily for therapeutic sessions for
pupils/ students with profound and multiple learning difficulties (PMLD). The school
employs a swimming co-ordinator to facilitate this provision and to oversee all swimming
activities. There is a small group of pupils/ students that continue to use the
Thamesdown Hydro-pool to develop their swimming skills.
15
The Further Education students regularly use the swimming facility at community venues
such as the Oasis Leisure Centre or the Link Centre.
Religious Education (RE)
The teaching of Religious Education at Uplands aims to
increase knowledge of religion, religious practices and
spirituality in a respectful way without indoctrination and to
provide opportunities for the learner to enjoy and achieve in
their learning and make a positive contribution within their
school and their community. The school follows the agreed
local syllabus for RE. Through our religious education
programme we endeavour to encourage pupils/ students to:-
Develop self awareness and establish positive attitudes to their own emotions, life
and learning
Develop awareness of others and how to establish and maintain meaningful
relationships
Develop their interest in, and their ability to reflect upon the world around them
Develop the spiritual, moral, cultural and social aspects of their education
At Uplands it is recognised that the religious education of pupils occurs in a context of
Christianity and other religious traditions. Throughout the school pupils will have access
to a range of stimuli and means of expression through drama, music, creative activities,
personal relationships, study of the natural world and elements of history and geography
as part of their religious education.
Religious Worship
A whole school assembly is held once a week to affirm the school as a community and to
provide an opportunity to celebrate individual pupil achievements. This is led by a
member of the school teaching staff where agreed themes of a spiritual and moral
nature are introduced and religious festivals celebrated in a way that is appropriate to
the pupils in each phase. Staff and pupils are involved in planning and leading these on a
rotational basis.
Local ministers and other organisations such as Youth for Christ are invited to assist
with whole school celebrations such as Christmas, Easter and Harvest Festival as well as
at other times throughout the year.
Parents wishing to withdraw their child from the RE programme of study and/or religious
worship should notify the Headteacher in writing. Separate arrangements will then be
made for their supervision at these times.
16
Sex Education
The Governing Body recognises that sex education is a compulsory part of the curriculum
for all pupils of secondary age. Sex Education is typically provided within the broader
context of Personal, Social, Health and Citizenship Education (PSHCE) and the Science
scheme of work. Parents will be notified when these topics are being addressed.
Parents’ legal right to request that their child can be wholly or partly excluded from
receiving sex education will be respected. Such requests should be made in writing to
the Headteacher and there will also be the opportunity for a parent to withdraw the
request, again in writing, at any time. Governors would, however, encourage all parents to
make every effort to understand the nature of sex education within the school and to
appreciate its importance. The Headteacher is always willing to discuss any aspects of
the sex education curriculum with parents.
It is recognised that while definitions of what constitutes family life in Britain today can
vary, there is nonetheless a broad consensus that responsible interpersonal relationships
are to be encouraged amongst young people. Governors emphasise that sex education
within the school will be taught in a manner appropriate to the age group, learning
characteristics, and individual needs of the pupils/students involved. Consultation with
individual pupils/students parents concerning a specific matter may be helpful in some
circumstances.
The Sex Education policy has been approved by the governors and is reviewed on a
regular basis. A copy is available to parents on request.
Careers Education and Work Related Learning
At Uplands, Careers Education and Guidance (CEG) refers to the preparation of
pupils/students for the responsibilities, opportunities and experience of adult life. All
pupils/students have access to CEG from Year 7 onwards through the PSHCE schemes of
work. They are encouraged to achieve, where possible, the following broad aims:-
Understand themselves and develop their capabilities
Investigate careers and opportunities
Implement their transition and career plans
From Year 9 onwards all pupils receive individual careers support from a Connexions
personal advisor. The school has an effective and co-operative working relationship with
Connexions and they ensure that all pupils/students and parents are well informed about
career choices and that decisions made by pupils/students (and parents) are realistic and
achievable.
Uplands School believes that all pupils/students should experience the world of work.
We seek to encourage responsibility and personal fulfilment so that pupils/students
attain their maximum potential and believe that experience of work can help to prepare
pupils/students for life-long learning and adult independence. Work related learning is
also an integral aspect of the PSHCE programme of study that begins in Year 7.
17
Off site work experience takes place mainly in the Further Education Centre, but can be
extended to pupils in Key Stage 4 where appropriate. Suitable placements are found
through Trident who also carry out the necessary Health and Safety checks. Parental
consent is always sought before a student embarks on an off site work placement. All
placements are monitored and reviewed on a regular basis.
Further Education Centre (FEC)
The Further Education Centre (FEC) is separate from the rest of the school and is
resourced to a high standard to reflect the increased maturity of our 16-19 year old
students.
We believe that it is our duty in the FEC to provide a realistic and
relevant curriculum for the individual. Students arrive in the FEC
with many skills that they may have performed in a structured
manner to aid their learning. It is the intention that their experience
in the FEC will enable them to perform these skills in a more general
way and in a variety of situations. They will generally be expected to
work with a reduction in staff supervision and in many off-site situations. The
curriculum is adapted for pupils with profound and multiple learning difficulties
according to their abilities and needs.
The key elements of the curriculum offered to our post 16 students are:-
Personal, Social, Health and Citizen Education (PSHCE)
Functional Literacy and Numeracy
Communication Skills
Environmental and Community Studies
Information Communications Technology (ICT)
Domestic and Self Care Skills
Expressive Arts
Sensory Experiences
Sport and Leisure
Careers Education and Guidance
Work Experience
The curriculum aims to consolidate and enhance core skills in academic, practical,
personal, social and vocational areas. The course, which can span 1-3 years, is designed
to provide an enriching educational and contemporary life experience to prepare
students for adult life. Many aspects of this curriculum will be accredited when the
student is leaving Uplands through ASDAN – Towards Independence and ALL Certificate
in Life Skills.
Students participate in the MENCAP Transactive Initiative. This is a unique project
enabling young people to make a ‘transition passport’. This passport communicates their
life experiences and wishes for the future as they approach adulthood. Another
component of the curriculum that is offered to the post 16 students is the opportunity
to attend Wiltshire College one day a week, where they follow a range of agricultural
based modules that can also lead to external accreditation if appropriate.
18
All students are encouraged to use a wide range of community facilities for work and
leisure and to make appropriate use of the life skills house, known as the Villa. The
students also run a weekly ‘Coffee Shop’ that is open to the public. This enterprise is
designed to enable students to develop the knowledge, understanding and skills
necessary to gain employment.
External Accreditation
Uplands endeavours to acknowledge the success and achievements of its pupils/ students
wherever possible. Internal awards and merits are presented regularly but it is also an
aim of the school to achieve accreditation from nationally recognised awarding bodies
when appropriate for individual pupils.
Pupils undertake regular assessment during swimming sessions and
most will attain at least one award from the Amateur Swimming
Association. The majority of pupils/students also benefit from
weekly trampoline sessions and will achieve trampoline awards
from British Gymnastics.
All Key Stage 4 pupils participate in the ASDAN Transition
Challenge programme that provides a context for the
accreditation of achievement by pupils with complex, severe, profound or multiple
learning difficulties. This award is externally moderated and certification obtained from
the Oxford Cambridge and RSA Examinations Company Limited (OCR).
Pupils may also be submitted, according to their ability, for the Entry Level Certificate
in Mathematics and/or PE during Year 11. The Certificate recognises achievement at
Levels 1, 2 and 3 of the National Curriculum and is awarded by the Edexcel Examination
Board. Pupils also undertake Unit Awards (AQA) in some curriculum subjects where
appropriate.
Students in the Further Education Centre follow the ASDAN Towards Independence
accreditation and the ALL Life Skills qualification. These schemes provide a flexible
qualification structure that allows the school to select modules that are appropriate to
the individual needs of the pupil. Completed modules are submitted for external
moderation and subsequent certification from ASDAN/ALL.
Students that are engaged in the link with Wiltshire College for the agricultural course
at Lackham can also gain external accreditation in agricultural skills if appropriate.
These include the Initial Skills Award from OCR and the Vocational Foundation
Certificate from the National Proficiency Test Council.
Recording, Reporting and Assessment
Regular assessment of pupils/students and reporting to parents takes a high priority
within Uplands School and the Further Education Centre. Pupils/Students progress is
carefully monitored and the professional team associated with each pupil maintains
19
records of relevant information, across all areas of the curriculum. These records are
constantly being updated using BARE on line software, and the information is used to
plan and deliver a balanced individualised curriculum to all pupils.
In addition to ongoing teacher assessment, pupils achievement in English, Mathematics,
Science and PSHCE is formally assessed in May of each year using the PACE assessment
system. This determines the ‘P’ level for each pupil in these subjects and gives an
indication of the pupil’s progress towards National Curriculum levels. The data generated
from this process is used to monitor pupil progress and to compare Uplands performance
with other special schools across the country.
All pupils in Years 7-11 follow the National Curriculum that is modified to meet their
individual needs, teacher assessments are made at the end of each Key Stage and
forwarded to the Department for Children, Schools and Families.
Teachers report to parents in February each year on the progress made towards
Individual Education Plan targets. The summative assessment of an individual’s
attainment and achievement in all areas of the curriculum is used to generate a Progress
Report that is sent home to parents in July.
Homework
Most teachers set occasional homework tasks. These may range
from taking a reading book home to additional practise at
independence skills. Parents have the option to request
additional/regular homework activities for their children, bearing in
mind that they will need to give support in the completion of most
tasks.
Annual Reviews
An Annual Review of the statement of a pupil/student receiving special educational
provision is a requirement under the 1996 Education Act and the SEN & Disability Act
2001. The school prepares a detailed written report for parents that reviews the child’s
Statement of Educational Needs. This should include information from all members of
the multi-disciplinary team who work with the pupil/student.
This report forms the basis of the Annual Review where
parents are invited to meet with school staff and other
professionals to discuss their child’s progress and the
educational provision made for them. These discussions provide
an opportunity for parents to take an active part in the
planning processes associated with their child’s learning.
Pupils/ Students views are also considered at this meeting.
In Year 9 an additional process is conducted, the Transition
Review that particularly focuses on planning for when the pupil/student leaves school.
20
These reviews should include contributions from the Connexions Personal Advisor, FE
providers and Social Services.
Behaviour and Discipline
Management of pupils/students at Uplands School is characterised
by a positive behavioural approach. Pupils receive frequent praise
and rewards in the form of stickers, merits, certificates, extended
choice of activities or prizes. Positive relationships between adults
and pupils/students are the foundation of this approach, which is
consistently applied by all staff working in the school. The role of
adults in providing positive models of courtesy, consideration and co-operation is viewed
as fundamental to the appropriate socialisation of pupils/students. All staff support this
positive ethos and celebrate the achievements of individuals.
Practical teaching methods that engage interests are an important factor in developing
appropriate behaviour, as is establishing an accessible method of communication with
every individual. An important element of developing appropriate behaviour is to ensure
that pupils/students understand what is expected of them. Where sanctions are used, it
is essential that they are clearly understood by the individual involved.
The school has produced a comprehensive Behaviour policy that can be issued to parents
on request. All pupils, students and staff have compiled a list of ‘Golden Rules’ and these
are revisited at regular intervals throughout the school year.
It is of course important to acknowledge that the learning of social behaviour is an
important priority for all pupils/students and takes place over many years. For
pupils/students with more complex special needs teaching and learning programmes may
specifically target this aspect of personal development in a structured and consistent
manner. This may result in school staff generating an individual behaviour management
plan to ensure consistency in approach and expectations. Once a programme is set, all
adults in the school apply the strategies specified, under the direction of the class
teacher. These programmes are reviewed on a regular basis.
It must also be recognised that, due to the nature of the learning difficulties presented
by some pupils/students, the use of restrictive and non–restrictive physical interventions
may be an integral element of the teaching and learning process. Staff are trained in
accordance with Team Teach, the system adopted by the LA. The school has produced a
policy and guidance on the use of physical interventions that can be issued to parents
upon request.
Bullying is an extremely rare occurrence at Uplands. Pupils and students are under close
adult supervision at all times throughout the school day. Any suspicion of such an
incident is thoroughly investigated and the situation monitored closely. An Anti Bullying
policy is in place and can be issued to parents upon request.
21
The Governing Body and the Headteacher retain the right to exclude a pupil/student
from school should this be deemed necessary. This happens very infrequently and only
when the nature of the behaviour is considered to be a threat to other pupils/students
or staff.
Uniform and Clothing
At Uplands we do have a simple school uniform to help create a sense of belonging and
community. We ask that clothing should be appropriate to the season but during the
summer months discourage the wearing of open toed shoes (i.e. sandals).
The school uniform comprises of sweatshirts in jade or black, cardigan style sweat shirts
in jade or black and/or polo shirts in jade, black or white – all come complete with the
school logo and can be ordered via the school.
The remainder of the uniform can be purchased locally and consists of:
white shirt/blouse
black trousers/leggings/skirt
The uniform is appropriate for pupils in Years 7 – 11. The students in the Further
Education Centre are not expected to wear it. However, parents are asked to
consider the suitability of clothes and fastenings, with regard to the development of
independence in dressing skills, when making the choice of garments and shoes for pupils
to wear.
During the time that each pupil/student spends at Uplands School and in the Further
Education Centre, they will participate in a wide range of activities. Therefore, a range
of suitable clothes is required to aid the smooth running of the various activities. All
clothing and bags must be marked clearly with the pupils’ full name. School cannot
be held responsible for items that are lost.
The following list indicates the range of clothing that may be required at some stage of
your child’s schooling:-
swimming costume/trunks and towel
trousers for horse riding
suitable clothing for outdoor activities (wellingtons, waterproofs etc)
extra underwear if participating in a toileting programme
a coat for use during break times and out of school activities.
appropriate clothing for PE sessions – shorts or tracksuit bottoms plus a T-
shirt/sports shirt. Gym shoes or trainers are essential.
22
School Meals
All pupils/students remain at school for the lunch period. School meals are prepared on
the campus in the adjacent secondary school. The meals are of a high standard and are
nutritionally balanced. If preferred, pupils/students can bring a packed lunch from
home.
School meals have to be ordered a week in advance and
pupils/students make their choices during a PSCE session
with their class teacher. Dinner money needs to be sent
in advance (i.e on the first day of each week) and free
school meals are available for those pupils/students that
qualify.
Money and Valuables
Each class requests a weekly contribution towards running costs – e.g. drinks, biscuits,
snacks, birthday cards, cookery etc. You will be advised of the amount required on an
annual basis. Apart from this weekly contribution, dinner money or money required for
school activities, we ask that pupils/students do not bring money into school as it can be
easily lost or misplaced. Similarly we advise against the bringing of any valuables into
school. This includes mobile phones, jewellery, DVD’s etc. School cannot be held
responsible for items that are lost.
Transport
The Local Authority arranges transport to bring most pupils/ students to and from the
school and will inform parents of these arrangements before their child starts school.
Parents should liase with the transport contractor over day to day changes, for example
if their child is ill or absent for any other reason. Enquires over school transport should
be made to 01793 466215/6 for Swindon pupils and 01225 713206 for Wiltshire pupils.
Community Links
At Uplands we believe that activities outside the school environment provide
opportunities for enrichment, and that inclusion into the wider community encourages
each individual to fulfil his/her potential.
Our objectives are:-
To create links with others in the community and increase social opportunities.
23
To broaden the available curriculum opportunities
To raise pupils/students awareness and experience of the local community
To enable the sharing of resources
To present a positive profile of our pupils/students to a wider community
To contribute to the assessment process of individual pupils/students
To raise awareness of the levels of achievement in relation to age in both the
mainstream and special school
To encourage mutual staff awareness of good practice in both learning environments
To foster pupil/student contribution to their wider community
Community involvement includes Wiltshire College, work experience (McDonalds, CO-OP,
Sure Start cafe), integration links with mainstream schools, the use of a Life Skills
house (The Villa), visits to local places of geographical and historical interest, places of
worship, libraries, leisure centres, shops, cafes and local businesses. The post 16
students have established a regular Transactive link with Kingsdown School. There are
also opportunities for pupils/students to
participate in residential visits at some stage
during their school career.
The school has formed strong links with a
range of support services for young people
with learning difficulties – these include the
Riding for the Disabled Association at
Wiltshire College and South Cerney, Mencap,
Community Health Team, Tantivy Respite care
facility, Elsie Millin Court, Upham Road
Training Centre and the Aistone Unit at
Swindon College.
We are fortunate that a variety of community groups give charitable support from time
to time to the school. This includes local organisations such as the Rotary Clubs, Lions
Clubs, Zurich Financial Services, The Marriott Hotel, Motorola, Lady Taverners,
McDonalds, and the Co-op. Pupils/students in turn are encouraged to raise money for
charities through such events as Children in Need, Comic Relief and Jeans for Genes
day.
Uplands is pleased to offer work placements to students from a range of establishments.
We welcome work experience students from local schools as well as trainee professionals
such as physiotherapists, nurses, and speech and language therapists. All students work
under the close supervision and guidance of Uplands staff.
Educational Visits
Throughout the age-phases educational visits form an
important element in the curriculum at Uplands School.
The practical experiences offered by visits out of school
for part or all of a day provide a valuable foundation for
learning and are usually planned as a focus for particular
24
topics and themes. All groups have regular access to our specially adapted minibuses to
facilitate such visits. While these activities usually take place within the school day
there are also events of a more recreational nature offered to pupils/students on an
occasional basis during the evenings.
For all our pupils and students, learning to function within a variety of environments is an
important aspect of their education and this is a particularly relevant element for our
post 16 students. While undertaking such activities it is also possible for
pupils/students and staff to act as advocates for disability in promoting positive
interactions within the community and in maintaining an awareness of the needs of those
with mobility and other difficulties.
From time to time there are planned visits to the school by individuals or groups to
provide additional experiences for pupils/students. Such activities may be focused on a
particular age group or shared by a number of classes.
Uplands staff are sometimes able to organise residential experiences for
pupils/students. The opportunities these provide both in specific subject areas and in
supporting the personal and social education of a young person is invaluable and it is at
these times that the idea of learning through
enjoyment receives particular emphasis. It is
hoped that parents will encourage their
children to take part in these experiences
when they are offered.
Parents receive notification of special events,
all-day special trips, outings and residentials
and are requested to complete a parental
permission slip for these ‘one-off’ activities:
pupils/students will not be allowed to
participate if signed permission is not
received.
Charging and Remission Policy
The school wishes to provide for all pupils the best possible educational opportunities
available within the funds allocated by the Local Authority. The law states very clearly
that education during normal school hours is to be free of any compulsory charge to the
parents and the school warmly endorses that principle and is committed to uphold the
legal requirement. It is recognised, however, that many educationally valuable activities
have been and will continue to be dependent on financial contributions in whole or in part
from parents. Without that financial support, the school would find it quite impossible
to maintain the quality and breadth of the educational programme provided for
pupils/students. The school’s concern is to keep financial contributions to a reasonable
minimum and to ensure, as far as possible, that all pupils/students are able to take part,
irrespective of their circumstances.
25
The Charging and Remission policy details the activities for which charges will be made
and the basis on which charges may be reduced or waived for certain pupils/students. A
copy of this document is available on request.
Equal Opportunities
One of the main aims of Uplands school is for pupils, students and staff to demonstrate
mutual respect towards others. We will ensure that pupils/students or staff will not be
bullied, harassed or discriminated against on grounds of gender, race, class, culture,
disability, religious or linguistic identity and will have a positive experience of school
which celebrates their individuality and identity. We will also ensure that all persons
working in the school and participating in school events will be assured of the same
considerations.
The school recognises legislation regarding racial or sexual discrimination and fully
endorse all forms of equal opportunity. Further details can be found in the School’s
Equalities policy.
School Policies
The school has many formal policies that cover a range of issues. Some of the policies
are written by governors, others by teaching staff and a few have been produced by the
LA. Parents can be issued with a copy of any policy upon request. Some of the polices
available are as follows:-
Governors
Classroom Visits
Home/School Agreement
Sex Education
Religious Education
Equalities
Pay
Complaints
Health and Safety
Charging and Remission Policy
Learning and Teaching including Special Educational Needs
Performance Management
Child Protection
Local Authority
Admissions
Uplands
Curriculum (overall)
All Curriculum subjects including PSHCE
Record Keeping and Assessment
Careers Education and Guidance
Work Related Learning
Autistic Provision (ARC)
26
Post 16 provision (FEC)
Behaviour Policy
Policy and Guidance on the use of Physical Interventions
Computer Security
Leaving Uplands
Pupils/students may leave Uplands School at any stage during their schooling in order to
transfer to an appropriate alternative provision. Decisions concerning such changes are
made with regard to comprehensive assessment of pupils’ needs and through a process of
consultation involving relevant professionals, parents/carers and, when appropriate, the
pupils themselves.
Most pupils leave Uplands School for post-19 provision (usually Further Education
College, either locally or on a residential basis in other areas) at the end of the summer
term following their nineteenth birthday.
During Year 9 or two years before a young person’s earliest leaving date a transitional
review is convened by the Local Authority. The pupil/student, parents, appropriate
school staff, a Connexions personal assistant and social worker attend and current,
intermediate and longer term action plans are set to ensure that appropriate future
provision may be secured. Each year the process is repeated and the transition plan is
reviewed. Details of funding, transitional attendance at local colleges etc are discussed
further and actions implemented as appropriate.
Complaints Procedure
Complaints or concerns should, in the first instance, be brought to the attention of the
class teacher or, where this is inappropriate, to the attention of the Headteacher. If
the class teacher cannot resolve the complaint then he/she will confer with the
Headteacher.
If the complaint cannot be resolved by the Headteacher then the complaint should be
submitted to the Chair of the Governing Body (who will acknowledge receipt of the
complaint and inform the Local Authority that a complaint has been received). If the
matter cannot be resolved by the Governors then the complaint should be submitted, in
writing to the LA, who will arrange for an investigation to take place.
The vast majority of concerns can be resolved locally but it is advisable to state
concerns when they occur to avoid the development of serious disagreement.
Complainants will be assured of a sympathetic and reasonable hearing.
27
