PASTORAL- PERSONAL DEVELOPMENT AND INDIVIDUAL NEEDS

Personal and Social Education are central to the educational entitlement of all children at Penn School, and, as a cross-curricular dimension, permeates all aspects of life in school.

The whole school individual needs policy clarifies the school's approach. As a "special" school, all academic and social activities are designed with individual pupil needs in mind. Due to the specific individual needs of each of our pupils, great emphasis is placed on the quality of pastoral care offered within the school. We make every effort to provide a level of appropriate care and supervision in partnership with the parents. Class teachers act as a first point of contact for parents and are responsible for co-ordinating the emotional/social development of pupils in their groups. For those pupils who are residential, this role is taken over by the care worker out of school hours.

There is a psychiatric nurse on the staff available for counselling and there are the Independent Visitors also available for counselling.

The way the curriculum is managed, its organisation and the varying teaching styles used are central to the school's philosophy and ethos, its aims, attitudes and values. All contribute to the personal and social development of the children in school. Personal Development covers a wide range of subjects and the development of personal and social skills. These include health education, sex education, drugs awareness, thinking skills and learning about relationships in the family, with friends and in wider social contexts. Our emphasis is on the development of communication skills, personal and social interaction and of responsible behaviour.

Through a variety of learning experiences Penn School helps each child:

• To think and act for him/herself.

• Develop his/her place in a wide range of roles in preparation for adult life.

• Develop confidence / independence.

• Value and respect him/herself and value others.

• To know him/herself better and think well of him/herself.

• To develop social skills.

• Value and respect belongings/ living things/ environment.

• Be able to share/cooperate.

Pupils are encouraged to develop a realistic and positive understanding of themselves and an awareness of their own uniqueness. This includes considering their own future, careers education and an introduction to the world of work through work experience.

OfSTED Report June 2008

Personal development and well-being, Grade 1 (Outstanding)

"The pupils make excellent progress in all aspects of their personal development, particularly in their understanding of moral and social values. They develop very positive caring attitudes to pupils with greater need than themselves and this results in an excellent growth in their spiritual and cultural understanding as they value the wellbeing of all the other pupils and people they meet or hear about. Pupils respond very well to the challenging personal targets in their individual education plans (IEPs). As a result, they gradually develop a clear understanding of acceptable behaviour. Pupils know what is expected from them within the school's calm and supportive atmosphere. This is particularly important for pupils with autistic spectrum conditions, who generally make excellent gains in their self-confidence and ability to relate to others. Pupils are adamant that there is no bullying or intimidation at school and they feel safe. The pupils are very considerate, for example, to other pupils and staff. They make good use of the procedure called 'Listen-Up' where they may express their concerns. As a result, they feel their views are valued. They have an outstanding commitment to the school as a community in which they all share. Their good progress in basic skills and in work related learning means that they are very well prepared for when they leave school. Pupils are enthusiastic about their school and parents confirm that their children really enjoy their learning. This is reflected in the pupils' good attendance and very good attitudes to learning, both of which have a substantial impact on their achievements."

Religious Education is taught as part of the Personal Development programme and as a separate subject. The content is broadly Christian but other cultures and faiths will be studied. The approach is non-judgemental and issues are tackled in a lively and interesting way. Children may be exempt from discrete RE lessons and collective worship if such a request is made by parents.

Through our general routines, in and out of the classroom, and the way in which individuals relate to each other, children are encouraged to develop their own attitudes and values. By building positive working relationships between children and staff all members of our school are valued as individuals. They learn to see the need for good manners, self-discipline and appropriate behaviour in whatever situation they find themselves in, for example, at mealtimes. The excellent home-cooked meals are taken in a family setting encouraging good table manners and appropriate social behaviour. Specific dietary requirements are catered for and there is an emphasis on Healthy Eating.

Records of Achievement for each child provide a means of recognising each child's personal and social development.

EQUAL OPPORTUNITIES
We value and celebrate cultural diversity and promote equality of opportunity for all pupils.

REWARDS AND SANCTIONS
Good work and behaviour is highly valued at Penn School and every effort is made to ensure that the pupils receive recognition of good work, positive behaviour and any achievement.

We have a system of Certificates of Merit which are awarded at assembly where the commendation can be shared with all the staff and pupils. Certificates are awarded individually to a pupil for outstanding effort and achievement in a curricular area or for good behaviour. Also house points are awarded to encourage team effort.

Staff believe very strongly in praise and encouragement and pupils are encouraged to "show" work to the school at Assembly and are also sent to the Headteacher for producing excellent work or putting a great deal of effort into their studies.

Good behaviour is encouraged using positive strategies and activities. If a child is badly behaved, the situation is dealt with quickly by the member of staff involved. Should the situation warrant further action then the situation is referred to the Headteacher. We endeavour to channel inappropriate behaviours into more appropriate activities. Partnerships with parents are involved as much as possible.

All incidents of a serious nature e.g. violence, leaving the school premises, are reported in the Incident Book. This provides a full and detailed account of the serious situation when it occurs.

COMPLAINTS
All pupils are encouraged to communicate their grievances to responsible adults.
 

Child Protection procedures operate within the school following the Buckinghamshire Social Services guidelines.

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