The Lower Lounge

The lower lounge is where the pupils listen to music, dance, chat and relax and also where the younger children in the group will read from a wide selection of books, play board games and draw or paint pictures.

The Upper Lounge
During the evening, after the pupils have had their tea, they may retire to the upper lounge where they can watch TV, video or play quiet games.

The Bedrooms
The home has six bedrooms, four single rooms and two double rooms all of them spacious and comfortable, and all with plenty of storage space for clothes and personal belongings

The Kitchen
Food is an important aspect of daily care and therefore great care is taken in preparing healthy meals with everyone sitting down together as a family to eat.

Everyone is welcome to lend a hand in the kitchen, as there are always a lot of jobs to be done. The young people also partake in baking and cooking activities.

Leisure and Activities
Children have ample opportunity to engage in purposeful and enjoyable activities with the school and in the local community.

The school has its own means of transport for outings and we have obtained an enhanced CRB police check for all drivers.

International Students
At
Overstone Park School


The school offers GCSE and Intensive English Tuition to overseas students.

The school sits in the heart of the beautiful English countryside of Overstone Park, Northampton and it is surrounded by all that makes Britain a wonderful place to live or study in.

We celebrate diversity and welcome students form all cultures that contribute positively to our environment.

Students choosing to study the GCSE, GCE, A-Level or Intensive English Course at Overstone Park School will do so in a very caring environment that seeks to fully develop each student socially, emotionally and academically. We instil with each student the desire to succeed and to achieve his or her best levels in each course.

University application and Career Guidance is given throughout the course.

Students are expected to wear blue or black smart suits with a white blouse (for girls) and a school tie for both girls and boys. Sixth form are expected to take a lead in school life and they must lead by setting a good example.

The school caters for all diets and we celebrate diversity through our international cuisine.


Intensive English Language Course
Students whose standard of English prevents them from progressing on a chosen course may enrol on our Intensive English Course for between 1 and 3 terms.
The core subjects of the British National Curriculum will be taught, with emphasis placed on English.

English = 10 Hours
Mathematics = 5 Hours
Information Technology = 2 Hours
Science = 3 Hours

Students may move onto take GCSE subjects quickly if their standard English manages to enable them to take examinations held during holiday periods. Intensive English courses run throughout the year for visiting students 15 hours to 25 hours per week.



Anti-Bullying Policy

The school caters for pupils aged 5 years to 16 years. Pupils are from a wide catchments area. They come form all cultural backgrounds. We are a non-selective school catering for pupils with a variety of educational needs.


Definition of Bullying
Pupils are being bullied when another pupil or group of pupils say negative or derogative things to them. It is also bullying when a pupil is hit, kicked, threatened, locked inside a room, sent unpleasant notes, when no one ever talks to them and other incidents where they are deliberately isolated. These things may happen frequently and it is difficult for the pupil being bullied to defend him or herself. It is also bullying when a pupil is teased repeatedly in a vindictive way. However, if two pupils of equal power or strength have a fight or quarrel, this is not bullying but this type of inappropriate and unacceptable behaviour would be dealt with as outlined in the discipline and behaviour code of conduct.



Aims of the bullying policy
The school aims to:
The house parents are the special carers who are assigned to each Dove House residential. This designated house parent ensures through care plans, that their social, emotional, parental and educational needs of each child are met.

The pupil’s house parent ensures that the 6 week assessment report is completed after admission, and that all care plan procedures are adhered to and recorded in accordance with the boarding house guidelines, which reflects the National Minimum Standard for Boarding Schools.

The house parent is the adult who links all adults in the pupil’s life.

The house parent (and all staff) must ensure that the opinions and views of pupils are actively sought and taken into account when decisions affecting their welfare are made.



Dove House Junior Boarders
‘Pastoral Care’

The care of all boarders is the responsibility of all care and teaching staff who are always available to give careful advice on personal matters.
House parents ensure that the welfare needs of their boarder are successfully met.

The Care team is supported by an effective management team to ensure that pupil’s welfare needs are met consistently.

The needs of pupils will differ and therefore it is essential that their racial and cultural heritage are respected. The houseparent ensures that pupils skin and hair care are met with the correct creams and shampoos. The school has access to a variety of different hair care salons.

Pupil’s cultural needs are reflected through:

* Religion
* Clothing
* Books and Resources
* Language
* Music
* Diet
* Hair Care


The school has a strong Christian tradition, and we respect the religious and cultural customs of all people.



Prefects

Pupils with responsibilities in the school go hand in hand with accountability. Prefects are not put in charge of pupils, and they are encouraged to uphold school rules not to exploit pupils with supposed power. Our pupils are just, hardworking and humble.

They also make up the school pupil’s anti bullying committee. The committee meets with pupils under the supervision of a staff member to discuss bullying issues.

Pupils are encouraged to contribute in decision making in the running of the school and in the purchasing of recreational resources.



Discipline
(including punishments, rewards and recruitment)

At Overstone Park School pupils have sound relationships with staff based on honesty and mutual respect.

Our environment is safe and caring because clear and consistent boundaries are set to encourage good conduct from all pupils. The school’s Code of Conduct is given to all those responsible for a pupil and the pupil in admission.

Staff members at both the boarding house and at the school have the same positive levels of expectations and good conduct. When good conduct is breached, staff members are trained to respond professionally.

In exercising control over pupils, their welfare and interests and the protection of others is always priority.

Positive training in manual handling is given to all staff.  Staff are particularly trained to diffuse potential explosive and hazardous situations.

Pupils are treated the same by all staff, they are treated equally irrespective of gender, culture or religion. Social prejudice and racism is not tolerated.

A positive image of other cultures and avoiding race and gender stereotypes fosters an equal opportunity ethos at Overstone Park School. Pupils are expected and encouraged to respect the rights of all fellow pupils.

Pupils are involved in creating new structures and boundaries as well as dismantling existing ones that might have proven (thorough testing), to be ineffective to the whole community.

The strength and effectiveness of the school’s ethos relies on all members of the community staff and pupils to adhere to the democratically derived structures and rules at Overstone Park School.

Good conduct is expected from all staff. Pupils must receive praise and reward regularly. Criticising/ negative comments are not accepted. This form of communication is destructive rather than being productive.



The school’s structures and boundaries are reinforced through praise and rewards:

1. Positive comments
2. Positive written comments in pupil’s books
3. Praise and reward stickers and certificates
4. The giving of house points
5. The giving of merit badges
6. Good conduct certificates
7. Weekly commendations in assembly
8. Certificates of achievement

Staff must put the wishes of pupils first as long as their wishes do not put anyone else at risk of harm.

Any disagreement between staff and pupil is dealt with by investigation where the views of both parties are heard by the head of the primary school.

Physical intervention must only be used in a situation in accordance with the Education Act of 1996.


Physical Intervention Policy

Staff are trained in physical intervention techniques through ‘Team Teach’, an organisation which is accredited by the British Institute of Learning Disabilities and officiated by the National Control and General Services Association.

Effective training ensures that we all work together to ‘safeguard people and service’.

The need to use physical intervention is reduced because of effective training.



Merit Award Scheme

Initial meeting between carer and young person to identify areas for change/improvement and for young person to pick treats, trips, items that they would wish to exchange for merits, these need to be categorised into three lists: small, medium and large.

The total amount of merits achievable per day is 20, therefore a maximum amount of merits available over a week is 140.

Example:

Amount of Treats	Aims
Small (50-100 merits)	To maintain young persons interest. Trips to McDonalds, Purchase of a CD single or a magazine
Medium (200-300 merits)	2-3 weeks of steady improvement or continuous good conduct. Trip to the cinema- £10.00 maximum
Large (400-500 merits)	4-6 weeks of steady improvement or continuous good conduct.

Marking of merits

Dove House is accommodating pupils with much individualised needs therefore, it is important that as a staff team we adopt a holistic approach. Key workers within their care teams need to identify 2 – 3 general areas for the young person to target for improvement.

Within these areas Merits are made available throughout the entirety of the day for the young residentials to earn. These should be recorded on the appropriate form after each shift.

Key workers are to carry these Merits to the weekly Merit Record Sheet where they will cumulate marks on a weekly basis and deduct merits given with a description of the reward awarded and the cost.

It is important for these young people to see the Merit system as a way of targeting

positive changes within their lives, therefore no monetary value should be disclosed to them about merits. However, purely as a guideline for staff and to ensure that there is some degree of consistency within Dove House, 10 merits will equal 50 pence. This ensures that the system is not abused in any form. The young people are not to be given this information under any circumstances.



Good conduct from teaching and care staff

Varied activities in the classroom and during recreational periods encourages good conduct from pupils.

Effective use of individual educational plans and care plans fosters food contact from pupils.

Praise and reward fosters good conduct.

Regular discussions about pupils in handovers (twice daily) staff meetings (weekly) and reviews (twice termly) foster good conduct from pupils.

A positive partnership between those with parental responsibility and the school fosters good conduct from pupils.

A positive partnership between the teaching and care team fosters good conduct from pupils.

The appointment of qualified and experienced staff who receives a comprehensive induction, fosters good conduct from pupils.

House parents create a happy secure home whilst pupils are at school. The house parent’s involvement in school fosters good conduct in pupils.

All staff knowing pupil’s history and their needs in detail fosters good conduct from pupils and effective teaching and caring from all staff.

Consistency between school and residential house in the reinforcement of the Code of Conduct fosters good conduct from pupils.

All teaching staff and care staff work to the same standards and this fosters good conduct in pupils.

A ‘hands on’ management team which is effective on a daily basis fosters good conduct in pupils.

Accountability from all staff fosters good conduct from pupils.

Risk assessment prevention fosters good conduct from pupils.

Reliability and punctuality from staff fosters good conduct in pupils.


Good Conduct Code

Adults must respect the rights of the pupils and pupils must respect the rights of adults and fellow pupils
Physical and verbal abuse is not permitted towards adults of pupils
All pupils have the right to live in a safe and happy environment
The classroom is a place to learn and work as well as participating in innovative play and activities. Pupils must not be disrupted by inappropriate behaviour.
The school property must be respected and looked after. It must not be damaged in any way.


Pupils must be quiet and orderly when they are doing the following:-

Assembly
Leaving and entering school
During lunch
When moving around the school
The school uniform must be worn by all pupils.
No dangerous substances, weapons or drugs of any kind must be brought into school or into the residential boarding facility.


If good conduct is breached, staff must follow the steps below:

Step 1
Explain to pupils what conduct they are breaching

Step 2
Remain in control and diffuse challenging behaviour

Step 3
Warn pupil that they will receive a school behaviour form

Step 4
Warn pupil that House Parent, Head of Care and Head of School will be notified of the misconduct, and that it will be logged and that they may be sanctioned

Step 5
If the action attracts the attention of other pupils, ask pupil to move from area

Step 6
Give pupil 1:1 supervision

Step 7
Take pupil to either the Head of Care or the Principal or the most Senior person on duty


Step 8
Pupil is reprimanded in relation to the behaviour Code of Conduct which is enclosed.

Overstone Park School
Complaints Procedure


Pupils at Overstone Park School are provided with an effective service.

Respect confidentiality

Respect individual rights and choices

Respect individual’s beliefs and identity

We ensure that pupil’s needs are provided in an anti-discriminatory way so to allow effective communication.

If in any way you as a resident, parent, carer or any other interested party feel that the school and the staff are not carrying out their duties then you have the right to make an official complaint.


To make an informal complaint

If you wish to make a complaint about the service you are offered or a decision that you are not happy with, then in the first instance, discuss this with any member of staff you feel comfortable talking to. They will then pass your concerns on to a senior staff member, who will record it.

A meeting will be arranged for you to meet with a senior staff member or the Head of Care or school, who will meet and discuss the complaint with you. At this point if you feel that your complaint has not been dealt with satisfactorily or that the complaint concerns the direct attention of the Principal, then your complaint will be passed to the school’s management team who will meet with you within seven days.

All pupils are encouraged to discuss their concerns and worries with their key worker or class teacher, or with any adults they feel comfortable with.

Pupils are able to reach Parents, Guardian, Social workers and an independent person whom they trust via all communication mediums.

Pupils are aware of the school’s complaint procedure and have access to a complaint form.


Making a formal complaint

If you wish to make a formal complaint, then this must be sent to the principal or director in writing, who will reply to you in writing within 5 working days. The school’s management team will hold a complaints panel to which the complainant may attend with any person of their choice. The aim of the panel will be to resolve the issue of the complaint amicably.

Complaints of a serious nature should be reported to DFES and CSCI.

The school respects the position of any person who in good faith reports significant concerns, allegations or suspicions of circumstances/ situations or behaviour of others, which is likely to put a pupil’s safety or welfare at risk.

To provide a happy and caring environment in which to learn and work where each member of the school community is personally valued and where pupils are able to develop self respect and self control

To help pupils acquire attitudes and skills relevant to their adult and working life and be able to adapt confidently to a changing society

To develop physical and social skills and aesthetic appreciation

To encourage moral and Christian values consistent with our Christian based orientated school ethos

To engender respect for and tolerance of others regardless of race, gender, culture or religion

To encourage pupils to work together and participate fully in the life of the school and the community



In support of these aims there are a number of very important reasons for challenging bullying behaviour in schools as identified by the DFEE (ref.1)

*Bullying makes pupils unhappy
*Pupils who are bullied are unlikely to concentrate fully on their school work
*Some pupils avoid being bullied by not going to school
*Pupils who observe unchallenging behaviour are likely to copy this anti social behaviour


Bullies need to be disciplined and counselled in school before they take their anti-social tendencies out of school

This policy aims to:

*Prevent or reduce incidents of bullying
*Provide a clearly defined framework for dealing with the victims and the perpetrators of incidents of bullying if they occur
*Ensure that this framework is understood and trusted by pupils, parents and staff


Curriculum input and awareness raising

Pupils are made aware of the types of bullying which exists through the formal subjects on the curriculum including Drama, English, Personal and Social Education and Religious Education.

In addition to these elements the morning school assembly programme contains contributions by pupils and staff which illustrate the types of bullying and some possible outcomes.

Parents are informed about the school’s procedures for dealing with bullying through the school’s induction programme or when a pupil enrols at the school. The school offers training for staff in awareness of and effective strategies in counter bullying.


Procedures for reporting incidents of bullying

Written details about the incidents may be reported on a prepared incident form and deposited in a sealed box made available near the office. This incident form will be handed to the Principal, who will initiate the procedure as detailed later.

Verbal reports of the incidents may be given to:

*School prefects
*Form tutor
*Any teacher in the school

If any teacher receives information, they must provide written details for the Principal (for victims).

At this stage the Principal would interview the victim(s) and complete a prepared incident form which would be filled in the pupil’s personal record file held in the main office.



Dealing with bullies and victims

When a pupil is interviewed with respect to bullying, the details of the interview will be recorded by the Principal and kept in a file in the main office. Depending on the nature, frequency and severity of the bullying incident, the Principal will take action in accordance with the school’s code of conduct.

All incidents of bullying will be dealt with promptly and consistently, with time and effort allocated to monitor the subsequent behaviour of the victim and the bully.

The bully will be an item on the agenda of the school meetings on a regular and consistent basis.

Depending on the nature and frequency of bullying incidents, the Principal will contact the parents of the victim and bully with the intention of trying to eliminate the repetition of such incidents. The supposed victim will be counselled throughout the whole period of investigation. with support and counselling continuing throughout the term.


The School Nurse Service

The school uses the Northamptonshire LEA School Nurse Service. All nurses hold a current registration as a nurse. They are registered with the United Kingdom Central Council and the Nursery and Midwifery Organisation.

Nurses have access to doctors for professional guidance.

Pupils are accompanied by a house parent or staff of the same gender when selecting a doctor.

Staff support is available from the school to allow a pupil to communicate effectively with health professionals. Children competent to do so are enabled to make choices concerning their own medical or dental treatment.

The school has several competent designated staff who are qualified first Aiders.

Prescribed medication is only given to the child for whom it was prescribed, in accordance with the prescription from the pharmacy.

Prescribed and non-prescription medication is kept in a locked labelled cabinet.

Instructions for usage are kept in the medication file.

The policy and written guidance must be adhered to by all staff members.


Pupil’s Rights
At Overstone Park School all pupils are made aware of their rights. All pupils have the right to the following:

*To know the school rules
*To have an active recreational plan with options to encourage choice
*To know the schools complaint procedure
*To have own opinions and points of views
*Privacy and dignity
*Not to be treated with prejudice or discrimination
*To have excellent health care
*A good education where individual needs are met
*To have an independent visitor representing them
*To be listened to and to be treated with respect
*To be able to meet family and visitors in privacy



Parental Visitors Access

The school encourages positive links between pupil’s parents, those with parenta responsibility friends and relatives. All restrictions to pupils are adhered to.

Visits home are essential to the pupils everyday educational and emotional needs.

Regular contact with people in a child’s life is essential to them having a good
well being.

Pupils weekend visits occur every third weekend.

The school’s holidays for Dove House are as follows:

Date	Length
October                              (Autumn Half Term)	One Week
December/January (Christmas/New Year)	Three Weeks
February                             (Spring Half Term)	One Week
Easter	Three Weeks
May                              (Summer Half Term)	One Week
Summer Holidays	Seven Weeks