MOORE HOUSE ACADEMY, BUTTERSTONE SCHOOL HANDBOOK 2019 2020
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MOORE HOUSE ACADEMY, BUTTERSTONE
SCHOOL HANDBOOK
2019 - 2020
CONTENTS
1. WELCOME FROM OUR HEADTEACHER
2. OUR SCHOOL
3. OUR SCHOOL ETHOS
4. OUR PARENTS AS PARTNERS
5. OUR SCHOOL TEAM
6. OUR CURRICULUM
OUR CLASSROOMS
OUR HOMES
7. GENERAL INFORMATION
TERM DATES AND THE SCHOOL DAY
TRANSPORT
ATTENDANCE AND ABSENCE
HEALTH AND WELLBEING, SAFEGUARDING AND CHILD
PROTECTION
MEDICAL MATTERS
EMERGENCY PROCEDURES
SCHOOL MEALS
LEGISLATION
DATA PROTECTION
8. FURTHER SUPPORT AND ADVICE
2
WELCOME FROM THE HEADTEACHER OF MOORE HOUSE ACADEMY,
BUTTERSTONE
Tracey Ford- McNicol
I would like to take this opportunity to thank you for your interest in Moore House
Academy, Butterstone. This handbook is designed to provide information which you may
find helpful as you seek the most appropriate provision for your son or daughter.
One aim of our handbook is to communicate to you the ethos of the school and provide a
warm welcome to you to our school. We hope through the handbook we can help you to
understand your child's learning journey and in doing so promote your involvement in and
partnership with the school, so that together we can support your child to achieve their
very best.
We have outlined our vision and values of Moore House Academy, Butterstone and I hope
you will gain a sense of what is important for us in our school community.
My staff encourage your involvement in the education of your son or daughter - our
young people - and I assure you that you and your child are very welcome in the school.
Our School Improvement Plan, which can be accessed on the website, is the key driver in
sharing how we implement the vision, values and aims of the school and ensures that all
staff, parents and partners have clarity about the determination of our team to provide the
highest quality of care and education for the children and young people who attend our
school.
Together, I believe that we can work to reach the highest standards of achievement and
emotional wellbeing for your child during their time at Moore House Academy, Butterstone.
Signature
3
OUR SCHOOL
Moorehouse Academy, Butterstone, situated 3 miles north of Dunkeld in rural Perthshire,
was acquired early in 2019 by Moore House Services and opened its doors to young
people for day education on 17th May 2019. Much care was taken to consider the needs
of the children and young people we support since our young people aged 11 to 18 years
have faced significant emotional challenges on a daily basis arising from high levels of
anxiety, fragility, social difficulties and avoidance, including school refusal. During this
session and following significant refurbishment of two houses, we have begun to admit
young people to our residences. Our school is registered with the Care Inspectorate and
the Registrar of Independent Schools. The Care Inspectorate and Education Scotland
(HMIe) inspect our school and provide their evaluation of the quality of our provision.
OUR SCHOOL ETHOS
The ethos we have created and which continues to evolve in Moore House Academy,
Butterstone provides our children and young people with a happy, friendly and stimulating
learning environment where they feel safe, secure and valued. Our nurturing approach is
promoted through training for all staff in Dyadic Developmental Practice (DDP) – a
therapeutic approach that prioritises a child’s need to develop relationships – with its
underpinning Principles of Playfulness, Acceptance, Curiosity and Empathy (PACE).
We believe that building positive relationships is the key to our young people being able to
trust again. Our calm, purposeful and supportive environment is built on mutual respect,
with staff who understand the importance of supporting our young people to develop
resilience so that they can grow in confidence and re-engage in their learning.
Equality and fairness is at the heart of what we do so that our young people, many of
whom have suffered in different ways in previous settings, begin to re-build their self
esteem and start to believe in themselves. We foster in the young people a sense of pride
in the school and do our utmost to help our young people to develop empathy for each
other. We listen carefully to the voices of our young people through a variety of
mechanisms.
The peaceful rural environment of Moore House Academy, Butterstone presents a myriad
of opportunities for outdoor learning and lends itself to naturally therapeutic approaches.
Our key teacher system provides high quality pastoral care where each young person has
an important and trusted key adult with whom to discuss worries as well as celebrate
successes. Key teachers have the important remit of tracking each young person's
emotional and learning progress within the tracking document 'My Learning Journey', and
in updating their wellbeing plan.
OUR MISSION
To achieve the best possible outcomes for our young people through positive
relationships, developed through playfulness, acceptance, curiosity and empathy.
4
OUR VISION
• To prepare our young people for a better future.
• To support every young person in our school to achieve their full potential.
• To provide the best possible resources that we can for our learners.
OUR VALUES
• We are honest, fair and treat young people equally.
• We put our young people first.
• We nurture our young people using PACE.
Bobbi, our therapet, is an important member of our school community who supports many
of our young people when their days are challenging.
OUR PARENTS AS PARTNERS
“Parental involvement is about supporting pupils and their learning. It is about parents
and teachers working together in partnership to help children become more confident
learners. All the evidence shows when parents, carers and other family members are
effectively involved in their children’s education, the outcome for their children is better”.
Peter Peacock, Minister for Education and Young People, Scottish Schools (Parental
Involvement) Act 2006 Guidance.
We believe that our parents are vital partners in ensuring our school does the best it can
for their children and young people. Good communication is the key and listening to and
understanding parents' views is an essential part of what we do. Many of our parents have
struggled to ensure their child's emotional and learning needs are met and so it is vital we
establish trust with them and allow them to help us to support their child. While telephone
access to the headteacher is always an option, visits when needed are welcome and our
timetabled formal review meetings (Additional Support Needs/Child Planning Development
meetings) are held more frequently than legislation1 dictates. The school informs and
involves parents in any sensitive aspects of a child's learning, such as relationships,
sexual health and parenthood education, drugs awareness, etc. Parents' views are taken
account of in relation to how religious instruction and observance is covered. Parents are
invited to contact us about any matter concerning their child’s education and general well
being and and we do our utmost to resolve any matters of concern quickly.
Our parent forum meetings which are held once every two/three months allow parents and
wider family members to gather together to share issues and discuss opportunities.
5
OUR SCHOOL TEAM
Moore House Services appointed a strong senior management team with experience and
understanding of the nature of the specific needs of the children and young people and
their families and who are highly committed to leading and supporting the wider staff team.
Linda Burke, Principal teacher Chic Murray, Principal teacher
Moore House Services provided a range of additional skills that include psychologists with
expertise in Dyadic Developmental Psychotherapy (DDP), consultants in attachment, loss
and trauma, and two experienced education advisers.
The full staff team received several weeks of relevant induction training that included
safeguarding and child protection as well as a wide range of professional development in
relation to teaching and learning and curriculum development.
We have a team of highly motivated staff with a wide range of skills and talents, foremost
of which is their ability to relate positively and warmly to our young people. The high
number of staff in the school reflects our commitment to entitlement across the curriculum
and enables us to provide wide curriculum opportunities at all levels, including at Senior
Phase at Higher Level. Our wonderful location and our talented staff ensure that outdoor
learning and wider achievement opportunities motivate our young people to undertake
awards including Duke of Edinburgh Award. Our estates supervisor ensures our buildings
and grounds are kept in good order and our imaginative cook responds to the varying
dietary requirements of our young people. Our administrative support ensures the school
runs smoothly and we have wonderful classroom assistants all of whom work closely with
teachers and who make excellent relationships with our young people.
We work in small class groups of around four, and where individual young people show
exceptional talent or where they require intensive support they can also benefit from
individualised teaching.
6
MEET OUR STAFF TEAM
Miles (Music) Ola (Health and Roz (PE and HE)
Wellbeing)
Vicky (Social Studies and Stephen (Social Studies) Vacant (English)
Rural Skills)
Alison (Maths) Les (Maths & Physics) Kyle (Outdoor Education)
7
Katie (Art) Marc F(Digital Skills) Marc C (Football)
Our Classroom Assistants:
Karen Katy Cat Fiona
Ruth(Admin Derwyn (Estates Ian (Estates Hilda (Cook)
support) Supervisor) Assistant
8
OUR CURRICULUM
Curriculum for Excellence (CfE) was introduced to raise standards of teaching and
learning for all children and young people aged 3 to 18 years. It aims to prepare children
and young people with the knowledge and skills they need in a rapidly changing world.
The Curriculum for Excellence documentation offers advice and establishes principles for
the design of the curriculum. This guidance identifies four contexts in which learning takes
place, six entitlements for pupils, seven principles for curriculum design and eight
curriculum areas in which learning is organised. These contexts, entitlements, principles
and curriculum areas are at the heart of decision making regarding our Curriculum for
Excellence rationale. You can find out more about Curriculum for Excellence on the
website: www.educationscotland.gov.uk
In line with CfE, Butterstone's young people receive a broad education known as Broad
General Education (BGE) until the end of S3 and receive curricular entitlement within CfE
across 8 curricular areas. These include: Languages, Mathematics. Expressive Arts,
Health and Wellbeing, Religious and Moral Education, Science, Social Studies and
Technology. We also ensure a focus on developing literacy and numeracy skills across
every subject area as well as developing Skills for Learning, Life and Work in preparation
for life beyond school. There are very good opportunities for personal achievement using
our wonderful outdoors space and themed weeks which promote interdisciplinary learning.
During S3, we assist pupils and their parents with course choices for National awards
which can range from National 2 to National 5 as well as Higher qualifications. Choice
depends on the young person's aptitudes, interests, strengths and career aspirations.
The Senior Phase (S4 to S6) offers opportunity for specialisation so that each young
person can achieve qualifications to the highest possible level during their senior phase.
The SQA website www.sqa.org.uk/cfeforparents contains useful information to help you
understand national qualifications. We have partnerships with local colleges, universities
and employers. Regular visits from our officer from Skills Development Scotland guides
our young people to think carefully about their strengths and interests so that they can
follow a suitable pathway and access relevant post school opportunities. Personal
development activities continue and offer senior pupils a range of options to build
leadership, communication and team working skills through involvement in a range of
nationally recognised awards.
Information for an organisation responsible for the planning, management and
delivery of career information, advice and guidance services –
http://www.skillsdevelopmentscotland.co.uk/our-story/key-
publications/careermanagement-
skills-framework.aspx
In this current session subjects offered at Senior Phase include:
English, Maths, Physics, Geography, Modern Studies, Computer Science, Music, Physical
Education, Home Economics, Rural Skills, Environmental Science and Personal
Achievement Awards.
Information about how the curriculum is structured and curriculum planning –
http://www.educationscotland.gov.uk/thecurriculum/
Broad General Education in the Secondary School – A Guide for Parents and
Carers – http://www.educationscotland.gov.uk/resources/b/genericresource_
9
tcm4725663.asp?strReferringChannel=parentzone&strReferringPageID=
tcm:4-634353-64
Information on the Senior Phase – http://www.educationscotland.gov.uk/
thecurriculum/whatcanlearnersexpect/seniorphase.asp
Information on Skills for learning, life and work –
http://www.educationscotland.gov.uk/thecurriculum/whatcanlearnersexpect/
skillsforlearning.asp
Assessment and reporting
Prior to entry to the school, the headteacher and others meet with the placing authority as
well as the young person and their parents to discuss the child's emotional and learning
needs and agree targets. On admission, the placing authority provides the school with the
child's personal record (PPR) which tracks the child's progress to date from early
education. This is important in terms of our school understanding the child's support needs
and prior levels of achievement. It also informs us of any referrals, diagnosis, medication
requirements and any support required from other agencies. During the first 6 weeks in
school, teachers will informally assess the young person and on occasions more formal
assessment will also take place in order to clarify needs and levels of attainment.
All our young people continue to be assessed informally and if necessary formally
throughout the school year in order to identify their strengths and areas for improvement.
Assessment records are kept by teachers and form the basis of discussion at ASN/CPD
meetings and also inform our tracking system, known as 'My Learning Journey'. Parents
and relevant school partners are given timeous notice of meetings. However, if you have
any concerns about your child’s progress do not hesitate to contact the school.
School Improvement
Following the publication of SQA results at the end of our first session, you will receive a
copy of our Standards and Quality report which highlights how well our young people have
done and describes important events.
School Policies
We have a wide range of policies that we are happy to share. These include:
● Curriculum Rationale;
● Planning;
● Learning Teaching and Assessment;
● Digital Learning and Teaching;
● Skills for Learning Life and Work;
● Substance Misuse;
● Safeguarding, including Child Protection;
● Quality Assurance: Self Assessment for Self Improvement;
● Professional Review and Development and Professional Update;
● Lateness and Attendance;
● Administration of Medication; and
● Gifted and Talented
10OUR CLASSROOMS
We have considered how our school accommodation should look very carefully, given the
negative experiences many of our young people have had in previous placements. Our
tartan room is cosy and pleasantly subdued and is used at the start of day and at lunch
and break times. It is adjacent to the games room for those who wish to be more active.
The home economics room and PE facilities are attractive and welcoming and the outdoor
learning room has the advantage of large windows from where our young people can
observe our friendly squirrels, pheasants and occasional deer. Our library has a secluded
turret where young people can relax while reading, and our English classroom has the
option of comfortable sofas or regular desk and chairs to suit the learning style of each
young person. Our well equipped music room is sure to entice more young people to
engage in a variety of musical experiences.
Tartan room Music room English room
OUR HOMES
Moore House Services has invested a great deal of resource in refurbishing two houses
for young people for whom residential stay is deemed to be in their best interests. The
young people who live in the house attend the school on a daily basis and are supported in
doing so by our care staff team.
The Lodge Culbrae
11GENERAL INFORMATION
TERM DATES 2019-2020
Our term dates run in parallel with Perth and Kinross Council and are as follows:
Autumn term 2019
Staff return: Monday 19 August 2019
In-Service day: Tuesday 20 August 2019
Term starts: Wednesday 21 August 2019
Term ends: Thursday 3 October 2019
In-Service day: Friday 4 October 2019
Autumn holiday: Monday 7 October 2019 – Friday 18 October 2019
Winter term 2019
Term starts: Monday 21 October 2019
In-Service days: Thursday 14 November 2019 and Friday 15 November 2019
Term ends: Friday 20 December 2019
Christmas holiday: Monday 23 December 2019 – Friday 3 January 2020
Spring term 2020
Term starts: Monday 6 January 2020
In-Service day: Wednesday 12 February 2020
Occasional holidays: Thursday13 February and Friday 14 February 2020
Term ends: Friday 3 April 2020
Spring holiday: Monday 6 April 2020 - Friday 17 April 2020
Summer term 2020
Term starts: Monday 20 April 2020
May Day holiday: Friday 8 May 2020
In-Service Day: Friday 22 May 2020
Term ends: Wednesday 1 July 2020
Notes:
● Easter Sunday - 12 April 2020
● School Session 2020/21 will commence on Monday 17 August 2020 for staff,
Tuesday 18 August 2020 is In-Service Day and Wednesday 19 August 2020 for
pupils
THE SCHOOL DAY
9.00 -9.15 9.15- 10.00 – 10.45 11.05- 11.45- 12.30- 1.15- 2.00- 2.45-
10.00 10.45 - 11.45 12.30 1.15 2.00 2.45 3.30
11.05
Assembly Period Period Brea Period Period Lunch Period 5 Period 6 Period 7
or Tutor 1 2 k 3 4
time
12TRANSPORT
All pupils attending on a daily basis have transport provided by their Local Authority. All
drivers are checked via the Protecting Vulnerable Groups (PVG) scheme to ensure their
suitability in working with children or protected adults. The school ensures that transport
arrives punctually for start of class and at the end of the school day. In the event of
extreme weather conditions, the school will liaise with Perth and Kinross Council about
necessary closure of the school and inform all drivers and parents.
ATTENDANCE AND ABSENCE
Many of our young people have had long absences from previous schools, either through
having been excluded and/or because their high level of anxiety prevents them from
attending. We do our utmost to encourage out young people to attend as regularly as
possible
Section 30 of the 1980 Education Act lays a duty on every parent of a child of ‘school age’
to ensure that their child attends school regularly. Attendance must be recorded by the
school twice a day, morning and afternoon. Regulation 7 of the Education (School and
Placing Information) (Scotland) Amendment, Etc. Regulations 1993 requires each child’s
absence from school to be recorded in the school register in four different ways:
• as authorised: i.e. approved by the authority (independent school) and this includes
sickness, religious observance, bereavement etc;
• as extended leave with parental consent i.e. when the family moves abroad for a short
time;
• as unauthorised: i.e. unexplained by the parent (truancy) or most family holidays during
term time; and
• as temporarily excluded from school.
The senior management team pursues all absences - unexplained or not – and in
discussion with parents works with them to agree how to ensure a swift return to school. If
unexplained or unjustified absences persist, the matter is referred to the placing authority
and a review meeting will be arranged.
HEALTH AND WELLBEING, SAFEGUARDING AND CHILD PROTECTION
Given that all our children and young people are vulnerable, Moore House Academy,
Butterstone has a strong focus on health and wellbeing. The school takes full account of
the GIRFEC indicators and track each child’s wellbeing in line with these. All staff have
good information about the emotional wellbeing and/or levels of anxiety or fear of each
young person and are clear about strategies of support. One Principal Teacher has the
overview of pastoral care and provides advice and guidance for all staff on a regular basis.
Butterstone House School has a robust policy, procedures and guidance for Safeguarding
and Child Protection. All staff receive training and updates as necessary. The headteacher
is the designated Child Protection Coordinator and the Director of Children Services is the
Child Protection Officer. Children or young people who present risk are assessed in order
to clarify the nature and level of that risk. Risk management plans are developed and
strategies are recorded and shared with all staff. Careful analysis of any incidents are used
to inform and ensure best practice.
13MEDICAL MATTERS
For young people who are ill during the day there are strict regulations limiting the first aid
we are allowed to provide. We do have staff trained in first aid but we only administer
medicine using the relevant pro-forma which must be completed, signed by a parent/carer
and returned to the school administrator along with the medicine, stored in its original
packaging. When a young person is seriously ill or in the event of an accident, every effort
is made to contact the parents and, when necessary, arrangements are made to have the
young person taken to hospital.
We require all parents to inform us of any medical problem or condition affecting their child.
Such information is important, for example for our teachers of physical or outdoor
education, and enables us to take prompt and appropriate action. Details of this nature are
of course handled with sensitivity and in confidence.
Young people with medical or dental appointments during the school day should bring the
appointment card to the school office to be recorded.
EMERGENCY PROCEDURES
On exceptional days the school may be affected by, for example, severe weather,
dislocation of transport, power failures or difficulties of fuel supply. In such cases we will
do all we can to let you know about the details of closure or re-opening as soon as possible.
In any decisions taken, the safety and welfare of both pupils and staff will always be
paramount. We will keep in touch by using letters, twitter, text-messaging and our school
website. We can also use the local radio.
SCHOOL MEALS
Many of our young people have significant issues in respect of food and our cook does her
best to respond to this while we also try to broaden the diet of each young person. In
addition, we now give our young people flexibility about where they wish to eat in order that
they feel sufficiently relaxed to enjoy snacks and lunch. Our young people do not pay for
snacks or lunch and we also have on offer fruit and water at all times.
LEGISLATION
Relevant legislation includes the ASL Acts (2004, revised in 2009, and statutory guidance
2017) and the Children and Young People (Scotland) Act 2014
‘Decisions regarding what can be considered adequate and efficient provision and
unreasonable public expenditure can only be judged in the light of each child or young
person’s circumstances’. (ASL Code of Practice, 2009)
Parents and their child or young person (who are aged over 12 years) have respective
rights. Following parents having had significant dialogue with school and Authority senior
managers when they believe their child's needs are not being met, they can subsequently
make a placing request to the education authority requiring them to consider placement of
their child or young person in a specified school, which can include an independent or
grant-aided special school if their child has additional support needs.
An eligible child does not have the right to make a placing request. (Statutory Guidance,
2017). If the parental placing request is for an independent or grant-aided special school,
14they must first make sure the managers of that school are willing to offer their child a place
there. Parents can visit this school and subsequently make a written request to their own
Local Authority.
Various organisations can provide support for parents during this time.
My Rights, My Say is a partnership between Enquire, Children in Scotland, Partners in
Advocacy and Cairn Legal, and provides:
• advice and information about children’s rights;
• advocacy to support children to exercise their rights;
• support to professionals to gather children’s views and make sure they are heard in
formal
processes (for example, assessments); and
• legal representation to support children making a reference to the Additional Support
Needs Tribunal (ASNT).
Admission to the school
Referrals to the school by parents are made through Local Authorities, although parents
and carers may visit Moore House Academy, Butterstone prior to requesting a place. The
headteacher will inform the relevant Authority following a parent visit and will work closely
with that Authority so that any subsequently agreed placement/transition may be
undertaken smoothly. When agreement is reached that a child is to be placed at Moore
House Academy, Butterstone, comprehensive information is shared between the relevant
Authority, external partners, and school staff, along with parents, so that the school can
quickly understand the total needs of the young person.
Choosing a School: A Guide for Parents – information on choosing a school and
the placing request system –
http://www.scotland.gov.uk/Publications/2010/11/10093528/0
Review Meetings: additional support needs /child plan development meetings and
transition meetings
In line with ASN Code of Practice guidance Moore House Academy, Butterstone holds
review meetings approximately every 6 weeks to which the young person and parents, the
key teacher, other senior managers and representatives from relevant agencies meet to
discuss progress in learning and emotional development and set targets for the next steps
in the young person's Learning Journey. We pay particular attention to ensure we plan
carefully and timeously for all transitions and take account of the principles of good
transition in line with the advice from the Scottish Transitions Forum.
https://scottishtransitions.org.uk/7-principles-of-good-transitions/
15DATA PROTECTION
Information on pupils and parents and staff is stored on a computer system and may be
used for teaching, registration, assessment and other administrative purposes. This
information is protected by the Data Protection Act 1998 and may only be disclosed in
accordance with the Codes of Practice. For further information please contact the school.
FURTHER SUPPORT AND ADVICE
Recognised agencies or organisations that can provide further support, information and
advice to parents and young people that it considers appropriate, including information
about support and advocacy currently include:
(a) Children in Scotland: Working for Children and Their Families, trading as "Enquire - the
Scottish advice and information service for additional support for learning", a charitable
body registered in Scotland under registration number SC003527;
(b) Scottish Independent Advocacy Alliance, a charitable body registered in Scotland
under registration number SC033576; and
(c) Scottish Child Law Centre, a charitable body registered in Scotland under registration
number SCO12741
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