Statement of Purpose

Residential Care Guide January 2018

Contents Page

Quality and purpose of care 3

Views wishes and feelings 5

Education 6

Enjoyment and achievment 7

Health 8

Positive relationships 8

Protection of children 8

Therapies 9

Leadership and management 10

Care planning 11

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Quality and purpose of care

Welcome to Our Place School Children’s Home

Our Place provides a caring and safe environment for young people to age 19 of mixed gender with special educational needs and Learning Disabilities (including Autistic Spectrum Conditions) and associated challenging behaviours. The residential provision is located in Bransford, Worcestershire which is a rural location. The home is situated within the grounds in a fully converted 1920s house, which helps to maintain a welcoming and homely atmosphere. The surrounding grounds have several areas of interest and stimulation including a sensory garden, patio area, art room, vegetable and fruit patch, spa hot tub, play equipment, all weather paths, coppice and nature area with a pond. Our Place Schools accommodates children into adulthood. On occasions we will have children living with adults but this is because the children have grown up in the facility and Our Place can still support adulthood learning educationally with employability skills and life skills. This enables more effective planning of the transition to a successful adult provision. Our Place Schools are also planning to build an adult provision to support these transitions more effectively. Safeguarding impact assessment of mixing children and adults is complete and the risk assessment supporting children to adulthood is available on request.

Our Ethos: • Give the children and young people a home in which they feel cherished and secure, happy, safe

and healthy, fulfilled and content • Give the children and young people a person centred and seamless approach to education,

therapy and care • Provide children and young people with special needs with an individually tailored, flexible, needs

led service which is responsive to change and that promotes an ordinary home environment• Provide a first class residential care & shared care service for children, young people and their

families.

Overall Outcomes: The overall aim of Our Place is to provide high-quality care and integrated education. To enable young people to achieve better outcomes and focus on developing the children and young people’s abilities, skills and interests into adulthood.

Our objectives are to provide:1. Individual care to children and young people with a positive home environment that creates

security, has clear boundaries and is structured2. Shared care and full time residential and educational placements in a range of packages designed

to suit the individual’s needs3. High quality ‘person-centred’ care combined with an individual needs-led education, focusing on

developing the children and young people’s abilities, skills and interests4. A home and school that maintains dignity, is sensitive to individual need and promotes

independent learning 5. A supportive and nurturing environment that encourages and promotes communication, positive

behaviour, cooperation and mutual respect6. For its children and young people to have a first class care home combined with a relevant and

fulfilling education

OFSTEDUnique ref no: 136260Social care unique ref no: SC407929

Facilities and services offered Our Place provides a small homely care environment. The home was built in the 1920’s and has been adapted to make a suitable provision for young people. The home and purpose built school sits on 6 acres of land and has various outdoor interests and activities.

Home • 10 x Single bedrooms, three of which are en suite, all on ground floor level – decorated and

personalised to individuals taste, storage for personal belongings, clothing and toys with televisions with video/DVD system.

• 2 x bathrooms/wet rooms with showers, mirrors and storage. • 1 x wet room, with large wet floor and full tilling. • 1 x lounge area equipped with soft furnishings, sofas, bean bags, modern televisions and video/

DVD systems & games console • 1 x dining area equipped with dining furniture and full catering kitchen with modern appliances. • 1 x sensory room & art room (accessible through the school building outside of school hours) • 1 x sensory room within the home to enable sensory play, intensive interaction and sensory diets. • 1 X Art Centre (accessible through the school building outside of school hours)

Complaints & Concerns Our Place is committed to providing the best care and education for each individual child or young person but should any parent, child, family member of staff or support service be concerned they will be actively encouraged to share their concern with the appropriate person. Any worries will be promptly addressed. If your concerns are still not adequately dealt with you will be asked to submit them in writing, these will then be investigated and a full report will be available in five working days. You can contact the home or school via 01886 833378. Should the concern still not have been resolved, the Independent Disputes Advisor will be approached and asked to resolve the situation, contact via 01886 833378. However, if this still does not settle the situation you have a right to take your complaint to the registration bodies listed below: Ofsted: You can make a complaint by letter or email (enquiries@ofsted.gov.uk), by telephone (0300 123 1231)or in person. Children’s Commissioner, Anne Longfield OBE Sanctuary Buildings, 20 Great Smith Street, London, SW1P 8BT Tel: 020 7783 8330 DofE, Sanctuary Buildings, Great Smith Street, Westminster, London, SW1P 3BT 0870 000 2288 email: info@dcsf.gsi.gov.uk

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Policies

Our Place’s policies can be accessed via the company website or alternatively a request to the home can be made for them.

Protection of Children Safeguarding children is everyone’s responsibility. The health, safety and well-being of all children within Our Place is of paramount importance to all adults who both work within and visit. All children have the right to protection, regardless of age, gender, race, culture or disability. They have the right to be safe. All children within Our Place are respected as individuals. The school provides opportunities for children to make decisions for themselves and they are supported in doing so. Teaching PSHE and citizenship as part of the curriculum helps to develop appropriate attitudes within each child and raises their awareness of the impact of their decisions on others. The school and home provide an environment which is protective physically, emotionally and culturally and in which the children entrusted to our care can develop positive relationships founded on mutual respect and trust.

Safeguarding and promoting the welfare of children is defined in Working together to safeguard children as: • Protecting children from maltreatment• Preventing impairment of children’s Health and development• Ensuring that children grow up in circumstances consistent with the provision of safe and

effective care A copy of the Protection of Children Policy can be obtained on request from the Registered Manager.

Religious & Cultural Observance

Individual cultural and religious needs are supported and understood by the staff team in order to ensure that the young people are receiving culturally sensitive and appropriate care and education. This would be reflected in care plans, dietary requirements, opportunities for religious worship, personal items and hygiene and social arrangements during and before the admission process. The school will hold a daily assembly and during this all religions’ festivals will be discussed and celebrated. Songs used will take into account the religious diversity of the children who attend the school.

Views, Wishes and Feelings

Consultation

It is essential that the young people we care for have a voice and have a say in how the home is run.Their Keyworker has an essential role in acting as their advocate and ensuring their views are known.Each young person will have key working sessions, during this time each young person spends time with their Keyworker having fun, supporting a young person with family contact and share thoughts and wishes. Each young person will also receive “are you happy” booklets in a communication style that suits their needs, this begins the consultation process at Our Place. Children are consulted regarding their day to day arrangement of the Children’s Placement Plan. We arrange regular home meetings to ensure the young people are consulted on various agenda’s such as activities that they would like to happen, personalising the home or their bedroom, selecting what they would like to cook and eat, what type of holidays they wish to have. We also share information regarding the safety and safeguarding in the home, increasing communication so that their complaints are heard and actioned appropriately.

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Anti-discriminatory practice and children’s rightsStaff at Our Place Children’s Home are committed to working with young people in an anti- discriminatory manner and do not discriminate against any young person on any grounds whatsoever. In recognition that many of our young people come from many backgrounds, we strive to provide an atmosphere where all young people feel safe enough to challenge anything that makes them unhappy or feel unsafe.The majority of young people at Our Place Home experience communication difficulties. Staff will be appropriately trained in a variety of communication skills i.e. Makaton, PECS and Visual Timetables ensuring that all young people are actively listened to and all their needs are met.All young people and children are actively encouraged to make choices and decisions about their needs and wishes. All staff recognise this as the underpinning foundation of all the work they undertake with children and young people at Our Place.

EducationThe Our Place School is a purpose built Education facility.The building was built in 2011, and sits beside the home within the 5 acres of land.The school comprises the following facilities:• Classrooms are equipped with individual work stations• Touch screen computers • Fitted with classroom furniture• Group activities area• Television for interactive educational lessons• A fully equipped kitchen, which enables development of independent living curriculum skills• A sensory room with a variety of sensory toys and lights and sensory touch equipment• Resources room which facilitates independent learning, reading materials, individual creative

lessons

Education and LearningAll pupils at Our Place are offered choices and opportunities within the context of a relevant and fulfilling education. We will constantly strive to make learning accessible, meaningful and transferable to all aspects of our pupils’ lives, enabling them to help shape their own futures and achieve their full potential. It is our philosophy that if children can’t learn the way we teach, then we must teach the way they learn.

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StructureThe school year will run with a four week summer break, extending the autumn and summer half term breaks to two weeks each with the aim of facilitating family holidays whilst shortening the period to more acceptable levels for children with learning disabilities.

Teaching MethodStaffing will be on a ratio child or young person 1:1.5 staff or higher dependent upon the activity. Activities used may include video learning programs, Intensive Interaction, Sensory Integration, Music Therapy, computer programs, Social Skills Training, Natural Language Paradigm, PECs, Total Communication, Makaton, TEEACH as well as more traditional methods.

Teaching StyleThis will be predominately in the gentle teaching style, however, should a situation arise that cannot be de-escalated then trained staff can use as a last resort for safety reasons the Managing Actual & Potential Aggression – restrictive holds from the Positive Options training if part of the Behavioural Management Plan for that child.

Celebrating AchievementAt Our Place pupils are taught to recognise and reflect on their own progress and achievements and to help plan the next ‘step’ in their learning. Staff use a combination of praise, encouragement and positive reinforcement to instill a sense of pride and self-worth and to actively promote a motivated approach to learning.Pupils’ achievements are recognised by all and publicly acknowledged with frequent opportunities to celebrate success. Certificates are awarded during our celebration assembly on Friday afternoons and incentive/reward schemes are used as appropriate to individual pupils.

EnjoymentEvery element of our care packages is bespoke to the individual, we promote and encourage each young person to engage in a wide range of activities and committed to ensuring that no young person is stopped from accessing activities due to their disability.The home encourages all cultural & religious activities and hold regular themed days so that all young people can be involved if they wish to.Children and young people are encouraged to access the local community for recreational activities as well as personal shopping etc. They use the local sports centre, restaurants, country parks, cinema and other leisure centres in the area. They are encouraged to join local youth groups & activities suitable to their abilities including swimming, local gym, barge trips, Bowling etc. Regular weekend trips are organised and there is a full programme of activities & trips during school holiday times.

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HealthHealth PromotionAll young people have a placement Plan with the integrated Health & Wellbeing care plan, this is reviewed in consultation with the team, family and authority.Each young person is registered with the local GP within 28 days of admission, they undertake routine dental, optical screening and immunisations subject to the necessary consent from parents or the responsible individual. The young people have access to the Learning Disability/CAMHS service and pathway through a referral from the GP. Further support from professionals in the areas of speech and language therapy, occupational therapy and music therapy are also available.We commission the services of experienced speech & language therapists as well as a psychologist. These can be accessed by the young people following an assessment of their needs in these areas. Assessment s are carried out by those involved in their care and support. When commissioned our therapists receive support from the head of care & education along with input from the team. Our therapist’s access clinical supervision from a trained and qualified external supervisor. Therapists have the required qualifications and appropriate insurances. (Details of qualifications listed in Annex 1)Our evidence to support our approach comes from having extensive knowledge of the young people in our care and understanding them as individuals. We build agreed recommendations and any professional advice into the young people’s support plans, behaviour plans and share with all staff, family and authorities to ensure a consistent and transparent approach.Our place have also commissioned the service of a qualified RGN and RNLD who is still active and pinned: 75I08075, who has previously managed children’s home with extensive knowledge of Learning difficulties and Epilepsy.Positive relationshipsPromoting ContactEvery effort will be made by the home to maintain the parent/child or young person relationship. All parents, Social Workers and carers will be kept up to date with their child or young person’s progress through regular newsletters, postcards and monthly reports. We encourage face to face contact at every opportunity however if this is not possible will be able to maintain contact with their child or young person through an interactive computer/web cam facility in a quiet and private area of the home. They will also receive regular letters home and postcards of achievements from their child or young person and the Key Worker.We would welcome regular letters and photos from parents and family so that we can keep the children up to date with what is happening at home. The Key Worker and the Teacher will be available for phone calls at times convenient to both sides, and protected time will be made available for parents & family to speak to their child.Promoting Positive BehaviourWe believe that the majority of inappropriate behaviour is learnt behaviour and all forms can be seen as some form of communication, as a team of specialists we aim to give the young person a healthier and safer way to communicate.Our aim is to discourage inappropriate behaviours through:• Individual management programmes and positive behaviour management• Teaching skills which will enhance self-image and self-esteem• Providing positive role models• Rewarding positive behaviours• Consistency of response• Clear definitions of acceptable behaviour

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TherapiesWe commission the services of experienced occupational and speech & language therapists who can be accessed by the young people following an assessment of their needs in this area. The assessment is carried out by those involved in their care and support. When commissioned our therapists receive support from the head of care & education along with input from the team. Our therapists access clinical supervision from a trained and qualified external supervisor. All Therapists have the required qualifications, DBS checks and appropriate insurances.The therapists produce a report and recommendation that are discussed with the senior management and the direct care staff and put in to action; these are reviewed every six month by the therapist to measure the outcomes. All reports will be shared with the placing authority allocated social worker and where appropriate the parents or guardian.The Mutli disciplinary team all meet monthly to review the therapeutic input, assessment the effectiveness of these recommendation and offer support to our children to ensure we meet they individualise needs.Occupational TherapistBecky Darnton is an Occupational Therapist (OT) with over 20 year’s experience working with children, young people and adults with a wide range of difficulties. Becky has worked as a Children’s Occupational Therapist in the school system within the UK and New Mexico, USA and in NHS community settings.Specialist areas include working with children, young people and adults with learning disabilities, individuals with ASC, with complex needs and / or behaviours which challenge. Having built up considerable experience in the NHS until 2013 Becky is now an independent Occupational Therapist within the company I co-founded in 2011 “Links Therapy Company Ltd” (independent providers of therapy and nursing services), Becky teaches for Coventry University and an independent panel member for two foster care organisations.Speech and LanguageJayne Foxley is an independent Speech and language Therapist, who qualified in 1995 and specialised early to work with children with special needs. Jayne’s love and interest for this area has continued and she now works with both children and adults with learning difficulties and/or behaviours that may challenge.PsychologyDr Rebecca Andrews; is a Chartered Psychologist. Who is accredited under the British Psychological Society (BPS) and registered with The Health and Care Professions Council (HCPC). Psychologists have to complete a standard of proficiency to achieve and maintain this level of professional registration. She has an up-to-date DBS check and professional Liability insurances. Dr Rebecca Andrews has independent supervision.Play TherapistKate Havord is a freelance Art Therapist/Creative Attachment Therapist. Kate works with children who have experienced trauma and have attachment difficulties and their adoptive parents.Kate’s Qualifications are Achieved Art Foundation Course, Higher Education, BA Hons in CeramicsFoundation in Art Therapy and Post Graduate Diploma in Art Therapy.(Details of qualifications listed in Annex 1)We train all staff supporting young people with ‘Positive Options’ MAPA programme. This is a training programme that follows the guidelines provided by SILO and accredited by BILD. All supporting staff members will receive an initial “Keeping safe” one day programme followed by a two day physical intervention programme, all staff receive annual refreshers and all training is conducted by a fully qualified instructor.In line with agreed health & behaviour plans some young people may have been prescribed additional medication for behavioural reasons. Should a young person have behavioural PRN prescribed, instructions for use will be clearly documented within the young person’s plans. Should a PRN be used as an intervention then a form will be completed, this will be part of the monitoring and analysis process.

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Leadership and managementRegistered Person’s DetailsOur Place School which is privately owned and operated by Our Place Schools Ltd. David French is the executive director and the responsible individual.The appointed registered manager is Sarah Davies who holds an Advanced Diploma in Health & Social Care Level 3, a Diploma in Health & Social Care Level 4 and a Diploma in Leadership and Management Level 4.StaffThe home is led by the Lena Graham, Director who works full time and is supported by a full time Head of Care and Head of Education. There is always a manager available or on site, the leadership support also includes a senior manager on call service 24 hours a day.The home is staffed in line with the agreed needs and requirements of the young people, however at present the home operates its staffing levels on a 1:1 staffing support during waking hours with a supernumerary duty manager to supervise high levels of care and support at all times. During the non- waking hours the home is staffed 3:10 with additional management present for waking hours and two tier on call service 24 hours a day. Specialised bed monitors may be used during non-waking hours to support certain young people with medical needs such as epilepsy.All care staff receive an induction programme and training prior to working in the home, as well as three weekly learning and development days, this gives staff the opportunity to develop their skills as well as have targeted training to specifically meet the varied needs of our young people, this also provides team meetings, learning and development and time to fulfil other duties.All care staff who are not already qualified are enrolled on a Diploma in health and social care (level 3) following satisfactory completion of their probationary period .(full staff details/qualifications are listed in Annex 1)All staff are required to complete a probationary period of 6 months with a progress evaluation at 3 months, an extension of the 6 months’ probation can be requested and agreed in consultation with the Head of Care and Care Manager. All residential staff receive at least monthly professional supervision on commencement of employment. All care staff will undertake an annual performance review and agree a professional development plan for the following 12 months, an interim performance review takes place at six months to ensure progress is being made.Our Place Organisation Structure

Care planning

Placement and AdmissionOur Place is registered as an independent Residential special school with OFSTED.Our Place has the advantage of being able to offer young people the opportunity to access care, support and education by providing a home and school facility on the same site.Children aged up to 19 can be placed at Our Place up to a full 52 weeks placement, we also offer flexible shared care to young people who do not require a 52 week placements. We aim to be flexible as possible to ensure we meet the needs of our young people and families.Our Place can accommodate young people and children with special needs, moderate to severe Learning difficulties, autism and challenging behaviours. We are also able to support those with complex learning difficulties and additional health needs. (Please contact Our Place for further information)Once a young person has been referred to Our Place, one of the senior managers will be appointed to coordinate the referral and assessment process, they will be the referrer’s point of contact. An initial assessment will be carried by a senior staff member of both care and education who will observe and gather information in the young person’s current setting. Once all assessments have been completed Our Place will provide the outcome of the assessment to the referrer.

Emergency PlacementsOur Place will consider Emergency placements assuming that space is available, Our Place will conduct and hold a meeting with at least two members of senior management to assess before any child or young person is admitted to the home.The decision to admit will be based on the following:• Whether the child/young person can be accommodated and meets the criteria set out in the

Statement of Purpose• Risk assessments for the incoming child and those already accommodated at Our Place, any

impact that would be placed on the child or children already accommodated at Our PlaceThe Senior management will require current placement/care plan, risk assessment, health and wellbeing plans to include medical needs and current medication. If after the outcome of an Emergency Placement meeting we can meet the child’s needs, suitable arrangements will be made to accommodate them.

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Annex 1Name Job Title Qualification & Date Achieved

Years of Care Experi-ence

Gender

Agata Zagrodnik Support Worker Diploma of Faculty of Pedagogy & Psychology 6 FAli Price Support Worker QTS 1985, Forest School Leader 32 FAlison Symondson Housekeeper None <1 FAndrew Hill Support Worker Degree in Disability Studies, Diploma Level 3 (current) 21 MBen Dallow Support Worker Law degree 2010 1 MBen Sherlock Support Worker L3 Diploma for Children & Young Person Workforce 2012 9 MBijo Jose Night Support Worker Master of Social Work April 2003 <1 MBill Mitchell Head of Marketing Diploma CIM, HND Business Studies N/A MBlazej Koga Support Worker NVQ 3 H&SC CYP 9 MBronwyn Turner Support Worker NCFE L2 fitness instructing, L2 Community sports leadership, HND sports science 4 FCaitlin Lewis Support Worker BSc Health Community and Social Care <1 F

Catherine Fulton Weekend Support Worker NVQ2 catering & Hospitality 2004 <1 F

Charles Nwoko Support Worker None <1 MCharlotte Powell Key Worker Coordinator A Level H&S, Diploma Level 3 (current) 5 F

Chris Coombs Head of Education QTS Certificate - 1.09.2008 Bachelor of Arts & Geography 31.12.06 Graduate Teacher Programme - 2007-2008 Teacher Reference Code: 0782929 Master of Arts Education 2014 National Professional Qualification for Middle Leadership 2016 Trampoline Instruc- 12 M

Chris Dyer Driver MA development studies N/A MClaire Benson Support Worker Apprenticeship in Children’s Care Learning & Development CASHE Level 3 NVQ in Children’s Care, Learning & Development 11 F

Coral Mann Relief Support Worker L3 Health & Social Care - Merit Grade, NVQ L2 Customer Service, OCR L2 in Adult Literacy & numeracy, L3 Diploma in specialist support for teaching, Foundation degree in Health and Social Care 6 F

Danielle Bennett Support Worker A Level Sociology & Psychology 2012 <1 FDarren Scattergood Relief Support Worker NVQ Level 3, O Level GCSE (Child Psychology) 14 MDavid French Director None N/A MDavid Lawal Support Worker FETAC L4 practical care skills certificate, people and handling training L4 1 MDavid Tudge Relief Driver MAPA 2017 N/A MDean Spiers Duty Manager Btech Diploma in Sports and Science, HND National Diploma Sports Studies and Science 7 M

Dinu Varghese Waking Nights Support Worker

Epilepsy & B M Training 2015 Autism Adult Services 2016 L2 Diploma H&SC Adults HSD& COSH Training 2015ED & I Training 2014 Safeguarding Adults 2015 Manual Handling of Loads Training 2016 11 M

Dominika Rodacka Support Worker L2 in care, QTS, Child Protection & Education 17 F

Ella Candlin Weekend Support Worker Undertaking BA in Primary Education, Btec Childcare, First Aid <1 F

Emma Beesley Support Worker BA in Music <1 FEmma Parker KA L2 Childcare 2009 and Food Tech 2007 N/A FEzzeldin Haroun Duty Manager NVQ Level 3 H&S Care 9 MGemma Eastwood Relief Support Worker NVQ L3 Caring for Children and Young People 15 FGeorgina Martin Teaching Assistant MAPA 2017 In house training 2015-17 17 FHayley Waters Duty Manager BA Hons Social Welfare, A levels - Business Studies, Health and Social Care, Leisure Studies, L2 Bookkeeping 4 FHazel Palmer Support Worker BTEC L3 Extended Diploma in Public Services, BSc (Hons) Criminology and Criminal Justice Studies with Psychology 4 FHolly CogSupport Work-erell

Weekend Support Worker CACHE L3 CYP, BA Education Studies 2 F

Holly Kent Head of Staff Welfare MSC Occupational Psychology, BSc Psychology 1 FHolly Pritchard Support Worker NVQ3 H&SC 2011 2 F

Ian Randall Waking Nights Support Worker BA Outdoor Environmental Education 4 M

Isobel Williams Support Worker Maths and Statistics Degree 2 FJade Cornish Support Worker Foundation Degree in Learning Support (Certificate of Education) 2012 4 F

Jagbir Sidhu Weekend Support Worker PGCE, QTS June 2003, BSc Pharmaceutical Science 2001. 6 M

Janice Bishop Housekeeper None N/A FJaroslaw Figiel Chef NVQ level3 Professional Cookery 4 MJo Atfield Support Worker BA Childhood and Youth Studies 14 FJoao Vargues Support Worker CCLD L2 1 MJulia Drinkwater Cook Childcare Practice (Home based) 14/<07/2010 First Aid 04/12/2012 Healthy/Special Diets 08/07/2010 Safeguarding 15/06/10 N/A FJune Seaman Support Worker NVQL3 CYPW 2 FKaren Lively Relief Support Worker NVQ L2 Early Years Care and Education, NVQ L3 Caring for Children and Young People 20 FKarolina Kaminska Relief Support Worker NVQ Level 3 07/08 Epilepsy 28/09/10 Boots Meds 31/03/2011 CP Training Group 1, 2 13/06/11 9 FKathleen Thomas Teaching Assistant Diploma Pre-School Practice, Diploma Level 3 (current) 20 FKatrina Cooke Support Worker GCSE’s, A Levels - Sociology, Travel & Tourism, Science, Personal Studies 3 FKirsty Smith Teacher (unqualified) Bachelor of Arts with HonoursLevel 2 Diploma in Childcare & Education Level 2 Key Skills in Communication Appointed Person 2 FKuba Poturalski Head Of Behavior BILD risk assess and challenging behaviour - June 2010 MAPA Level 2 Licensed Trainer May 2010 NVQ Level 3 Health and Social 9 M

Lauren Tallis Deputy Head of Ed-ucation QTS 2010, BSC Sports Studies with Physical Education 2009 5 F

Lena Greatwich Director NVQ 4 Health and Social Care - Children 10/02/12 NVQ 4 Leadership Management - 10/02/12 Basic Counselling Skills 12/04/10 15 FLorraine McLeod Duty Manager Level 3 Diploma Adults Health & Social Care 8 FLouise Jones Teaching Assistant GCSE Hairdressing 1992 1 FLucy Parker Relief Support Worker BTEC Health & Social Care Diploma L3, Bachelors Early Childhood Studies 4 FMark Moloney Teacher (Unqualified) NVQ Level 3 Customer Services C&G Learning Disability Qualification Person Centered Planning Communication 3 MMark Radcliffe Driver MSc Psychology 2015, BSc Psychology 2012 5 MMartha Davis Support Worker BTEC L3 H&SC 2015 3 FMat Davies Support Worker Diploma in HSC 1 M

Merlin Beedie Training Manager First Aid at Work 2008 Intro to Epilespy MAPA 2008 Trainer Level 2 in MAPA Restictive Interventions Practice issues Safeguarding TT 2 L3 April 2016 RSA Typing Induction non verbal communications 2008 20 M

Michaela Boulton Support Worker NVQ3 Health and Social Care, BA Honors in Crime, Law and Policy 07/09 7 FNatasha Augousti Support Worker Diploma in Health & Safety 4 FNatasha Smith Support Worker Level 3 CYPW 4 FNigel Howitt Support Worker NVQL3 CYPW in progress 24 MPaul Cody Relief Support Worker BA Honors Arts, NVQ Level 3, BSL Level 1, FE Teaching 23 MSamantha Evans Support Worker L3 HSC (2014) & BA Early Childhood Studies (2017) 1 FSandra Jones Head of Procurement RSA L1 & 2 Typing, Sage Accounting Course 2002 <1 FSara Gandy Receptionist None <1 FSarah Davies Head of Care NVQ 4 LMCS & Health & Social Care 19 FSarah Jane Walsh Relief Support Worker NVQ L3 Caring for Children and Young People Award 15 FShemeka Semple Support Worker L3 diploma for the Early Years Practitioner, Advanced Level Apprenticeship in the CYPW 2 FSiaka Camara Relief Support Worker NVQ Level 3 H&S Care (current) 8 MSophia McLeod Support Worker None <1 FStacey Johnson Support Worker Health and Social Care Level 3 1 FTony Duke Relief Driver None <1 M

Tracey Yapp Teacher Certificate in School Management - Diploma Jan 2009 BTEC Diploma in Public Administration 1991 Level 3 Award in Preparing to teach in the Lifelong Learning Sector OCR Literacy Level 2 in Adult Learning 1 F

Tracy Webb Care Manager NVQ Level 3, Diploma Level 3 (current) 22 FTrish Adams Support Worker None 1 FDanny Ibbitson Support Worker BTEC L2 H&SC 1 MBecky Franklin Support Worker None 2 F

Marc Soley Health and Wellbeing Coordinator L3 Diploma in Fitness instructing and Personal Training, BA Performing Arts 5 M

Charmaine Rogers Support Worker None <1 F

Victoria Stack Weekend Support Worker BSc Primary Initial Teaching Education <1 F