Thrive Accessibility Plan (2026–2029)

1. Vision Statement

At Thrive, we are committed to ensuring that all pupils, regardless of need or disability, can access education, facilities, and opportunities in a way that supports their individual strengths and needs.

We aim to:

 Remove barriers to learning

 Promote inclusion and independence

 Provide a safe, supportive, and adaptable environment

2. Legal Context

This plan is written in line with the Equality Act 2010, which requires schools to:

Increase access to the curriculum

Improve the physical environment

Improve access to information

3. Access to the Curriculum

Current Strengths:

Differentiated teaching tailored to EHCPs

Small group and 1:1 support

Therapeutic and nurture-based approach

Actions for Improvement:

Develop personalised learning pathways for all learners

Embed Thrive Code across curriculum

Staff training on SEND strategies (ASD, ADHD, SEMH)

Use assistive technology (e.g., speech-to-text tools)

4. Physical Environment

Current Strengths:

Small, calm setting

 Playground

Quiet/sensory spaces available

Actions for Improvement:

Ensure all areas are wheelchair accessible (where possible)

Add another toilet

5. Access to Information

Current Strengths:

Verbal and visual support used regularly

Actions for Improvement:

Provide information in multiple formats

Use visual timetables for all learners

Offer flexible parent meeting formats

Develop student-friendly policies (Thrive Code handbook)

6. Supporting Specific Needs

Thrive supports learners with:

Autism (ASD)

ADHD

Social, Emotional and Mental Health needs (SEMH)

Speech, Language and Communication Needs

Strategies include:

Sensory regulation spaces

Movement breaks and outdoor access

Consistent routines and visual supports

Emotion coaching and mentoring

7. Staff Training and Development

Staff will receive training in:

Autism awareness

Behavior and emotional regulation

Safeguarding and inclusion

Trauma-informed practice

8. Monitoring and Review

Plan reviewed annually

Overseen by Directors and Head of School

Feedback gathered from pupils, parents, and staff

9. Linked Policies

SEND Policy

Behavior Policy

Safeguarding Policy

1. Policy statement

Thrive Learning Centre is committed to providing a safe, nurturing and inclusive education for pupils who may find it difficult to access or succeed within a mainstream school environment.

We recognise that choosing a school is an important decision for pupils, parents, carers and placing authorities. Our admissions process is designed to be clear, fair, child-centred and based on whether Thrive Learning Centre can safely and effectively meet the individual pupil’s needs.

Admission will not be refused solely because a pupil has special educational needs, a disability, a history of disrupted education or behaviour arising from an identified need. The school will consider reasonable adjustments and appropriate additional support before reaching an admissions decision.

2. Aims

This policy aims to:

• provide a clear and consistent admissions process;

• ensure decisions are based on the needs and best interests of the pupil;

• establish whether the school can deliver the education and support required;

• involve pupils, parents, carers, current schools and relevant professionals;

• support safe and well-planned transitions;

• ensure that admissions comply with equality, safeguarding and SEND requirements;

• ensure that placements do not adversely affect the safety, wellbeing or education of pupils already attending the school.

3. School provision

Thrive Learning Centre is an independent special school for pupils aged 7 to 16 years.

The school provides small-group, therapeutic and trauma-informed education for pupils whose needs may include:

• autism;

• attention deficit hyperactivity disorder;

• social, emotional and mental health needs;

• anxiety or emotionally based school avoidance;

• difficulties with emotional regulation;

• communication and interaction needs;

• disrupted or unsuccessful previous school placements;

• gaps in learning;

• difficulties engaging with mainstream education.

Each referral is considered individually. A diagnosis or Education, Health and Care Plan is not, by itself, a guarantee that the school will be able to meet a pupil’s needs.

4. Scope

This policy applies to:

• local-authority-funded placements;

• placements for pupils with an Education, Health and Care Plan;

• placements commissioned by schools or other public bodies;

• placements funded privately by parents or carers;

• in-year admissions;

• planned and urgent placement requests.

Admissions may take place throughout the academic year, subject to:

• an appropriate vacancy being available;

• completion of the school’s assessment process;

• agreement that the school can meet the pupil’s needs;

• agreement of funding and contractual arrangements;

• completion of safeguarding and transition procedures.

5. Legal and regulatory framework

This policy has been prepared with regard to:

• the Education Act 1996;

• the Children and Families Act 2014;

• the Equality Act 2010;

• the Special Educational Needs and Disability Regulations 2014;

• the SEND Code of Practice: 0 to 25 years;

• the Education (Independent School Standards) Regulations 2014;

• the School Attendance (Pupil Registration) (England) Regulations 2024;

• Keeping Children Safe in Education;

• Working Together to Safeguard Children;

• the Human Rights Act 1998;

• relevant data protection legislation.

The statutory School Admissions Code applies to maintained schools, academies and free schools and does not directly govern independent-school admissions. Thrive Learning Centre nevertheless applies principles of fairness, transparency and consistency when considering referrals.

Schools must consider and make reasonable adjustments for disabled pupils where required. This includes considering adjustments to policies, practices, support, equipment and services so that disabled pupils are not placed at a substantial disadvantage.

6. Responsibility for admissions

The Head of School has operational responsibility for admissions.

Admissions decisions may also involve:

• the SENCO;

• the Designated Safeguarding Lead;

• members of the senior leadership team;

• the pupil’s local authority SEND officer or commissioning officer;

• the pupil’s current school or education provider;

• health, social care or other relevant professionals;

• the school’s proprietor or governing body where necessary.

The final decision on whether to offer a placement rests with Thrive Learning Centre, subject to any statutory duties applying to a placement named in an Education, Health and Care Plan.

7. Making a referral

A referral or initial enquiry may be made by:

• a local authority;

• a parent or carer;

• the pupil’s current school;

• a social worker;

• a virtual school;

• another education provider;

• another professional working with the pupil.

An initial enquiry does not guarantee that a place will be offered.

The school may provide general information about its provision before receiving a formal referral. A formal admissions decision will not usually be made until sufficient information has been provided and the assessment process has been completed.

8. Information required

To consider a referral fully, the school may request:

• the pupil’s full name, date of birth and address;

• parental responsibility and emergency-contact information;

• the current or most recent school attended;

• the pupil’s current year group;

• the pupil’s Education, Health and Care Plan, where applicable;

• annual-review documents;

• recent educational psychology or specialist reports;

• current attainment and assessment information;

• attendance information;

• behaviour, incident and exclusion records;

• safeguarding information;

• risk assessments;

• personal education plans for looked-after children;

• pastoral and therapeutic reports;

• medical information and healthcare plans;

• medication information;

• speech and language, occupational therapy or mental-health reports;

• details of current interventions and support;

• the pupil’s views;

• the views of parents or carers;

• details of transport arrangements;

• information about any current multi-agency involvement.

The absence of a particular assessment or diagnosis will not automatically prevent the school from considering a referral. However, the school must receive enough information to make a safe and informed decision.

Parents, carers, placing authorities and referring professionals are expected to provide complete and accurate information. Failure to disclose information that materially affects the school’s ability to meet a pupil’s needs may result in the placement being reviewed.

9. Admissions assessment

The admissions assessment may include:

1. A review of the referral documents and available professional reports.

2. A discussion with the parent, carer, local authority or referring professional.

3. Contact with the pupil’s current or previous school.

4. A meeting with the pupil and their parent or carer.

5. A visit to Thrive Learning Centre.

6. An observation of the pupil in their current school, home or another appropriate setting.

7. Completion of individual risk assessments.

8. Consideration of reasonable adjustments and additional staffing or resources.

9. Consideration of how the pupil’s needs would fit alongside the needs of the existing pupil group.

10. A transition or familiarisation visit where appropriate.

The process will be adapted to the pupil’s age, communication needs, anxiety and individual circumstances.

The school will avoid requiring a pupil to complete an unnecessarily formal interview or assessment where this would create distress or place the pupil at a disadvantage.

10. Pupil and parent or carer views

The pupil’s wishes, feelings and aspirations will be sought in a way that is appropriate to their age, understanding and communication needs.

The school will also seek the views of parents and carers, including:

• what they believe is working well;

• their concerns;

• the pupil’s interests and strengths;

• known triggers and anxieties;

• successful approaches to regulation and communication;

• the family’s hopes for the placement;

• any reasonable adjustments the pupil may require.

The views of the pupil and family will form an important part of the decision-making process but will be considered alongside professional evidence, safeguarding information and the school’s assessment of whether it can meet need.

11. Education, Health and Care Plan placements

Where a pupil has an Education, Health and Care Plan, Thrive Learning Centre will consider:

• the pupil’s identified special educational needs;

• the outcomes set out in the plan;

• the special educational provision specified;

• health and social-care provision relevant to the school day;

• required staffing and specialist support;

• the pupil’s age, ability, aptitude and stage of development;

• any risks to the pupil or others;

• whether reasonable adjustments can be made;

• whether the school’s environment and curriculum are suitable;

• whether the necessary funding and resources are available.

When consulted by a local authority, the school will provide a clear response explaining whether it considers that it can meet the pupil’s needs and what provision, resources or funding would be required.

Parents and young people have rights to request certain types of schools or institutions to be named in an Education, Health and Care Plan. The local authority must consult the school or institution and carefully consider its response before making its decision.

A placement will normally be confirmed when:

• the school has confirmed that it can meet the pupil’s needs;

• the placing authority has agreed the placement and associated funding;

• the Education, Health and Care Plan has been finalised or amended where required;

• an appropriate start date and transition plan have been agreed.

Nothing in this policy limits any statutory duty that may apply where Thrive Learning Centre is lawfully named in a final Education, Health and Care Plan.

12. Pupils without an Education, Health and Care Plan

Thrive Learning Centre may consider pupils who do not have an Education, Health and Care Plan where:

• the school’s provision is appropriate for their needs;

• the school has sufficient information to make a safe decision;

• a suitable place is available;

• funding has been agreed;

• the parent, carer or commissioning body agrees to the school’s terms and conditions.

The school may recommend that a parent, carer or local authority considers requesting an Education, Health and Care needs assessment where the available evidence suggests that the pupil may require long-term specialist provision.

The absence of an Education, Health and Care Plan will not, by itself, be used as a reason to refuse consideration of a referral.

13. Parent-funded placements

Parents and carers may enquire directly about a privately funded placement.

Before a privately funded placement is agreed:

• the same suitability and safeguarding assessment will be completed as for a publicly funded placement;

• parents or carers must provide all requested information;

• the school must be satisfied that it can meet the pupil’s needs;

• fees and payment arrangements must be agreed in writing;

• parents or carers must sign the relevant contract and consent documentation;

• arrangements for transport must be agreed;

• the school will confirm the proposed start date in writing.

A privately funded placement does not remove the local authority’s responsibilities towards a pupil who has an Education, Health and Care Plan. The school may communicate with the local authority where necessary to safeguard the pupil, maintain accurate records or support appropriate educational planning.

14. Criteria for offering a place

A place may be offered where the school is satisfied that:

• the pupil is within the school’s registered age range;

• the pupil’s needs fall within the school’s area of provision;

• the curriculum can be appropriately adapted;

• the school can provide the required support;

• reasonable adjustments can be made where required;

• risks can be safely managed;

• the placement is compatible with the safety and education of the pupil and others;

• appropriate staffing, accommodation and resources are available;

• the placement is likely to provide meaningful educational and personal benefit;

• funding and contractual arrangements have been agreed.

Each decision will be based on the individual pupil’s circumstances rather than solely on a diagnosis, previous behaviour or type of referral.

15. Reasons a placement may not be offered

A placement may not be offered where, following careful assessment, the school concludes that:

• the pupil is outside the school’s registered age range;

• the pupil requires provision that is substantially different from the provision the school is registered or equipped to provide;

• the school cannot safely meet the pupil’s medical, physical, sensory or personal-care needs;

• the pupil requires specialist clinical or therapeutic provision that the school cannot provide or secure;

• the school premises cannot be made suitable through reasonable adjustments;

• risks to the pupil or others cannot be safely managed even with reasonable adjustments, additional support and an appropriate risk-management plan;

• the placement would be incompatible with the efficient education, safety or welfare of other pupils;

• the school does not have an appropriate vacancy;

• the necessary staffing or specialist resources are not available;

• required funding has not been agreed;

• insufficient information has been provided to allow a safe decision to be made.

A pupil will not be refused solely because they:

• have a disability;

• have special educational needs;

• have an Education, Health and Care Plan;

• have previously been excluded;

• have poor attendance;

• display behaviour linked to trauma, disability or unmet need;

• are looked after or previously looked after;

• come from a particular social, cultural, racial, religious or family background.

Before refusing a placement because of a need or disability, the school will consider what reasonable adjustments, additional resources or alternative arrangements could be made.

16. Admissions decision

Following the assessment process, the school may decide to:

• offer a place;

• offer a place subject to specific funding, staffing or transition arrangements;

• request further information or assessment;

• place the pupil on a waiting list;

• conclude that the school cannot meet the pupil’s needs.

The decision will normally be communicated in writing to the person or organisation that made the referral.

Where a place cannot be offered, the school will provide an appropriate explanation. Confidential information about existing pupils will not be disclosed as part of that explanation.

An offer may be subject to:

• local-authority approval;

• funding confirmation;

• completion of contractual documentation;

• receipt of safeguarding and education records;

• agreement of transport;

• completion of risk assessments;

• provision of required medication or healthcare information;

• a planned transition programme.

17. Waiting list

Where the school considers that it can meet a pupil’s needs but no suitable place is immediately available, the pupil may be placed on a waiting list.

Placement on a waiting list does not guarantee admission.

Waiting-list decisions will take account of:

• the pupil’s level of need and vulnerability;

• the length of time the pupil has been without suitable education;

• safeguarding concerns;

• whether the pupil is looked after or previously looked after;

• the suitability of the available peer group;

• staffing and resource requirements;

• the date the complete referral was received;

• whether funding has been agreed.

The waiting list will be reviewed regularly. The school may request updated information before making an offer.

18. Urgent and emergency admissions

The school may consider an urgent admission where a pupil is without education or where there are significant safeguarding or welfare concerns.

Urgency will not remove the need to:

• assess whether the school can meet the pupil’s needs;

• receive essential safeguarding and medical information;

• consider risks;

• agree funding;

• ensure sufficient staffing and resources are available.

An emergency placement may initially be agreed for a defined assessment period. The purpose, length, funding and review arrangements must be recorded in writing.

19. Transition arrangements

Once a place has been agreed, the school will develop an individual transition plan.

This may include:

• introductory visits;

• photographs or a visual guide to the school;

• meetings with key staff;

• a reduced or phased timetable where lawful, necessary and agreed;

• transport planning;

• identification of a trusted adult;

• sharing communication and regulation strategies;

• transfer of medication and healthcare information;

• baseline educational and wellbeing assessments;

• contact with the previous school;

• a review meeting during the early stages of the placement.

Any temporary part-time timetable must be agreed with parents or carers and the relevant placing authority, regularly reviewed and increased towards full-time education as soon as appropriate.

20. Starting the placement

Before the pupil starts, the school must normally have received:

• written confirmation of the placement;

• agreed funding and contractual arrangements;

• parent or carer contact details;

• evidence of parental responsibility where required;

• emergency contacts;

• medical and allergy information;

• medication and healthcare plans;

• safeguarding records;

• risk assessments;

• the Education, Health and Care Plan where applicable;

• educational records and recent assessments;

• consent forms;

• transport information;

• details of professionals involved with the pupil.

The pupil will be entered on the school’s admission register from the agreed date on which they become a registered pupil. All schools, including independent schools, are required to maintain admission and attendance registers.

21. Safeguarding

Safeguarding is central to every admissions decision.

The Designated Safeguarding Lead will be involved where:

• there is current or previous social-care involvement;

• the pupil is looked after or previously looked after;

• there are child-protection concerns;

• important safeguarding information has not been provided;

• there are concerns about exploitation, harmful behaviour, missing episodes or risks outside the home;

• a multi-agency transition is required.

Relevant safeguarding information must be transferred securely and promptly.

The school will follow the version of Keeping Children Safe in Education in force at the relevant time. The 2025 guidance remains in force until 31 August 2026, and the 2026 guidance comes into force on 1 September 2026.

The school reserves the right to delay a start date until essential safeguarding information has been received, unless a delay would itself place the pupil at greater risk and an appropriate interim plan has been agreed.

22. Equality and reasonable adjustments

Thrive Learning Centre will not unlawfully discriminate against a pupil or prospective pupil because of:

• disability;

• race;

• religion or belief;

• sex;

• sexual orientation;

• gender reassignment;

• pregnancy or maternity;

• any other protected characteristic covered by law.

The school will consider reasonable adjustments throughout the admissions process, including adjustments to:

• visits and meetings;

• communication methods;

• assessment arrangements;

• transition plans;

• the curriculum;

• the physical environment;

• equipment and resources;

• routines and expectations;

• staffing and support arrangements.

Reasonable adjustments will be considered individually. The school will record significant decisions and the reasons for them.

23. Admission of looked-after and previously looked-after children

The school recognises the particular vulnerability and educational disruption that may be experienced by looked-after and previously looked-after children.

When considering a referral, the school will work with:

• the child’s social worker;

• the relevant virtual school;

• parents, carers or foster carers;

• the local authority;

• the current education provider;

• other relevant professionals.

The pupil’s Personal Education Plan and care arrangements will be considered as part of the transition and placement planning process.

24. Transport

Admission to Thrive Learning Centre does not automatically create an entitlement to transport provided by the school.

Transport may be:

• arranged by the placing local authority;

• arranged privately by parents or carers;

• provided under a separate written agreement.

Transport arrangements must be confirmed before the pupil starts. The school will share relevant risk-management information with authorised transport providers where necessary and lawful.

25. Placement reviews

All new placements will be monitored during the transition period.

An initial review may consider:

• attendance;

• engagement;

• emotional wellbeing;

• relationships with staff and peers;

• progress from baseline;

• the effectiveness of reasonable adjustments;

• the suitability of the timetable and curriculum;

• whether staffing and funding remain appropriate;

• whether any amendments to the Education, Health and Care Plan are required.

A review will not be used to end a placement simply because the pupil requires time to settle or displays needs that were known before admission.

Where serious concerns arise, the school will work with the pupil, parents or carers, placing authority and relevant professionals to identify additional support and reasonable adjustments.

26. Withdrawal of an offer

An offer may be withdrawn before the pupil starts where:

• it is discovered that materially inaccurate or incomplete information was provided;

• agreed funding is withdrawn or not confirmed;

• the pupil’s needs or circumstances change significantly before admission;

• the school is no longer able to provide the provision on which the offer was based;

• required contractual documents are not completed;

• essential safeguarding information is withheld.

An offer will not be withdrawn arbitrarily or because of information relating to a protected characteristic.

The reasons for withdrawal will be recorded and communicated in writing.

27. Requests for reconsideration and complaints

A parent, carer or placing authority who believes that the school has not followed this policy may ask the Head of School to reconsider the decision.

The request should:

• be made in writing;

• explain why the decision should be reconsidered;

• identify any relevant information that may not have been considered;

• include any additional evidence.

The review will normally be completed by a senior person who was not solely responsible for the original assessment, where practicable.

As an independent school, Thrive Learning Centre is not subject to the statutory admissions appeal arrangements that apply to maintained schools and academies. Concerns about the way the school has handled an admission may be raised through the school’s Complaints Policy.

Where the disagreement concerns the content of an Education, Health and Care Plan or the school named in the plan, parents and young people may have rights to mediation and appeal through the SEND Tribunal process.

28. Data protection and confidentiality

Information collected during the admissions process will:

• be used only for legitimate education, safeguarding and administrative purposes;

• be shared only with people who need the information;

• be stored securely;

• be retained in accordance with the school’s retention arrangements;

• be processed in accordance with data-protection legislation.

Safeguarding information may be shared without consent where this is necessary to protect a child or another person from harm.

Unsuccessful referral documents will be securely retained or destroyed in accordance with the school’s retention schedule.

29. Record keeping

The school will maintain records of:

• referrals received;

• information reviewed;

• meetings and visits;

• assessments and observations;

• reasonable adjustments considered;

• safeguarding decisions;

• admissions decisions and the reasons for them;

• offers made;

• funding agreements;

• agreed start dates;

• transition arrangements;

• requests for reconsideration.

Records must be sufficiently clear to demonstrate that decisions were fair, evidence-based and focused on the pupil’s needs and best interests.

30. Monitoring and review

The Head of School will monitor:

• the number and type of referrals received;

• admissions offered and declined;

• reasons why placements were not offered;

• waiting-list information;

• equality and accessibility considerations;

• the effectiveness of transition arrangements;

• the stability and outcomes of new placements.

The policy will be reviewed annually or sooner where:

• legislation or statutory guidance changes;

• the school’s registered provision changes;

• concerns are identified through complaints or monitoring;

• changes are made to the school’s admissions process.

31. Related policies

This policy should be read alongside the school’s:

• Accessibility Plan;

• Attendance Policy;

• Behaviour and Relationships Policy;

• Child Protection and Safeguarding Policy;

• Complaints Policy;

• Data Protection Policy;

• Equality and Diversity Policy;

• First Aid and Medical Needs Policy;

• Health and Safety Policy;

• Risk Assessment Policy;

• SEND Policy;

• Supporting Pupils with Medical Conditions Policy;

• Transition Policy.

Attendance and Punctuality Policy

Senior Attendance Champion: Joanne Henshaw

Designated Safeguarding Lead: Helen Robertson

1. Policy statement

Thrive Learning Centre believes that regular attendance is essential for pupils’ education, wellbeing, safety and personal development.

We recognise that many of our pupil’s experience barriers to attendance linked to special educational needs, anxiety, emotional wellbeing, trauma, medical needs or previous difficulties within education.

Our approach is supportive, consistent and trauma informed. We will work with pupils, families, local authorities and other professionals to understand and reduce barriers to attendance.

2. Aims

The school aims to:

•                    promote regular attendance and punctuality;

•                    maintain accurate morning and afternoon registers;

•                    identify attendance concerns at an early stage;

•                    support pupils and families to overcome barriers;

•                    identify safeguarding concerns linked to absence;

•                    reduce persistent and unauthorised absence;

•                    ensure pupils receive the education to which they are entitled.

3. School hours and registration

The school day begins at 9:00am and ends at 2:30pm.

The morning register is taken at 9:00am and closes at 9:30am.

The afternoon register is taken at 1:10pm.

Attendance is recorded for both the morning and afternoon sessions.

Parents and carers must inform the school before 9:00am when their child will be absent.

Pupils arriving after 9:00am but before the morning register closes will be recorded as late. Pupils arriving after the register closes without an authorised reason will be recorded as having an unauthorised absence for the morning session.

4. School attendance categories

Thrive Learning Centre uses the following simplified categories on its internal attendance register:

Code    Meaning                                                                                                            Attendance category

P             Present on the school site                                                                     Positive attendance

PO         Present off site taking part in a school-related activity       Positive attendance

L             Arrived late but before the register closed                                  Positive attendance

M            Medical or dental appointment                                                         Authorised absence

AA          Authorised absence                                                                                  Authorised absence

UA         Unauthorised absence                                                                            Unauthorised absence

P, PO and L are included within the pupil’s positive attendance percentage.

M and AA are included within the pupil’s authorised absence percentage.

UA is included within the pupil’s unauthorised absence percentage.

5. Responsibilities

The Head of School will:

•                    oversee attendance across the school;

•                    monitor individual and whole-school attendance;

•                    ensure concerns are followed up;

•                    authorise or refuse requests for absence;

•                    work with local authorities and other professionals;

•                    report attendance information to the governing body.

School staff will:

•                    complete morning and afternoon registers promptly;

•                    record attendance accurately;

•                    report unexplained or unexpected absence;

•                    welcome pupils positively when they return;

•                    identify and report barriers to attendance;

•                    raise safeguarding concerns immediately.

Parents and carers will:

•                    ensure their child attends regularly and arrives on time;

•                    contact the school before 9:00am on each day of absence;

•                    provide a clear reason for the absence;

•                    keep the school informed during longer absences;

•                    arrange routine appointments outside school hours where possible;

•                    work with the school to improve attendance.

Pupils will be supported to:

•                    attend school regularly;

•                    arrive on time;

•                    speak to a trusted adult about difficulties attending;

•                    contribute to their attendance support plan.

6. Reporting absence

Parents and carers must contact the school before 9:00am on every day their child is absent, unless another arrangement has been agreed.

They should provide:

•                    the pupil’s name;

•                    the reason for the absence;

•                    the expected length of absence;

•                    any relevant medical or safeguarding information.

Where the school has not received an explanation, staff will contact the parent or carer.

If contact cannot be established, the school may:

•                    contact emergency contacts;

•                    contact the pupil’s social worker or other professionals;

•                    complete a home visit;

•                    refer the concern to the Designated Safeguarding Lead;

•                    contact children’s social care or the police where there is an immediate concern for the pupil’s safety.

7. Authorised absence

The Head of School decides whether an absence can be authorised.

Authorised absence may include:

•                    illness;

•                    medical or dental appointments;

•                    religious observance;

•                    exceptional family circumstances;

•                    an agreed temporary timetable;

•                    another absence approved by the Head of School.

Medical evidence will not routinely be required for every illness. It may be requested where absence is repeated, prolonged or there is reasonable concern about the information provided.

Routine appointments should be arranged outside school hours wherever possible. Pupils should attend school before or after an appointment when reasonably able to do so.

8. Unauthorised absence

Absence may be recorded as unauthorised when:

•                    no reason has been provided;

•                    the reason given has not been accepted;

•                    the pupil arrives after the morning register closes without an authorised reason;

•                    leave was not requested in advance;

•                    a holiday or leisure activity has not been authorised;

•                    the pupil does not attend an agreed off-site activity.

Leave during term time will only be authorised in exceptional circumstances. Requests must be made in writing before the absence.

9. Supporting pupils with attendance difficulties

Where attendance becomes a concern, the school will work with the pupil and family to identify barriers.

Support may include:

•                    a trusted adult;

•                    a calm or adjusted arrival;

•                    sensory and emotional-regulation support;

•                    increased communication with home;

•                    an individual attendance plan;

•                    support with transport or transitions;

•                    meetings with parents and professionals;

•                    a phased return following prolonged absence;

•                    a review of SEND provision or the pupil’s EHCP;

•                    referral to other services where appropriate.

Any temporary part-time timetable must be agreed with the parent or carer and relevant local authority. It must include regular review dates and a plan to return the pupil to full-time education.

10. Monitoring attendance

Attendance will be checked daily and reviewed regularly.

The school will consider:

•                    the pupil’s overall attendance percentage;

•                    authorised and unauthorised absence;

•                    repeated lateness;

•                    patterns in the days or sessions missed;

•                    medical or emotional needs;

•                    attendance at off-site provision;

•                    the pupil’s individual circumstances.

A pupil is considered persistently absent when they miss 10% or more of their possible school sessions. Concerns may be addressed before this level is reached.

Actions may include:

•                    An informal discussion with the pupil and family.

•                    Identification of barriers and agreed support.

•                    An individual attendance support plan.

•                    A formal attendance meeting.

•                    Involvement of the local authority or other professionals.

•                    Formal action where appropriate support has not improved attendance.

Formal action will only be considered after the pupil’s SEND, medical needs, safeguarding circumstances and support already provided have been reviewed.

11. Safeguarding

Unexplained, repeated or prolonged absence may be a safeguarding concern.

The Designated Safeguarding Lead will review concerns and may contact:

•                    parents and carers;

•                    emergency contacts;

•                    social workers;

•                    the virtual school;

•                    health professionals;

•                    the local authority;

•                    children’s social care;

•                    the police.

The school will follow its Child Protection and Safeguarding Policy and Children Missing Education procedures.

A pupil will not be removed from the school roll unless there is a lawful reason to do so.

12. Recognising improvement

The school will recognise:

•                    regular attendance;

•                    improved attendance;

•                    improved punctuality;

•                    successful reintegration;

•                    effort in overcoming barriers.

Recognition will be fair and will not disadvantage pupils who have unavoidable absence because of illness, disability, medical treatment or other circumstances outside their control.

13. Monitoring and review

Attendance information will be reviewed by the Head of School and reported to the governing body each term.

This policy will be reviewed annually or sooner if legislation, statutory guidance or school procedures change.

Policy Statement

Thrive recognises that children can abuse other children. This is taken as seriously as abuse perpetrated by adults and will not be tolerated.

We are committed to:

·         Creating a culture where abuse is never accepted as “banter” or “part of growing up”

·         Ensuring all concerns are taken seriously and acted upon promptly

·         Protecting both victims and alleged perpetrators through a safeguarding-led approach

This policy operates in line with:

Keeping Children Safe in Education 2024

Children Act 1989

Children Act 2004

Definition

Child-on-child abuse is any form of abuse where a child harms another child. It can happen both inside and outside of school, including online.

Types of Child-on-Child Abuse

Thrive recognises the following forms:

·         Physical abuse (hitting, kicking, violence)

·         Emotional abuse (bullying, intimidation, humiliation)

·         Sexual violence and sexual harassment

·         Harmful sexual behaviour (HSB)

·         Online abuse (sharing images, coercion, exploitation)

·         Initiation/hazing-type behaviours

·         Prejudiced-based abuse (racist, sexist, homophobic, ableist behaviour)

Culture and Prevention

Thrive actively prevents abuse through:

·         A strong safeguarding culture underpinned by the Thrive Code

·         Clear behaviour expectations and boundaries

Teaching pupils about:

·         Consent

·         Respect

·         Healthy relationships

Along side

·         Staff vigilance and supervision

·         Safe reporting systems for pupils

We ensure pupils understand:

·         Abuse is never their fault

·         It will always be taken seriously

·         They will be supported

Staff Responsibilities

All staff must:

·         Recognise signs of child-on-child abuse

·         Take all concerns seriously

·         Never dismiss behaviour as “banter”

·         Report concerns immediately to the DSL

·         Record concerns accurately

The Designated Safeguarding Lead (DSL) will:

·         Lead all investigations

·         Liaise with external agencies

·         Ensure appropriate safeguarding actions

Responding to Concerns

Immediate Response

Staff must:

·         Reassure the child

·         Listen without judgment

·         Not promise confidentiality

·         Record the concern immediately

·         Report to the DSL

Risk Assessment

The DSL will complete a risk assessment considering:

·         Safety of the victim

·         Risk posed by the alleged perpetrator

·         Whether children can remain in the same space

·         Supervision requirements

Action Taken

Actions may include:

·         Separation of pupils

·         Increased supervision

·         Referral to social care or police

·         Behavioural interventions

·         Support plans for both parties

Supporting Victims

Victims will:

·         Be taken seriously

·         Be listened to and believed

·         Receive ongoing emotional support

·         Have their safety prioritised

We will ensure:

·         No victim is blamed

·         They are not made to feel responsible

·         Their wishes are considered

Managing Alleged Perpetrators

We recognise that:

Children who harm others may also be vulnerable

They will:

·         Receive appropriate support

·         Be held accountable in a proportionate way

·         Be supported to change behaviour

Sexual Violence and Harassment

All incidents of sexual violence or harassment are taken seriously.

We will:

·         Never dismiss behaviour as “just joking”

·         Follow statutory guidance

·         Involve external agencies where required

Online Safety

We recognise that abuse often occurs online.

Thrive will:

·         Educate pupils on safe online behaviour

·         Respond to incidents occurring outside school

·         Work with parents where necessary

Recording and Reporting

All concerns must be:

·         Recorded on a “reporting a concern” form

·         Detailed, factual, and timely

·         Stored securely

Patterns of behaviour will be monitored.

Working with External Agencies

Where appropriate, Thrive will work with:

·         Children’s Social Care

·         Police

·         Early Help services

Confidentiality and Information Sharing

Information will be shared on a need-to-know basis in line with safeguarding guidance.

Monitoring and Review

All incidents are reviewed by the DSL

Patterns and trends are analysed

The policy is reviewed annually

Purpose

Thrive is committed to maintaining a respectful, safe, and collaborative working environment. This policy outlines how conflict between adults will be addressed in a fair, professional, and constructive manner.

Conflict is recognised as a natural part of working relationships and, when managed well, can lead to improved understanding, communication, and practice.

Scope

This policy applies to:

·         All staff (paid and unpaid)

·         Volunteers and placement students

·         Directors and trustees

·         External professionals working on site

Principles

All conflict resolution at Thrive will be guided by the following principles:

·         Respect and professionalism at all times

·         Early, informal resolution where possible

·         Clear communication and active listening

·         Fairness, confidentiality, and impartiality

·         A solution-focused and restorative approach

·         Bullying, harassment, discrimination, or abusive behaviour will not be tolerated and will be addressed through appropriate formal procedures.

Expected Professional Conduct

All adults at Thrive are expected to:

·         Communicate respectfully, even during disagreement

·         Address concerns directly and professionally

·         Avoid gossip, triangulation, or undermining colleagues

·         Seek resolution rather than escalation

·         Model Thrive values in all interactions

Informal Resolution

Where appropriate, adults are encouraged to resolve issues informally by:

·         Speaking directly to the person involved in a calm and respectful manner

·         Using clear, factual language focused on the issue rather than the individual

·         Seeking clarification and mutual understanding

·         Support from a line manager or senior leader may be requested to facilitate an informal discussion if needed.

Supported Resolution

If informal resolution is not successful or appropriate, the matter should be raised with:

·         The individual’s line manager, or

·         A senior leader, director, or trustee (where relevant)

·         A facilitated meeting may be arranged to:

·         Allow all parties to be heard

·         Clarify misunderstandings

·         Agree actions and expectations

·         Restore effective working relationships

·         Outcomes will be recorded where appropriate.

Formal Resolution

Formal procedures may be initiated where:

·         Conflict persists despite earlier intervention

·         Behaviour breaches professional standards

·         There are concerns relating to bullying, harassment, or discrimination

·         The issue impacts staff wellbeing, safeguarding, or organisational effectiveness

·         Formal processes will follow Thrive’s disciplinary, grievance, or whistleblowing policies as appropriate.

Confidentiality

All parties involved in conflict resolution are expected to maintain confidentiality. Information will only be shared on a need-to-know basis.

Wellbeing and Support

Thrive recognises that conflict can be stressful. Support may include:

·         Line management supervision

·         Mediation

·         Access to wellbeing support or signposting

No individual will be disadvantaged for raising concerns in good faith.

Roles and Responsibilities

All adults: Take responsibility for professional conduct and early resolution

Line managers and leaders: Support fair and timely resolution

Directors/Head of School Ensure policy implementation and oversight

Curriculum Intent: Our Ethos and Purpose

  Our school provides a holistic, therapeutic curriculum designed to support children with social, emotional, and neurodevelopmental needs who have struggled to access mainstream education. The curriculum prioritises wellbeing, self-regulation, engagement, and life skills alongside academic development.

We take a project-based approach, often integrating subjects such as literacy, science, geography, and history into real-world themes, animal care, and community-based projects. These are tailored to the learners’ interests, needs, and developmental stages.

Thrive provides an ambitious, inclusive, and therapeutic curriculum that enables all learners to experience success, belonging, and meaningful progress.

We recognise that many pupils joining Thrive may have experienced barriers to education, including trauma, anxiety, exclusion, neurodiversity, disrupted attendance, or unmet SEND needs. Our curriculum is designed to rebuild confidence in learning while maintaining high aspirations for every learner.

The curriculum combines academic learning, emotional development, communication, independence, and preparation for adulthood. It is structured to support learners to re-engage successfully with education, develop resilience, and achieve positive long-term outcomes.

Curriculum Principles

At Thrive, the curriculum is designed around the following principles:

·         Safety and Regulation – learners must feel emotionally and physically safe in order to engage successfully in learning.

·         Belonging and Relationships – positive relationships are central to engagement, attendance, and progress.

·         Ambition for All – all learners access a broad and meaningful curriculum with high expectations and appropriate support.

·         Communication and Independence – learners develop the skills required for future learning, relationships, and adulthood.

·         Personalisation – learning is adapted to meet individual strengths, interests, developmental stages, and EHCP outcomes.

·         Real-World Learning – practical and project-based experiences help learners apply knowledge meaningfully.

·         Preparation for Adulthood – learners develop resilience, emotional literacy, employability skills, and self-advocacy.

Curriculum Structure and Subjects Offered

Our curriculum includes:

•                    English: Reading, writing, speaking, listening

•                    Mathematics: Number, shape, space, data, problem-solving

•                    Science: Practical investigation, biology, environmental science

•                    Humanities: Geography, history, citizenship — often through project-based themes

•                    PSHE & RSE: Emotions, relationships, self-awareness, life skills

•                    Art, Design, and Creativity: Art, crafts, expressive media

•                    Physical Education: Movement, relaxation, sensory regulation

•                    Outdoor and Environmental Learning: Urban gardening, nature walks, sustainability

•                    Life Preparation: Cooking, budgeting, planning, teamwork

Curriculum Aims

Our curriculum aims to:

•                    Re-engage learners in a setting that recognises their unique strengths and needs

•                    Support pupils to make meaningful academic progress in core subjects

•                    Develop self-awareness, confidence, and resilience

•                    Prepare learners for adulthood, including independence and further education or employment

•                    Offer structured routines and predictable learning for learners with neurodivergent profiles

Cultural Capital and Enrichment

Thrive is committed to broadening learners’ experiences and developing cultural capital. Many learners may have had limited access to enrichment opportunities prior to joining the provision.

Learners are provided with opportunities to:

•                    Access the local community

•                    Engage in environmental and sustainability projects

•                    Develop creativity through arts and performance

•                    Explore careers and future pathways

•                    Experience trips, visitors, and community activities

•                    Develop social communication and independence skills in real-life contexts

Our aim is for our learners to

•                    experience new things,

•                    broaden their horizons,

•                    develop confidence in different social situations,

•                    and gain the knowledge needed for future success.

Activities that our learners will have access to will include things like

•                    learning how to cook meals,

•                    visiting local community spaces,

•                    using public transport,

•                    caring for animals,

•                    gardening and sustainability projects,

•                    learning workplace behaviours,

•                    engaging in art, music, or drama,

•                    meeting visitors from different careers,

•                    exploring different cultures and identities,

•                    participating in community events,

•                    learning how banks, shops, healthcare, or voting systems work,

•                    developing communication and social confidence.

Commitment to Fundamental British Values

At our school, we are fully committed to promoting and embedding the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values are woven throughout our curriculum—particularly within Humanities, PSHE, and assemblies—and underpin our approach to personal development and social education.

Our curriculum:

•                    Promotes understanding of democratic processes and respects the importance of active citizenship.

•                    Reinforces the principle that English civil and criminal law takes precedence in our society and must be upheld.

•                    Encourages respectful dialogue and understanding between people of different religious and non-religious worldviews.

•                    Never promotes political or religious ideologies that undermine democratic values or human rights.

•                    Teaches pupils that while people may disagree on matters of belief or philosophy, all individuals are deserving of dignity, safety, and respect.

In line with paragraph 2.4, we ensure that no teaching or curriculum material:

•                    Promotes non-democratic political systems

•                    Encourages the disregard of UK law in favour of religious law

•                    Devalues or disrespects people based on their religion or belief system

•                    Our curriculum is monitored and reviewed regularly to ensure alignment with statutory guidance and to maintain a respectful, inclusive learning environment for all.

Promoting Equality and Respecting Protected Characteristics

We are committed to fostering an inclusive learning environment where all pupils feel respected, safe, and valued. Our curriculum promotes understanding and celebration of the nine protected characteristics as outlined in the Equality Act 2010:

•                    Age

•                    Disability

•                    Gender reassignment

•                    Marriage and civil partnership

•                    Pregnancy and maternity

•                    Race

•                    Religion or belief

•                    Sex

•                    Sexual orientation

We teach pupils about the importance of equality, diversity, and inclusion, and we challenge stereotypes and discriminatory behaviour through carefully planned PSHE lessons, assemblies, and cross-curricular projects. Themes such as Pride Month, Black History Month, International Women’s Day, and Refugee Week are embedded across the curriculum, offering opportunities for critical thinking, empathy, and respectful dialogue. Staff model inclusive language and behaviour, and all learners are supported to express their identities in a safe and affirming environment.

Implementation

We will have learners from Years 3 to 11.

The curriculum is implemented through:

•                    Individualised curriculum plans for each pupil

•                    Plans will be linked to EHCPs for students who have them and will be informed by diagnostic assessments for all pupils

•                    Weekly thematic timetables that cover academic subjects and therapeutic sessions

•                    Timetables to support self-regulation and social learning

•                    Regular staff planning and review meetings to assess progress and adapt provision

Schemes of Work

Each subject area has a detailed scheme of work aligned with:

•                    Primary and Secondary National Curriculum outcomes, adapted for need

•                    EHCP targets and individual developmental needs

•                    Project-based thematic planning (e.g. “Caring for Animals,” “Where Food Comes From,” “My Community”)

These schemes outline:

•                    Termly learning objectives

•                    Cross-curricular links

•                    Methods of assessment

•                    Resources and differentiated activities

 Curriculum impact

The impact of the curriculum is measured through a combination of academic, social, emotional, and personal development outcomes. We recognise that progress for many learners may not always be linear and that success should be measured holistically.

We evaluate the effectiveness of our curriculum through:

Academic Progress

•                    Baseline assessments on entry and regular ongoing assessment

•                    Progress in reading, writing, mathematics, and communication skills

•                    Evidence gathered through work scrutiny, observations, and learner portfolios

•                    Achievement of personalised learning targets

•                    Progress towards National Curriculum expectations where appropriate

Personal Development

•                    Improved attendance and engagement in learning

•                    Increased confidence, resilience, and self-esteem

•                    Development of emotional literacy and self-regulation skills

•                    Improved social communication and relationship-building

•                    Increased independence and self-advocacy

EHCP and Individual Outcomes

•                    Progress towards EHCP outcomes and targets

•                    Achievement of personalised developmental goals

•                    Regular reviews involving learners, parents/carers, and professionals

•                    Evidence of successful strategies that reduce barriers to learning

Preparation for Adulthood

•                    Development of life skills and independence

•                    Participation in community activities and enrichment opportunities

•                    Increased understanding of future pathways and careers

•                    Development of employability and workplace skills where age appropriate

Quality Assurance

The Headteacher and leadership team monitor curriculum effectiveness through:

•                    Lesson observations and learning walks

•                    Work scrutiny and curriculum reviews

•                    Pupil voice activities

•                    Parent and carer feedback

•                    Attendance and behaviour analysis

•                    EHCP review outcomes

•                    Staff evaluations and reflective practice

The findings from these activities are used to continuously refine and improve curriculum provision.

Assessment

Assessment at Thrive is designed to celebrate progress, identify next steps, and inform planning.

Assessment includes:

Baseline Assessment

Upon admission, learners complete an initial assessment process that may include:

•                    Academic assessments

•                    Communication assessments

•                    Social, emotional, and mental health profiling

•                    Sensory needs identification

•                    Review of EHCPs and previous reports

Formative Assessment

Staff continuously assess learning through:

•                    Observation

•                    Discussion

•                    Practical activities

•                    Questioning

•                    Work samples

•                    Learner self-assessment

Summative Assessment

Progress is reviewed termly using:

•                    Internal assessment frameworks

•                    Reading and mathematics assessments

•                    EHCP outcome reviews

•                    Personal development measures

•                    Attendance and engagement data

Assessment information is used to adapt teaching, identify additional support needs, and celebrate achievement.

Special Educational Needs and Disabilities (SEND)

As a specialist provision, SEND considerations are embedded throughout the curriculum.

Teaching and learning are adapted through:

•                    Differentiated learning activities

•                    Flexible teaching approaches

•                    Visual supports and communication aids

•                    Sensory regulation opportunities

•                    Therapeutic interventions

•                    Individual support plans

•                    Assistive technology where appropriate

The curriculum is designed to ensure that all learners can access meaningful learning opportunities regardless of their starting point.

Therapeutic Approach

Thrive adopts a trauma-informed and neurodiversity-affirming approach to education.

Our curriculum recognises that emotional wellbeing and regulation are essential foundations for learning.

Therapeutic elements include:

•                    Emotional literacy development

•                    Self-regulation strategies

•                    Restorative practice

•                    Sensory support

•                    Therapeutic interventions

•                    Relationship-based practice

•                    Safe and predictable routines

Staff receive ongoing training to ensure that practice remains informed by current research and best practice.

Monitoring and Review

The Headteacher has overall responsibility for the implementation and effectiveness of the curriculum.

The curriculum policy will be reviewed annually or sooner if there are changes to legislation, statutory guidance, or the needs of the provision.

Monitoring will include:

•                    Curriculum planning reviews

•                    Assessment data analysis

•                    Pupil progress reviews

•                    Staff feedback

•                    Learner voice

•                    Parent and carer feedback

•                    External professional advice where appropriate

Policy Statement

Thrive is committed to providing a safe and supportive environment for all pupils, staff, and visitors. This policy outlines how we ensure adequate and appropriate first aid provision, in line with statutory requirements and good practice guidance. The wellbeing of our pupils is central to our ethos, and our approach ensures that first aid is administered promptly, effectively, and with care.

Aims

- To provide timely and effective first aid for pupils, staff, and visitors.

- To ensure sufficient numbers of trained staff are available.

- To ensure equipment and facilities are maintained to a safe standard.

- To promote awareness of health, safety, and wellbeing across the school.

- To ensure that pupils feel safe, supported, and cared for when unwell or injured.

- To ensure that first aid procedures support Thrive’s therapeutic and inclusive ethos.

Medical Room Provision

Thrive provides a designated medical area where pupils can rest if unwell or injured. The space is equipped with a medical bed, first aid supplies, and secure storage for medication. Pupils are supervised at all times while using this space, and their privacy and dignity are maintained.

First Aid Provision

At least one paediatric first aider will always be on site when pupils are present. Enough staff will hold accredited First Aid at Work or Emergency First Aid qualifications. First aid kits will be available both upstairs in the SENCO office and downstairs in the medical room. Portable first aid kits will be provided for off-site visits.

Procedures for Responding to Illness or Injury

Minor injuries (cuts, grazes, bumps) will be treated by a trained first aider. More serious injuries will be assessed, and parents contacted. Emergency services will be called where necessary. Pupils will not be sent home without the knowledge of a parent/carer. Pupils will not be left unsupervised when unwell or receiving first aid.

Medical Conditions and Medication

Individual Health Care Plans (IHCPs) will be created for pupils with medical conditions (e.g., asthma, epilepsy, diabetes). Medication will only be administered by trained staff, following written parental consent. All medication will be stored securely, clearly labelled, and recorded when administered. Staff will receive training to support specific needs (e.g., EpiPen, epilepsy awareness).

Record Keeping and Reporting

All visits to the medical room and first aid treatments are recorded in a central log, including the pupil’s name, time in and out, symptoms, action taken, any medication administered, and whether parents were informed. Accidents and serious incidents will be reported to the Head of School and, if required, to the HSE under RIDDOR regulations. Parents/carers will be informed of any significant injury or illness.

Hygiene and Infection Control

Appropriate hygiene procedures are followed at all times, including the use of disposable gloves and safe disposal of waste.

Safeguarding

All first aid and medical procedures are carried out in line with the school’s safeguarding policy.

Off-Site Visits

A risk assessment will be completed for all off-site activities. At least one trained first aider will accompany every visit. A travel first aid kit will be taken on all trips. Emergency contacts and procedures will be in place.

Training

First aid training will be provided and updated regularly in line with statutory guidance. Records of staff training will be kept securely. Refresher training will be organised to ensure staff remain competent and confident.

Monitoring and Review

The policy and procedures will be reviewed annually. The Head of School will ensure audits of first aid provision are carried out termly.

School: Thrive Learning Centre
Proprietor and employer: Thrive Wirral CIC
Policy owner: Head of School
Health and Safety Lead: Helen Robertson
Competent Health and Safety Adviser: Direct365Online Ltd, Parkside Place, Oasis Business Park, Skelmersdale, WN8 9RD
Fire Responsible Person: Helen Robertson
Designated Safeguarding Lead: Helen Robertson
Deputy Designated Safeguarding Lead: Joanne Henshaw
Approved by: Joanne Henshaw
Original approval date: 11 December 2025
Last reviewed: August 2026
Next review date: August 2027

1. Policy statement

Thrive Learning Centre is committed to protecting the health, safety and welfare of all pupils, staff, visitors, volunteers and contractors.

We aim to provide a safe, nurturing and accessible environment in which pupils can learn, develop and build positive relationships.

The school will:

·         maintain safe premises, equipment and systems of work;

·         identify, assess and control significant risks;

·         provide clear arrangements for emergencies and incidents;

·         provide appropriate information, instruction, training and supervision;

·         consult staff about health and safety matters;

·         ensure accidents, incidents and near misses are recorded and reviewed;

·         promote a culture in which health and safety is everyone’s responsibility.

This policy applies to:

·         the school premises;

·         outreach work;

·         educational visits and off-site activities;

·         school transport arrangements;

·         work completed by staff away from the main site.

The policy has been developed with regard to relevant health and safety legislation and guidance, including the Health and Safety at Work etc. Act 1974 and the Management of Health and Safety at Work Regulations 1999.

2. Responsibilities

2.1 Thrive Wirral CIC

Thrive Wirral CIC, as the employer and proprietor, has overall legal responsibility for health and safety.

The Directors will:

·         ensure suitable health and safety policies and procedures are in place;

·         provide sufficient resources to maintain safe premises and working practices;

·         ensure access to competent health and safety advice;

·         monitor significant risks, accidents and outstanding actions;

·         ensure statutory inspections, maintenance and testing are completed;

·         review health and safety performance regularly;

·         ensure the school meets its legal and regulatory responsibilities.

2.2 Head of School

The Head of School is responsible for the day-to-day implementation of this policy.

The Head of School will:

·         provide leadership for health and safety;

·         ensure suitable and sufficient risk assessments are completed;

·         appoint staff to specific health and safety roles;

·         ensure staff receive appropriate training;

·         ensure hazards and defects are addressed promptly;

·         monitor accidents, incidents and near misses;

·         ensure emergency procedures are established and practised;

·         ensure contractors and visitors follow site procedures;

·         report significant concerns to the Directors;

·         ensure action plans are completed within agreed timescales.

2.3 Health and Safety Lead

The Health and Safety Lead will:

·         coordinate routine health and safety checks;

·         maintain the health and safety action log;

·         monitor statutory testing and servicing dates;

·         support staff to complete risk assessments;

·         carry out or coordinate termly premises inspections;

·         report urgent concerns immediately to the Head of School;

·         monitor the completion of identified actions;

·         liaise with the competent health and safety adviser where required.

2.4 Competent Health and Safety Adviser

The school will have access to a competent person with appropriate skills, knowledge and experience.

The competent adviser may:

·         provide specialist advice;

·         review policies and procedures;

·         support complex risk assessments;

·         advise following serious accidents or incidents;

·         support the school with legal and regulatory compliance;

·         recommend improvements to health and safety arrangements.

2.5 Staff

All members of staff must:

·         take reasonable care of their own health and safety;

·         take reasonable care of pupils, colleagues and others affected by their actions;

·         follow school policies, procedures and risk assessments;

·         use equipment only when trained and authorised to do so;

·         report hazards, defects, accidents and near misses immediately;

·         cooperate with health and safety investigations;

·         attend required training;

·         model safe behaviour;

·         supervise pupils according to their age, needs, activity and assessed level of risk;

·         stop an activity where there is an immediate and serious danger.

Staff must not interfere with or misuse anything provided for health and safety purposes.

2.6 Pupils

Pupils will be supported to:

·         follow reasonable instructions intended to keep them safe;

·         behave in a way that reduces risks to themselves and others;

·         use equipment safely;

·         report hazards, accidents or concerns to staff;

·         follow emergency procedures appropriate to their age and understanding.

Expectations will be adapted to each pupil’s age, communication needs, special educational needs and level of understanding.

2.7 Parents and carers

Parents and carers are expected to:

·         provide accurate and current medical and emergency information;

·         inform the school of changes that may affect their child’s safety;

·         work with staff to support safe behaviour;

·         follow site safety and security procedures;

·         report hazards or concerns to a member of staff;

·         follow arrangements for arrival, collection and signing pupils in or out.

2.8 Visitors, volunteers and contractors

Visitors, volunteers and contractors must:

·         sign in and out;

·         wear identification where required;

·         follow staff instructions and emergency procedures;

·         remain within authorised areas;

·         report hazards, accidents or incidents immediately;

·         comply with safeguarding, security and health and safety arrangements.

3. Risk assessment

The school will complete suitable and sufficient risk assessments for activities, premises, equipment and situations that present a significant risk.

Risk assessments will identify:

·         the hazards;

·         who may be harmed and how;

·         existing control measures;

·         further action required;

·         the person responsible;

·         the date for completion;

·         the review date.

Individual risk assessments will be completed where a pupil or staff member has needs that require specific arrangements.

Risk assessments will be reviewed:

·         at least annually where appropriate;

·         following an accident, incident or near miss;

·         when an activity, environment or pupil need changes;

·         when new equipment or procedures are introduced;

·         when new information becomes available;

·         where there is reason to believe the assessment is no longer effective.

Staff must read and follow relevant risk assessments before carrying out activities.

4. Premises and site safety

The school will maintain its premises so that they are safe, secure and suitable for their intended use.

4.1 Routine checks

The school will:

·         complete daily visual checks for obvious hazards;

·         carry out termly premises inspections;

·         maintain a record of identified defects and actions;

·         ensure access, exit and evacuation routes remain clear;

·         monitor gates, fences, doors, windows and external boundaries;

·         maintain safe playgrounds and outdoor areas;

·         address slipping and tripping hazards;

·         manage risks arising from snow, ice and severe weather;

·         ensure lighting, ventilation and heating are suitable;

·         restrict access to unsafe or maintenance areas.

Hot-water outlets that present a scalding risk will be appropriately controlled, secured or supervised. The child-accessible hot-water tap will remain fitted with a suitable lock or safety control.

4.2 Statutory inspection and servicing

The school will maintain a schedule of inspection, testing and servicing, including:

·         fire-alarm and emergency-lighting systems;

·         firefighting equipment;

·         fixed electrical installations;

·         portable electrical appliances;

·         oil-fired heating systems;

·         water hygiene and Legionella controls;

·         alarms and security systems;

·         playground and physical-activity equipment;

·         lifting or specialist equipment where applicable;

·         other systems requiring statutory or manufacturer inspection.

Records of inspections, servicing and remedial work will be retained.

4.3 Asbestos

Where asbestos-containing materials may be present, the school will maintain an asbestos register and management plan.

Before intrusive maintenance or building work begins:

·         the asbestos register will be checked;

·         relevant information will be provided to contractors;

·         work will not begin until the school is satisfied that it can be carried out safely.

Any damage or suspected disturbance of asbestos-containing material must be reported immediately and the area secured.

4.4 Water hygiene

The school will assess and control risks associated with water systems, including Legionella.

Controls may include:

·         monitoring water temperatures;

·         flushing infrequently used outlets;

·         cleaning and descaling outlets;

·         maintaining water tanks and systems;

·         arranging professional testing where required;

·         keeping records of checks and remedial actions.

5. Security

The school will maintain arrangements to prevent unauthorised access and protect pupils and staff.

These include:

·         controlled entry to the site;

·         visitor signing-in and identification procedures;

·         supervision appropriate to pupils’ needs and assessed risks;

·         staff challenging unknown individuals where it is safe to do so;

·         secure storage of keys and access information;

·         procedures for collection and release of pupils;

·         secure external gates, doors and boundaries;

• lockdown and invacuation arrangements.

Safeguarding concerns relating to visitors or site security must be reported immediately to the Designated Safeguarding Lead or Head of School.

6. Fire safety

The school will maintain an up-to-date fire risk assessment.

Fire-safety arrangements will include:

·         weekly testing of the fire-alarm system;

·         scheduled servicing of alarms, emergency lighting and firefighting equipment;

·         fire drills at least once each term;

·         clearly displayed evacuation routes;

·         suitable assembly points;

·         arrangements for accounting for pupils, staff and visitors;

·         named fire wardens or marshals;

·         staff induction and refresher training;

·         Personal Emergency Evacuation Plans where required;

·         arrangements for people who require assistance;

·         keeping fire exits and evacuation routes clear;

·         procedures for contacting the emergency services;

·         alternative evacuation arrangements where the normal route or assembly point cannot be used.

The Fire Responsible Person will ensure identified fire-safety actions are completed promptly.

7. First aid and medical needs

The school will complete a first-aid needs assessment to determine:

·         the number and level of trained first aiders required;

·         the location and contents of first-aid kits;

·         arrangements for educational visits and off-site work;

·         arrangements for pupils and staff with specific medical needs;

·         the need for specialist equipment or training.

Qualified first aiders will be available whenever pupils are on site or involved in school activities.

First-aid supplies will be checked regularly and used or expired items replaced.

The school will:

·         collect medical information when a pupil is admitted;

·         ask parents and carers to provide updates;

·         maintain Individual Healthcare Plans where required;

·         ensure medication is stored and administered safely;

·         follow the Supporting Pupils with Medical Conditions Policy;

·         contact parents or emergency services when necessary.

All accidents requiring first aid will be recorded.

The Head of School or nominated responsible person will decide whether an accident, occupational illness or dangerous occurrence must be reported under RIDDOR and will complete the report where required.

8. Accident, incident and near-miss reporting

All accidents, incidents and near misses must be reported and recorded promptly.

Records should include:

·         the people involved;

·         the date, time and location;

·         what happened;

·         any injury or damage;

·         immediate action taken;

·         witnesses;

·         follow-up action required;

·         whether parents, carers or external agencies were informed.

Serious incidents will be investigated to identify:

·         immediate and underlying causes;

·         whether existing controls were followed;

·         whether risk assessments need to be updated;

·         whether additional training, supervision or equipment is required;

·         how similar incidents can be prevented.

Accident, incident and near-miss information will be reviewed at least termly to identify patterns and trends.

9. Safeguarding and child protection

Safeguarding is integral to health and safety.

All staff will:

·         receive safeguarding training;

·         follow the current version of Keeping Children Safe in Education;

·         understand how to report a concern;

·         follow the school’s Child Protection and Safeguarding Policy;

·         maintain appropriate professional boundaries;

·         consider whether an accident or incident may indicate a safeguarding concern.

The Designated Safeguarding Lead is Helen Robertson.

The Deputy Designated Safeguarding Lead is Joanne Henshaw.

Health and safety records will be shared with the DSL where they contain information relevant to a pupil’s welfare or protection.

10. Behaviour, reasonable force and wellbeing

Thrive Learning Centre uses trauma-informed and relational approaches to behaviour.

Staff will seek to prevent incidents through:

·         positive relationships;

·         clear and predictable routines;

·         appropriate communication;

·         sensory and emotional-regulation support;

·         individual behaviour and risk-management plans;

·         de-escalation strategies.

Reasonable force will only be used where it is necessary, reasonable and proportionate to prevent harm or serious disruption.

Physical intervention will:

·         be used only by staff acting within their training and responsibilities;

·         follow the school’s Behaviour and Reasonable Force policies;

·         be recorded promptly;

·         be reviewed by an appropriate senior member of staff;

·         be shared with parents or carers unless doing so would create a safeguarding risk;

·         be reported to relevant professionals where required.

Sensory rooms, wellbeing spaces and regulation areas will be appropriately supervised, maintained and risk assessed.

11. Curriculum and activity safety

Staff will plan and deliver activities with appropriate regard to health and safety.

Relevant controls will be used for:

·         science activities;

·         physical education;

·         art and creative activities;

·         food preparation and cooking;

·         practical life-skills activities;

·         tools and construction activities;

·         outdoor learning;

·         sensory and messy-play activities;

·         work involving animals or natural materials.

Staff must:

·         check equipment before use;

·         provide appropriate instruction and supervision;

·         use protective equipment where required;

·         consider pupils’ age, ability, SEND and behaviour-support needs;

·         stop activities where conditions become unsafe.

Higher-risk activities require approval from the Head of School or a Director.

12. Educational visits and off-site activities

Educational visits and off-site activities must be planned and approved in accordance with the school’s Educational Visits Policy.

Arrangements will include:

·         a suitable risk assessment;

·         appropriate staffing and supervision;

·         consent where required;

·         medical and emergency information;

·         transport arrangements;

·         communication procedures;

·         first-aid provision;

·         arrangements for pupils with SEND or medical needs;

·         contingency arrangements;

·         approval by the Head of School for higher-risk activities.

Staff must have access to emergency contact information throughout the visit.

13. Transport safety

Where the school provides or arranges transport, it will ensure:

·         vehicles are appropriately maintained, insured and legally compliant;

·         drivers are appropriately licensed and authorised;

·         seatbelts and suitable restraints are used;

·         pupil transport risk assessments are completed where necessary;

·         collection and handover arrangements are clear;

·         emergency and breakdown procedures are available;

·         relevant medical and safeguarding information is shared appropriately;

·         staff do not use mobile phones while driving.

Privately arranged or local-authority transport remains the responsibility of the relevant provider, but concerns must be reported promptly.

14. Control of substances hazardous to health

Hazardous substances will be assessed and controlled in accordance with COSHH requirements.

The school will ensure:

• cleaning products and chemicals are securely stored;

·         substances remain in correctly labelled containers;

·         safety information is available;

·         staff follow manufacturer instructions;

·         protective equipment is used where required;

·         pupils cannot access hazardous substances;

·         spillages are managed safely;

·         substances are disposed of appropriately.

Staff must not bring unauthorised hazardous substances onto the school site.

15. Contractors and maintenance work

Contractors must be competent, suitably qualified and appropriately insured.

Before work begins, the school may require:

·         evidence of competence or qualifications;

·         proof of insurance;

·         risk assessments;

·         method statements;

·         permits to work;

·         safeguarding information;

·         confirmation of supervision arrangements.

Contractors will:

·         sign in and out;

·         receive relevant site and emergency information;

·         remain within authorised work areas;

·         keep tools and materials secure;

·         prevent pupils from accessing work areas;

·         report hazards and incidents;

·         leave the area safe before it is returned to use.

The school will monitor contractor activity and may stop work where unsafe practices are identified.

16. Staff health, safety and welfare

The school will assess and manage risks relating to:

·         manual handling;

·         lone working;

·         display-screen equipment;

·         work at height;

·         violence and aggression;

·         work-related stress;

·         pregnancy and new or expectant mothers;

·         young workers;

·         staff with disabilities or medical needs;

·         infection and communicable illness.

Appropriate training, equipment, supervision and reasonable adjustments will be provided.

Staff must not undertake manual handling or work at height where they have not been trained or where suitable equipment is unavailable.

Lone-working arrangements will include:

·         prior authorisation;

·         agreed contact arrangements;

·         access to a telephone or communication device;

·         procedures for raising an alarm;

·         consideration of known pupil, environmental or security risks.

17. Work equipment and electrical safety

Equipment must be:

·         suitable for its intended purpose;

·         maintained in a safe condition;

·         inspected before use where appropriate;

·         used only by people who are competent or appropriately supervised;

·         stored securely.

Defective equipment must be:

·         taken out of use immediately;

·         clearly labelled;

·         reported;

·         repaired or disposed of safely.

Staff must not carry out unauthorised electrical repairs.

18. Infection prevention and control

The school will maintain appropriate infection-control arrangements, including:

·         access to handwashing facilities;

·         routine cleaning;

·         safe handling of bodily fluids;

·         appropriate personal protective equipment;

·         safe disposal of contaminated waste;

·         procedures for infectious illnesses and outbreaks;

·         following public-health advice where required.

Staff must report significant outbreaks or concerns to the Head of School.

19. Emergency planning

The school will maintain clear procedures for foreseeable emergencies, including:

·         fire and evacuation;

·         lockdown and invacuation;

·         medical emergencies;

·         missing pupils;

·         serious security incidents;

·         suspicious packages or bomb threats;

·         severe weather;

·         flooding;

·         infectious-disease outbreaks;

·         loss of electricity, heating, water or communications;

·         major damage to the premises;

·         transport emergencies;

·         emergencies during educational visits.

Emergency procedures will include:

·         responsibilities of key staff;

·         communication with emergency services;

·         accounting for pupils, staff and visitors;

·         communication with parents and carers;

·         alternative accommodation or closure arrangements;

·         support for pupils with additional needs;

·         recovery and business-continuity arrangements.

Staff will receive appropriate training and pupils will be helped to understand procedures in a way that is appropriate to their age and needs.

20. Consultation, information and training

The school will consult staff about health and safety through:

·         staff meetings;

·         supervision;

·         training;

·         premises inspections;

·         review of incidents and near misses;

·         opportunities to raise concerns;

·         consultation with elected staff representatives where applicable.

New staff, volunteers and relevant contractors will receive a health and safety induction.

Training will be refreshed according to:

·         legal requirements;

·         the level of risk;

·         changes in roles or procedures;

·         outcomes from incidents;

·         identified staff needs.

Training records will be maintained.

21. Monitoring and action planning

Health and safety performance will be monitored through:

·         daily site checks;

·         termly premises inspections;

·         accident and near-miss records;

·         behaviour and physical-intervention records;

·         fire drills and alarm testing;

·         statutory servicing and inspection records;

·         staff feedback;

·         pupil and parent feedback where appropriate;

·         contractor monitoring;

·         review by the Head of School and Directors.

A health and safety action log will identify:

·         the concern or required improvement;

·         the level of risk;

·         the action required;

·         the responsible person;

·         the completion deadline;

·         the date completed.

High-risk concerns will be escalated immediately and the area or activity taken out of use where necessary.

22. Policy review

This policy will be reviewed annually.

It will also be reviewed following:

·         a significant accident or incident;

·         a change to the premises;

·         a change in school provision;

·         new legislation or guidance;

·         the introduction of a new activity or significant risk;

·         concerns identified through monitoring or inspection.

23. Related policies and documents

This policy should be read alongside:

·         Child Protection and Safeguarding Policy;

·         First Aid Policy;

·         Supporting Pupils with Medical Conditions Policy;

·         Fire Safety and Evacuation Procedures;

·         Lockdown Policy;

·         Risk Assessment Policy;

·         Educational Visits Policy;

·         Behaviour and Relationships Policy;

·         Reasonable Force and Physical Intervention Policy;

·         COSHH assessments;

·         Lone Working Policy;

·         Staff Code of Conduct;

·         Transport and Vehicle Policy;

·         Emergency and Business Continuity Plan;

·         Infection Prevention and Control procedures;

·         individual pupil risk assessments and healthcare plans.

Policy Statement

Thrive is committed to ensuring that all learners are provided with equality of opportunity and access to a high-quality, appropriate education that meets their individual needs. Inclusion is central to our ethos and practice. We recognise that learners flourish when barriers to learning are identified early and provision is adapted effectively.

This policy outlines how Thrive promotes inclusive practice in line with statutory guidance and inspection expectations, ensuring that all learners, including those with Special Educational Needs and Disabilities (SEND), are supported to achieve positive outcomes.

Aims

The aims of this policy are to:

·         Promote equality, inclusion, and high expectations for all learners

·         Ensure that all learners can access a broad, balanced, and appropriate curriculum

·         Remove barriers to learning and participation

·         Support learners’ social, emotional, behavioural, and academic development

·         Foster positive relationships and a strong sense of belonging

·         Work collaboratively with parents, carers, and external professionals

 Legislative and Statutory Context

This policy reflects and supports the requirements of relevant legislation and guidance, including:

·         The Children and Families Act 2014

·         The SEND Code of Practice (2015)

·         The Equality Act 2010

·         Keeping Children Safe in Education (current version)

·         Ofsted Inspection Framework

Inclusive Practice at Thrive

Inclusion at Thrive is defined as the active removal of barriers to learning so that all learners can participate fully in education and school life.

We recognise that many learners may have additional needs relating to:

·         SEND

·         Social, Emotional and Mental Health (SEMH)

·         Communication and interaction difficulties

·         Sensory processing needs

·         Trauma, anxiety, or adverse childhood experiences

·         Socioeconomically disadvantaged

Provision is designed to be flexible and responsive, enabling learners to make progress from their individual starting points.

High Expectations and Aspirations

Thrive maintains high expectations for all learners regardless of need, background, or starting point. Inclusive practice does not mean lowering expectations; instead, it involves providing appropriate support and reasonable adjustments so learners can achieve success and make meaningful progress.

Learners are supported to develop confidence, independence, resilience, and preparation for future education, employment, and adulthood.

Belonging

Thrive believes that inclusion is not only about access to education but also about ensuring every learner experiences acceptance, belonging, and success within the school community.

Curriculum and Teaching

Thrive provides an inclusive curriculum through:

·         Personalised learning pathways informed by assessment and review

·         Adapted teaching strategies and differentiated resources

·         Small group and individual teaching where appropriate

·         Targeted interventions to support academic and emotional development

·         A focus on progress, engagement, and readiness to learn

Teaching staff use assessment to inform planning and ensure learning is accessible, purposeful, and appropriately challenging.

Behaviour, Regulation, and Wellbeing

Thrive adopts a trauma-informed and relational approach to behaviour management. Behaviour is understood as a form of communication.

Inclusive practice includes:

·         Clear routines and consistent expectations

·         Emotional regulation and co-regulation strategies

·         Reasonable adjustments to behaviour expectations

·         Support for emotional literacy and self-regulation

Responses to behaviour are proportionate, supportive, and restorative. Learners are not excluded from education as a punitive response.

Attendance and Engagement

Thrive recognises that attendance difficulties are often linked to unmet need, anxiety, trauma, or previous negative experiences of education. Staff work proactively with learners and families to identify barriers to attendance and engagement and implement supportive strategies to promote successful participation in education.

Thrive promotes a strong sense of belonging, ensuring learners feel safe, valued, and understood within the school community.

Thrive is committed to reducing the need for suspension and exclusion through early intervention, relational practice, and personalised support. Decisions regarding suspension or exclusion are made only where necessary and in line with statutory guidance.

Environment and Accessibility

The learning environment is designed to be:

·         Calm, structured, and emotionally safe

·         Responsive to sensory and regulation needs

·         Flexible in the use of spaces and timetabling

Reasonable adjustments are made to ensure all learners can access education, in line with the Equality Act 2010.

Learner Voice

Learners are encouraged and supported to:

·         Express their views and feelings

·         Contribute to decisions about their support and learning

·         Develop independence and self-advocacy skills

Learner voice informs planning, review, and evaluation of provision.

Safeguarding and Inclusion

Thrive recognises that learners with SEND and SEMH needs may be more vulnerable to harm, exclusion, bullying, exploitation, or poor mental health outcomes. Inclusive practice contributes to safeguarding by ensuring learners are understood, listened to, and supported effectively.

Staff receive training to recognise how additional needs may influence behaviour, communication, and emotional presentation.

Staff Training and Development

Thrive is committed to ongoing professional development to ensure staff have the knowledge and skills required to deliver inclusive practice effectively. Training may include:

·         Trauma-informed practice

·         SEND awareness

·         Behaviour regulation approaches

·         Mental health and wellbeing

·         Communication and sensory needs

·         Safeguarding vulnerable learners

Preparation for Adulthood

Thrive supports learners to develop the communication, independence, emotional regulation, and social skills required for successful participation in education, the community, and later life. Opportunities are provided for learners to build confidence, responsibility, and self-advocacy skills.

Equality, Diversity, and Respect

Thrive promotes a culture of respect, acceptance, and inclusion. Discriminatory language, bullying, or prejudice-based behaviour is not tolerated. Learners are supported to understand and respect differences, including disability, neurodiversity, culture, family background, gender, and identity.

Partnership with Parents and Carers

Thrive recognises parents and carers as key partners in their child’s education. We are committed to:

·         Maintaining open and transparent communication

·         Involving parents and carers in planning and review

·         Valuing parental knowledge and expertise

·         Supporting families to promote consistency between home and school

Working with External Agencies

Where required, Thrive works collaboratively with external professionals, including:

·         Educational psychologists

·         Health and mental health services

·         Local authority services

·         Social care and specialist support teams

This ensures coordinated and holistic support for learners.

Roles and Responsibilities

·         Head of School: Overall responsibility for inclusive practice and compliance with statutory duties

·         SENCo: Identification of needs, coordination of provision, liaison with professionals, and review of progress

·         All Staff: Responsibility for implementing inclusive practice and supporting learners effectively

Inclusion is a collective responsibility.

Policy Statement

Thrive is committed to safeguarding and promoting the welfare of all pupils. As a school supporting children and young people who may be vulnerable due to social, emotional, behavioural, or learning needs, Thrive recognises that safeguarding against radicalisation and extremism is an essential part of its wider safeguarding responsibilities.

This Prevent Policy outlines how Thrive fulfils its statutory duty under the Counterterrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism. Thrive adopts a proportionate, trauma-informed, and inclusive approach, ensuring that pupils are supported, listened to, and protected from harm.

Prevent at Thrive is rooted in early intervention, relationship-based practice, and safeguarding, not surveillance or punishment.

Aims of the Policy

The aims of this policy are to:

·         Safeguard pupils from being drawn into extremism or radicalisation

·         Ensure all staff understand their responsibilities under the Prevent duty

·         Support early identification of vulnerability and risk

·         Embed British Values within Thrive’s curriculum, ethos, and daily practice

·         Ensure all Prevent concerns are managed through Thrive’s safeguarding procedures

Legal Framework

This policy is informed by the following legislation and statutory guidance:

·         Counter-Terrorism and Security Act (2015)

·         Keeping Children Safe in Education (latest version)

·         Working Together to Safeguard Children

·         Prevent Duty Guidance for England and Wales

This policy should be read alongside Thrive’s:

·         Safeguarding and Child Protection Policy

·         Behaviour and Regulation Policy

·         Online Safety Policy

·         Staff Code of Conduct

·         SEND and Inclusion Policies

Definitions

Radicalisation

Radicalisation is the process by which an individual comes to support extremist ideologies associated with terrorist groups or activities.

Extremism

Extremism is defined as the vocal or active opposition to fundamental British values, including:

·         Democracy

·         The rule of law

·         Individual liberty

·         Mutual respect and tolerance of different faiths and beliefs

Context of Thrive as an independent SEN school

Thrive supports pupils who may:

·         Have experienced exclusion, trauma, or disrupted education

·         Have SEND, including social communication needs

·         Struggle with emotional regulation, attachment, or trust in adults

·         Be vulnerable to online influence, exploitation, or grooming

Thrive recognises that vulnerability does not equate to risk. Pupils may express strong emotions, rigid thinking, or provocative language as part of their unmet needs. Staff respond with curiosity, support, and safeguarding rather than judgement.

Roles and Responsibilities

Head of School

The Head of School is responsible for:

Thrive meeting its statutory Prevent duties including

·         Ensuring the Prevent Policy is implemented effectively

·         Appropriate safeguarding policies and procedures are in place

·         Prevent is monitored as part of safeguarding oversight

·         Supporting the Designated Safeguarding Lead (DSL)

Designated Safeguarding Lead (DSL)

The DSL is responsible for:

·         Acting as Thrive’s Prevent Lead

·         Assessing Prevent-related concerns

·         Making decisions regarding referrals and support

·         Liaising with external safeguarding or law enforcement agencies

All Staff

All staff at Thrive are responsible for:

·         Being vigilant to signs of vulnerability or radicalisation

·         Building trusted relationships with pupils

·         Recording and reporting concerns promptly to the DSL

·         Undertaking Prevent and safeguarding training

Risk Assessment

Thrive undertakes regular safeguarding risk assessments which include:

·         Local and national Prevent risks

·         Online safety and digital access

·         Pupil vulnerabilities linked to SEND or trauma

·         The Thrive learning environment and community

Prevent risks are reviewed as part of Thrive’s wider safeguarding framework and updated in response to emerging concerns.

Identifying Concerns

There is no single profile of a person at risk of radicalisation. Staff should be alert to changes or patterns of behaviour, including:

·         Increased withdrawal or isolation

·         Fixation on extremist narratives or conspiracy theories

·         Expression of hatred, intolerance, or grievance

·         Changes in language, peer groups, or online activity

·         Emotional distress linked to identity, belonging, or injustice

All concerns must be viewed within context and alongside Thrive’s understanding of pupils’ emotional and developmental needs.

Responding to Concerns

Where a Prevent-related concern is identified:

1. Staff will record concerns factually and without interpretation

2. Concerns must be reported immediately to the DSL

3. Staff must not investigate or challenge pupils independently

4. The DSL will assess the concern and decide next steps, which may include:

·         Increased monitoring and pastoral support

·         Work with families or carers

·         Referral to safeguarding partners

·         Referral to the Channel programme where appropriate

Any action taken prioritises the child’s welfare and aligns with Thrive’s safeguarding procedures.

Curriculum, Relationships, and British Values

Thrive promotes British Values through:

·         A therapeutic, inclusive curriculum

·         Relationship-based practice and mentoring

·         Teaching emotional literacy, empathy, and self-regulation

·         Encouraging respectful discussion and critical thinking

·         Explicit teaching of online safety and media literacy

Pupils are supported to express their views safely and are guided to challenge harmful ideas in a respectful and informed way.

Staff Training

All Thrive staff receive:

·         Safeguarding training that includes Prevent awareness

·         Regular updates on local and national safeguarding risks

·         Guidance on identifying vulnerability in alternative provision settings

Training is refreshed in line with statutory guidance and Thrive’s safeguarding review cycle.

Monitoring and Review

This policy is reviewed annually or sooner if there are changes to legislation, guidance, or Thrive’s operating context. The effectiveness of this policy is monitored through safeguarding audits, staff training records, and case reviews

1. Policy statement

At Thrive Learning Centre, we recognise that Relationships and Sex Education (RSE) is essential in supporting pupils to develop the knowledge, understanding and skills needed to stay safe, build positive relationships and navigate the world confidently.

As an alternative provision supporting pupils who may struggle in mainstream settings, we understand that many of our learners:

have experienced disrupted education

have social, emotional and mental health needs

may have SEND, including autism and ADHD

may require explicit, repeated teaching of social rules, boundaries and safety.

Our RSE curriculum is therefore:

trauma-informed

therapeutic in approach

adapted to individual needs

delivered in small, supportive environments

focused on safety, relationships and emotional understanding.

We aim to equip pupils with the tools they need to:

understand healthy, respectful relationships

recognise unsafe or inappropriate behaviour

develop emotional literacy and communication skills

understand boundaries, consent and personal safety

stay safe online and offline

know how and when to seek help.

2. Legal framework

This policy is based on:

the Department for Education’s statutory guidance on Relationships Education, Relationships and Sex Education (RSE) and Health Education

the Children and Social Work Act 2017

the Equality Act 2010

the Education Act 1996

Keeping Children Safe in Education.

Relationships Education is compulsory in primary, and RSE is compulsory in secondary. Health Education is compulsory across all phases.

3. Aims

At Thrive Learning Centre, RSE aims to:

support pupils to feel safe in their bodies and relationships

develop understanding of consent, boundaries and personal space

teach pupils to recognise and report unsafe situations

build emotional literacy and self-awareness

promote respect, kindness and inclusion

provide clear, factual and accessible information

support pupils to develop confidence in communication

prepare pupils for adolescence and adult life.

4. Definition of RSE

RSE is lifelong learning about:

relationships

emotional wellbeing

physical development

sexual health

safety and consent

communication and respect.

At Thrive, RSE is not just about biology — it is about helping pupils understand themselves, others and the world around them safely.

5. Roles and responsibilities

Directors (Thrive CIC)

Directors will:

ensure statutory compliance

approve and review this policy

monitor effectiveness.

Head of School (Joanne Henshaw)

The Head of School will:

oversee implementation

ensure staff are trained and supported

ensure safeguarding procedures are followed

liaise with parents and carers.

RSE/PSHE Lead

Will:

plan and sequence curriculum

adapt materials for SEND and SEMH needs

support staff delivery

monitor impact.

Staff

Staff will:

deliver RSE sensitively and appropriately

create a safe learning environment

adapt teaching to meet individual needs

follow safeguarding procedures.

6. Curriculum content

RSE at Thrive Learning Centre is delivered through PSHE, therapeutic sessions, and daily interactions.

For younger pupils / primary phase

Pupils will learn:

what makes a good friend

how to recognise kind and unkind behaviour

basic personal safety and boundaries

who can help them

early understanding of body changes.

For older pupils / secondary phase

Pupils will learn:

healthy vs unhealthy relationships

consent and personal boundaries

online safety and risks (including exploitation)

puberty and physical changes

sexual health (age-appropriate)

recognising coercion, pressure or abuse

where to access help and support.

7. Teaching and learning approach

At Thrive Learning Centre, RSE is delivered in a way that reflects our pupils’ needs:

We use:

small group or 1:1 teaching

visual supports and social stories

repetition and overlearning

clear, concrete language

real-life scenarios and role play

therapeutic discussions.

We recognise that pupils may:

misunderstand social cues

be vulnerable to manipulation

require explicit teaching of boundaries and consent.

Therefore, learning is:

carefully scaffolded

revisited regularly

linked to safeguarding

adapted in the moment based on emotional readiness.

8. Inclusion, equality and SEND

Thrive Learning Centre is fully inclusive. RSE is adapted to ensure all pupils can access learning regardless of need.

We ensure:

content is accessible and meaningful

pupils with SEND receive explicit teaching of social rules and safety

learning is differentiated

all pupils feel respected and represented.

We recognise that pupils with additional needs may be at greater risk of exploitation, so RSE has a strong safeguarding focus.

9. Safe teaching and handling questions

We create a safe environment by:

setting clear ground rules

using appropriate language

ensuring pupils feel comfortable to ask questions.

Staff will:

answer questions factually and sensitively

adapt responses based on age and understanding

follow safeguarding procedures if concerns arise.

Staff will not promise confidentiality.

10. Safeguarding

RSE is a key part of safeguarding at Thrive Learning Centre.

It supports pupils to:

recognise abuse and unsafe behaviour

understand consent

know how to report concerns.

Any disclosures will be managed in line with:

safeguarding policy

child protection procedures

DSL guidance.

11. Working with parents and carers

We value strong relationships with families.

We will:

share this policy

communicate curriculum content

offer opportunities for discussion

support parents in continuing conversations at home.

12. Right to withdraw

Parents cannot withdraw their child from:

Relationships Education

Health Education

Science curriculum content.

Parents can request withdrawal from sex education (outside of science) in secondary.

Requests must be made in writing to the Head of School.

13. External visitors

Visitors may support RSE delivery but will:

be vetted

follow school policy

be supervised by staff.

14. Monitoring and evaluation

We monitor RSE through:

pupil voice

staff feedback

safeguarding data

curriculum review.

15. Confidentiality

Pupils will be encouraged to seek help, but staff cannot guarantee confidentiality.

Safeguarding concerns will always be reported.

16. Policy review

This policy will be reviewed annually or when guidance changes.

Policy Statement

At Thrive Learning Centre, safeguarding and promoting the welfare of children is our highest priority.

•                    We are committed to ensuring that all pupils:

•                    feel safe, secure and valued

•                    are protected from harm, abuse and exploitation

•                    receive timely and appropriate support

•                    are listened to and taken seriously.

We recognise that our pupils, many of whom have SEND and/or social, emotional and mental health needs, may be particularly vulnerable to safeguarding risks, including exploitation, coercion and difficulties understanding social boundaries.

Safeguarding is everyone’s responsibility.

Safeguarding Culture

Thrive promotes a strong safeguarding culture where all concerns are taken seriously, staff feel confident to raise concerns, pupils are encouraged to share worries, and leaders actively model vigilance and professional curiosity.

Medical Room Provision

The medical room is also used to support pupils with health and wellbeing needs. It includes a medical bed, first aid supplies, and secure medication storage. Pupils are supervised at all times and their dignity is maintained.

Roles and Responsibilities

DSL: Helen Robertson

DDSL: Joanne Henshaw

The DSL takes overall responsibility for safeguarding including managing referrals, maintaining records, supporting staff, monitoring patterns, and liaising with external agencies. All staff must understand KCSIE, recognise signs of abuse, report concerns immediately, and maintain professional curiosity.

Reporting Concerns

All concerns must be recorded using the ‘Reporting a Concern’ form available on the safeguarding drive, in staff folders, and in discreet locations. Staff must record factual information (dates, times, observations) and submit immediately to the DSL/DDSL. Verbal reports must always be followed by a written record.

Decision Making and Escalation

The DSL reviews all concerns and determines appropriate action including monitoring, early help, or referral to external agencies. All decisions are recorded with a clear rationale.

Children Missing Education

If a pupil has not been seen for 5 days, the school will begin an investigation including contact and home visit. If after 10 days the child has not been seen or concerns remain, a referral will be made.

Absence is treated as a safeguarding concern.

Managing Allegations Against Staff

All allegations must be reported immediately to the Head of School. The LADO will be contacted immediately. Staff may contact LADO directly using details below. No internal investigation will take place prior to LADO advice.

Low-Level Concerns

A low-level concern is any behaviour that does not meet the harm threshold but is inconsistent with the staff code of conduct. This may include behaviour that causes a sense of unease or concern.

All low-level concerns are recorded and reviewed to identify patterns and maintain a safe culture.

The harm threshold is met when a member of staff or volunteer has:

•                    behaved in a way that has harmed a child or may have harmed a child

•                    possibly committed a criminal offence against or related to a child

•                    behaved towards a child or children in a way that indicates they may pose a risk of harm

•                    behaved in a way that indicates they may not be suitable to work with children

·         Concerns that meet the harm threshold must be reported immediately in line with the school’s allegations procedures and referred to the Local Authority Designated Officer (LADO).

Whistleblowing

Staff are encouraged to report concerns without fear. Confidential reporting systems are available, including discreet access to forms.

Online Safety

Filtering and monitoring systems are in place. Pupils are taught how to stay safe online and recognise risks.

Record Keeping

All safeguarding records are secure, chronological, and include actions and outcomes. Copies are stored digitally and in secure hard copy files.

Hygiene and First Aid

First aid is delivered safely with hygiene procedures including gloves and safe disposal. Pupils may request an alternative staff member or same-sex support.

Training

All staff receive safeguarding training at induction, annual updates, and ongoing briefings. DSL and DDSL receive enhanced training.

Monitoring and Review

Safeguarding is monitored through half-termly SLT reviews, ongoing case reviews, and record monitoring. Our safeguarding practice and outcomes are monitored once a term in the Directors termly review meeting.  

 This policy is reviewed annually and informs staff training and improvements. Safeguarding is discussed every morning at staff briefing where all staff have an opportunity to ask questions and are given any relevant information they may need for the day ahead.

Local Authority Safeguarding Contacts

Cheshire West and Chester:

IART: 0300 123 7047

Emergency Duty Team: 01244 977 277

LADO: safeguardinglado@cheshirewestandchester.gov.uk

Halton:

ICART: 0151 907 8305

Emergency Duty Team: 0345 050 0148

LADO: lado@halton.gov.uk

In cases of immediate danger, staff must call 999. Staff may contact these services directly if required.

Policy Statement

Thrive is committed to safeguarding and promoting the welfare of children and young people. Safeguarding is embedded at every stage of the recruitment process, ensuring that only suitable individuals are appointed to work with pupils.

We adopt a vigilant and proactive approach to safer recruitment, deterring, identifying, and rejecting individuals who may pose a risk to children.

This policy is in line with:

Keeping Children Safe in Education 2024

Education (Independent School Standards) Regulations 2014

Safeguarding Vulnerable Groups Act 2006

Rehabilitation of Offenders Act 1974

Aims

·         To deter unsuitable applicants from applying

·         To identify and reject those who are unsuitable to work with children

·         To ensure all recruitment decisions prioritise safeguarding

·         To maintain a fully compliant Single Central Record (SCR)

·         To ensure ongoing vigilance and staff suitability

Roles and Responsibilities

Head of School: Overall responsibility for safer recruitment and SCR compliance

Designated Safeguarding Lead (DSL): Oversight of safeguarding elements in recruitment

Recruitment Panel: At least one member must have completed accredited safer recruitment training

Directors/Proprietors: Ensure policy compliance and oversight

Safer Recruitment Process

Advertising

All adverts include Thrive’s safeguarding commitment

Clear statement that DBS and safeguarding checks are required

Application Stage

Only Thrive application forms are accepted (no CV-only applications)

Full employment history required with explanations for gaps

Self-declaration of criminal history required

Shortlisting

At least two people involved

Discrepancies, gaps, or concerns are identified and explored

Online Searches

An online search is conducted for all shortlisted candidates to identify any safeguarding concerns or reputational risks

References

Minimum of two references obtained before interview where possible

One must be from the most recent employer

References are:

·         Verified directly with the referee

·         Scrutinised for safeguarding concerns

·         Any concerns are explored at interview

Interview Process

Minimum of two panel members

At least one safer recruitment trained

Includes:

·         Safeguarding-specific questions

·         Questions about attitudes towards children and boundaries

·         Exploration of employment history and any concerns

·         Candidates must provide original documents on the day

Pre-Employment Checks

All checks must be completed before employment starts:

·         Enhanced DBS with children’s barred list check

·         Identity verification

·         Right to work in the UK

·         Qualifications verification

·         Employment history verification

·         Prohibition from teaching check (where applicable)

·         Section 128 check (management roles)

·         Overseas criminal checks (where relevant)

Conditional Appointments and Risk Assessment

In exceptional circumstances where a start date is agreed before checks are complete:

A written risk assessment must be completed by the Head of School

The individual must:

·         Be supervised at all times

·         Not undertake regulated activity unsupervised

·         The rationale must be clearly recorded

Contractors and External Staff

A risk assessment is completed for all contractors

Written confirmation of checks is obtained where appropriate

Contractors are supervised if checks are not verified

Volunteers

Regular volunteers in regulated activity require an Enhanced DBS

All volunteers:

·         Receive safeguarding induction

·         Are supervised appropriately

Proprietors and Directors

All are subject to:

·         Enhanced DBS with barred list check

·         Section 128 check

·         Identity verification

·         Prohibition from management checks

·         11. Single Central Record (SCR)

The SCR includes:

·         Identity checks

·         DBS and barred list checks

·         Right to work

·         Qualifications

·         Prohibition and Section 128 checks

·         Overseas checks

·         Dates and who completed checks

·         Reviewed termly by the DSL

·         Audited by Directors

Induction

All new staff must:

·         Read Part 1 of KCSIE

·         Receive safeguarding training

·         Understand the staff code of conduct

·         Know how to report concerns

Ongoing Monitoring

Annual staff suitability declaration

Regular safeguarding training updates

Monitoring of professional conduct

Allegations and Concerns

Handled in line with safeguarding procedures:

·         Immediate referral to the LADO

·         Appropriate action (suspension, redeployment)

Record Keeping

Secure storage in line with Data Protection Act 2018

Retained for inspection and safeguarding purposes

Monitoring and Review

Reviewed annually

Updated in line with statutory guidance

Subject to internal audit

Purpose

This policy outlines the procedures and expectations for safely transporting pupils in vehicles while under the care of Thrive Learning Centre. The safety and wellbeing of pupils is our highest priority.

This policy ensures that all transportation arrangements are:

• Safe

• Lawful

• Properly supervised

• In line with safeguarding guidance

Scope

This policy applies to:

• Staff members

• Volunteers

• Any person authorised by Thrive Learning Centre to transport pupils
  
  

It covers transport to:

• Educational visits

• Off-site learning activities

• Appointments arranged by the school

• Emergency situations where transport is required
  
  

Authorised Drivers

Only authorised drivers may transport pupils.

Drivers must:

• Hold a full UK driving licence

• Be over 21 years of age

• Have held their licence for at least 2 years

• Provide evidence of appropriate vehicle insurance for business use

• Screenshot from DVLA website to prove a valid MOT and TAX

• Have undergone appropriate safeguarding checks (including DBS)

Thrive Learning Centre will keep copies of:

• Driving licences

• Insurance certificates

• Copy of screenshot with proof of valid MOT and Tax from DVLA

Vehicle Requirements

Vehicles used to transport pupils must:

• Be roadworthy and well maintained

• Have a valid MOT certificate

• Be taxed and insured

• Have working seatbelts for every passenger

• Have appropriate child car seats or booster seats where legally required

Smoking or vaping is not permitted in any vehicle transporting pupils.

Risk Assessment

Before transporting pupils, staff must ensure that:

• The journey has been risk assessed

• Parents/carers have given consent where appropriate

• The Head of School or Deputy Head of School has approved the trip
  
  

Risk assessments should consider:

• Journey length

• Pupil needs

• Behaviour risks

• Supervision ratios

• Emergency contacts

Supervision

Where possible:

• Two adults should be present when transporting pupils.

• If only one adult is present, this must be risk assessed and approved by senior leadership.

Staff should ensure:

• Pupils remain seated with seatbelts fastened

• Appropriate behaviour is maintained during travel

Safeguarding

Staff must follow safeguarding guidance when transporting pupils.

Staff must not:

• Transport a pupil alone unless authorised and risk assessed

• Make unnecessary stops

• Deviate from the planned route without good reason

• Allow pupils to sit in the front seat unless appropriate and safe

Staff should avoid situations where they are alone with a pupil for extended periods.

Emergency Procedures

In the event of a breakdown, accident, or emergency:

The driver must:

1. Ensure the safety of all pupils

2. Contact emergency services if required

3. Inform the Head of School / Deputy Head of School immediately

4. Follow Thrive Learning Centre safeguarding and incident reporting procedures

An incident report form must be completed as soon as possible.

Behaviour Expectations

Pupils must:

• Follow staff instructions

• Wear seatbelts at all times

• Behave appropriately during journeys

Unsafe behaviour may result in:

• Alternative transport arrangements

• Behaviour support measures being put in place

Insurance and Liability

All vehicles used must have appropriate insurance covering business use and passenger transport.

Thrive Learning Centre will ensure:

• Appropriate liability insurance is in place

• Staff understand their responsibilities when transporting pupils
  
  

Record Keeping

The school will maintain records of:

• Approved drivers

• Vehicle documentation

• Consent forms

• Risk assessments

• Incident reports

Policy Review

This policy will be reviewed annually or sooner if required.