Paddock School Prospectus 2015 / 2016

This Prospectus is designed to provide you with some information

about us - our vision, our values, our organisation and curriculum. I
hope it answers most of the questions you may have.

Paddock School is a day special school for pupils with severe and
complex learning difficulties or an Autistic Spectrum disorder with
moderate or severe learning difficulties maintained by the London
Borough of Wandsworth. We cater for up to 158 children and
young people between the ages of 3 years and 19 years.

Paddock School is currently on 3 sites:

Little Paddock is at Princes Way in Southfields

Paddock Primary School is at St Margarets Crescent in Putney
Paddock Secondary School is at Priory Lane in Roehampton

Please contact us and the school if you require any further

information.

Head Teacher

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Introduction
Paddock School is a special school, maintained by the London Borough of
Wandsworth, for pupils aged 3-19 years. Paddock is a split site school:

Little Paddock for pupils age 3 - 6 with a moderate to severe learning

difficulty with Autistic Spectrum Disorder

The primary department for pupils aged 5 to 11 with a moderate to

severe learning difficulty with Autistic Spectrum Disorder or severe or
complex learning difficulties

The secondary department for pupils aged 11 to 19 with a severe

learning difficulty with Autistic Spectrum Disorder, or severe or complex
learning difficulties.

The children and young people attending the school are primarily from the
borough of Wandsworth but there are a few from the surrounding boroughs
of Richmond, Kingston, Lambeth, Surrey, Hammersmith & Fulham, Kensington
and Chelsea, and Merton.

Most pupils are transported to and from school by Local Authority coaches
and taxis and, wherever possible, are picked up from their home address.
Older students are helped and encouraged to travel independently. The
school day for pupils starts at 9.15am and ends at 3.15pm.

SCHOOL VISION AND LOGO

To Nurture, Inspire and Transform Lives

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SCHOOL VALUES

UNICEF Rights Respecting School Level 2

Through the UNICEF Rights Respecting School Initiative, Paddock celebrates

the articles as outlined in the United Nations Convention on the Rights of the
Child (UNCRC). The articles underpin the ethos and curriculum of our school;
they have a significant, positive impact on important aspects of child well-
being and school improvement. They also have a positive effect on the
relationships, teaching approaches, attitudes and behaviour of the entire
school community and reinforce our five school values.

Admissions

Pupils are referred to Paddock School by the Special Needs Section of

Wandsworth Education Department. All pupils have either a statement or an
Education Health and Care Plan.

Parents are encouraged to telephone to make an appointment to visit the

school, and the school will request permission to visit a prospective pupil in
their current setting. Open mornings are held regularly throughout the school
year.

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 The Primary School

Little Paddock

We have three classes, which cater specifically for those with ASD. The pupils
follow the Foundation Stage Curriculum based on the Early Learning Goals,
which are modified to take into account their learning needs. The curriculum
is therefore divided into 6 areas:

Personal, social and emotional development

Communication
Problem Solving, Reasoning and Number
Knowledge and understanding of the world
Physical development
Creative development

Emphasis is placed on personal and social skills, in order for the children to
develop basic self-help skills as quickly as possible, thus promoting
independence and a positive self-image.

The classes have a child-centred ethos. We provide and create opportunities

and experiences for our children to learn in a fun and stimulating
environment.

We value parental input and support and run regular parent workshops and
coffee mornings.

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The Primary School
The Primary School consists of 8 classes for children aged between 5 and 11.

Early Years 3 - 5 year olds

Key Stage 1 5 - 7 year olds
Key Stage 2 7-11 year olds

The pupils are grouped according to age wherever possible, but other
groupings can also be taken into consideration, depending on the needs of
the children. Pupils with ASD are taught in autistic specific classes.

Pupils have access to secure outside areas for play, trampoline areas, sensory
garden, an interactive sensory room, a soft play- room, an ICT suite and hall.

Off-site provision includes: Adventure Playground, local Library, swimming and

integration links with local primary schools. Themed based outings and visits
to use the facilities at the secondary site in Roehampton.

Communication is a priority in the Primary School and the acquisition and

development of language skills are planned jointly with the speech and
language therapist. We promote an augmented language environment with
the use of Makaton sign language, visual symbols, objects of reference and
aural cues to aid comprehension.

PECS, PODD, Makaton & Augmented Communication. All staff are trained in
specialist strategies to aid pupils communication. As part of our total
communication system, children are given access to strategies including
PECS (Picture Exchange Communication System) as well as PODD (Pragmatic
Organisational Dynamic Display) and Makaton sign language which is used
to augment communication. Staff use their expertise to establish which
communication system best meets the childs needs. Children are
encouraged to utilise whichever communication system they are most
motivated by or suited to.

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TEACCH or structured teaching is used throughout the school. It is adapted for
each classroom. Visual timetables and instructions are used by all classes.
Structure helps pupils to understand what and why they do things and when
they are finished. This reduces anxiety and enables children to maximise on
learning opportunities.

All staff in the ASD classes are trained in this strategy and understand that the
consistency in approach helps pupils to become independent. We have
regular training updates and share our excellent practice with parents and
colleagues from other schools. We are the Wandsworth and regional training
base for TEACCH.

Intensive Interaction is an approach we use to teach the pre-speech

fundamentals of communication. The approach works by progressively
developing enjoyable and relaxed interaction sequences between the
interaction partner and the person doing the learning.

Sensory Integration is an approach we use because most of our pupils have

sensory processing difficulties. Sensory Integration is the way we use the
information from our senses in order to be purposeful and organised people.
Children who have difficulties in this area find learning difficult. This affects
their progress in all areas of life.
All the therapy and school staff are trained in the delivery of activities and
techniques designed by therapists who have received formal training.

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There is an enhanced Arts curriculum. Dance is taught by a specialist teacher
who takes groups across the school. A specialist music teacher works for 1.5
days in the Primary School and Little Paddock. All teachers use music
throughout the curriculum and in assemblies.

The Secondary Department

When pupils reach the end of Key Stage 2, some move to the Secondary
School for Key Stages 3 & 4. All the strategies used in the Primary School are
continued through to the Secondary School e.g. TEACCH, PECS, Makaton,
Intensive Interaction, sensory Integration and the enhanced Arts curriculum.
Separate subject teaching is introduced at this stage for some subjects.

Pupils with ASD are taught in autistic specific classes. The pupils are taught in
class groups for the core subjects of Maths, English Science and Personal,
Social and Health Education. For the other subjects: Art & Design, Music,
drama, ICT and Physical Education, the pupils are ability grouped. These
subjects are taught weekly by subject specialist teachers. ICT is also taught
as an integral part of all subjects and as a separate subject with a subject
specialist teacher. These arrangements ensure that the pupils are offered a
broad, balanced and relevant curriculum.

In the Secondary Department, a modern foreign language is introduced to

the pupils for whom it is appropriate. At present, a subject specialist teacher
teaches Spanish or French one day a week. Careers Education is introduced
at Year 9. As part of the Physical, Social and Health Education Programme,
sex education is taught in ability groups from Year 7. This covers hygiene; self
care skills, and personal safety.

Instead of play time after lunch, secondary pupils are offered a choice of
leisure activities, for example aerobics, board games, drama, construction,
music, art, aromatherapy, line dancing and sports. These are designed to
encourage the pupils to develop their own leisure skills to pursue outside the
school.

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During the secondary years, pupils are offered a wider range of educational
experiences, such as the use of off-site provision and specialist teachers and
facilities within the school. Emphasis is placed upon independence skills,
decision making and responsibility. The students will be equipped with the
necessary life skills and maturity to participate in the post 16 curriculum.

Post 16 Provision

There are three tutor groups for pupils aged 16 and over.

The Curriculum at Post 16 is based on life skills and vocational training.

Student achievement is accredited through The ASDAN Youth Award
Scheme: Towards Independence, Bronze Award, Silver Award and Life Skills,
Entry 1.

Throughout the programmes there is emphasis on the key skills of:

Communication
Information Technology
Application of number
Improving my own learning and performance
Working with others
Problem solving

We teach these skills by applying them to work based vocational areas such
as:

Retail and Catering: School caf

Personal, health and social education:
Horticulture: School kitchen garden, ground maintenance, Holly Lodge

Post 16 aged students have a very enriched curriculum involving many off site
visits and opportunities to practice their skills in alternative settings. Students
participate in sessions at Douglas Bader Gym, Holly Lodge Centre in
Richmond Park, Lennox Estate Youth Club, George Shearing Club, Barn Elms
(rowing) Hanover House (a retirement home) Lambeth College and
Nightingale School, a working Cooperative in Surbiton and a local church.
They also enjoy football training provided by professional coaches.

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The secondary school has two minibuses, which allow access to community
activities.

Many mini enterprises are run by pupils at the secondary school. They make a
profit and pupils enhance their environment with the extra money. Some
money making ideas are growing and selling flowers and plants, window
cleaning and washing cars, a school caf open on Tuesdays for pupils at the
school, It is also open to outside visitors, pupils cater for guests at the school
on request, There is a charity used goods shop, NIK NAX, open to the public, a
soup and sandwich kitchen for staff lunches on Fridays, a health spa offering
treatments to pupils and staff.

Students hold regular themed days;

Donut Day when they make and sell healthy option donuts
Apple Day selling apple goods
Soup Kitchen selling soup and a roll

Post 16 aged students are responsible for all the recycling in the school. There
is an Eco Warrior assigned to each class

The students also organize and run charity events, for example, Pink Day in aid
of breast cancer, Red Nose Day for Comic Relief, Autism awareness week
and other worthy causes.

Careers and FE Advice

Students receive vocational guidance as part of their social and personal

education, as appropriate to their needs, with the involvement of
Connexions, the local Careers Service, and other agencies such as Social
Services. They are supported in deciding on their future placement and in
identifying the help they will need in making the transition.

Post School Provision

During the pupils last years in school, meetings are held with parents to
discuss the future options open to their son or daughter.

Social Workers are required to be involved in the school leaving procedure.

As students approach their 18th birthday, we facilitate the transition to adult
services by participating in transition meetings with the Transition Social
Worker.

There is information about local and national post school provision available
for parents to consult and school staff are happy to discuss any issues which
might arise. Students are supported in the transition to future placements
through a link programme.

Some students attend Lambeth College for the three years they are in the
Post 16 department with a view to attending fulltime upon leaving school.

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Other students will go to their future placement with a member of school staff
to transfer information and facilitate the transition.

The Curriculum

The school offers a broad and balanced curriculum, incorporating the

National Curriculum modified to meet the diverse needs of children with
severe and moderate learning difficulties and complex needs, including
autism. The school has a comprehensive Personal, Social and Health
Education programme and teaches Religious Education.

Each subject has a Scheme of Work. These have been written by the staff of
Paddock School to ensure all pupils have access to a variety of topics, genres
and themes.

The Scheme is designed to help teachers plan effectively for their class /
group, using targets that are relevant to each topic. This will give context to
the childrens learning and the teachers planning.

Throughout each subject teachers will also provide opportunities for the
development of: Personal, Emotional, Spiritual, Social, Moral, and Ethical,
Cultural, Citizenship and Health Education.

We use P scales (performance descriptors) to describe the attainment of

pupils and also as one of a number of ways we measure the progress made
by the pupils. P scales are also used for assessment purposes, reporting and
target setting.

Specific targets are identified for each pupil in their Individual Education Plan,
agreed with their parents at their Annual Review. The educational
programmes taught at Paddock meet these individual needs, including
learning targets identified within the statutory curriculum for a child of their
age, together with targets to meet medical or therapeutic needs and targets
for the development of personal and social skills. These targets are regularly
reviewed and updated. Evidence of achievements and progress made is
kept in a Pupil Achievement File, which is maintained for each pupil
throughout their school career.

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There is great emphasis placed upon continuity and consistency of curriculum
implementation throughout the school, whilst still showing progression through
the Key Stages.

Literacy

Approaches to Reading at Paddock School

Pupils who attend Paddock School have a variety of different needs. It was
therefore felt that more than one reading scheme and a variety of
approaches were needed to enable all learners to progress with their
reading.

We have investigated a variety of Reading Schemes and have decided that

the One Scheme Fits All approach does not work at Paddock. At the
Primary School we have introduced Phonics Bug and at the Secondary
School Read, Write Inc. alongside The Oxford Reading Tree. Each scheme
teaches phonological awareness and blending skills in a practical and fun
way.

We aim to ensure that:-

children are taught to value books and reading materials, including

computer-based programs and the internet
children develop as readers in a stimulating environment
children are encouraged to develop their reading skills through
speaking and listening with a focus on developing understanding
children are able to recognise and interpret photographs / pictures /
signs and symbols

Recognising Achievement

We believe that appropriate praise is a vital factor in building self-esteem and

encouraging learning and personal development.

Offering opportunities for students to take responsibility for many activities

within the school encourages individual personal development and
confidence.

Achievement is celebrated in assemblies and through the system of marking

merit with stickers and certificates throughout the school. Head teachers
certificates are awarded once a term.

Each pupil has an Achievement Folder in which annotated evidence is kept

of all the targets the pupils have achieved during each term. Each pupil has
one Achievement Folder per Key Stage thus the progress by every pupil is
easily tracked. Also in this File are copies of certificates received by the pupils,
photographs of any special days out, and evidence of extra curricular
activities. These are shared with parents at Annual Review and Parents
Evenings.

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Every pupil who leaves Paddock at 19 receives a Record of Achievement at
a special ceremony on their last day. They also take away all their
Achievement Folders and annotated samples of work.

Religious Education

Children and young people from many religious backgrounds attend the
school, and the school policy is that religious education and acts of worship
should include all pupils and promote respect for different cultures and
beliefs.

Pupils actively participate in school assemblies, which are broadly Christian

and acts of worship encouraging such values as care and consideration for
others. Special diets are available daily or at any particular time during the
year. Religious festivals are observed and some are celebrated at St Michael
& All Angels Church (Church of England).

If parents wish to exercise their right to withdraw their child from Religious
Education or acts of worship, they are asked to contact the school.

Sex and Relationships Education

In the Secondary school, sex and relationships education is taught as part of

the individual students programme of personal and social development, on
an individual basis or in a small group, according to the needs and maturity of
the student. Sex education is taught within the context of the schools sex
education policy, which was drawn up by the school with the approval of the
governors. Sex education is a part of the PSHEC curriculum and covers such
issues as personal safety, growing up and relationships. The sessions are often
taught with input from the school nurse or a community nurse. If parents wish
to exercise their right to withdraw their child from sex education they are
asked to contact the school.

Regular parent workshops are held throughout the year to discuss these
sensitive issues and help parents to work appropriately with pupils at home.

Sports

All our pupils participate in regular physical activity and we provide more
than the minimum required by the Government. Paddock has several sports
teams, including Football, Boccia, Kurling and Panathlon. We enter inter -
school and inter-borough competitions in all team events including athletics
and swimming. We receive training and coaching from Wandsworth Sports
Development, the Limbless Association and staff at Barn Elms and Douglas
Bader Gym. In school pupils have a rolling programme of activities such as
dance, invasion games, Strike & Field Games, Net / Wall Games and
Gymnastics. There are also physical activities offered as lunchtime leisure
activities.

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Behaviour/Discipline

Personal and Social Development is central to the all-round progress of pupils.

Pupils are helped to develop self-control, respect for themselves and others,
along with ability whenever possible to take responsibility for their actions.

Unacceptable behaviour is dealt with in a positive manner, which may well

involve consultation with parents. We work with professionals from other
agencies, with parental permission, to allow pupils to be able learn strategies
to manage their own behaviour.

Anti Bullying Policy

Bullying is not tolerated in school. All incidents of bullying are taken seriously
and investigated. The prevention of bullying is a part of the PSHEC curriculum.

Anti Racist Policy Statement

Paddock School has a policy which acknowledges and emphasises respect
for the individual. Negative discrimination for reasons of race, gender or
disability is not tolerated.

The school appreciates and values the diverse ethnic cultural mix, which
enhances the culture of the school itself. The pupils ethnic background is
necessarily considered in formulating their individual educational
programmes, which are expected to encourage good self image and an
understanding and respect for others.

The schools educational resources reflect and depict the richness and values
of all cultures. We receive support when necessary from the Ethnic Minority
Support Service (EMAS).

School Policy Statements

Policy statements are written for each subject of the curriculum as well as
others such as Equal Opportunities, Sex Education, Drugs Education, Teaching
and Learning and Behaviour and Discipline. These are regularly reviewed and
revised. Parents are welcome to contact the school for copies of these.

Homework

Homework is provided in agreement with parents and the students

themselves, for those children for whom it is considered beneficial. The
quantity and type of work set will reflect the age, ability and particular needs
of each child.

Paddock School Open Door Policy

At Paddock School we operate an open door policy.

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This means that parents/carers are welcome to visit by appointment, however
it is not appropriate to drop in to classes. As teachers all have full teaching
commitments, appointments will need to be made for meetings with class
teachers.

Parents/carers are formally invited into Paddock School to discuss Individual

Educations Plans and Annual Reviews. This allows us to report on progress and
to jointly discuss targets to be working towards.

Parents/carers are provided with a home-school diary. This allows weekly

communication between parents and their childs class team. Parents/carers
can also contact class teachers by telephone or e-mail by arrangement with
the class teacher.

Workshops are arranged on specific topics and speakers invited from time to
time. A newsletter is sent out with the children on a termly basis and this will
include all details of forthcoming events.

Paddock School Observation Protocol

Observations are strictly by appointment on an individual basis and

negotiated between senior management and class staff.

Because of the nature of our pupils we would prefer to use videotape to show
parents how their children perform in class. This pays regard to safeguarding
procedures for all children.

During classroom observations strict protocols and confidentially must be

observed at all times.

A clear purpose for observation must be agreed by all before the

observation commences.
Observers must not interrupt the lesson.
Observers must not distract any member of staff or child in the class.
Any notes taken during observation must be shared with the staff.
Immediate feedback and de-briefing should take place after the
observation.

Partnership with Parents

Paddock School encourages a close, two-way working relationship with

parents, to ensure that we offer the academic and personal curriculum and
support that each pupil needs. Individual diaries enable frequent
communication between home and school. Parents are also encouraged to
write or telephone school whenever they need to.

We hope that all parents will feel able to discuss problems and share any
difficulties that they may have concerning their sons or daughters. Discussions
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with parents are always confidential. We use Wandsworth Interpreting
Services when necessary.

As well as the weekly or daily diary there are regular newsletters informing
parents, carers and friends of events, dates and the latest news from school.

Partnership with other Agencies

Paddock School works closely with other agencies across Wandsworth and
where necessary, in other boroughs. We work closely with Social Services and
have a school social worker who makes routine visits to school and attends
regular meetings. We have ongoing dialogue with the staff at the respite
centres, in particular Oakdene where many of our pupils receive respite care.
Teachers regularly write reports for reviews and attend network meetings
where appropriate.

We work together with the Child and Adolescent Mental Health Service
(CAMHS) if a referral has been made for a pupil. We receive support from the
Educational Psychology team who may observe and offer advice on a pupil,
with parental permission, or write advice for a Statement of provide training
for school staff and parents.

Teachers from the peripatetic services for the hearing and visually impaired
work with pupils throughout the school, devising programmes and offering
advice.

Multi Therapy Team

Prior to attending school, your child may have been having Speech and
Language Therapy, Occupational Therapy and Physiotherapy at a Childrens
Centre, at home or in an Early Years Centre. Therapy may have been
provided individually or in a small group.

When your child comes to school, therapy services will be delivered in a

different way. Therapy will form part of the total school programme and will
be delivered by a multi therapy disciplinary team, including therapists,
teachers and learning support assistants. The team also have contact with
other child health professionals working at the school or in the community.

Aims of Provision

Therapists, teachers and assistants, work together to ensure that each child
has access to a modified National Curriculum. Therapists have a specific role
to assess each childs need for advice and direct intervention in the areas
listed below. The overall aim is to maximise opportunities and facilitate
learning and development.

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Occupational Therapy

A childs Occupational Therapist (OT) is trained to look at the development of

skills that children need in their everyday life. We are based within Paddock
Primary and Secondary Schools. OTs based in Special Schools facilitate
independence and maximise childrens potential. We help children to
develop the skills needed to access the school curriculum and participate in
everyday life.
Therapy is delivered individually or as part of a group session and can include:

Recommendation and provision of equipment

Arranging Wheelchair and Special Seating clinics
Development of specific skills through assessment and the provision of
programmes to be integrated into the school day e.g. self care skills
including toileting, washing and dressing
Hand function assessment and fabrication of splints
Intervention using a sensory integration approach (e.g. suspended
equipment or sensory diets)
Advice on manual handling, including hoisting

Children will be seen according to their statemented needs.

Physiotherapy

Physiotherapists help and treat people of all ages with physical problems.
Physiotherapists identify and maximise movement potential through health
promotion, preventative healthcare, treatment and rehabilitation.

A childrens Physiotherapist provides therapy to children with physical

impairments. Children at Paddock School who are statemented for
physiotherapy are seen by the Physiotherapist and assessed.

Therapy is delivered by the Physiotherapist or staffs who are trained in

carrying out the Physiotherapy input. Physiotherapy can involve developing
child specific exercise programmes and the recommendation and provision
of therapy equipment. Physiotherapists work with the children and the
classroom staff to maximise the childs physical potential.

Physiotherapists work alongside the Orthotics team to provide Orthotics clinics

at school so that children with splinting needs can be monitored and
reviewed as necessary.

Speech and Language Therapy

Speech and Language Therapists work with people with communication

difficulties and also eating and drinking difficulties. In Paddock School
Speech and Language Therapy focuses on understanding and using
language, development of social skills and also attention and listening skills.
The therapists also give advice and training to teaching staff on creating a
communicative environment and using signs and symbols. Therapists also
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implement alternative communicative strategies such as PECS, Makaton
signing and electronic talkers.

Speech and Language Therapists also help children with eating and drinking
difficulties through assessing swallowing and providing recommendations
around texture as well as advice for fussy eaters.

The Physiotherapist, Occupational Therapist and Speech and Language

Therapist work as a team.

As a team and individually we:

Participate in the statement and review process.

Liaise with parents, carers, Social Services, other health professionals
and external agencies.
We offer home visits to those children in the Wandsworth Borough area.

How Therapy Provision is delivered

Your child may be seen individually for a block of direct work, which may
build in periods where he can consolidate newly developing skills. He may be
seen as part of a therapy group or within the class setting. Class work is seen
as a whole school approach to integrated learning in place across the
curriculum and school day and is our goal for all children.

Therapists advise an individual and classroom management of therapeutic

needs, individual equipment and therapy programmes and we train Support
Staff to carry out development and generalisation of our programmes.

Therapists act as an interface between school and home to ensure that

emerging skills are supporting strategies.

How Progress is measured

Specific targets are set by the team each term and incorporated into the
childs Individual Education Programme. Progress is then monitored and
evaluated by all school staff and new targets are collaboratively agreed
between teaching staff, therapists and parents. A progress report is submitted
as part of the Annual Review process.

The Therapy Context

All the therapists work for Wandsworth Primary Care Trust and are committed
to ensuring ongoing professional development and maintenance of clinical
skills and standards. They provide a skill mix within each team of specialists,
developing specialists and assistants.

The organisation works outside the school terms and, therefore, staff training
may be necessary during school time. However, therapists are available to
support families during the school holidays when needed.
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Complaints
If parents are not satisfied with any aspect of school life, they should contact
the school, by telephone or in writing, to discuss their concerns with the Head
teacher. Concerns may also be raised with the Governors.

If parents wish to make a formal complaint, they can obtain a leaflet giving
information about the procedure for this from the school or from the Local
Education Department.

Absence Monitoring
It is a legal requirement that parents inform the school when their child is
absent for any reason.

Charging Policy:

Pocket Money
Parents are requested to send in a weekly sum to enable the pupils to have a
mid-morning snack and drink. Snacks provided are healthy and nutritious. For
the older students, managing their own money is a valuable learning
experience, which will include planning ahead to budget for refreshments or
meals off-site. Parents are asked for their support in this. Parents are asked to
make voluntary contributions towards the cost of activities such as
educational visits but pupils are not excluded from activities because of the
cost.

Clothing
Pupils are required to wear the school uniform, which consists of a sweatshirt in
green, a polo shirt in jade all with the Paddock School emblem embroidered
on them. Order forms are sent out to parents once a term. All pupils are
encouraged to take pride in their appearance, to look neat and clean and
to dress appropriately for school activities.

It is expected that all pupils should be provided with a PE kit consisting of

plimsolls, a T-shirt and shorts. Older pupils in the Secondary Department will
also need a tracksuit and trainers for outdoor sports. All items must be clearly
named.

In the warm summer months, pupils may need a hat and sun cream. When
the weather is colder, pupils need to dress appropriately for outdoor activities.

Links with the Community

Paddock School is very much part of its community and the local shops,
supermarkets, library, eating places and transport are all helpful in their
attitude when pupils are practising their educational skills. The pupils are
likewise encouraged to be aware of other peoples needs within the
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community. The local community is generous in making gifts to the school and
offering financial assistance to buy special equipment.

We have an established link with Hanover House (A retirement home for the
elderly), St Michael and All Angels Church in Barnes and also use the facilities
at Lady Allen Adventure Playground, Holly Lodge in Richmond Park and
Douglas Bader Gym.

The Friends of Paddock is a registered charity run by parents and

governors. They meet regularly to discuss fund raising ideas and to provide
funding for special equipment, activities or events. The Friends have
traditionally funded our annual Arts Week. More members would always be
welcome.

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The School Governors

The governing body is made up of the representatives of parents, staff, the

council and the community. They are:

Head teacher Mrs Sarah Santos

Appointed by the London borough of Wandsworth

Mr Tim Pethybridge

Elected by the teaching staff of the school

Mrs Lynette Martyn

Elected by the non-teaching staff of the school

MS Georgina Hania

Elected by the parents of pupils attending the school

Mr Barry Woodward (Vice Chair)
Mrs Bobbie Cooper
Mrs Linda Ruff

Co-opted
Mrs Sarah Asquith (Joint Chair)
Mrs Sue Shocket (Joint Chair)
Mr James Goode
Mr Bruce jones
Mr Sam Ruiz
Ms Jyhoti Bardwaj

Advisers/Observers
Ms Bernadette Connor
Mrs Deborah Dockery
Miss Emily Hayward
Mrs Maria Liddy

The governors are concerned with all aspects of the school:-

The school budget and how it is spent

Staff appointments and management
The curriculum - what is taught in the school
The school premises: building and grounds.

Parent Governors There are four parent governors elected for a four-year
term. They must have a child in the school and they represent the views of
parents in the decisions made by governors.

Annual Report The governors make an annual report to parents, which give
an overview of what has been happening in the school during the year.

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Anyone requiring further information please contact:

Head Teacher; Sarah Santos

Head of Primary School Head of Secondary School

Debbie Dockery Emily Hayward

St Margarets Crescent Priory Lane
Putney Roehampton
SW15 6HL SW15 5RT

Tel: (020) 8788 5648 Tel: (020) 8878 1521

Fax: (020) 8789 6533 Fax: (020) 8392 9735

admin@ paddock.wandsworth.sch.uk

School website address: www.paddock.wandsworth.sch.uk

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