Abnalls Lane LichfieldStaffordshire

EnglandTelephone 01543 264387

www.dyslexia.school

office@dyslexia.school

A specialist school for children aged 7 to 17 with Specific Learning Difficulties/Dyslexia.

Approved under Section 41 of the 2014 Children & Families Act

as an independent special school regulated by the EFA (Education Funding Agency)

to receive funding via Local Authorities under their ‘local offer’.

Children & Families Act 2014Section 41 independent special educational institutions

Under the Children and Families Act specific duties apply to institutions on the approved list:

• institutions on the approved list must “have regard” to the SEN (Special Educational Needs) Code of Practice

• institutions on the approved list have a reciprocal duty to co-operate with the local authority on arrangements for children and young people with SEN

• local authorities’ published local offer must refer to the institutions on the approved list

• specific duties and rights relating to admissions, in line with maintained schools, Academies, FE (Further Education) colleges and non-maintained special schools

• a child or young person has a right to request that an institution on the approved list is named in their EHC (Education, Health and Care) Plan

• if the institution is named in an EHC Plan, the local authority is under a qualified duty to secure a place

• if the institution is named in an EHC Plan, the institution must admit the pupil or young person

Local Offer

Maple Hayes is a specialist school for children aged 7 to 17 with Specific Learning Difficulties/ Dyslexia and is approved under section 41 of the 2014 Children & Families Act (see below) as an independent special school regulated by the EFA (Education Funding Agency) to receive funding by Local Authorities under their ‘local offer’. All pupils have statements or EHC plans and are placed by 16 Midlands Local Authorities. Most placements are made in Years 5 to 7. The school is inspected by Ofsted and specialises in a unique morphological approach to literacy learning for those who have failed to progress adequately with conventional rote phonics and the programme is uniquely and fully integrated by trained staff into a balanced academic curriculum.Entry is by an assessment, interview and free trial week.

Dr NEVILLE BROWNPrincipal and Proprietor

Doctor of Philosophy, Master of Science, Bachelor of Arts, Postgraduate Certificate of Education, Fellow of the Royal Society of Arts

Associate Fellow of the British Psychological Society, Chartered Psychologist, Chartered ScientistMember of the Society for Continuing Medical Education,

Member of International Neuropsychological Society.1957 - First degree - English and Philosophy, Geography and Geology.1958 - Post graduate Certificate of Education - English and Music 14 years Head of English, Sociology and General Studies. Tuition for four ‘A’ level subjects. Director of school orchestra.1975 - MSc in Psychology of Education.1976 - Founded the Lichfield Dyslexia Treatment and Research Unit. Tutor for Open University Reading Development Course. Moderator in General Studies for Associated Examining Board.1978 - PhD in Psycholinguistics. Director of Centre for Underachieving Adolescents. Curriculum Development Project for Local Education Authority. Teacher Training Courses. Participant in NATO Human Factors Programs1982 - Set up Maple Hayes Hall School for Dyslexic Children & Research Centre2008 - ITV Central Teacher of the Year2012 - British Dyslexia Association: Award for Lifetime Contribution to the Field of Dyslexia2013 - Elected Fellow of the Royal Society of Arts

Dr DARYL J BROWNHeadteacher

Doctor of Philosophy, Master of Arts (Oxon.),PGCE - Physics and Mathematics, Sciences,

MEd. Thesis - The implications of the Dual-Route Model for the Teaching of Literacy.

“Two roads diverged into a wood, and I - I took the less travelled by, and that made all the difference”

Robert Frost

DÒeÃaÃrÆ PÃaÃrÈeÃnÜtÄ,

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YÍoÙuÃrÐÓsÄ ÑsÃiÃnÃcÒeÃrÈeÜlÃyÝ, D aÃrÐyÏlÄ BÃrÙoÙwÙnÄ.

Underachieving Children

- The Signs -

Usually - indications that the child is lazy or a ‘late developer’.

Often - slow reading so that the sense is lost

Often - slow writing, use of restricted vocabulary of small words. Cannot spell longer words.

Sometimes - reversed, rotated or twisted letters when writing.

Sometimes - clumsiness, left-handedness, difficulty in telling left from right.

Sometimes - a family history of learning difficulties.

Sometimes - difficulty in learning tables and lists in the right order.

ALWAYS - A WIDENING DISCREPANCY BETWEEN THE CHILD’S INTELLIGENCE AND THEIR PERFORMANCE IN READING AND/OR SPELLING USING THE CONVENTIONAL PHONIC METHODS OF TEACHING.

Dyslexia - A Different Approach

It doesn’t really matter whether you call it Dyslexia, specific learning difficulty or word blindness, the problem that faces a tenth of our school children to a varying extent has the same outcome, failure to reach a level of performance in the written language that is acceptable in relation to their intelligence. Underachievement in the written language can have one serious consequence for many thousands of English speaking youngsters, failure to obtain those paper qualifications which would give them chance to use their many and varied talents for their own personal development and for the good of industry and society.

Specific reading and spelling difficulty have little to do with social class and family background. Whilst diagnosis can do much in the short term to convince dyslexics that they are not as stupid as their classmates and teachers often regard them, little or no progress has been made in the treatment of the condition.

To find a cause for the problem does not automatically give rise to a solution. Most of the work done on dyslexia has been to try to isolate a cause or to be able to predict a difficulty in very small children. University based research, now in practice at Maple Hayes, tried a new approach. Taking children who were already in great difficulty with reading and writing, a study was made of the ways in which these children attempted, and failed, to process the written word. Most underachievers wanted to make sense of the print by purely visual means, while others preferred to transfer letters to sounds at a very low and meaningless level. Good readers of the same age did not show the clear sight- or sound-processing bias as the underachievers did. The conclusion at this stage of the study was that dyslexic or underachieving children would not be able to improve their reading performance to any significant extent unless they either (1) learn to integrate sound and symbol more efficiently and also at a much higher level of grouping into words, or (2) had a way of reading developed for them that would bypass the sound/symbol problem completely. Attempts to treat dyslexia so far appear to have concentrated on the first approach, with more intensive application of the practices already current in normal education, but there is now abundant evidence from research of the likelihood of failure to make any significant improvement by so-called ‘phonic’ methods, particularly in the long term.

The possibility of developing an alternative reading and writing strategy that would bypass the problem had not been pursued before, so it was next explored. As reading essentially only involves sight, sounding was omitted. The teaching method developed was found to be remarkably successful for teaching the recognition, spelling and, more important, the meaning of those longer words that prove so difficult for dyslexics in written, in contrast to oral, language. There is now burgeoning support from research elsewhere for the theory behind our work and practice at Maple Hayes.

Most dyslexics only write stunted sentences and paragraphs simply because of their difficulty in spelling and their excruciating slowness. Their written work shows a poverty in both quantity and quality by which most people judge the child’s intellect - if you can’t spell, you’re thick! - and a solution can now be provided which does not mean that the child misses out on the important areas of the curriculum in order to attempt remediation. Some educationalists do not appear to recognise the importance of being able to learn and think through reading. Whilst attitudes may be caught in the hurly-burly of oral language, usually in the playground (often to the disgust of parents), food for the mind is largely acquired from reading. The importance of being able to put complex ideas down on paper is a skill whose necessity is almost self-evident in our society.

The new approach needs to be integral with the curriculum, as at Maple Hayes, rather than children missing vital lessons to attend catch-up remedial groups. Those children who benefit, as well as being average to very high intelligence, are frequently found to be good spatial or visual thinkers. The very nature of their difficulty renders them capable of slants of thought and problem-solving that might enable them to be valuable assets to industry and technology if they could come to terms with the printed language. In the past, many famous engineers, inventors and scientists have featured in the lists of dyslexics. Now, underachieving youngsters have the opportunity to realise their potential as normal children in a normal, inclusive school environment by using their strengths rather than their weaknesses.

Neville Brown

© Copyright special methods and materials.

Full Inspection 2017 Extracts from report. The full report is available from the school office or from www.dyslexia.school/links/.

31 October–2 November 2017

Overall effectiveness Outstanding

Effectiveness of leadership and management Outstanding

Quality of teaching, learning and assessment Outstanding

Personal development, behaviour and welfare Outstanding

Outcomes for pupils Outstanding

Summary of key findings for parents and pupils This is an outstanding school

Parents describe Maple Hayes Hall as ‘ananswer to prayer’. They say that, from themoment they start at the school, their children’s lives and those of their families are turnedaround. Inspectors agree that pupils benefittremendously from their time at the school.

The success of the school is due to the vision,expertise, determination and hard work of theproprietors and headteacher. Their ceaselessefforts ensure that the independent schoolstandards are met and that the quality ofeducation at the school meets pupils’ needs and keeps improving.

The innovative and unique approach toteaching literacy unlocks the barriers to learning that pupils have experienced in the past. Uponjoining the school, pupils immediately begin toread and write words confidently. Thisexperience opens up learning across the wholecurriculum.

Teachers have an exceptionally detailedknowledge of each pupil as an individual.Lessons are impressively tailored to cater foreach pupils’ specific needs. As a result, pupils’progress is rapid.

By the time they leave the school, all pupilsgain nationally accredited qualifications in arange of subjects, including at GCSE level inEnglish and mathematics. Given their previousdifficulties with literacy, these outcomes areexceptional.

Pupils’ behaviour is impeccable. The school isan extremely harmonious, close-knitcommunity. Everyone is aware of the needs ofothers. As a result, pupils feel safe, valued andvery well cared for.

The deeply embedded values of the schoolpromote an impressive degree of spiritual,moral, social and cultural awareness. Pupilsbecome confident, self-assured and sociallycapable young people. They are very wellprepared to move on to the next stage of theireducation or to the world of work.

Leaders are continuously looking for ways toimprove outcomes for pupils. For example, theyare currently seeking to refine the use ofliteracy skills across the curriculum and toensure that the measures used in assessmentsalign with expectations of pupils in mainstreamschools.

Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards)Regulations 2014 (‘the independent school standards’) and associated requirements.

A Place at Maple Hayes School

It is important that you, your child, and we are confident that Maple Hayes is able to help. We use the results of tests like the Wechsler Intelligence Scale for Children (WISC IV or from 2018 the WISC V) or equivalent and the Wechsler Individual Achievement Test (WIAT II or from 2018 the WIAT III) to help us evaluate whether we are a suitable school. These tests are done by psychologists and we can do them in the school if you require. If the test results show that your child’s difficulties fall within Specific Learning Difficulties (dyslexia) - the special educational need for which we are approved to admit pupils - we will offer an interview.

The interview will enable you and your child to view the school and see the kind of work that our pupils are doing. We will also work with your child using our specialist teaching approach and establish the effectiveness of our teaching methods for your child. If the interview is successful we will offer a trial placement (usually for a week) at no cost. Then a report will be made to refer to the appropriate LA (Local Authority) for inclusion in the child’s EHC plan and for funding

Pupils will be placed in an appropriate cohort according to literacy and curriculum level to maximise GCSE potential.. Pupils admitted to the school after the age of twelve with low literacy levels may well need to take an extra year to reach GCSE and will be placed accordingly.

MAPLE HAYES HALL SCHOOLABNALLS LANE LICHFIELD STAFFORDSHIRE WS13 8BL

TELEPHONE 01543 264387FAX 01543 262022

Email office@dyslexia.school

Principal and Proprietor Dr E Neville Brown PhD MSc BA MSCMEAFBPsS Chartered Psychologist Chartered Scientist

Fellow of the Royal Society of Arts

Headteacher Dr Daryl J Brown DPhil MEd MA(Oxon.) PGCE MBPsS

Administrator and Proprietor Mrs Brenda M Brown

All correspondence for the proprietors, during term time or school holidays should be addressed to them

at the above address.

Maple Hayes is a specialist school for up to 120 children aged 7 to 17 with Specific Learning Difficulties/Dyslexia. Approved under Section 41 of the 2014 Children & Families Act as an independent special school regulated by the EFA (Education Funding Agency) to receive funding via LAs under their ‘local offer’. Pupils have statements or EHC plans and are placed by 16 Midlands Local Authorities. Most placements are made in Years 5 to 7. The school is inspected by Ofsted and is a member of the Independent Schools’ Association, ISIS, ECIS as well as being accredited by the Independent Schools’ Council (ISC). Maple Hayes specialises in a unique morphological approach to literacy learning for those who have failed to progress adequately with conventional rote phonics and the programme is uniquely and fully integrated by trained staff into a balanced academic curriculum.

The school stands in extensive wooded grounds and sportsfields set in 200 acres of farmland and deer park, close to the historic city of Lichfield.

The overriding aim of the school is to enable children of average to very high intelligence who are grossly underachieving in literacy skills to compete with their intellectual peers in the education system. Throughout their stay in the school they are treated as the able, thinking children they undoubtedly are.

The school is a centre for GCSE and Entry Level examinations as well as for OCR Cambridge Nationals.

SCHOOL POLICIES

We aspire to:

Raise pupils’ self esteem, self confidence and expectation of academic success by giving them a fresh start in the acquisition of literacy.

Enable pupils to become independent, proactive learners so that they may compete with their intellectual peers in the education system.

Nurture pupils in a caring school community where each individual feels valued and included, and participates within an ethos of tolerance and mutual respect rooted in Christian values.

These policies support our school in its work. � Accessible School � Action Following Inspection � Admissions � Anti-bullying � Attendance � Behaviour � Charging � Child Protection � Complaints Policy � Curriculum � Data Protection � Pupils for whom English is an additional language � Examinations � Exclusion � First Aid � Health and Safety � Homework � Literacy (See Curriculum Policy) � Medical & Medicines � Minibus to Station � Online-Safety � Photographs Video and the Media � Prevent and British Values � Recruitment � Risk Assessment � Safeguarding � Special Needs � Uniform Policy (is part of the school brochure) � Visits

All policies are available in the school reception and on the parent’s page at www.dyslexia.school (please contact the office for access)

CURRICULUM POLICY

Aims: � We will ensure that pupils are not denied access to the curriculum because of their special

needs. � We enable pupils to access a curriculum which prioritises the acquisition of literacy

skills and minimises the use of alternative forms of recording which avoid tackling the problem of learning to read and write.

� We will promote a curriculum which will move towards independent and group learning and break from a pattern of dependency upon support and a consequent feeling of isolation.

� We will ensure that pupils encounter work which is intellectually challenging and interesting - but within their capabilities.

� We do not believe that pupils should be under the pressure of learning a Modern Foreign Language, given their literacy difficulties.

� We want to develop in the pupils the social skills and confidence as well as the opportunities to interact with adults and their peers outside the classroom.

� We will ensure that activities are short to keep them within the short attention span of many of our pupils.

� Help pupils acquire the skills of being part of a learning group: Learning strategies to cope with short term memory and auditory short term memory skills. Coping with distractibility and learning to extend their concentration span.

� We aim for pupils to be able to leave Maple Hayes with a range of GCSE and similar other qualifications reflecting their full potential. Which will enable them to access apprenticeships, Sixth Form, further and higher education and employment. The GCSEs and other qualifications we offer are listed in the school brochure and we will endeavour to give pupils access to other courses of study as an extra.

To achieve these: � We admit pupils in accordance with our admissions policy. � We teach our pupils in a classroom environment. Activities such as group work and any

individual interventions are initiated through a classroom dynamic. � Should any one-to-one intervention be necessary, it will be short term, targeted and done

in a manner which will minimise removal from the curriculum. � The class size is small (within the overall constraint of a 1:10 or better teacher: pupil

ratio) so that pupils may receive individual attention but maintain the skills of being part of a learning group.

� The class size is large enough in order to avoid a “special needs unit” small group dependency.

� The timetable enables access to a broad curriculum which follows the National Curriculum except that MFL is not normally taught.

� The school week consists of 49 half hour periods. Eight of these are dedicated to the school’s specialist literacy provision (see SEN policy and School Brochure for more information). The remainder of the periods are devoted to a curriculum which is divided amongst the remaining national curriculum subjects in a similar proportion to mainstream schools.

� We do not provide options at the end of Year 9 because: � The school conforms to paragraph 2(2)(a) of the Independent School Standards by

offering full time supervised education in the prescribed areas of learning throughout the school.

� Individual programs of learning may be introduced at the headteacher’s discretion � Pupils continue to improve in literacy and in the subject areas through years 10 and 11

which makes prediction of a final GCSE grade difficult. � and if given the options in year 9 they may well drop a subject which two years later

they are able to obtain credible GCSE results. � Pupil aspirations change markedly as they improve and a broad range of GCSE

qualifications give them options for other career or education pathways. � We aim to have lessons taught by subject specialists who have been trained by ourselves

to deal with the pupils’ special needs. � Pupils move around the school in a secondary school model of timetabled subject lessons.

This is introduced at Key Stage 2 where there are also timetabled lessons with subject specialists.

� The lesson length is short. Within longer (double or triple) lessons, activities may be broken down to smaller units.

� We move pupils to different classrooms to “reset” attention span. � We use standardised layout and formats for work to help pupils engage with the work. � We provide lessons where pupils rehearse skills in order to improve their efficiency. � Pupils practise activities to gain automaticity. � We mark work in accordance with a marking policy which rewards the efforts pupils

make as well as their attainments. Pupils’ work will be marked to emphasise the positives with the aim that as they progress through the school they perceive “red ink” as a constructive part of their learning.

� We develop bespoke texts, computer programs and other materials to address pupil needs. � There is a variety of extra-curricular activities available which are generally run at

lunchtimes (because of the difficulties of arranging after school activities for pupils who share transport or who travel long distances).

� We also run residential courses for pupils in year 8 and in year 9. (See school visits policy.) � There is also the opportunity to participate in sporting events against other schools. � There is an allocated session of 40 minutes prep time at the end of each school day

- which allows pupils to work within the structure of the school but without being dependent on their subject teacher. In addition, older pupils are required to do further work at home. (See homework policy for further information).

� We maintain links with mainstream schools, Entrust-Ed, LEA psychology services. � We provide impartial careers advice (independent careers advice is an additional

provision)

SchoolMaple Hayes Hall is a large mansion dating from the 18th century and considerably extended in 1884 to become the country seat of the Worthington family. It is also the manor house of Pype-cum-Membris. A teaching block provides specialist rooms for Sciences, Art, ICT and DT as well as classrooms. Placement of a child with an EHC Plan may entail slight amendment of the plan in terms of the school’s policies in respect of methodology and range of provision. Where a child has an EHC Plan, Maple Hayes offers inclusive provision to address those needs as described in this brochure. Our normal provision is designed to address language and physical needs as well as improving literacy and numeracy. Should individual therapies still be required they remain the responsibility of the placing authority and must be organised so as not to deprive the pupil of their entitlement to the full school curriculum.

StaffExperienced, well-qualified and specially trained staff assist

the Headmaster and Deputy Headteacher in teaching a well-balanced curriculum with the exception of a modern foreign language. Staff pay special attention to literacy and numeracy in all lessons. The overall pupil-teacher ratio is 10:1 or better to ensure expert tuition and coordination of teaching and to maximise individual attention within the classroom environment. Each class is in the charge of a class tutor who is responsible for the literacy development of those children in liaison with the educational psychologist and the headteacher who

direct the literacy teaching throughout the school. The class tutor is also responsible for supervising

the daily prep or homework period which is an integral part of the day. Staff development is promoted through five

development days per term to cover external courses, in-house development and preparation. As a research centre and a regional centre of specialism, a great deal of

development occurs on site with comparatively little support required from external agencies. Nonetheless, staff are encouraged and supported in developing professional skills through links beyond the school.

LiteracyThe school is unique in using a teaching method for literacy difficulties based on using the optimum learning route and strategies rather than trying to bolster the child’s weaknesses or deficiencies and the method is proven successful by academic research. The approach supersedes the conventional rote-phonic and multisensory approaches by which dyslexics have tended to fail in previous schooling. Spelling is linked to concept formation and the child is enabled to cope, without withdrawal for remediation, with a traditional curriculum leading to GCSE. Whilst individual reading is strongly encouraged, a place is kept for the more systematic study of class readers chosen for their literary style and the merit of their themes and characterisation. Many of the books are specially written and printed for the school.

EnglishThe overarching aim for English is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. At Maple Hayes reading is wide, varied and challenging; where students are expected to read whole books, read in depth and read for pleasure and information, and reading increasingly challenging material.

Students are taught to write for a variety of purposes and audiences across a range of contexts. This requires an increasingly wide knowledge

of vocabulary and grammar.Students are taught to speak confidently and effectively through giving

short speeches and presentations, expressing their own ideas and participating in formal debates and structured discussions.In the final term of Key Stage 3 students will undertake the AQA Step Up to English course, the aim of which is to build confidence and provide access to GCSEs.

Text and MaterialsThe teaching methods and associated materials for “ICONS”, the unisensory approach and other learning aids and materials are copyright and permission is extant for their use in Maple Hayes only. The school is fortunate in having arrangements for the use and reproduction of certain copyright texts and materials. This use is strictly confined to the school and all such texts, materials and other such work produced in the school remain the property of the school and may not be used or displayed elsewhere without the written permission of the Principal / copyright holder.

Handwriting and Presentation Skills Maple Hayes is perhaps rare amongst schools in having the benefit of research into handwriting difficulties, so much so that handwriting is for many pupils regarded as an important learning aid. From the beginning, children are taught a fully cursive script and have the security of standard setting-out procedures for work.

Computers, Digital Technology and LearningWe have bespoke software to improve the pupils’ speed of recognition of morphemes and building into complex words. We also have software to enable the school’s literacy programme to be integrated into each subject

area in the curriculum. We have three computer suites for the twelve classes in the school with appropriate software and the facility for text-to-speech. Computing and Digital Technology

are at the core of Information Technology and Design Technology but also support the other subjects in the curriculum. Whilst typing and word-processing skills are developed as part of the IT curriculum as well as for the presentation of project work,

the emphasis throughout the curriculum is on learning to read and record normally. We do not use assistive technology to substitute for the teaching of literacy. Pupils may

well dictate answers to the teacher to allow their learning to be checked but it is the handwritten work utilising the kinaesthetic learning and retrieval of spelling patterns

that enables the school to deliver its unique specialist provision in all subject areas. Digital technologies support good teaching - they don’t replace it.

MathematicsChildren at this school can experience severe difficulty with numeracy as well as literacy. Much more emphasis is placed on arithmetic, including number bonds and times tables. Most pupils have difficulty understanding and interpreting Maths problems - If you can’t read the question, you can’t answer it! The teaching of Mathematics includes close detail to the associated written language. The National Programme of Study is adapted to the

needs of pupils, leading to a GCSE qualification for the majority.

ScienceAll pupils at Maple Hayes are taught science, in the school’s two laboratories, by specialist science teachers. Programmes of study follow the National Curriculum and skills such as handling equipment, reading data and producing diagrams, graphs and charts are promoted from an early age. Older pupils are taught Biology, Chemistry and Physics as separate modules leading to GCSE certificates in Core Science and Additional Science. Curriculum-related visits out of school are

encouraged, as are cross-curricular links with other subject areas.

Art and DesignIn Art students will produce creative work, exploring their ideas and recording their experiences. They will be taught to become proficient in drawing and painting and other art, craft and design techniques. They will also be encouraged to evaluate and analyse creative works using the language of art, craft and design. They will learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.Art is taught through all Key Stages and the students begin the GCSE course in Year 9

Design and TechnologyAll pupils develop knowledge and understanding of Design and Technology and the implications it has on the environment. They achieve this through designing and making quality products in the areas of Resistant Materials, Electronic Products and Graphic Products. Pupils have opportunities to work with traditional tools and equipment with attention being paid to basic skills and manual dexterity as well as with cutting-edge technology such as the laser cutter and the CAD/CAM router. Designing is often the most challenging aspect for our students and is made more manageable through the use of ICT to improve their presentational skills and to use of computer aided design. The production of practical work is both appealing and absorbing, which has a positive affect on the student’s confidence.

GeographyGeography is taught at all Key Stages using a topic-based approach which includes studying different places,

the human and physical processes that shape those places and the interaction of people with their environment. Fieldwork is an essential component of many of

the topics we study and a residential field trip in Year 9 provides a strong foundation for GCSE as well as promoting collaborative skills. Pupils extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This includes the location and characteristics of a range of the world’s most significant human and physical features. They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. In Year 9 pupils

will follow a program of study for Entry Level Geography, this will allow pupils to prepare for the requirements of the GCSE course.

HistoryHistory has a bearing on every aspect of our lives and our cultures and therefore helps pupils to understand the world in which we live. Through learning History, pupils will have the understanding of the contemporary world as a product and process of change. History provides opportunities for pupils to investigate, evaluate, analyse and interpret evidence and to develop both respect and a critical attitude towards it. The study of History continues into KS4 and pupils have the opportunity to take GCSE.

Information TechnologyThe school is very well equipped with PCs. We have 3 dedicated computer suites with up-to-date software and an ever increasing range of hardware. IT is taught as a discreet subject across the key stages. Key Stage 4 pupils are entered for the Cambridge Nationals course which is assessed by coursework and a final exam. The computers are used throughout the curriculum as well as careers guidance. We view ICT as complementary to, but not a replacement for, the development of normal reading, writing and presentation skills.

MusicPupils engage in making and responding to music through composing, performing and listening. They experience practical music making both in groups and individually

developing perceptive and critical responses to what they hear. Music is taught at Key Stages 2 and 3 and is available as an additional GCSE at Key Stage 4. Pupils also

participate in extra-curricular musical activities as well as contributing to school events. Individual tuition in particular instruments can be arranged.

Physical Education & SportPE promotes physical activity, physical development and a health lifestyle. It promotes the positive social values of co-operation and competing with a sense of fairplay. The usual range of sporting activities are undertaken in the school: Soccer, Five-Aside Football, Tennis, Cricket, Swimming, Athletics, Basketball etc. The rural setting of the school lends itself to Cross-Country running and Horseriding. Parents must accept that sports carry an element of risk - some sports more than others - hence the school requires pupils to subscribe to the personal accident insurance scheme. Despite being a small school, pupils regularly compete against others in the Independent Schools’ Regional Championships for cross-country and athletics. Year 8 pupils also have the opportunity to participate in a residential activity week.

School TripsTrips are organised to provide further opportunities for development of social, recreational and collaborative skills. Extended trips include a residential Geography fieldtrip for year 9 as well as an Outward Bound course for year 8 pupils. The cost of school trips are chargeable extras.

ReligionMaple Hayes is a Christian School. A daily morning assembly is held on an interdenominational basis. It is not the school’s intention to convert children of other religions, rather to maintain an ethos and community spirit based on Christian values of mutual respect, integrity and service. There is a weekly celebration of success in the school’s merit awards. If parents wish their child to be withdrawn from assembly, this must be negotiated at interview. RE lessons help pupils appreciate a religious dimension to life and to understand what it means to take religion seriously. In addition they promote understanding between people of different cultures and faiths as well as a commitment to living constructively together in a single society.

Personal, Health, Social Education, British Values and CitizenshipWe aim to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Each subject plays its part in delivering Personal, Health, Social Education, British Values and Citizenship. In addition there are extra curricular activities such as ‘Art Enterprise’ as well as roles responsibilities within the school. There is a school forum which enables pupils to contribute through their class monitor to the decision making process in the school.

Extracurricular ActivitiesThere is a wide range of out-of-school time activities, some are seasonal and others run throughout the year. The clubs include, IT, subject orientated clubs, dance, table tennis, football, softball, athletics, cross country, IT, DT, art, craft, 3D printer, lego, model making, transport, keyboard and piano, music, dance and horseriding. The vast majority of students attend at least one on these extracurricular activity and the majority, more than one. Horse riding and Piano are at an additional cost

House CompetitionThe school is divided into two houses, Shannon and Lichfield, named after the Earl of Shannon and Earl of Lichfield who were associated with the school and its aims since when it opened. Competition is both on the academic and sports side, points being awarded for individual progress and aptitude as well as excellence; children therefore do not have to be brilliant at sport to gain house points, termly merit certificates and prizes.

Public ExaminationsGCSE courses are available in English, Mathematics, Statistics, Science, Additional Science, History, Geography, DT and Art and Design. Entry level qualifications are used in some subjects to prepare candidates for the GCSE course. IT also offers a Cambridge National Award in ICT. Music and Religious Education GCSEs may also be taken. Syllabuses are available for inspection. All fees for entry for public examinations are additional to the normal school fees.

GCSE ResultsIn 2019, Year 11 students achieved 100% 7 or more Grades 1-9 including English and maths.50% achieved 5 or more Grade 4-9 and 33% achieved 5 or more Grade 4-9 including English and maths.67% achieved a Grade 4 or better in English

STAFFDr E Neville Brown Proprietor PhD Psycholinguistics; MSc Psychology of Ed;Principal, Chartered Psychologist BA English, Philosophy, PGCE (English, Music, Art) FRSA, AFBPsS; MINS; C Psychol; C Sci.

Dr Daryl Brown DPhil; (Earth Sciences); MA (Oxon); Geology;Headteacher Deputy DSL MEd Psychology of Specific Learning Difficulties; PGCE (Physics and Maths); MBPsS; AIBHS

Mr Timothy Bransfield (Geography, History) Safeguarding BEd Geography, Geology, HistoryDeputy Headteacher

Mrs Lorna Lovatt (Geography, English) Safeguarding BA (Hons) Geography & English, PGCESenior Teacher DipEd (Specific Learning Difficulties)

Miss Alice Aldridge (Geography, History) BA (Hons) Educatonal Studies & Geography, PGCE

Mr Steven Chubb (PE) BA (Hons) Physical Education and Community Studies, PGCE

Miss Kirsty Churchill (Physics, Science) MChem (Chemistry & Forensic Sciences), PGCE

Mr Mark Flint (Mathematics) BEd (Hons) Mathematics Education

Mr Timothy Hardy (Design & Technology) BEd (Hons) Design & Technology

Mr Steven Lillico (Mathematics, Geography, ICT) BEd (Physics) Post-Grad Dip in Computing

Miss Anna Mountford (English) BA (Hons) Literature and History. PGCE

Miss Lucy Porter (English) BA (Hons) English PGCE Grad Dip in Psychology

Mrs Julie Pratt (Mathematics, ICT) BSc Cert Ed.

Mrs Jenny-Sue Rhodes (English, Mathematics, History) BEd(Hons)

Mrs Jayne Street (Chemistry, Biology, Science) MRSC QTS.

Mrs Helen Veszpremi (Assistant Teacher)

Ms Linda Wearmouth (Art & Design) BA(Hons) Fashion Textile & Administration, PGCE

Miss Sylvia Allen (Religious Studies) BA (Hons) Theology; MA Religious Studies; PGCE

Mrs Josephine Hardy (Music) BEd (Hons) Music

Mrs Karen Caddy (Piano Instructor) ACAM (TD), (Hons) CAM AVCM

Ms Cindy Lovatt (Horse Management/Riding) AIBHS

Mrs Margaret Grubb (Supervisor)

ADMINISTRATION STAFF

Mrs Brenda Brown Administrator & Proprietor Cert Ed

Miss Louisa Cain School Manager BA (Hons) French & German, PGCE Designated Safeguarding Lead (DSL)

Mrs Alison Murray Secretary, Safeguarding

Mrs Trudie Starkey Secretary, Safeguarding NVQ Level 3 Childcare & Education

There are 8 staff who are involved in maintenace, catering or cleaning and in addition there are staff who come into school to provide club/activity sessions.

General Information

DisciplineWe have a high moral code of conduct and we reward or praise good behaviour. A well-wrought merit award system ensures that pupils of all ages are motivated to succeed, so that punishment for shortcomings is rarely required. We will take action when a pupil’s behaviour or language is detrimental. New pupils thus have the best rôle-models upon which to focus their aspirations. The school can be said to have traditional standards of discipline and believes that adults and children should live in an atmosphere where authority is respected and care and consideration for others is paramount. Good manners and self-discipline are a sound preparation for life. Any damage to school or other’s property must be paid for and we strongly recommend that payment should come out of the child’s own money. Few pupils will ever encounter a more serious sanction than a demerit but for those who seriously or repeatedly offend against the school’s code of behaviour we operate detentions after school on Saturday with a letter of notification to parents because transport arrangements are the responsibility of the parent and/or placing agency. Failure to complete a Saturday detention may result in exclusion. The school also operates fixed term and permanent exclusions for serious misbehaviours. We have a zero-tolerance policy with regard to possession of drugs, offensive weapons or other criminal acts. A list of school rules is available on request as are our Behaviour & Discipline and Exclusions policies which can be viewed on the parents’ page of our website, www.dyslexia.school

TravelA school bus is scheduled to collect and return children to the local bus and train stations daily as a courtesy service. Pupils on the bus must travel in uniform and school rules will apply. Transportation to and from school is the responsibility of the parent or placing authority; where a pupil has to serve a Saturday afternoon detention or where pupils stay over for extracurricular activities, it is the responsibility of the parent to make the appropriate travel arrangements. Since pupils are prohibited from using mobile phones on the school premises, parents should contact the office if they are going to be late picking up their child.

Home-School LiaisonParents’ evenings are arranged during the school year and a report is sent home every term. General information about the school is also published in a regular newsletter. Parents worried or concerned about their child should not hesitate to ring the office in the first instance. If their query is academic they will be referred to the headtreacher or deputy otherwise concerns relating to childrens’ welfare will be dealt with through the office. Recordings may be made for training or quality control. In addition, the parents of children with EHC Plans will be informed of the dates of Annual Reviews. Parents wishing to consult and discuss a child’s school records should contact the office to arrange.

Visitors’ DaysIn addition to the parents’ consultation days/evenings when individual children’s work and progress are discussed with teachers, there is an annual Parents’ Day - on which the school is open to parents and invited visitors with exhibitions and entertainment by the children. This is followed by prize-giving in the afternoon. The Parent’s Day morning and the annual Prize-giving afternoon are both compulsory school attendances.

Visitors to the School Access to children at the school, otherwise than by statutory ordinance, is at the discretion of the headteacher. Any request for access to a child for interview, assessment, observation or other similar purpose cannot be considered unless there is written parental consent and specified arrangements for the parent to be present (as is their right). In deciding whether or not to allow such a visit the headteacher will consider the stated purpose of the visit, the requirements of school policies (including the child protection policy) and whether the visit will disrupt the education of children. It is our policy that visitors are accompanied round the school by a member of staff.

Statements of Special Educational Needs now replaced by EHC (Education Health and Care Plans)Maple Hayes Hall School is approved under section 41 of the Children & Families Act for pupils with Specific Learning Difficulties and operates in accordance with all relevant Acts of Parliament, amendments, re-enactments of any Act or Statutory Regulation.

ComplaintsAny complaints should be made in writing to the headteacher.. The school’s complaints policy is available on request and is available on the parents’ page on the school website www.dyslexia.school

MedicinesNo medicines will be given to pupils except by written instruction of the parents or guardian which will include details of dosage and storage requirements. We require healthcare forms to be completed and returned. Medicines must be presented in the packet, complete with information sheets, as provided by the pharmacist. Please see our Medical and Medicines policy on the parents’ page on the school website www.dyslexia.school

InsuranceThe school has appropriate insurance to cover the range of its activities and liabilities but we do not insure personal possessions. The school fees include a premium for personal accident insurance which is itemised separately on invoices.

Terms and ConditionsThe terms and conditions set out in this prospectus may be amended from time to time and its provisions, subject to any such amendments, will apply during the whole of the period while a pupil continues to attend the school, irrespective of age. The contents of this brochure form the contract and admission to or retention of a child in the school is conditional upon the acceptance of them.. Payment of invoice entails agreement with the terms and conditions as set out in this brochure. No delay, neglect or forbearance in enforcing the terms and conditions of placement shall be deemed a waiver or in any way prejudice any right accorded by the terms and conditions set out in this brochure.

Admission

Placement part way through a term will be charged as a full term’s fees unless otherwise negotiated.

Funded placementsLocal Authorities fund placements by termly payments due on or by the last day of the preceding term. Parents fund placements as a Placing Agent. Late payment after due date will be charged at 2.0% per month capitalised as well as the cost of retrieval. Payments will applied in this order, first against any costs of retrieval and interest charges, then against payment of outstanding placement charges. The charging structure for the provision is under the sole direction of the proprietors and is normally reviewed annually in consideration of changes in teacher salary structure and other costs. Details of charges are set out on a separate sheet. Every effort will be made to ensure that any rise in placement charges are notified by the previous half-term.

ParentsWhere pupils are funded by a Local Authority or other agency, parents sign the admission form to confirm their agreement to the relevant terms and conditions in this brochure and their obligation to support school policy

AttendanceNo cause other than illness is considered a sufficient reason for absence from school. Requests for absence for very special reasons must be made in writing in advance. Absences not authorised by the headteacher will be reported to the appropriate authority as unauthorised absence. Leave of absence will not normally be given for any holiday, pleasure party, entertainment, or similar function.

The School DayThe school day is from 9am - 4:40pm Monday-Friday and 9am to 11:05am (12:05pm for pupils taking extra courses) on Saturday.Children travelling to and from school on their own do not become the responsibility of the school until accepted by a member of staff.

Arrival and departure times. Pupils should not arrive on the school premises before 8:30am and should have left the school by 5:00pm (11:30am Saturday). Special arrangements must be made with the school for pupils arriving before 8:30 am and departing late from school. Pupils attending after-school clubs or on after school trips will, of course, be supervised until the agreed collection time.

CalendarPlease see the Parent’s Page on www.dyslexia.school

The School CommunityIt is important for our school that we forge a sense of community and belonging. Many pupils, prior to coming to Maple Hayes, have become socially and academically isolated. It is our aim to make sure that all our pupils feel that they have an equal right to be treated like everyone else. School uniform is an important way of demonstrating this. It is worn during school hours and on school outings. Children must arrive dressed in school uniform. Parents are reminded that children grow and clothing must be inspected each major holiday and replaced if necessary. Sensible shoes - not boots - are required for school use. All clothing must be labelled with woven sew-on tapes and all other property clearly marked. There are boxes of unclaimed, unmarked belongings every term! Calculators, watches, pens should be engraved: Parents are advised to make sure that their own insurance covers this kind of item. Children must always look presentable - outrageous hairstyles - too short, too long, stepped or bleached are not permitted. Hair gels and spray deodorants etc. are not allowed for safety reasons. As sporting (and playtime) activities are usually quite energetic, parents will understand why jewellery is not allowed in school. It is essential that approved safety wear for “risk” sports such as riding is provided.Mobile phones are prohibited in school along with audio players, video players, cameras and game playing equipment. Although there are safeguarding issues involved with mobile phone and cameras in school, the use of these technologies also promotes isolation. Parents must make a request for pupils to bring a mobile phone to school if it is needed for safety on the journey and we will keep a record of the number for emergency use. If they are used by pupils travelling to school then they must be handed in on arrival and will be returned when they depart. They must not be used on school premises.All pupils, without exception, participate in a table service lunch within school. This further promotes our sense of community. Please contact the office if you wish to discuss dietary needs or with regard to allergies. We are pleased that our kitchen has the highest rating for food safety.

WithdrawalThe agreement for the education of a child at Maple Hayes may be terminated either by giving a full term’s notice in writing or by payment of a full term’s fees in lieu.

Discontinuation of PlacementThe placement will be discontinued at a date set by the principal under the following circumstances:

� Following permanent exclusion from the school. (For more information see the Behaviour & Discipline and the Exclusion policies).

� Following failure to pay placement charges. � Where, after due consideration and review, the principal considers that:

� The pupil’s difficulties are outwith of the terms of approval under section 41 of the Children and Families Act 2014

� The pupil’s continued presence in the school is having a detrimental effect on his or her welfare, the welfare of other children, or is disruptive to the education of other children.

� Or the authority, placing agent, parents and/or guardians are in breach of the terms and conditions in this brochure.

The Terms and Conditions upon which Maple Hayes Hall School agrees to place a Learner (The “Agreement”)Parties to the Agreement

1. Maple Hayes Hall SchoolAbnalls LaneLichfieldStaffsWS13 8BL(“School”)2. The Local Authority placing a pupil in accordance with an EHC Plan or Local Offer (“Authority”) ORThe Agent (which may be a Parent) placing a pupil at the school (“Placing Agent”)3. The parent or parents signing the admission form(“Parent”)

1. DefinitionsIn these Terms and Conditions, except where the context otherwise requires, the following expressions shall have the meanings hereby ascribed to them:“Admission Date” means the actual date on which the Learner is admitted to Maple Hayes Hall School.“Additional Needs” means any needs within an EHC plan or Statement of SEN which the School has not agreed to provide, unless by a Supplementary Agreement, and therefore remain the responsibility of the Authority. “Additional Provision” means a provision for Additional Needs which the School has agreed to provide under a Supplementary Agreement“Appendix/Appendices” means any document that is mutually agreed by the parties to be appended to these Terms and Conditions”.The “Authority” is the Local Authority which has responsibility for the Learner and shall include its representatives, successors and assigns.“Care Manager” means the person appointed by the Authority to develop a Care Plan to meet the assessed needs of the Learner. In practice this may be a social worker or other appropriate professional.“Care Plan” means a document detailing a Learner’s specific care needs and requirements for which the Authority is responsible or a plan drawn up by the responsible Authority for a “Looked After Child” under the terms of the Children Act and which may be amended from time to time.“Carer” means a person named by a Authority to care for a Learner for whom the Authority has parental responsibility.“Data Protection Legislation” the General Data Protection Regulation ((EU) 2016/679) and any national implementing laws, regulations, secondary legislation and other Acts of Parliament relating to data protection, as amended or updated from time to time, in the UK.“Data Controller” The Authority or Placing Agent or School acting as Data Controller as defined in Data Protection Legislation“Data Processor” The Authority or Placing Agent or School acting as Data Processor as defined in Data Protection LegislationThe “Education and Skills Funding Agency” (“ESFA”) means the Executive Agency of the Department for Education;“Education, Health and Care Plan” (“EHCP”, “EHC Plan”) means the plan outlining the statutory provisions that must be delivered for Learners.“Fees” shall mean the Fees so detailed in the Published Fees for Maple Hayes Hall School (including compulsory extras) for the provision specified in this Brochure as well as any Supplementary Charges for and Additional Provision the School has agreed to provide through a Supplementary Agreement.“Headteacher” means the person designated by the DfE as being in charge of Maple Hayes Hall School and who acts in loco parentis.“Learner” means any Student whose educational, health and care needs are the responsibility of the Authority who is the subject of a Placement and whose Fees at the Maple Hayes Hall School are paid by the Authority, or by those for whom the Authority is acting. OR any Student who is the subject of a Placement and whose Fees at the Maple Hayes Hall School are paid by the Placing Agent“Parent” means the person(s) having parental responsibility for a Child as defined by the Children Act 1989. “PEP” means the personal education plan which is the plan for the education of a Looked After Child“Placement” means a specific commitment made by the Authority

in respect of a Learner and agreed by the School for the provision of education described in this Brochure to address all or part of the Learner’s educational needs in accordance with their Education, Health and Care Plan and/ or PEP.“Placing Agent” means a Parent, other person or organisation (other than an Authority) which has responsibility for funding a Placement.“Published Fees” means the fees the School charges for the provision described in this brochure and which are published on the fees list which is obtainable from Maple Hayes Hall School’s office. The Published Fees include charges for personal accident insurance and for compulsory extras.“Registration Form” means the form signed by parents to register their child as a pupil at Maple Hayes Hall School and to confirm their obligations to support the placement and that they will abide by the Terms and Conditions of Placement.“School” means the organisation or body which maintains Maple Hayes Hall School and shall include its representatives, employees, sub-contractors, successors and assigns. “Serious Breach” means circumstances where either party has been shown to have failed to fulfil its obligations in accordance with the requirements set out in these Terms and Conditions, being a breach which goes to the root of this agreement such failure being considered so serious and fundamental to the continuance of the Placement as to justify immediate termination.“Service” means all provision of education, care, work, actions and responsibilities the School has agreed to provide through the Placement Agreement and as described in this Brochure.“Supplementary Charges” means charges to be paid by the Authority over and above the Published Fees which have been negotiated between the Authority and the School in order to meet a Learner’s Additional Needs through an Additional Provision. “Supplementary Agreement” means any agreement by the School to vary or supplement the Terms and Conditions of the Placement. A Supplementary Agreement is required for the School to agree to provide Additional Provision and will specify the associated Supplementary Charges. “Term” refers to the dates when the school is in session as defined by the calendar on the Maple Hayes Hall School website www.dyslexia.school.“Terms and Conditions of Placement”/”Terms and Conditions” These are the conditions, in the Maple Hayes Hall School brochure, which are required for the Placement of a Learner or the continuation of Placement of a Learner, to which reference may properly be made to ascertain the rights and obligations of the School, Parents and the Authority or Placing Agent. If these are not being adhered to the Authority or Placing Agent will be notified and consideration given to termination of placement. They form the contractual basis upon which the School agrees to provide the Service. 2. The Terms and Conditions of Placement2.1 Standard of Service2.1.1 The School agrees to provide a Service as specified in this Brochure in respect of Learners placed by the Authority or Placing Agent in the care of the School.2.1.2. The School will ensure that the Service meets the quality standards detailed in this Brochure and complies fully with the relevant requirements detailed in the Education, Health and Care plan for which the School has agreed to provide.2.2 Placement Agreement2.2.1 This Placement Agreement shall come into force on the day upon which2.2.1.1 The Authority or Placing Agent makes the first payment of fees for a Learner following an offer from the School to place, or2.2.1.2 The day when a direction is made by a court or tribunal to place or2.2.1.3 The day Fees are paid, or2.2.1.4 Five working days after notice has been given to the Authority or Placing Agent2.2.1.5 The Placing Agent, or the Placing Agent’s representative, signs the Admission Form2.2.2 These terms and conditions are effective from the date in 2.2.1 above and will continue until termination by either party in accordance with Clause 112.2.3 These terms and conditions cancel and supersede any previous

agreement for services existing between the parties.2.3 Scope2.3.1 The terms and conditions will apply to the Placement or continued Placement of any Learner funded by the Authority or Placing Agent with the School at Maple Hayes Hall School during their placement in accordance with any periods of notice.2.3.2 These Terms and Conditions replace any and all previous agreements. 2.4 Variations2.4.1 These terms and conditions may only be amended in writing, signed by the duly authorised representative of the School and annexed to these Terms and Conditions by way of an Appendix, following consideration of the time required to implement any agreed changes.2.4.2 Where agreement cannot be reached as to a variation of the Fees resulting in any variation the conditions in section 11 will be applied.3. Financial Arrangements3.1 Fees3.1.1 The Fees payable by the Authority or Placing Agent to the School under these Terms and Conditions in respect of a Learner are set out in the Published Fees for Maple Hayes Hall School. 3.1.2 Any other Fees relating to Supplementary Charges and in respect of a Learner which the School has agreed to supply will be separately identified within a Supplementary Agreement as an Appendix to these Terms and Conditions3.1.3 The Authority is responsible for all Fees specified in the Published Fees and any subsequent amendments, which are not Parental Contributions3.2 Payment of Fees3.2.1 The School will specify the payment arrangements which apply. 3.2.2 The School shall be entitled to claim in respect of a Learner payment of those Fees specified in the Published Fees for each full term in advance for which the Learner was admitted or payment period as agreed in advance by the School. 3.2.3 The School shall be entitled to claim in respect of a Learner payment of those Fees specified in the Published Fees as Compulsory Extras for which the Learner was admitted or payment period as agreed in advance by the School. 3.2.4 The School shall render an invoice in respect of such Fees in accordance with these Terms and Conditions as soon as reasonably practicable and the Authority or Placing Agent shall pay any invoice by the due date of the invoice.3.3.5 Where the Authority or Placing Agent, acting reasonably, is not satisfied that the details shown on the invoice are correct they must raise the matter with the School upon receipt of the invoice. 3.3.6 Where the Authority or Placing Agent, acting reasonably, is not satisfied that the Service which has been provided has not been in accordance with the terms and conditions of placement, they must raise the matter with the School within 30 days of the end of the term in which the Service has been provided.3.3.7 In the event of a dispute, Clause 10 will apply3.3.8 In the event of a dispute, the School may resubmit an invoice for the undisputed amount or the most recently agreed Fee, the payment of which will not be withheld. 3.3.9 Overdue payments3.3.9.1 If any sum payable under these Terms and Conditions is not paid by the due date on a correctly submitted invoice that sum will bear interest from the final date for payment until payment is made in full both before and after any judgment in accordance with the Late Payment of Commercial Debts (Interest) Act 1998.3.3.9.2 In accordance with Late Payment of Commercial Debts (Interest) Act 1998 the interest rate on all outstanding invoices is set at 2% per calendar month capitalised from the date the invoice was due for payment.3.3.9.3 The Authority or Placing Agent is liable for any costs involved in recovering outstanding fees and interest thereon.3.3.9.4 In the event of a dispute, the resolution of which confirms that payment was due, then interest will be charged as per section 3.3.9 from that due date3.4 The fee structure of Maple Hayes Hall School is under the sole direction of the proprietors and is normally reviewed annually in consideration of changes in teacher salary structure and other costs.3.5 The Published Fees include a discount which may be deducted from

fees paid by the due date and at time of payment only.3.6 The Authority or Placing Agent’s liability for fees will cease, following Permanent Exclusion, on the date on which, following appropriate notice and the appeal process in accordance with the Exclusion Policy it is deemed by the School that a return to Maple Hayes Hall School will not be possible. 3.7 Parental Contributions or Learner Contributions3.7.1 These are specified in the Charging Policy see Parent’s section of the Maple Hayes Hall School’s website www.dyslexia.school3.8 Financial Assurance3.8.1 The ESFA will undertake financial health assurance functions for all institutions which receive funding directly from the ESFA. The ESFA will provide this assurance to local authorities which place high needs Learners in such institutions, following the Joint Audit Code of Practice (as amended).4. Approval, Statutory and other Regulations4.1 The School will inform the Authority within two days by telephone confirmed in writing within seven days of any amendment, change to or restriction placed upon the approval of Maple Hayes Hall School by the Secretary of State for the Department for Education and of any change in status.4.2 The School and the Authority shall operate fully in accordance with all relevant Acts of Parliament, amendment or re-enactment of any Act, Statutory Regulation, and other such laws and statutory guidance.4.3 The School shall have due regard to the Independent School Standards and the requirements of the Approval under Section 41 of the Children and Families Act 2014.4.4 The Authority shall fulfil all its duties to the School in accordance with the Children and Families Act 2014 and the current SEN Code of Practice.4.5 The School shall fulfil all its duties to the Authority in accordance with the Children and Families Act 2014 and the current SEN Code of Practice.5. Indemnity and Insurance5.1 The Authority or Placing Agent shall indemnify the School against damages, costs, actions and other loss liability claims suffered or incurred by the School arising from these Terms and Conditions of Placement including but not limited to any act of neglect or default of the Authority’s or Placing Agent’s employees or agents save where the same is due to an act of negligence or an omission of the School, its employees or agents.5.2 The School shall have in place all the following, and as required by law:Employer’s Liability InsurancePublic Liability InsuranceBuildings and Contents InsuranceAppropriate Professional Liability InsuranceMotor Vehicle Insurance5.3 Where a Looked After Child is being placed, the Authority will provide all the required training and resources to enable the School to follow the Authority’s procedures for Looked After Children and deliver the relevant requirements of the Care Plan and PEP.6. Records, Information and Data Protection6.1 The Authority or Placing Agent will provide all information required to inform the placement and the provision required the meet the Learner’s special educational needs.6.2 The School and licensors retain all rights, title and interest in and to the Resources, the Services, and materials provided or used to fulfil this agreement and any Supplementary Agreement. All copyright and other intellectual property rights will remain the School’s (and/or that of our licensors) and will remain vested with the School (and/or our licensors).6.3 The School will maintain formal procedures/systems for the keeping of accurate records that fully comply with the relevant Records Regulations and for a minimum of 10 years or longer if the Authority or Placing Agent specifically requests so in writing.6.4 The School will provide the Authority with information as may reasonably be required for the purpose of the annual review of the EHC plan.6.5 The School will ensure that all correspondence, statements and records relating to individual complaints are kept confidential as required by the Independent School Standards and/or the Complaints Policy.

6.6 On termination of a Placement the School shall ensure that they maintain all files and records, including Learners’ individual records, case notes and information held by School in full compliance with all relevant legislation and guidance. The School will ensure that where a learner is placed at a new school or college all relevant files and records shall be forwarded or copied to the learner’s new school or College within three (3) weeks of received notification of the learner starting their Placement. 6.7 Provision will be made for the separate recording and secure storage of confidential files.6.8 The Authority will provide the School with a copy of any reports it makes about the Learner or the School.6.9 DATA PROTECTION6.9.1 Both Parties will comply with all applicable requirements of the Data Protection Legislation.6.9.2 The Parties acknowledge that for the purposes of the Data Protection Legislation, where the Authority is the Data Controller and the School is the Data Processor, or where the School is the Data Controller and the Authority is the Data Processor (where Data Controller and Data Processor have the meanings as defined in the Data Protection Legislation) the provisions set out in clause 6.9.2 to 6.9.5 will apply. The School Brochure and Policies set out the subject matter, nature and purpose of processing by the School, the duration of the processing and the types of personal data (Personal Data, as defined in the Data Protection Legislation) and categories of data subject (Data Subject, as defined in the Data Protection Legislation).6.9.3 Without prejudice to the generality of clause 6.9.1, the School and the Authority, in relation to any Personal Data processed in connection with the performance by the School or the Authority of its obligations under this agreement shall:(a) process that Personal Data only on the written instructions of the Data Controller unless the Data Processor is required by the laws of any member of the European Union or by the laws of the European Union applicable to the Data Processor to process Personal Data (Applicable Laws). Where the School or the Authority is relying on laws of a member of the European Union or European Union law as the basis for processing Personal Data, the Data Processor shall promptly notify the Data Controller of this before performing the processing required by the Applicable Laws unless those Applicable Laws prohibit the Data Processor from so notifying the Data Controller;(b) ensure that it has in place appropriate technical and organisational measures, , to protect against unauthorised or unlawful processing of Personal Data and against accidental loss or destruction of, or damage to, Personal Data, appropriate to the harm that might result from the unauthorised or unlawful processing or accidental loss, destruction or damage and the nature of the data to be protected, having regard to the state of technological development and the cost of implementing any measures (those measures may include, where appropriate, pseudonymising and encrypting Personal Data, ensuring confidentiality, integrity , availability and resilience of its systems and services, ensuring that availability of and access to Personal Data can be restored in a timely manner after an incident, and regularly assessing and evaluating the effectiveness of the technical and organisational measures adopted by it);(c) ensure that all personnel who have access to and/or process Personal Data are obliged to keep the Personal Data confidential; and(d) not transfer any Personal Data outside of the European Economic Area unless the prior written consent of the Data Controller has been obtained and the following conditions are fulfilled:(i) the Authority or the School has provided appropriate safeguards in relation to the transfer;(ii) the Data Subject has enforceable rights and effective legal remedies;(iii) the Data Processor complies with its obligations under the Data Protection Legislation by providing an adequate level of protection to any Personal Data that is transferred; and(iv) the Data Processor complies with reasonable instructions notified to it in advance by the Data Controller with respect to the processing of the Personal Data;(e) assist the Data Controller in responding to any request from a Data Subject and in ensuring compliance with its obligations under the Data Protection Legislation with respect to security, breach notifications, impact assessments and consultations with supervisory authorities or

regulators;(f) notify the Data Controller immediately on becoming aware of a Personal Data breach. Such notification shall be(i) if the Authority is the Data Controller, to the Authority’s data protection officer as required to be appointed under the Data Protection Legislation and whose contact details will appear on the Authority’s website;(ii) if the School is the Data Controller, to the headteacher whose contact details appear on the school website and in this brochure.(g) at the written direction of the Data Controller, delete or return Personal Data and copies thereof to the Data Controller on termination of the Agreement unless required by these terms and conditions or by Applicable Law to store the Personal Data; and(h) maintain complete and accurate records and information to demonstrate its compliance with this clause 1.3 and allow for audits by the Data Controller or the Data Controller’s designated auditor.6.9.4 The Data Controller does not consent to the Data Processor appointing any third party processor of Personal Data under this Agreement without our prior written consent.6.9.5 The provisions of clause 6.9 shall apply during the continuance of placement and indefinitely after its expiry or termination.7. Confidentiality7.1 Both Parties shall preserve confidentiality in respect of any personal information held in relation to a Learner and will not disclose the same without the Parent’s or, where appropriate, the Learner’s written consent except where this is required by law or order of a Court or otherwise in accordance with their notification registered with the Information Commissioner or as required by the terms and conditions of placement.7.2 The Authority will not use information provided or obtained in the course of this agreement or of a Supplementary Agreement for any other purpose than to exercise their duties with regard to that agreement.7.3 The Authority, in exercising its right or duty to monitor the education of a Learner with and EHC Plan, may not use any information obtained in the course of that monitoring for any other purpose.7.5 The Authority may not use information obtained through and in consequence of an Agreement or Supplementary Agreement to inform future placement and allocation decisions. 8. Monitoring of the EHC Plan8.1 The School acknowledges the right of the Authority to monitor the education provided in pursuance of the Learner’s EHC plan. Monitoring may include visits by the Authority’s representatives or agents by prior agreement with the Head-teacher. Every effort shall be made to ensure the continued privacy of Learners and minimal disruption to the education of Learners. The Authority will not observe or assess a Learner without parental consent and without the parent being present.8.2 Where access has been provided to monitor the education of a Learner provided in pursuance of a Learner’s EHC plan the Authority, Authority’s representatives or agents may not acquire or subsequently use any information or observations for any other purpose than to monitor the education of a Learner without the Headteacher’s written permission.8.3 Such arrangements, as above, shall be in addition to and not prejudice any Statutory Inspection under the provision of the appropriate Acts.9. Corrupt Practices9.1 The following actions on the part of the Authority or Placing Agent will constitute a Serious Breach and empower the School to:9.1.1 Either terminate this Placement forthwith and to recover from the Authority or Placing Agent the amount of any loss directly resulting from such cancellation.9.1.2 Or to recover from the Authority or Placing Agent the full amount which would have been paid to the School until the termination of the Placement in accordance with section 12.9.1.3 As well as to place addition requirements upon the Authority or Placing Agent in any current Placements by that Authority or Placing Agent or any future Placements by that Authority or Placing Agent 9.2.1 Misleading the School about, or failing to provide, information about the Learner’s educational needs and/or difficulties and/or other needs.9.2.2 Offering any improper inducement, exerting unreasonable

pressure or denying access to information upon potential or current pupils or their relatives, or others with an interest, to attempt to discourage the potential Learner, Parent or relative to use the School9.2.3 Taking unreasonable financial advantage of its relationship with a Learner or Parent10. Complaints, Representations and the Resolution of Disputes between Parties10.1 Complaints will be handled in accordance with the Maple Hayes Hall School’s Complaints Policy and records shall be kept in accordance with that policy.10.2 The Authority will ensure that any complaint the Authority receives in relation to the School will be kept confidential and will be forwarded to the School to be dealt with in accordance with Maple Hayes Hall School’s Complaints Policy.10.3 The Parent or Learner may access the Authority’s complaints and representation procedure, if they are eligible, after having exhausted the School’s complaint procedures.10.3.1 The Authority will provide the School with copies of the complaint made to the Authority and copies of all correspondence and records 10.4 Any matter arising from or in connection with these terms and conditions, shall be governed by and construed in accordance with English law and the English courts shall have jurisdiction to resolve any disputes between us10.4.1 If a dispute arises out of these Terms and Conditions of Placement the Parties will use best endeavours to settle the dispute by negotiation. Discussions will take place between the representatives of the Authority or Placing Agent and the School10.4.2 If any dispute cannot be resolved at this level then either Party may request the other to participate in a meeting of their respective senior managers in order to discuss the dispute and to agree a strategy to resolve it.10.4.3 In the event that the dispute is not resolved by negotiation within 20 working days the Authority or Placing Agent may access the school’s complaints procedure through Maple Hayes Hall School’s Complaints Policy and the School may access the Authority’s Complaint Procedure and/or involve the Authority’s Local Government Monitoring Officer.11. Termination of Placement11.1 The Placement may be terminated forthwith:-11.1.1 by either Party on written notice if the other party is in Serious Breach of the Terms and Conditions of Placement or, 11.1.2 by either Party in the event of a breach capable of being remedied, if the other Party fails to remedy the breach within 28 days of receipt of a written notice to remedy the same. 11.1.3 It is agreed that termination arising in relation to this clause relates to the breach of a particular Placement only and not any other Placement.11.2 Termination of the Placement shall not prejudice the rights of either Party or any Learner which have arisen on or before the date of termination. 11.3 A Placement may be terminated by agreement between the School and the Authority or Placing Agent, 11.4 A Placement may be terminated by the School by giving not less than one full term’s notice.11.5 A Placement may be terminated by the Authority or Placing Agent by giving not less than one full term’s notice. 11.5.1 Notwithstanding this, if the Leaner has an EHC plan then an individual’s Placement may be terminated by the Authority or Placing Agent only if the EHC plan has been changed and no longer names Maple Hayes Hall School in part I and that any parental appeal to SENDIST against such a change has been exhausted. 11.5.2 In any case the Authority or Placing Agent must give no less than one full term’s notice or provide one full term’s fees in lieu of notice.11.6 If the Learner has been placed at Maple Hayes Hall School through the “Local Offer” as defined by the CFA 2014 or by any other means then a placement may be terminated by the Authority by giving not less than one full term’s notice or by paying one term’s fees in lieu of notice11.7 Any termination of placement by the Authority is subject to relevant legislation and if the Authority terminates a placement unlawfully the Authority remains liable for fees until the time when the placement lawfully would cease including any periods of notice as required by this Agreement.

11.8 In respect of a Learner permanently excluded, through the arrangements described in clause 3. 6, the agreement will terminate without notice in accordance with Maple Hayes Hall School’s Exclusion Policy and the Authority or Placing Agent will not be liable for further fees from that date. 11.9 No period of notice will be required a for short stay assessment, for a Placement where a Learner’s Admission Date and leaving dates have been agreed in advance between the Authority or Placing Agent and the School except where the leaving date has been brought forward by agreement in which case up to 7 days’ notice will be applicable.11.10 Under the terms of approval, a placement will cease at the end of the academic year in which the Learner attains the age of 17 years, unless the Secretary of State for Education agrees otherwise.11.11 Placement will usually cease at the end of Key Stage 4, taking into account the Learner’s yeargroup as determined by the cohort in which they have been placed by the School and not, necessarily, by their chronological age.11.12 Termination of a Supplementary Agreement does not terminate Placement and the Terms and Conditions of Placement will remain (or revert) to those in this document.11.13 Where a Parent expresses: That they do not wish the placement to continue, or That they do not wish the placement to continue in accordance with these terms and conditions and/or Maple Hayes Hall School’s policies and/ or the Maple Hayes School’s procedures. That they do not wish to fulfil their obligations to support the placement.11.13.1 The Authority or Placing agent will be informed, in order to allow them an opportunity to intervene in order to prevent the termination of the placement.11.13.2 Notice may be given of the termination of placement by the Authority, Placing Agent or the School in accordance with Clause 1112. Force Majeure12.1 Neither Party will be liable for delay or failure to perform the obligations of this Agreement if the delay or failure result from circumstances beyond their reasonable control including but not limited to Act of God, Government Act or direction, War, Explosion or Civil Commotion or Industrial Dispute (excluding disputes local to the School). 13. Waiver13.1 No delay, neglect or forbearance on the part of either Party in enforcing against the other Party any term or condition of this Agreement shall either be or be deemed to be a waiver or in any way prejudice any right of that Party under this Agreement or invalidate any other Clause in the Agreement.14. Notices14.1 All notices required or permitted to be given under this Agreement shall be in writing and sent by first class letter or delivered by hand:In the case of to the School, to Maple Hayes Hall School, Abnalls Lane Lichfield, Staffs WS13 8BLIn the case of a Local Authority, to the registered address of the Chief Education OfficerIn the case of a Placing Agent, to the address as recorded by the SchoolIn the case of a Parent, to the last known address as recorded by the School.15. Law15.1These Terms and Conditions shall be subject to, construed, interpreted in accordance with English Law and, subject always to Clause 10, shall be subject to the jurisdiction of the Courts of England and Wales.15.2 In this Agreement words in the singular number shall include the plural.16. Third Parties16.1 A person who is not a party to these Terms and Conditions may not enforce any of its terms under the Contract (Rights of Third Parties) Act 1998. The School reserves the right to vary any term of this Agreement without the consent of the Authority or the Parent of the Learner or the Learner.17. Complete Agreement17.1 These Terms and Conditions embody the complete Agreement between the Authority or Placing Agent and the School and supersedes all other written understanding, Contracts or terms and conditions with respect to all matters referred to herein.

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Tamworth

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A38, M1 NorthBurton on Trent

Lichfield TrentValley Station

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When using a SATNAV to navigate to our postcode WS13 8BL Please make sure your route is via Abnalls Lane (off the A51)

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MAPLE HAYES HALL SCHOOL LICHFIELD