Professional Documents
Culture Documents
2683_schools_from_scratch.indd 1
19/01/2009 11:58
Acknowledgements
Thanks to everyone who helped compile this guide. The six schools that form the bulk of the case
study material have all been set up by parents since 1997. Several others are following their example,
including schools in North West England, Ireland and the Netherlands. The six in the guide are, as
far as we are aware, the oldest of what has been a succession of schools and units for children
with autism in the UK, set up by parents and committed to adopting the principles of ABA.
These are:
Chrysalis
www.chrysalisschool.org
Email: info@chrysalisschool.org or laura@chrysalisschool.org
Registered charity number: 1101424
The Jigsaw CABAS School
www.jigsawschool.co.uk
Email: info@jigsawschool.co.uk
Registered charity number: 1075464
Quest
www.questschool.co.uk
Email: quest_school@btconnect.com
Registered charity number: 1106112
Rainbow
www.rainbowcharity.org.uk
Email: admin@rainbowcharity.org.uk
Registered charity number: 1082599
Step by Step
www.stepbystepschool.org.uk
Email: dfidler@stepbystepschool.org.uk
Registered charity number: 1091258
TreeHouse
www.treehouse.org.uk
Email: info@treehouse.org.uk
Registered charity number: 1063184
As special thank you also goes to Virginia Bovell OBE, a TreeHouse founding parent and advisor
who has donated considerable time to the research, writing and design of this guide.
Thank you also to the following donors who have funded the production of this guide:
Awards for All
Lloyds Charities Trust
The Persula Foundation
The Steel Charitable Trust
2683_schools_from_scratch.indd 3
19/01/2009 11:58
Disclaimer
This is intended as an introductory guide, but it does not constitute an official advice tool nor a
definitive list of recommendations.
The information contained is, to the best of our knowledge, accurate and up to date at the time of
writing (2008) but we appreciate that our own circumstances may change in the future, just as the
legal and institutional requirements contained in the following pages are likely to be updated or even
altered radically due to the introduction of new government policies and procedures.
We would therefore strongly recommend to anyone embarking on starting their own school that they
carry out their own research in all the areas covered in this guide.
2683_schools_from_scratch.indd 4
19/01/2009 11:58
Contents
Acknowledgements
Disclaimer
3
4
1.
Introduction
1.1
1.2
1.3
1.4
2.
2.3
2.4
3.3
3.4
3.5
3.6
3.7
14
4.
23
2683_schools_from_scratch.indd 5
19/01/2009 11:58
4.3
4.4
4.5
5.
6.
6.2
6.3
33
Registering as a school............................................................................................................................................ 33
What is involved in registering and how long does it take? ................................................................................ 33
Policies and information to parents and prospective parents............................................................................. 33
Curriculum policy, schemes of work and assessment methods ......................................................................... 34
Recruitment and child protection .......................................................................................................................... 35
5.5.1 Criminal Records Bureau checks 35
5.5.2 Additional child protection safeguards 35
7.
36
Concluding remarks
Glossary
Education sources and organisations
Schools and units mentioned in this guide
Charity and fundraising resources and organisations
38
39
41
43
43
2683_schools_from_scratch.indd 6
19/01/2009 11:58
1. Introduction
1.1
1.2
1.3
Partnership approaches
For information about how to influence local authorities and other stakeholders, see Constructive
Campaigning for Autism Services: the PACE Parents Handbook.
2683_schools_from_scratch.indd 7
19/01/2009 11:58
1.4
The Pembrokeshire ABA Project the model parents have been longing for?
Several of the schools in this guide have felt they were swimming against the tide and having to fight
for their existence if not in defiance of their LAs, then certainly with a sense that it would be an
uphill struggle to get LA support. The parents involved have felt forced to undertake an enormous
task because no-one else was doing it.
The Pembrokeshire ABA Project could hardly be more different, in that the initiative has come not
from parents but from enthusiastic ABA practitioners in collaboration with the LA.
The impetus came when the two practitioners, who are also studying for their BCBA at Cardiff
University, visited Treetops with a teacher in a LA autism unit. Inspired by what they saw, they
approached their local Community Regeneration Department, with a county councillor, then a
cabinet member and finally the Director of Education. Following a series of meetings, they were
asked by the LA to lead the establishment of a local unit to meet the needs of four children under
five, and four over five. Long term it is anticipated that the unit will also provide outreach to existing
special needs provision and mainstream schools.
A local community council were already involved in a community development so it was relatively
straightforward for the additional premises for the unit to be incorporated into that. The school will
rent the space from a local community group. The Welsh Assembly are funding the community
projects planning application. Some fundraising may be required to kit out the building but salaries
and pupil fees will be covered by the LA.
The centre will be run by the two practitioners, with highly-trained lead therapists heading each
section. The LA has expressed a desire for the unit to be an outreach of an existing local school,
therefore the issue of additional teaching qualifications has not been raised.
It is estimated that the whole initiative, between initial visit to Treetops and the opening of the unit,
will have taken four to five years.
In March 2008, the project organisers reported that they had recently started bringing the children
who were currently on home programmes together occasionally during the week in a temporary
building so that they could become used to learning in a different setting and also to start acquiring
resources. They were delighted to find that this was extremely successful.
www.pembrokeshireabacentre.com
2683_schools_from_scratch.indd 8
19/01/2009 11:58
You need to balance the passion of being a parent versus the perspective
of the wider school. Sometimes its hard for parents to let go.
Think hard about what you call yourselves. Although you need a name quickly,
remember youll be lumbered with it. Why choose a stupid name!.
When we were setting up we were more like a set of home programmes
under one roof. We needed to pull this together to be a proper school.
There are also some general pitfalls to avoid. The following is not an exhaustive list but has been
mentioned by several of the schools:
It is important that you recognise from the start that a school is, by definition, there to
meet the needs of a group of children. If you set up a school purely to meet the needs of
one child, it may be that home education would be a better solution.
While many have started out as a set of home programmes under one roof, all have
found it important to recognise that there are distinct features of a school that make it
different from a cluster of individual childrens programmes in content, practice and
purpose.
There is a big difference between parent founded and parent controlled. Establishing the
appropriate role of professionals, and surrendering some influence to them, at the right point is
crucial; even where parents have stayed in a position of responsibility, they have had to separate
their parent perspective from their professional perspective.
2.1
2683_schools_from_scratch.indd 9
19/01/2009 11:58
2.2
Be careful about Board members get people who offer what you
need and who are positive rather than overly-cautious.
Weve got a very varied bunch a couple are relatively well-off and a lot who are
not at all. The parent involvement and drive doesnt stem from that. It comes from a
belief in the school and a belief in what they want to happen next for the children.
10
2683_schools_from_scratch.indd 10
19/01/2009 11:58
Whilst it is hard to find all these skills in the hard core group, what is really essential is:
1. that it is made up of people with the energy, team spirit and attitude to keep the project alive
2. that there is a common goal
3. that you may be able to access the necessary skills without having them all represented on your
core group, either through informal networks or if necessary by buying them in
2.2.2 Professional services and fees
Given the extensive responsibilities of running a school, and the complexity of laws around
employment, charities, and education law, you are strongly recommended to have access to
professional legal services from the start. Even if you have a lawyer on your committee, this may
not be sufficient. Because different types of legal advice are needed at different stages (e.g.
employment, charity law, property, education law), even if you can access some pro-bono legal
advice for aspects of your work, you may still need to buy legal expertise in other areas.
Similarly, your finances will need to be audited annually by an independent and appropriately
qualified individual or firm, even if there is in-house financial expertise.
2.2.3 Pro-bono assistance
Some or all of the following professional services have been secured at no cost by the schools
involved in this guide:
legal advice
architects (e.g. for planning permission applications)
project management (for capital builds)
website and logo design
printing
accounting and auditing
payroll
SEN and education law
However, opinion is divided as to whether it is a good idea to seek pro-bono help or to pay at the
market rate. This is because it is not always easy for those providing pro-bono assistance to prioritise
that work over a commercial arrangement. If you can afford it, there are advantages to setting off on
a commercial contractual footing with all the services you will need once the initial burst of activity
and goodwill is over.
The Charity needs to keep control be careful about probono if you end up having to be too grateful.
In practice, of course, this will depend on your particular set of relationships as well as available
funding. For example, TreeHouse has found that legal firms will sometimes consider doing pro-bono
or discounted work. Rainbow is still able to access payroll and management accounting services
on a goodwill basis from a local private school group and receives all its legal services support probono.
To find out more about firms who might be offer pro-bono help, go to ProHelp. This is a list of firms
with a variety of expertise who are willing to offer pro-bono help to voluntary organisations who
do not have large funds of their own, as follows: www.bitc.org.uk/take_action/in_the_community/
community_investment/engaging_employees/prohelp/
2.3
11
2683_schools_from_scratch.indd 11
19/01/2009 11:58
In most of the schools featured in this guide, the trustees of the charity are the same
individuals as the directors of the company, who are also the proprietors.
An exception is Quest, which is set up as a company limited by guarantee and run by a board
of management with a separate board of trustees who oversee to ensure that the school is run
in accordance with its charitable objectives.
12
2683_schools_from_scratch.indd 12
19/01/2009 11:58
The Jigsaw CABAS School separated the trustees and the governing body after three
years (and there are four sub-committees to the governing body). This is because the sets
of responsibilities and focus are somewhat different. For example, those with expertise in
curriculum, or staff and parent representatives, will not be required as trustees are to look
at the wider running of the charity.
TreeHouse developed a School Advisory Committee to be a shadow governing body after
four years, and SAC became a formal governing body after a further five years. The governing
body is a formal subcommittee of the trust, along with other trust subcommittees, and the
governing body has, in turn, two subcommittees.
In both cases, there are overlaps a number of trustees are on the governing body, while the
governing body membership is broader.
2.4
13
2683_schools_from_scratch.indd 13
19/01/2009 11:58
3.1
Also of help may be NCVO www.ncvo-vol.org.uk and the Directory of Social Change www.dsc.
org.uk. They have a helpdesk and publications catalogues.
See, for example, The Complete Guide to Business and Strategic Planning for Voluntary
Organisations.
The Charities Aid Foundation www.cafonline.org offers consultancy and advice on finance,
fundraising, and business and strategic planning.
Having worked with lots of voluntary organisations around business planning I cant
emphasise enough how important it always was to try to get them to think about
their Business Plan, not as a burdensome document but as an ongoing source
of reference which should be informing every committee meeting. That means
regularly reviewing, through the agenda, how the organisation is doing in meeting
its Business Plan targets. Plus, the Plan should be updated at least annually to
keep the organisation on track and ensure it is continually planning for its future.
I would say a Business Plan is the most useful tool an organisation can have.
I dont think you should be doing anything without it. I think its
crucial. You cant pre-empt everything, but you can for a lot.
There is no blueprint for an effective business plan since each organisation is unique, with distinct
challenges and solutions. However, when setting up a school from scratch you will need to address
the following issues:
local conditions
who are the potential pupils?
finding premises
initial outlay and fundraising
14
2683_schools_from_scratch.indd 14
19/01/2009 11:58
publicity
potential allies
3.2
Points to address
3.2.1 The local need
In assessing the local market, and the viability of your school, you need to be aware of what
alternative provision is available for pupils such as yours. Crudely, your chances of succeeding
are bound to be greatest where there is a dearth in autism-specific provision. Likewise, you should
discuss with the local authority any plans they may have to develop provision in the immediate
through to medium term, and assess the realistic speed at which these developments may come on
stream.
They said they were planning to build a new unit attached to (name of LA
primary school) but we knew it would take forever and our kids would be
secondary age by the time it was ready. So we went ahead anyway.
3.2.2 Dialogue with local authorities
It is really important that you inform your LA/LAs of your plans and intentions, your reason for
establishing the school and of subsequent developments. This will certainly not guarantee that they
will be willing to fund places at your school, but the inverse is likely to be true: if your local authority
is kept in the dark, they will be on stronger ground for not wanting to cooperate. Its always good to
be able to demonstrate how reasonable you have been for example, if you are seeking the support
of local councillors or local press.
15
2683_schools_from_scratch.indd 15
19/01/2009 11:58
reasonable travelling time, this means that finding premises accessible to more than one LA will be
important. For further discussion about this, see section below.
Step by Step Located in the heart of Sussex yet has children from six LAs which send
children by transport from up to an hour away.
Quest Once LA funding was agreed for the first pupil they began to get referrals from
this and other LAs for more pupils.
The Jigsaw CABAS School pupils from Surrey form 1/3 of the overall pupils. Six
additional LAs fund pupils.
TreeHouse started with four pupils from one LA, and now diversified to 14 LAs.
Rainbow pupils are funded from 10 LAs.
Chrysalis pupils have been funded from three LAs (currently two).
For tips about how to open doors in your local authority, see Constructive Campaigning for Autism
Services: The PACE Parents Handbook.
3.3
TreeHouse decided that the pupils should all have a diagnosis of autism, or related
communication disorder. All four founding pupils were at the severe end of the spectrum and of
similar age (three to four), although the differences between the children were still substantial.
The original children at Step by Step differed in age and how their autism manifested itself.
Although not all the founding children are still involved, the current pupil profile reflects the
original mix of abilities.
The Jigsaw CABAS School started with six pupils, all of school age with varied levels of
verbal ability. Admission criteria require that all pupils have a diagnosis of an autistic spectrum
disorder or related communication disorder.
Chrysalis opened with two full time children and one part time child, ranging from the age of
six to eight. All three children presented different academic abilities.
Quest has diversified from its original pupil group and now has pupils with a wide range of
academic abilities.
It may be that the pupil profile will alter from your initial intentions, both because of the experience
you will gain and also because you cannot control referrals.
Our view is that we can help any kind of child with ASD. However, as the
school has filled, weve found that we dont have the space for the most
severely behaviourally challenged or one per class maximum.
16
2683_schools_from_scratch.indd 16
19/01/2009 11:58
Some children were not offered a place after assessment because they were
functioning so ably that they wouldnt have had a peer group, so it wasnt
in their best interests. But most children who are assessed are offered a
place the bottom line being the ability to persuade the LA to fund it.
3.4
Finding premises
The technicalities around premises are in Section 4.4. You will need to be aware of legal minimum
standards and those required to pass an inspection right from the start.
It is not vital that you have identified premises before you decide to establish a school, though clearly
the search will affect how long it will be between the initial decision to set up and the date at which
you open your doors. Nor is it vital that you start in the place that you intend to make your permanent
home.
But you should not underestimate how much time and energy the search can consume, both in the
immediate phase and long-term as your school expands. You may have to be willing to consider a
series of short-term premises in the early years of the schools development, with all the attendant
expense and disruption. TreeHouse had seven different homes in its first 11 years. The Jigsaw
CABAS School has been split-site and moved twice, even though a permanent location has now
been identified.
An important consideration for some schools has been proximity to a range of LAs, feeling that if a
school is located in the heart of a large county this might preclude pupils who have to travel from
neighbouring authorities. Until recently, however, it has been the experience of most schools in this
guide that, once the school is established, parents and funding LAs have tended not to object to
long distances, even though this is clearly not ideal since a key factor is travelling time rather than
number of miles. The schools in this guide have noted that reasonable travel times may be anything
up to an hour for primary pupils and an hour and 20 minutes for secondary.
It is important to note, though, that most LAs set a maximum journey time between home and school
of 45-75 minutes, depending on the age of the child.
3.4.1 Start-up locations
There is no single formula governing the right start-up locations these have ranged from a
temporary building in the playground of a local primary school, to renting a private house, to
renting a village hall or church building. However, finding the right long-term premises is crucial to
the viability of your school, and with that in mind you may want to add experts in property to your
committee/board as the school evolves.
Only in the case of Step by Step would it be accurate to say that the first premises, i.e. the converted
barn, remain the permanent base of the school. In their case, the Step by Step founders decided it
was worth taking longer between originally establishing their goals and opening the school, in order
to have completed more of the groundwork before the children started.
17
2683_schools_from_scratch.indd 17
19/01/2009 11:58
The search for premises is in danger of hi-jacking everything else we do, taking time,
focus and energy away from actually running the school day to day and term by term.
Im glad we didnt know at the start that it would take more than 10 years for us to
finally have our permanent home, and thats been with a relatively fair wind.
3.5
The Jigsaw CABAS School had a target of 100,000 for the first year.
Step by Step aimed to do substantial fundraising before opening in order to provide a cushion
to enable the school to run for two years without local authority funding. Their initial target was
250,000.
Chrysalis initially aimed to raise 70,000 before the school would open, but a deadline
imposed by an impending tribunal hearing led them to open sooner than this, with two
founding parents acting as guarantors for the outstanding amount.
18
2683_schools_from_scratch.indd 18
19/01/2009 11:58
Rainbow opened having secured enough money to pay staff salaries for three months
(25,000).
You need to bear in mind that even if all the pupils places are paid for through Statements, there is
likely to be a long-term fundraising requirement.
This is because:
you will have some fixed costs that cannot be reduced even if you are starting with few
pupils (e.g. premises, overheads, management). You may not expect to cover all your
costs through fees until the school has grown to a size big enough for economies of
scale to set in and this may take years
if you decide to keep the school small in order to preserve a small and friendly ethos,
as one school is doing, this will impact on your business planning i.e. you may need to
subsidise the provision indefinitely
until the school has established itself with a track-record, and ideally at least one
favourable inspection, you may find it hard to make a case for fees that cover all your
costs, even if your costs per pupil are high
3.5.1 Ways of fundraising
There are several guides to fundraising. You should enquire about Funderfinder (accessible through
your local CVS or other helper agency), Profunding www.fundinginformation.org.uk, and visit the
Directory of Social Changes funding searching package www.trustfunding.org.uk. See also www.
governmentfunding.org.uk for government grants to the voluntary and community sector (though this
has not been a rich source of funds for the schools in this guide). Most of the schools raised their
initial funds through a series of events and targeted approaches to potential supporters (individuals,
trusts and companies).
Examples of community fundraising and events have included car boot sales, fairs, coffee mornings,
church magazines, dinners and balls, 10k runs, a Snowdonia bike ride, and other sponsored events.
Your success in raising funds from such activities will depend on a range of factors, such as the
number of people you can access to organise, participate and support these events; their relative
wealth; how unified and affluent your local community is; whether or not you can access corporate
contacts with ease.
For sustained fundraising over time, trust sources are likely to produce the biggest return. Good
information about all grant making trusts can be found at www.guidestar.org.uk although you will
find that many of the largest grant making trusts have their own websites featuring their own specific
criteria.
3.5.2 Resourcing
Most organisations find that after a certain point, they will need to employ professional fundraisers
rather than rely on the energy and commitment of volunteers even though the latter will remain
essential. Schools can choose to employ a fundraising consultant or a freelance fundraiser. Advice
on finding and appointing either of these can be found at www.institute-of-fundraising.org.uk.
Another alternative is to employ your own fundraiser. Good sources of information about salary levels
and sample job descriptions are www.charityjob.co.uk and www.thirdsector.co.uk.
In addition, you will require some fundraising materials. This could start off as a basic donation form
and a simple page on your schools website, and can develop over time to include a wide range of
leaflets and posters and a more detailed section of your website.
19
2683_schools_from_scratch.indd 19
19/01/2009 11:58
3.6
Publicity
Press coverage can be helpful:
to generate local awareness about autism in general
to build local support for your school to make links with other parents or potential new
pupils
to raise the interest of local councillors and other potential allies
as an indirect fundraising tool, getting the word around for local fundraising events
Weve bombarded them (local newspaper). Theyve been fantastic, and always supportive.
However, press coverage is a double-edged sword.
It is rarely helpful as a direct fundraising tool.
Step by Step were featured on local BBC news, ITV, and a big Telegraph article. However,
because of the focus on disputes with the local authority, they feel it may have exacerbated
and perpetuated an adversarial relationship.
Local press coverage assisted both Step by Step and Quest in their search for premises.
The Jigsaw CABAS School has focused on up-beat stories, such as the progress recently
achieved in applying for planning permission.
Chrysalis were featured on BBC London News, The Daily Mails Sunday magazine You,
Hertbeat FM, Radio 4, local press, and Hertfordshire Life magazine.
Do not underestimate the amount of time it will take to use the press effectively. Both TreeHouse
and The Jigsaw CABAS School have, as an aspect of expansion, been able to employ specialist
PR staff in the last two years in order to sustain and manage relationships with the press more
systematically. In the early days, you will need to do this work yourselves as part of the wide range
of tasks facing the committee. It may be useful to bear in mind the following before you pick up the
phone to a local reporter:
think about what you are trying to achieve
remember that you will want a long-term relationship with your local newspaper, and view
any immediate story in light of this
plan your press work in such a way that you can, as far as possible, control the message
20
2683_schools_from_scratch.indd 20
19/01/2009 11:58
3.7
Potential allies
All the schools in this guide have learnt to be effective local influencers. For more indepth information
about how to go about this, see Constructive Campaigning for Autism Services: The PACE Parents
Handbook.
3.7.1 Councillors
Depending on the local party political configuration, your councillor may have more or less local
influence. If they are in opposition, you may need to think through whether their support of you is
going to help in terms of winning over the majority. And even if they are of the ruling party, unless
they are a cabinet member they may only be able to lobby on your behalf internally.
Nonetheless, you never know when your local councillors are going to be helpful. At worst, they
may be disinterested, but at best they can be very helpful allies. As a matter of courtesy, it is worth
letting them know about you from the start. Later, they may want to lend their support in any number
of ways be this in attending a local fete, helping raise the profile of a local fundraising event, or
speaking in favour of your planning permission application.
In addition to asking for a meeting with local councillors, you should also consider having a special
briefing meeting with the cabinet member with responsibility for children.
3.7.2 MPs
For similar reasons, it is helpful to inform your MP about your existence, the reason why you are
establishing a school, and to offer to keep them up to date with developments at regular intervals.
Inviting your MP to special events, such as a formal opening, will ensure that s/he remembers you.
Meeting the children and observing them in class usually leaves a lasting impression.
3.7.3 Local health service
Local paediatricians and other health professionals may potentially be helpful allies in terms of
informing parents about your schools existence.
We found that the LA never told anyone about us, but sometimes a local health professional
would suggest to a parent that they come and visit us. Not all the time, because they had
to tread carefully, but sometimes they felt so strongly about a particular child that theyd
almost say Dont say we told you this, but have you visited (name of school?).
3.7.4 Influential local organisations
In order to become embedded in and adopted by the local community, you may want to make
friends of particularly influential local societies, such as residents associations. These may help
with fundraising, lobbying, and in providing a pool of volunteers. It may be particularly important if
you are seeking controversial planning permission that you have established a dialogue with local
groups.
3.7.5 The National Autistic Society
Find out who your regional National Autistic Society (NAS) officers are and make yourselves known
to them. They may have useful contacts and background information about local conditions and
personnel, and it is helpful to be plugged into other autism networks in your area, including a local
NAS branch if there is one. Several schools also found the input of the NAS Education Adviser
extremely helpful, drawing on the experience of existing NAS schools and extensive consultancy
and outreach.
21
2683_schools_from_scratch.indd 21
19/01/2009 11:58
I think it probably would have been helpful but we just didnt know anybody and we had
other more pressing things to do than run around trying to find someone famous.
Its probably useful because people are interested in celebrities. But
weve never been very successful. Its a lot to do with who you know at
the end of the day. Actually, now we dont spend much time on it.
I think having a celebrity is a double-edged sword. People remember you, but
then they assume youre ok because youve got that celebrity behind you.
Although it is natural to seek influential patrons, what really matters is the robustness of your plans
and business case, and the cohesion of your committee.
22
2683_schools_from_scratch.indd 22
19/01/2009 11:58
4.1
4.2
23
2683_schools_from_scratch.indd 23
19/01/2009 11:58
premises and compliance with regulations, liaising with local authorities and fundraising, all at the
same time.
For this reason, most of the schools in this guide have adapted this traditional model, in a range of
ways.
1. Some parent-founded special schools have chosen to separate leadership functions between
(1) a person or people in charge of the executive/business development functions, and (2) a
person or people in charge of the education.
2. Others have consolidated all the functions of (1) in one of the founding trustees, and also
recruited a senior teacher to address aspects of (2) i.e. to head up the curriculum and
professional management aspects of the work.
In addition, there are differences in the lines of reporting into the trustees/management committee
of the school.
Each school has taken a slightly different approach. Some of the following have evolved in time. For
information about how ABA expertise fits into the summary below, see section 4.2.4.
Chrysalis
Founding parent is in charge of fundraising and secretary to Board of Governors. The
headteacher (now Principal) is a qualifed teacher and is line-managed by the Chair of
Governors. This post was recruited from the outset, prior to the school opening.
Rainbow
Founding parent is Principal of the School and currently Chair of Trustees, in charge of all noneducational aspects of the school. She line manages the headteacher and reports to the full
Board of Trustees. Initially a group of parents ran the office but this consolidated into the one
role within a year.
The Jigsaw CABAS School
Founding parent was originally overall Head with an experienced supervisor heading up the
education, but is now Executive Head, overseeing all administrative and non-educational
aspects of the school, with a qualified teacher/Behaviour Analyst as Director of Education.
They jointly report to the Board of Governors and The CABAS Board as a Registered
CABAS school.
Quest
Founding parent is a qualified headteacher, and line manages educational and development
staff, working in close collaboration with an Associate Behaviour Analyst. They report to the
board of management and board of trustees. They receive additional professional supervision
from a Senior Behaviour Analyst at Kent University and also a qualified School Improvement
Partner.
Step by Step
Director is a qualified teacher, who also worked previously in banking/financial services,
and reports to the Board of Trustees. The Director line manages teacher-in-charge and all
educational staff but shares ultimate education decision-making with them. They receive their
additional professional supervision from trustee who is former HMI. Director was recruited
after one year, initially as a trustee but then took up formal paid post one year prior to school
opening.
TreeHouse
Chief Executive is responsible for overall charity, including school, and line manages
headteacher. Both are members of School Governing Body, which in turn is a subcommittee of
the Board of Trustees.
24
2683_schools_from_scratch.indd 24
19/01/2009 11:58
I think you need Qualified Teachers straight away, because you need to link with
the National Curriculum. Youre daft not to use it as a resource. To access it well
as a resource you need someone whos been trained and educated with it.
We took it literally but soon found out that in practice we werent
going to be inspected favourably without qualified teachers.
At SENDIST hearings they are always asking about the ratio of qualified teachers to pupils.
In the early stages of their development, The Jigsaw CABAS School, Step by Step and
TreeHouse all encouraged some existing members of staff to obtain a PGCE, and have since
recruited additional QTs.
Chrysalis recruited a qualified headteacher right from the start.
Rainbow received QT support from TreeHouse and some local primary schools in the early
years. The founding parent and the ABA supervisor had to learn as much as they could
about the National Curriculum and, in particular planning and assessment, prior to employing
in-house QTs. Rainbow now employs two QTs including the headteacher, has funded one
member of staff to acquire a PGCE, and has two further members of staff going through the
Graduate QT programme.
Quest employed its second QT after two years.
25
2683_schools_from_scratch.indd 25
19/01/2009 11:58
The Jigsaw CABAS School has always been a CABAS school, which means that a system
for teacher training and ranking was in place from the outset.
Quest started with a consultancy arrangement with an independent external individual provider
and now receive their consultancy from a Behaviour Analyst based at a university.
Step by Step currently use two independent consultants, one who formerly ran an independent
external commercial provider organisation, and another who is university-based with
considerable experience.
Chrysalis bought in consultancy from an independent charitable provider, and also buys in
expertise from an additional independent external individual provider.
Rainbow have a BCBA-qualified ABA Consultant who is also the Deputy Head, and additional
consultancy from Dr Patrick McGreevy who visits the school for three days every term.
TreeHouse was a CABAS school in is first year, then used a series of external consultancies
until employing its own Senior Behaviour Analyst and in-house ABA team after four years.
Schools also differ in how they ensure that their staff are appropriately trained. The level of
qualifications required and requisite number of people with these qualifications varies. While all offer
some in-house training, which in the case of The Jigsaw CABAS school is certified by the CABAS
Board, some have in addition funded some of their staff to undertake training in preparation for
BACB certification at either Associate (BCABA) or higher (BCBA) level.
4.2.5 Expertise in SEN law
It is likely that at least some of your potential pupils places will rely on parents attending SEN and
Disability Tribunals. Because of this, your school staff (often but not always the headteacher) will be
required to provide evidence for Tribunal to show that the school can meet all of a childs needs. A
member of staff may also need to attend hearings as an expert witness. These members of staff will
need to be advised on what to say and what not to say.
Some schools in this guide have paid for one-off training sessions from SEN lawyers. In one case,
the Principal had already trained in this area. Similarly, some of the schools do a lot of direct work
with prospective parents informing them about the type of evidence they will need for Tribunal, the
statementing process, timescales, etc. Others refer parents to individuals and organisations offering
advocacy and advice.
4.2.6 Recruitment and staff remuneration
In some instances, in the early stages the school staff have comprised the tutors who were originally
working on home programmes. In other instances, even from the outset, staff have all been recruited
through advertising in the sector and/or local press, local universities, and email groups. Word of
mouth continues to play an important part for some, even when, as schools evolve, recruitment is
done solely through advertising and a formal recruitment process.
26
2683_schools_from_scratch.indd 26
19/01/2009 11:58
As part of your business planning and financial projections, and in establishing your fee structure,
you will need to decide on salary rates. All schools have pegged the pay of their qualified teaching
staff to the national pay scales, but have differed in how they approached the salaries of nonqualified teaching staff.
Step by Step use the national unqualified teacher scale for tutors and national scale for
teachers.
The Jigsaw CABAS School use the national teacher pay scales for QTs, and have separate
scales for non-qualified teachers. All scales reflect progress through CABAS ranks.
Chrysalis operates to an independent pay scale. The unqualified staff were initially paid at
rates that matched what they had been on as home tutors.
Quest QTs are paid according to national pay scales, and have separate scales for nonqualified teachers.
Rainbow QTs are paid according to national pay scales, with class leaders on the nonqualified teacher pay scales. More junior classroom staff scales are based on TreeHouse
scales.
TreeHouse QTs are paid according to national pay scales and have recently adopted a local
Government job evaluation scheme to inform other staff scales.
27
2683_schools_from_scratch.indd 27
19/01/2009 11:58
4.3
Step by Step started with three full-time and one half-time pupil aged six to nine, though they
were registered for all ages up to 16. By July 2008 they had reached maximum capacity and
are now looking to expand the site to accept more children.
Chrysalis started with three pupils and now have two full-time and two four year olds on parttime, temporary assessment places. They are registered for the age group four to 13.
The Jigsaw CABAS School are registered for 36 pupils but aim for 60 pupils long-term, from
reception through to age 16 with plans to extend this to 19. They had six pupils in the first year,
and have grown steadily since then.
Quest started with three pupils (one full-time and two part-time). After four years it had grown
to eight full-time pupils. They are registered for pupils aged five to 14 and this will be extended
to 16 by the end of 2008.
Rainbow started with three pupils, with permission to expand to 15 (now 18) pupils once new
premises were found. They are registered for pupils age four to 11, but hope in the long run to
grow to 60 pupils, up until the age of 16.
TreeHouse started with four pupils and have grown steadily year on year. Currently there are
60 pupils and the school is registered such that it will be able to take up to 80 pupils aged
three to 19.
At start-up, most of the schools decisions took into account the ages of the founding cohort of
pupils, but they differed in their aspirations in terms of provision for older pupils. It is important
not to under-estimate the particular requirements of secondary-aged pupils, including additional
space and facilities, specifics in relation to the curriculum (e.g. practice suites for life skills), and
the experience and expertise of staff. The organisational requirements, including statutory transition
reviews, liaising with the Connexions service, and so on, will also require targeted planning and
additional multi-agency work.
Clearly, the availability of premises and staff at any one time is a key determinant of the size of the
school in the immediate term, but the preferred overall target also varies. The factors influencing
ultimate size may be both philosophical/pedagogical and practical. Some seek a small school
deliberately because they want to retain an intimate ethos, minimising some of the sensory
disadvantages of large numbers of people in one organisation. Others have looked at the financial
and organisational challenges of both staying small and of growing. While expansion can bring
about economies of scale, it can also place additional burdens.
Small is beautiful on the one hand, but on the other hand there are
advantages to being big (you cant dismiss TreeHouse). And if we
had more places, LEAs would look at us more closely.
What was important in setting up was that we were providing something intimate and
different from other schools. We dont want to sacrifice that by growing too big.
28
2683_schools_from_scratch.indd 28
19/01/2009 11:58
4.4
Premises
Remember that wherever you are you will probably have to apply to the local authority for planning
permission and/or notify them of changes of use if you are constructing new buildings on a site
or adapting existing buildings. For a building to be used as a school it has to have what is referred
to as D1 use. Relationships with your local planning department need to be as constructive as
possible as you will probably find you get to know them rather well!
4.4.1 What are the regulations?
Its tortuous.
Its something you have to go through yourself, in infinite detail.
There is a range of legal requirements relating to the facilities in any school, and the fact that you
are a special school will place additional requirements, including the amount of physical space
your pupils may need, possible need for quiet areas for pupils, and so on. Remember also that
the requirements of a building will vary significantly according to the age range of your pupils,
from basic things like providing separate boy/girl toilets when pupils are over the age of eight, to
ensuring that secondary aged pupils have more space in general and access to specific curriculum
opportunities.
The first source of general information on this is the DCSF information pack (see section 5). You
should also access the various regulations and bulletins via www.teachernet.gov.uk search for
School Buildings Information Centre and/or Schools Capital Assets Design Team.
From these searches you will be able to download a useful overview of all the bulletins and
regulations contained in the Schools Design Unit publications list.
Do check regularly as several Building Bulletins in relation to SEN may be updated soon.
Examples of the most basic requirements you need to address include:
4.4.2 Fire regulations
This is a complex area. You will need to complete a school fire risk assessment to comply with fire
regulations for the workplace and this needs to be done prior to registration. Examples of necessary
measures include having a fire alarm and fire-proofing all doors. More information about all of this is
contained in the DCSF information pack. You should also go to your local Fire Department to find out
all you need to do to comply with the fire regulations and to get a fire certificate which you will need
to submit with your registration. In addition, companies that provide fire extinguishers often have the
knowledge necessary to advise you, and so getting guidance from one of the local providers (e.g.
Chubb) is a good idea. Just be aware that they are also there to sell their products.
29
2683_schools_from_scratch.indd 29
19/01/2009 11:58
Because we operated a 1:1 staff:pupil ratio, but had only five pupils in each
class, it was hard to translate the DfES guidelines into our situation. The
HMI said that her assessment (that our premises were too small) was
done through a visual appraisal rather than anything else.
Step by Step have had access to pro-bono services of a technical adviser, and hired a consultant to
advise on compliance with all Health and Safety regulations.
4.5
30
2683_schools_from_scratch.indd 30
19/01/2009 11:58
high. Your costs will therefore be highly sensitive to pay increases. Additional staffing costs for items
such as caretaking, lunch cover, extra therapy and curriculum input, as well as management and
training, finance and administration, all need to be factored in.
Premises and running costs
If you are renting, the costs of premises needs to cover this, as will an imputed cost for premises
if you own your premises. You will also need to budget for depreciation on all assets, plus ongoing
maintenance, utilities, IT, cleaning, and insurance.
Reserves
Charities will be audited against SORP (Statement of Recommended Practice) and the existence of
a policy on reserves is a necessary part of this. Beware, though, that the fees you are charging to
LAs are covering the actual cost of the childs education and reasonable reserves, not generating
surpluses to be used on other aspects of the charitys activities.
The Charity Commission guidance on reserves does not suggest that charities should set a specific
amount but that they should have an agreed policy on reserves based on the organisations
identified needs and risks. Many schools see six months running costs as the ideal to aim for but
few can achieve this! Many see three months running costs as a minimum because of the need to
give most qualified staff three months notice of termination of employment. Staffing covers about
80% of most schools costs but other issues to factor in are contracts for services such as energy,
telephones, computers, etc. Reserves should allow all financial commitments to be met if a school
should have to close.
Your auditors may also have a view on your reserves policy.
Management and development
This may all rely initially on the tireless voluntary work of the founders. However, it is in principle
legitimate to allocate a cost to this crucial area of activity from the outset, and is certainly something
that will require funding in anything other than the short-term.
4.5.2 Deciding on approach to pupil by pupil vs general fee levels
If a child needs a particularly high staff:pupil ratio it may be possible to go back to the LA and argue
the case for additional funding for that pupil. This is best done if you are transparent about your
other costs.
Most schools have not started with differentiated fee levels, though specific pupil packages have
evolved in a couple of schools in exceptional circumstances.
The danger of relying solely on specific pupil packages is that it makes forecasting particularly
unreliable. Also, the ease with which these specific packages have been negotiated varies
tremendously. In a couple of cases, it has entailed quite a straightforward negotiation with the LA,
but in one case it required a protracted process involving independent assessments and a longdrawn-out dispute.
4.5.3 Is it possible to subsidise places via fundraising?
You will probably seek to set an annual fundraising target (see section 3.5) and your trustees/
management committee will need to be clear about how realistic it is if you do intend to charge fees
at less than the full cost of the place. While this may be possible in the short term while you are in
the start-up phase, in the long run it will be very hard to sustain the fundraising effort involved in
subsidising places since most grant-making trusts and donors will argue that they are being asked
to fund something for which statutory funding should be available. This will have a knock-on impact
on fee rises and relationships with LAs (see 4.5.5 below).
31
2683_schools_from_scratch.indd 31
19/01/2009 11:58
32
2683_schools_from_scratch.indd 32
19/01/2009 11:58
Registering as a school
As well as the organisational considerations set out in sections 3 and 4, you will need to address the
specific requirements of registering as a school.
At the time of writing, the DCSF is considering transferring responsibility for registering
schools to Ofsted. The following information may be subject to revision within the near future.
An essential guide, which covers in more detail some of the basics that are set out in the next
sections, is the DCSF Registration of Independent Schools Information Pack. This is free and will be
sent to you on request from Independent Education and Boarding Team, DCSF 01325 392159 or
email to registration.enquiries@dfes.gsi.gov.uk
It will provide definitions of some of the terms below and it points you to all the relevant statutory
requirements that you will need to fulfil.
Before you take any pupils you are required, by law, to be registered with the DCSF. This applies in
the event of:
providing full time education for five or more pupils of compulsory school age
providing full time education for one pupil if the pupil has a statement of SEN (and/or is a
Looked After Child)
If you are starting out with children of pre-school age, you will still need to fulfil other requirements
for the provision of under-fives. Contact your local Childrens Services Department to inform them
of your intentions and to identify any local requirements, and you will need to register with Ofsted,
under whose inspection framework you will fall. For information about this, go to www.ofsted.gov.uk.
While doing all this, you will also be planning ahead for the point at which the children do reach
compulsory school age which will come around very quickly!
5.2
5.3
2683_schools_from_scratch.indd 33
19/01/2009 11:58
5.4
34
2683_schools_from_scratch.indd 34
19/01/2009 11:58
5.5
35
2683_schools_from_scratch.indd 35
19/01/2009 11:58
Dont think youve done it once the school has opened. It will
follow you wherever you go. Every year we have a crisis.
You have to keep planning for everything. If you look at Ofsted and inspections, you
are always reviewing. You should always have a development/improvement plan
running alongside with what youre dong. Rules change, legislation changes.
With this in mind, we wanted to give you just a taster of the issues you will need to address. It never
stops, but our advice is that while planning is crucial, do not let terror paralyse you! Just take one
step at a time.
6.1
6.2
36
2683_schools_from_scratch.indd 36
19/01/2009 11:58
6.2.2 Relationships
Have relationships with LAs, other schools, landlords, funders, and so on developed as
you had hoped? How can you plan to develop these?
Are parents being involved as partners in the school in a way that balances the
professional and parental perspective effectively? Will there need to be adjustments as
the school evolves and matures?
Are the founders still on board? If there are substantial differences, might you have to
agree to a parting of the ways? Will you need to take on more trustees and advisers?
6.2.3 Staffing and organisational structure
Are the lines of accountability and reporting evolving as the school matures? Will you be
able to demonstrate them in such a way that they will be clear to external stakeholders
(e.g. funders, inspectors)?
Is there a rapid staff turnover and, if so, will you be able to look at ways to address this?
Are you managing to ensure recruitment of people with the right potential or set of skills?
6.2.4 Revisiting your strategy
Are you still seeking to fulfil your aims and targets, as set out in your original literature and
business plan, or will you need to revise these in light of experience?
6.3
For us its a fabulous resource which we use constantly, gives us access to all sorts of
books, teaching guides, learning materials, big books, puppets, even Arabic/English
dictionaries. Must have saved us a fortune in buying resources over the years.
6.3.2 NAS Partners in Autism
This is one example of how to work in partnership with other organisations working in the field of
autism. These meetings enable you to make contact with local partners, keeping up to date with
local developments and sharing information.
Other resources are contained on pages 39 to 43.
37
2683_schools_from_scratch.indd 37
19/01/2009 11:58
7. Concluding remarks
In preparing this guide, the participating schools have all had a chance to look back and reflect on
the challenges that have faced them over the years, as well as recognising those that still lie ahead.
Here are some of the concluding comments that contributors have made, which we leave you with.
Although at times its been incredibly stressful and very hard, and there have been
many sleepless nights wondering where the money is going to come from, or
how we are going to achieve our goals, my heart swells with pride when I see the
progress our pupils make or have made. The gratitude of their parents is often
overwhelming, but a wonderful reward, and I often have to pinch myself when
I think that thanks to a group of gutsy parents we have climbed a mountain
and although were not at the top yet, were too high now to descend.
I sometimes say that I wouldnt wish setting up a school on my worst enemy. I also
get very angry when its put forward as a general policy solution, because parents
have enough on their plates and shouldnt be expected to compensate for system
failures. And yet I feel incredibly privileged to have been part of it; Ive met
amazing people, Ive learnt so much. When things get really low I just look at our
wonderful kids, our amazing teachers, and think were all on a great adventure.
38
2683_schools_from_scratch.indd 38
19/01/2009 11:58
Glossary
ABA Applied Behaviour Analysis In general,
ABA refers to using what we know scientifically
about behaviour in order to bring about positive
change (i.e. the learning of specific skills), and it
covers a broad school of thought and published
literature within the fields of education and
psychology. In the specific context of this guide
it refers to the use of the principles of ABA to
teach children and young people with autism.
There are several specific applications within
the field of education that emphasise different
aspects of the science and associated methods:
examples include Verbal Behaviour, Precision
Teaching, Natural Environment Training, etc. See
the Behavior Analyst Certification Board (www.
bacb.com) and the Association for Behavior
Analysis International (www.abainternational.
org) for further details about ABA, and the
Cambridge Center for Behavioral Studies (www.
behavior.org) for further details about different
applications of ABA.
ADCS The Association of Directors of
Childrens Services is the national leadership
Association in England for statutory directors of
childrens services and other childrens services
professionals in leadership roles.
www.adcs.org.uk
BCABA Board Certified Associate
Behaviour Analyst One of the qualifications
conferred by the international Behaviour
Analysis Certification Board. www.bacb.com
BCBA Board Certified Behaviour Analyst
Qualification conferred by the international
BACB above.
Board of Trustees Body of volunteer
individuals who are legally responsible for the
charity. For further information about roles and
responsibilities, see below under NCVO and
Charity Commission.
CABAS Comprehensive Application of
Behavioural Analysis to Schooling A specific
behavioural model of schooling with its own
Board and certification/practice requirements.
CABAS schools operate in the US and Europe.
www.cabas.com
Charity Commission National body that
registers, advises and regulates the operation
of charities in the UK. Has offices in London,
Liverpool, Taunton, Newport. Tel 0845 3000 218
www.charity-commission.gov.uk
39
2683_schools_from_scratch.indd 39
19/01/2009 11:58
40
2683_schools_from_scratch.indd 40
19/01/2009 11:58
Education sources
and organisations
ACE (Advisory Centre for Education)
Education helpline 0808 800 5739.
www.ace-ed.org.uk
An independent education advice centre.
Building Bulletins including Designing
for children and young people with special
educational needs or disabilities in mainstream
and special schools.
Downloadable from: www.teachernet.gov.uk/
management/resourcesfinanceandbuilding/
schoolbuildings/designguidance/
SENandDisabilities/
41
2683_schools_from_scratch.indd 41
19/01/2009 11:58
42
2683_schools_from_scratch.indd 42
19/01/2009 11:58
Schools and
units mentioned
in this guide
Chrysalis
www.chrysalisschool.org
The Jigsaw CABAS School
www.jigsawschool.co.uk
Pembrokeshire ABA project
www.pembrokeshireabacentre.com
Quest
www.questschool.co.uk
Rainbow
www.rainbowcharity.org.uk
Step by Step
www.stepbystepschool.org.uk
SPEAC
www.speac-centre.org
TreeHouse
www.treehouse.org.uk
Treetops School
Eriff Drive
South Ockendon
Essex RM15 5AY
01375 372723
Westwood
m.saville@bangor.ac.uk
Charity and
fundraising resources
and organisations
Business in the Community works with
businesses who are committed to Corporate
Social Responsbility, provides advice, networks,
campaigns and a list of firms who are willing to
offer pro-bono help to voluntary organisaitons.
www.bitc.org
43
2683_schools_from_scratch.indd 43
19/01/2009 11:58
2683_schools_from_scratch.indd 44
19/01/2009 11:58