Tel: 01925 752 357

Email: administration@chaigeley.org.uk

Address: Chaigeley School, Thelwall, Lymm Road, WA4 2TE

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January 2026
Spring – first half term

January 5 @ 9:00 am - February 13 @ 1:30 pm

08:40 start and 13:40 finish.
February 2026
Children’s Mental Health Awareness Week

February 9 @ 9:00 am - February 13 @ 3:00 pm

Children’s Mental Health Awareness Week – activities throughout the week and celebration of work in assembly
Spring holidays

February 16 @ 12:00 am - February 20 @ 12:00 am
Spring – second half term

February 23 @ 9:00 am - March 27 @ 1:30 pm

08:40 start and 13:40 finish.
March 2026
World Book Day

March 6

We celebrate World Book Day on the Friday, rather than the Thursday. The pupils take part in a variety of activities throughout the week.
Comic Relief Charity Shop

March 13

Comic Relief Charity Shop – Hosted by Year 11’s in Bonsai and Linden and coffee and cake sale!
Neurodiversity Week

March 17 @ 9:00 am - March 23 @ 3:00 pm

Neurodiversity Week – activities throughout the week and celebration of work in assembly
April 2026
Easter holidays

April 1 @ 12:00 am - April 10 @ 12:00 am

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We are proud of our school, pupils and staff and are dedicated to improving the life chances of the pupils in our care.

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Address Details

Chaigeley School,
Lymm Road,
Thelwall,
Warrington
WA4 2TE

Contact Details

01925 752357 or 756786
administration@chaigeley.org.uk

Sports Leadership

The Leadership Skills Foundation is a prominent awarding organisation dedicated to the development of leadership skills in young people. They bring these essential skills to life through practically applied qualifications and accredited awards across the curriculum and beyond, empowering learners with the confidence to believe, the qualities to lead and the skills to succeed.

Therefore, as a trauma informed school, Chaigeley recognises the importance PE can play in the development of SEMH pupils and how a simple game can have a huge impact on the development or re-establishment of neural pathways to aid in the recovery process.

Using research linked to how best to implement a PE programme for such a diverse and complex set of individuals; PE at Chaigeley School will be structured around the development of the core skills used in PE and how these skills can be linked to everyday life.

These will be tracked and assessed through the Key Stages of school but will reflect each individual pupil’s pathway and how they can develop these skills as an individual utilising various qualifications offered by the Leadership Skills Foundation and the Sports Leadership programmes they offer.

PlayMaker Award

The PlayMaker Award helps learners develop leadership skills such as organisation, communication and teamwork. It will also build confidence and self-esteem as your learners take on the responsibility of assisting in leading their peers and younger children.

Anyone can become a PlayMaker, regardless of their leadership experience. The PlayMaker Award is designed in a way so that learners can participate, lead activities that interest them, and learn about essential leadership skills.

Young Leader Award

First step towards leadership skills.

The Young Leader Award offers learners the first stepping stone in leadership skill development. Learners gain experience of organising and leading small games and activities for their peers and are supported to start the development of the skills needed to take on greater responsibilities.

PE Life Skills Award

PE teaches valuable life skills such as resilience, collaboration, and independence – all of which can inspire and empower young people to excel in all areas of their lives.  The PE Life Skills Award recognises and rewards learners as they develop these essential life skills through the PE curriculum.

Celebrate the development of life skills through PE

Developed in partnership with the Youth Sport Trust, the PE Life Skills highlights and celebrates the full range of achievements young people gain through PE, boosting engagement and nurturing a lifelong, positive relationship with physical activity.

Now in its fourth year, this award is designed to work across primary and secondary school stages. It is tailored to meet the developmental needs at each level, ensuring inclusivity for a wide range of abilities within the same class. This makes it particularly suitable for alternative provision settings, special schools, and hospital schools.

The resources for the award provide schools with a framework and the tools to support delivery to students and rewards learners with a certificate at the end of the award.

Rachel Guyer

I am Rachel, the Deputy Principal at Chaigeley. I have worked here since September 2023. I started my teaching life as a mainstream secondary science and psychology teacher, teaching GCSE’s and A- levels and moved into specialist teaching around 20 years ago. My last job was Head of the Alternative Provision Service in St Helens.

I really enjoy working with SEND pupils and staff – the relationships between us are so important, highly valued and help us all to learn. I love the challenge of thinking about how to make things better for individuals and supporting them as whole people – not just academically, but getting ready for a happy and fulfilling life.

It is a privilege to work at Chaigeley, with such a committed group of staff with a wide variety of talents. We have the opportunity to provide lots of different and new experiences for pupils – there might just be something they become passionate about that can enrich their lives. I was given the chance to learn to play the violin at primary school. Music has brought me so many friends and good experiences – I am still a keen amateur musician and play with the Liverpool Mozart Orchestra in my spare time.

Carl Morris

I joined the Chaigeley board because I believe that a child’s starting point should never define their destination. My own journey was shaped by profound deafness after contracting meningitis at age three. In 1983, an educational report predicted I would never read effectively or hold a skilled job; fifteen years later, I became the youngest-ever World 8-Ball Pool Champion.

My nickname, ‘Houdini,’ was earned through an uncanny ability to escape impossible situations on the pool table – a mindset I have applied to every challenge in my life, from trekking to the North Pole to running a successful property business. At Chaigeley, my role is to be actively involved with our pupils and teachers, using my lived experience to build emotional connections and show our children that they, too, can “soar with a broken wing”.

I am passionate about making learning tangible and fun. I look forward to working directly with the children through the game of pool, using its geometric, mathematical, and psychological layers to teach focus and resilience. By sharing my mantra of “Plan. Concentrate. Focus,” I hope to help our students navigate their own obstacles and realise their true, unlimited potential.

Gemma McCaig

I am a civil engineer and have been working in the construction industry for 15 years, primarily within design consultancies. I bring a practical, problem-solving approach and a strong belief in helping young people discover their own paths. As a school governor, I’m passionate about creating opportunities for pupils to explore their interests, challenge preconceived ideas, and find futures they can be excited about.

I live in the Warrington area and enjoy running and paddleboarding to help me stay active and connected to the outdoors.

Leonie Sourbutts

Hi, I’m Leonie, I have a son who is in year 9 at Chaigeley.

As a wife and as a Mum to two wonderful autistic sons, (and three cats!), my life is busy. As any parent (especially those who have fought for an EHCP for their child) will know, a parent’s life is full of challenges, hurdles and the need to do anything to advocate for your children. Having spent time in various schools over the years, from helping at my oldest son’s primary school onward, I have seen first-hand how getting it right at school can make all the difference to a child’s education and wellbeing.

I recently had a change of career, due to redundancy. I currently work as an Exam Invigilator during mocks and exams seasons, mainly, but not exclusively, working as reader and scribe with SEND children. I also temp as a SEND Teaching Assistant. Prior to changing my job role, I worked within the Telecoms industry, mainly within systems management, for over 25 years.

As Parent Governor, I hope to drive positive changes for our parents experience with school and I look forward to meeting you all and getting started on this new challenge with you.

Trauma and Child Development Glossary

Supporting parents, carers and staff in understanding key terms

A–C

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Attachment Disruption

Trauma can make it hard for children to build secure, trusting relationships with caregivers or peers.

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Attunement

When caregivers notice, understand, and respond to a child’s feelings, the child feels safe and supported.

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Behaviour as Communication

Challenging behaviour is often a sign that a child is feeling distressed, scared, or overwhelmed—not just being defiant. It’s their way of showing they need help.

Aggression or outbursts – May show fear, frustration, or a need to feel in control.
Withdrawal or silence – Could mean the child feels anxious, ashamed, or shut down.
Work avoidance – Might be a sign of:

Fear of failing or getting it wrong

Low confidence or feeling helpless

Trouble concentrating or remembering

Feeling unsafe or overwhelmed

Wanting control when things feel uncertain

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Brain Development Impact

Trauma changes how the brain grows and works:

Brainstem – Controls basic things like breathing and heartbeat. Trauma can make it stay on high alert.

Cerebellum – Helps with balance and movement. Stress can make this harder.

Limbic System – Manages feelings and memories. Trauma can make it very sensitive.

Amygdala – Notices danger. Trauma can make it overreact.

Hippocampus – Helps with learning and remembering. Trauma can make it weaker.

Prefrontal Cortex – Controls thinking and self-control. Trauma can slow its growth.

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Co-Regulation
The process of an adult helping a child manage their emotions by staying calm and attuned. This may happen through play, talking, or just being with the child.

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D–F

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Developmental Trauma
Ongoing trauma during childhood that impacts emotions, learning, and relationships across life.

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Dissociation
A coping strategy where children “disconnect” (daydream, space out, or forget things) to escape overwhelming feelings.

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Dysregulation
Difficulty managing emotions, behaviours, or body states—leading to mood swings, impulsivity, or trouble calming down.

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Emotional Regulation Challenges
Children may react with intense emotions or seem shut down and numb.

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Fight–Flight–Freeze–Fawn (FFFF) Response
The body’s survival system, which trauma can keep on “high alert”:
• Fight – Aggression or defiance.
• Flight – Avoiding, running, or hiding.
• Freeze – Shutting down or going silent.
• Fawn – People-pleasing to avoid conflict.

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G–M

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Hypervigilance and Safety Seeking
Children may constantly scan for danger, even in safe places, causing anxiety or sleep problems.

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Memory and Learning Impacts
Trauma can make it harder to focus, remember, and learn.

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Motional – Understanding and Supporting Emotions

Motional is an online tool used in schools to help understand and support children’s emotional wellbeing and mental health. It is based on research from Trauma-Informed Schools and Adverse Childhood Experiences (ACEs).

___________________________________________________________________________________________________________________________

Motional focuses on three key emotional systems:

Social Engagement (when a child feels safe) Care, Seeking, Play

Social Defence (when a child feels unsafe) Rage, Fear, Panic/Grief

Executive & Social Functioning (how we manage and connect)

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P–R

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PRRR – Protect, Relate, Regulate, Reflect

A trauma-informed approach that helps adults support children by:
• Protecting – Creating safety.
• Relating – Building connection.
• Regulating – Helping manage emotions.
• Reflecting – Supporting understanding and meaning-making.

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PACE – Playfulness, Acceptance, Curiosity, Empathy

An attitude and approach that helps adults build safe, trusting relationships with children who have experienced trauma. Developed by Dr. Dan Hughes, PACE supports emotional connection, regulation, and healing.

Playfulness – Using lightness and warmth in your voice and interactions to reduce tension and build connection.
Acceptance – Valuing the child without judgment, even when their behaviour is challenging.
Curiosity – Gently wondering about the child’s internal experience (e.g., “I wonder if you were feeling scared?”), rather than assuming or accusing.
Empathy – Feeling with the child and showing them they’re not alone in their emotions.

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S–T

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Safe and Predictable Environments
Structured classrooms and routines in ways that feel consistent and secure for pupils.

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Seven Key Areas Affected by Trauma

Physical Health – Higher risk of illness.
Emotional Development – Trouble managing feelings.
Behavioural Regulation – Impulsivity and outbursts.
Cognitive Development – Problems with memory and learning.
Attachment – Difficulty forming secure bonds.
Self-Concept – Low self-esteem, shame, or guilt.
Spirituality/Meaning – Struggles with trust, hope, and worldview.

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Toxic Stress
Prolonged stress without support that harms brain and body development.

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Trauma-Informed Practice
An approach that recognises the presence and impact of trauma and seeks to create safe, supportive environments.

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Triggers

Triggers are things that remind a child of past trauma, even if the child doesn’t realise it.

They can cause a sudden emotional reaction like fear, anger, or shutdown. Triggers are different for each child and can be:

A sound (e.g. shouting)
A smell or touch
A tone of voice or facial expression
Certain words, places, or situations

Triggers may seem small or harmless to others, but to a child with trauma, they can feel very real and overwhelming.

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Team Around the Child – Emotionally Available Adult
A network of caring adults, with at least one consistently emotionally available adult, supporting the child’s emotional and developmental needs.

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V–Z

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Vagus Nerve
A key nerve that helps the body calm down. Activities like deep breathing, singing, or being with safe people can strengthen it.

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WINE – Wonder, Imagine, Notice, Empathy
A trauma-informed approach promoting curiosity and empathy to understand and support children’s feelings and behaviours.

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Window of Tolerance

The zone where a child feels calm enough to learn, think, and manage emotions.

When inside this window, they can cope with everyday challenges.
When outside it, they may become:

Too overwhelmed (angry, anxious, panicked), or
Shut down (numb, withdrawn, unresponsive).

Support from calm, caring adults can help bring them back into their window.

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Amy Nisbet

Amy is an experienced Operations Director who enjoys finding smart, practical ways to help organisations run smoothly. She’s passionate about creating supportive environments where young people can thrive and brings a calm, strategic mindset to everything she does.

As a neurodivergent professional, Amy values diverse perspectives and inclusive approaches. Outside of work, she enjoys reading, gardening, gaming, and volunteering with a local cat rescue charity. As a Trustee, she’s all about making a positive difference and keeping things moving in the right direction.

Tim Askham

Tim has been a governor and Trustee since 2017 and is a semi-retired chartered accountant, previously with an international practice’s Manchester office.

Since retirement from that role, he has specialised since 2017 in working with charities; both as a volunteer trustee and as finance officer for several North West charities.

He lives locally in the Warrington area and is still an active participant in sports.

Iolen Strettle-Jones

I joined Chaigeley in 2017 as a supply TA after moving up to the area from Sunny Wales, thinking I would stay for a week and I loved it from the very first day.

In 2020 pre covid the job of Pastoral and Welfare officer was advertised and I thought how great it would be to actually get time to support the pupils outside of lesson times, and to build a great relationship between school and home. Moving on to Assistant SENCO and joining the SEN team has been a privilege.

My dream as a child was at first, a clown then later at secondary school a Forensic Scientist. I remember a teacher who taught me French, bringing in croissants, baguettes and French cheese to a lesson and I loved every minute of that lesson.

This leads to the present and my love of travelling, especially in Europe and for the future, my dream would be to own a house in France and run it as a holiday destination.

I run three or four times a week with the Liverpool Bugs. If the weather is good I go paddle boarding with my dog Teddy. I enjoy watching true crime documentaries and listening to podcasts. What I most enjoy about working at Chaigeley is that every day is different and the ability of each one of the many children to make me laugh. The great pride I have on exam results day is handing over certificates to pupils, who, when they first arrived, didn’t think they would even sit an exam!

Martin Oldfield

Jackie Carter

My name is Jackie and I have been a special needs teacher for 34 years until I retired. I loved my job and worked in both post 16 in school provision and an FE college. I worked the last 20 years of my working life in a school teaching mainly KS3 & KS4 pupils with severe learning difficulties and disabilities.

I can do both BSL and Makaton sign language. My main hobbies are crafting, cooking and gardening. I am married with two daughters and five grandchildren. I am very involved in the local community of Grappenhall and Thelwall and enjoy attending the craft group, church services and WI. I feel so lucky and privileged to be the Community Governor at Chaigeley School.

Hilary Brooks

East Cheshire Quakers nominated me to be a governor at Chaigeley in 2022. I have been a Quaker for forty years, and am pleased to represent the Society of Friends on the board of governors.

My career was in teaching, mainstream primary for twenty years and then a move into special needs teaching. Most of this time was on supply, in Greater Manchester, when I taught every aspect of special education, from moderate learning difficulties to profound and multiple learning disabilities. Much of this time was spent teaching autistic children, and I finished my teaching career at Grange school for autistic pupils in Manchester, retiring in 2006.

I have two sons, the older one with Asperger’s Syndrome, who is now in his 50s, living independently.

I am currently also chair of trustees for East Cheshire Quakers, and also a trustee for Stockport Community Counselling, a Christian run free counselling service.

Beloved Ogundipe

I am a trainee solicitor at an international law firm. Outside of work, I dedicate a significant amount of my time to my local church and various church organisations, committed to doing God’s work. My faith is the foundation of many aspects of my life, and serving at Chaigeley School, where the teachers’ passion for student development is evident, has been and continues to be a pleasure.

Chris Haines

My name is Chris Haines – I am retired, and worked in the chemical industry for 47 years. Latterly my job involved a lot of travel and stays in the US, China, Vietnam, Malaysia, Thailand, India, South Africa and Brazil.

I’m married with 3 adult children and 4 grandchildren, and have lived in Stockton Heath in Warrington for 40 years. My hobbies are playing the guitar, (I’m in a band that does occasional gigs), growing things on my allotment, and bike riding – I’ve done several long distance rides.

I am also a trustee at a not-for-profit nursery in Stockton Heath which I helped to set up.

Having been a governor at Chaigeley for over 25 years, I’ve seen the school steadily grow and improve – the calm competence and dedication of the staff has always impressed me, and the positive results achieved with the pupils.

Noel Conreen

I joined Chaigeley School in 2015 and have developed a passion for this sector of education. I am inspired by our dedicated, knowledgeable and caring staff team that regularly go above and beyond in order to help our pupils succeed. I am proud to work here and do everything I can to help drive the school forward to be at the forefront of specialist education. I regularly attend education conferences and meet with local authority officials and other school leaders to learn about and contribute to education practice and policy.

As Business & Finance Manager, I am responsible for ensuring the school makes the best possible use of the resources available. I am responsible for managing finances, human resources, administration, estates and all other non-teaching matters. I am committed to making this school a great place to work by continually reviewing and improving staff mental health and wellbeing.

I have qualifications in school business management, IOSH, Mental Health First Aid and Safeguarding. I am a deputy DSL and am part of the safeguarding team and a member of the senior leadership team. I am also the Company Secretary and work closely advising the governing body on governing matters.

Prior to working at the school, I have held senior positions within the insurance industry and retail. In my spare time I play pool for a local team and have represented my County and I play the piano when I can. I am also a football referee working with grassroots leagues locally.

Paul Lambert

Hi, I am Paul the Principal at Chaigeley and have been since September 2021, worked in SEND schools for the last 15 years and originally started as a PE teacher in Widnes back in 2001.

I have always enjoyed the extra challenge of working with SEN pupils and watching the amazing impact you can have on a young person’s life, when you believe in them and what they want to achieve.

I also enjoy watching staff developing amazing relationships that allow a child to be themselves and develop in confidence over time.

I have always enjoyed coaching and helping others develop into strong independent learners or leaders

I enjoy mountaineering, fishing, cycling and swimming. The outdoors makes me feel alive and I encourage all pupils at Chaigeley to learn and develop in the wild, as it can change lives in incredible ways and open the mind to all types of adventures.

William Howell

I am Will. I am proud to have been a Governor at Chaigeley for over 20 years, and to have served as chair for 5 years. I am now fully retired; my primary career has been as an IT professional starting in 1970, during the very early days of the IT revolution.

I live locally in Warrington and am still active in sports and all other aspects of looking after my wellbeing!

Bubbles of Delight

A light hearted and fun activity of which the children blow bubbles, describing how they are feeling and the experience.

Step by step guide

1. Help the children to move into a circle. Encourage, help and enable children to sit together with sensitive adults placing a kind hand around a child that needs reassurance or a sense of containment. Be aware of those children in the group who find touch difficult and help them to feel acknowledged, safe and understood.

2. The adult then shows the children the bubble game – a bowl of water with washing up liquid inside it and encourages one of the children to have a go at blowing into the water with a straw. As the bubbles emerge and swarm, the adult models the delight and matches the delight of the child blowing the bubbles and the other children who are watching the bubbles emerge. The adult shows delight in their facial expressions and matches the noises of delight that the children make, then naming the experience for the children…. “wow… look!
There are lots of bubbles!!” “Bubbling up and out of the bowl” “They are sparkly and magical”… the adult giggles and laughs and names the sensation… “those bubbles are in my tummy too…. Bubbling my happiness and excitement” “It feels tickly on my nose…”

3. Invite the children to have a go with a partner. Notice the sensations that the children might be feeling, naming the sensations and noticing out loud what it might be like so that the child can hear and feel the adult is alongside them and containing them through the activity but also modelling their delight and joy. It is important that the adults face is open, fun and involved in the adventure of discovery of what the bubbles can do and that this is named and noticed for the children
out loud.

4. As an extension of this activity, children can be encouraged to add food colouring to the bubbles or glitter to experiment with and to see what happens to the bubbles.

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