In lower school, we adhere to the National Curriculum for Science. Pupils are supported to develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
The aim is to develop an understanding of the nature, processes and methods of science through different types of science enquiries that will help them answer scientific questions about the world around them. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.
Pupils are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Work includes planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
Using test results to make predictions to set up further comparative and fair tests
Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations.
Identifying scientific evidence that has been used to support or refute ideas or arguments.
KS3
The focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.
Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.
KS4
Key stage 4 undertake the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages. Single science GCSE are offered in either Chemistry or Biology.
For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society.
Key ideas include the use of conceptual models and theories to make sense of the observed diversity of natural phenomena and the assumption that every effect has one or more cause. That change is driven by interactions between different objects and systems. That many such interactions occur over a distance and over time. That science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review. Quantitative analysis is a central element both of many theories and of scientific methods of inquiry.
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.
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
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.
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.
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.
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).
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.
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.
WINE – Wonder, Imagine, Notice, Empathy
A trauma-informed approach promoting curiosity and empathy to understand and support children’s feelings and behaviours.
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.
Simon Ratcliffe
Hi, I’m Simon. I’ve been a member of the Chaigeley team since 2015, I have worked my way to become School site Manager in 2017. My background is Building & Construction & Property Development. My role here is to assist in the schools Compliance in health & safety & to create & maintain specific needs in areas within the School for the needs of our children.
Our goal is to make the teaching & learning environment a safe and enjoyable experience for our children and staff. My team & I take great pride & pleasure in the in-house design and build of all the work we do within the school. I have been a school staff Governor for around 6 years which allows me to understand all aspects of the school environment.
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.
Gemma McCaig
Hi, I’m Leonie, I have a son who is in year 9 at Chaigeley.
Tim Askham
Hilary Brooks
Beloved Ogundipe
Chris Haines
Noel Conreen
Paul Lambert