Terrington Hall School

The following policies can be accessed by all parents, boarding and day children and staff. They can be found in the school office and read at any point during the school day.
Absent Without Leave
Health & Safety
Staff Policy for the Treatment of Sick Children
Dental Policy
Standards of Behaviour
Children's Worries and Complaints Procedure
Equal Opportunities Policy
ICT and Internet Policy
S E N D A Policy (Accessibility)
Dress Regulations
Marking Policy
Setting by Ability
Pupils Missing Lessons
Security and Intrusion (Senior and Junior School)
Complaints Procedure
Rewards and Sanctions
Prep Policy
S E N and E A L Policy
Assessment Policy
Admissions Policy
Exclusions (Expulsions) Policy
Spiritual, Moral, Social and Cultural Development Policy
Educational Visits Policy
Parents also should be aware that they are entitled to know how many formal complaints the school has received in the last twelve months. They can get this information from the school office at any point during the school day.

The Governing Body:

Mrs K Willink
(Chairperson)
Damson Cottage
Beck Lane
Leavening
Malton YO17 9SG
Accountant & Nursery Proprietor

Mr J.C Scott

The Old Orchard,
Skewsby, York
YO61 4SG
Solicitor
Mr C Attwooll
Bagby Hide
Bagby
York
YO7 2AE
Barrister

Mr G Ayling
Sedbergh School
Sedbergh
Cumbria
LA10 5HG
Senior Master,
Independent Senior School

Mrs W Machin
Low Farm,
Brandsby,
York YO61 4RW
Partner in Farming/Haulage Business

Mr R Hill
Tuft House Farm
Hovingham
York
YO62 4JR
Proprietor of Old Peoples Home

Mrs S Watkinson
St Peter's School
York
YO30 6AB
Teacher,
Independent Senior School

Mr Richard Smyth
Albertine
Easingwold Road
Stillington
York YO61 1LR
Headmaster
State Academy School
(Safeguarding Governor)

Mrs C Duncan
The White House
Welburn
YORK
YO60 6DX
University Research
Administrator

Mr R Hobson
Naburn Hill Farm
Crockey Hill
York YO19 4SR
Partner in Farming Business

Policy for Complaints Procedure for Parents, Staff and Boarders

Terrington Hall School has long prided itself on the quality of teaching and pastoral care provided to its pupils. However, if Parents do have a complaint, it will be dealt with by the School in accordance with this procedure.

Stage 1 : Informal Resolution:

 It is hoped that most complaints and concerns will be resolved quickly and informally.

 If parents have a complaint, they should contact their son/daughter's form teacher. In many cases, the matter will be resolved straight away by this means to the parents' satisfaction. If the form teacher cannot resolve the matter alone, it may be necessary for him/her to consult the Head of the Junior School/Deputy Head as appropriate.

 Complaints made directly to the Head of the Junior School/Deputy Head or Headmaster will usually be referred to the relevant teacher, unless the ‘Line Manager' concerned deems it appropriate to deal with the matter personally. In this event the ‘Line Manager' will attempt to resolve the matter in five days or as soon as is practicable.

 The Form Teacher will make a written record of all concerns and complaints and the date on which they were received. Form teachers are advised to keep these written records for reference at a later date if required. Should the matter not be resolved within five days, or in the event that the form teacher and the parent fail to reach a satisfactory resolution, then parents will be advised to proceed with their complaint in accordance with Stage 2 of this procedure.

Stage 2 : Formal Resolution:

 If the complaint cannot be resolved on an informal basis, then the parents will be asked to put their complaint in writing to the Headmaster. He will decide, after considering the complaint, the appropriate action to take.

 In most cases, the Headmaster will speak to the parents concerned within forty-eight hours of receiving the complaint, to discuss the matter. If possible a resolution will be reached at this stage.

 It may be necessary for the Headmaster to carry out further investigations. These will be completed in seven days or as soon as is practicable.

 The Headmaster will keep written records of all meetings and interviews held in relation to the complaint.

 Once the Headmaster is satisfied, so far as is practicable, that all of the relevant facts have been established, a decision will be made and the parents will be informed of this decision in writing. The Headmaster will give reasons for his decision.

 The written decision will be issued within fourteen days of receiving the complaint. If for any reason this is not possible, the Headmaster will write to the parents within the fourteen day period referred to above, stating the reason or reasons why he is unable to issue his decision. He must inform the parents when he will issue his decision which must be within twenty-eight days of receipt of the complaint in any event.

 If parents are not satisfied with the decision, they may take the opportunity to proceed to Stage 3 of this procedure.

Stage 3 : Panel Hearing:

 If parents seek to involve Stage 3 of this procedure, they are to write to the Headmaster informing him of their decision so to do, whereupon the matter will be referred to Mr James Scott, a governor. Mr Scott will then take responsibility for the organisation of a Complaints Panel hearing.

 The Panel will consist of at least three persons, all of whom shall be independent of the management and running of the school.

 Each of the Panel members shall be appointed by the Board of Governors.

 Mr Scott, on behalf of the Panel, will then acknowledge the complaint and schedule a hearing to take place as soon as practicable and normally within fourteen days.

 If Mr Scott and/or the members of the Panel deem it necessary, they may require (in writing) that further particulars of the complaint or any other related matter be supplied in advance of the hearing. Copies of such particulars shall be supplied to all parties not later than five days before the hearing. Any such further particulars that shall be provided shall be disregarded and inadmissible to the Panel.

 The parents may be accompanied to the hearing by one other person. This may be a relative, teacher or friend. Legal representation will not normally be appropriate.

 If possible, the Panel will resolve the parents' complaint at the Hearing without the need for further investigation, however should the Panel decide at the Hearing that further investigation is required, the Panel shall decide how such investigations should be carried out and by when they should be concluded. The Panel will reconvene and, after due consideration of all facts they consider relevant, will reach a decision and may make recommendations. This procedure will be completed within fourteen days of the first hearing wherever possible but within twenty-eight days in any event unless otherwise agreed with the parents. The Panel will write, either by post or electronically, to the parents informing them of their decision together with their reasons. The complainant may appeal against the decision of this panel to .

 The Panel's findings and, if any, recommendations will be sent in writing to the Headmaster, Governors and, where the complaint relates to an individual, to that individual.

 Parents can be assured that all concerns and complaints will be treated seriously and confidentially. Correspondence, statements and records will be kept confidential except where the Secretary of State or a body an inspection under section 162A of the 2002 Act requests access to them.

 Parents and Boarders are assured that there will be no penalty imposed on them by the school for any complaint made in good faith.

Footnotes to Complaints Procedure:

1. In the event that a complaint involves or relates to a teacher, then the teacher will be kept fully informed in writing of the procedure being adopted in relation to the management of the complaint and supplied with copies of all documentation.

2. In the event of a Panel Hearing, the teacher will have the right to make representations to the Panel.

3. The Designated Safeguarding Governor, currently Mr Richard Smyth, will, as a matter of course, produce an annual report on the school's effectiveness and compliance with Safeguarding issues and such issues will be an item on the agenda of all formal governors' meetings.

4. A written record of serious complaints and their outcomes is kept by the Headmaster.

5. It is hoped that this procedure enables complaints to be resolved either to the complainant's satisfaction, or with an otherwise appropriate outcome which balances the rights and duties of pupils, without unreasonable delay.

6. As we have an EYFS provision we are mindful that we must meet the following regulatory requirements;
• the record of complaints is kept for at least three years
• parents are provided with details for contacting Ofsted [and ISI] and an explanation that parents can make a complaint to Ofsted [and/or ISI] should they so wish.
• to notify complainants of the outcome of an investigation within 28 days of having received the complaint
• that the setting must provide Ofsted [and ISI], on request, with a written record of all complaints made during any specified period, and the action which was taken as a result of each complaint.

7. The way for parents to register an appeal against a complaint is to contact ISI on 020 7600 0100.
8. Parents or boarders wishing to complain about the boarding provision should do so by contacting OfSTED on 0300 123 4666 or use the online form found at http://live.ofsted.gov.uk/onlinecomplaints/

Person Responsible for the Complaints Procedure Policy: The Headmaster
Reviewed Sept. 2011
Date of next Review of Policy: September 2012

‘The school received no formal complaints during the academic year 2010-11.
There have been no formal complaints during the academic year beginning September 2011.'

TERRINGTON HALL SCHOOL

ANTI-BULLYING POLICY

Though bullying is rare at Terrington Hall, and pupils do not identify bullying as a problem within the school it has to be recognised as a potential problem which can occur and needs known policies and procedures. We recognise the seriousness of bullying, in that it can cause psychological damage (although bullying is not a specific criminal offence, there are criminal laws which apply to harassment and threatening behaviour).

This policy is provided, not only to parents of day and boarding pupils, but is available and known to all staff and pupils both boarding and day, including junior and newly appointed staff.

There are no initiation ceremonies at Terrington Hall.

DEFINITION OF BULLYING:

Bullying is repeated behaviour which makes other people feel uncomfortable or threatened whether this is intended or not. Bullying is something the school takes very seriously.

There are different sorts of bullying, but the main types are:

• PHYSICAL: Hitting, kicking, taking or hiding belongings, including money.

• VERBAL: Name calling and teasing of an individual on any grounds, including racial, religious, cultural, sexual/sexist, homophobic, special educational needs and disability

• EMOTIONAL: Being unfriendly, excluding, tormenting, spreading rumours, looks.

• CYBER: Social websites, mobile 'phones, text messages, photographs and email

AIMS

The aim of our anti-bullying policy is to clarify for pupils and staff that bullying is always unacceptable. We wish to encourage an environment where independence is celebrated and individuals can flourish without fear. Every member of the school community (child and adult) has the right to be safe and happy in school, and to be protected when she or he is feeling vulnerable.

Pro-active emphasis on good behaviour and relationships between all age groups is encouraged in the form of weekly Form Tutor Time, P.S.H.E. lessons and Assemblies which should frequently involve issues related to caring and respect for others.

POSSIBLE SIGNS

People react differently. It is not always possible to tell if someone is hurt or upset. Pupils who are being bullied may show changes in behaviour, such as becoming shy and nervous, feigning illness or clinging to adults. They may show changes in their work patterns, may lack concentration or may even truant from school.

ENCOURAGEMENT TO TELL

It is important that we create an atmosphere in the school where pupils who are being bullied, or others who know about it, feel that they will be listened to and believed, and that action taken will be swift but sensitive to their concerns.

Not telling protects the bully or bullies, and gives the message that they can continue, perhaps bullying others too.

PROCEDURES

In the first instance, it is important to make it clear to the victim that revenge is not appropriate, and to the bully that his or her behaviour is unacceptable, and has caused distress. The emphasis should be on the behaviour and the recognition that bullying in any form is unacceptable rather than on the punishing of the child. Every effort is made to resolve the problem through counselling of both parties. Pupils who are being bullied will therefore be suitably supported and pupils who may bully others must also be given suitable help and guidance.

The child/young person must be involved in the discussion and written records must be completed and kept on file. These should be signed by all parties.

At this stage, parents of both parties are informed of what has happened, and how it has been dealt with. Regular communication must continue to take place with the parents or carers. It is vital that everything that happens continues to be recorded in a clear and factual way.
Interventions should include the opportunity for follow up in order to evaluate support and if necessary provide a further course of action. If the bullying behaviour continues, and counselling has not worked, then sanctions follow. It is important that counselling is maintained for both parties, even when sanctions have been applied.

TO PUPILS

If you are being bullied, or you know that someone else is, please tell us straight away and it will be dealt with. Not telling means the victim will continue to suffer and the bully will carry on, probably with others too. We all have a responsibility to make sure that bullying is not allowed to continue in our school. Pupils should be regularly made aware of the channels they could choose should they feel they are bullied or vulnerable or unfairly treated by anyone. They may feel happier talking to any of these - prefect, matron, form tutor, member of teaching staff, headmaster or his wife. In the case of a new pupil, he or she should talk to their ‘lookerafterer.

TO PARENTS

If you think your daughter or son may be being bullied, or she or he tells you that she or he is, please let us know straight away. Please reassure your child that we will deal with it sensitively but firmly. If your child tells us she or he is being bullied, or we discover that she or he is bullying others, we will contact you, and will discuss together how the situation can be improved.

TO TEACHERS

If you think that bullying is happening, talk to the pupils concerned and ask them what has been happening. Either ask them to write it down, or do so yourself, so that is can be passed on to the Head or Deputy Head. We need to be particularly vigilant at breaks, in changing rooms and travelling times and where victims are more vulnerable - bullying is not easily seen.

Curriculum work can enhance this policy in two ways.
1. By dealing with the topic of bullying, in a way, which explores why it happens and giving alternative ways of behaving, and dealing with difficulties.
2. By using teaching methods, which encourage co-operative work and a variety of groupings, so that students extend their relationships beyond a small group of friends.
3. By holding regular boarding meetings with Matrons and support staff
4. By holding regular prefects' meetings with Year 8 form tutors/Headmaster.
5. By having regular opportunities for the Head of School and Deputy to meet with the Headmaster

SANCTIONS

Many incidents of bullying can be dealt with effectively without the use of sanctions, however, the school will apply them in order to protect a child who is a victim of persistent bullying behaviour.

Sanctions must be applied fairly, proportionately, consistently and reasonably taking into account SEN, disabilities or vulnerability the pupil may have.

Bullying by children with disabilities or SEN is no more acceptable than by anyone else, but for a
sanction to be lawful, there must be consideration of the extent to which the child understands
and is in control of what they are doing.
Sanctions must be clear and suitably stepped. These will include:-
• Detentions held at lunchtimes and Saturday afternoons
• Referral to SMT
• Loss of privileges - shop/weekend or evening outings
• Formal warnings - being put on a ‘report card' which has to be signed each day by HM or Deputy
• Contacting parents
• Removal of positions of responsibility - prefect's tie, captaincy of a team
• Provision for a child to be withdrawn from a situation, under supervision, if thought necessary
• Exclusion ( fixed term and permanent)
• Exclusion from boarding
• The use of an external agency or panel

 
JUNIOR SCHOOL DEPARTMENT

The general principles of this policy apply to all Years. However, a more informal and a ‘lighter touch' should be used when dealing with possible problems which may concern Pre-Prep children.

Member of Staff responsible for this policy : Headmaster
Review Date : September 2012
Legislation : None

TERRINGTON HALL SCHOOL

SAFEGUARDING & CHILD ABUSE
TEN KEY POINTS TO FOLLOW IF YOU SUSPECT, OR ARE TOLD OF ABUSE

This policy is available in the Staff Handbook, Parents guide, in the School Office via the school website.

Adults looking after children or young people in schools (or in residential establishments or youth organisations), should be aware of the risks of abuse (by adults or other young people), and take steps to reduce those risks.

Adults (staff or volunteers) in charge of children or young people should know what to do if they suspect that someone is being physically or sexually abused, or if someone tells them that this is happening. The following key points give a guide on what to do and not to do:

1. Always stop and listen straight away to someone who wants to tell you about incidents or suspicions of abuse.

2. If you can, write brief notes of what they are telling you while they are speaking (these may help later if you have to remember exactly what was said) - and keep your original notes, however rough and even if you wrote on the back of something else (it's what you write at the time that may be important later - not a tidier and improved version you wrote up afterwards!). If you don't have the means to write at the time, make notes of what was said as soon as possible afterwards.

3. Do not give a guarantee that you will keep what is said confidential or secret - if you are told about abuse you have a responsibility to tell the right people to get something done about it (see below). If asked, explain that if you are going to be told something very important that needs to be sorted out, you will need to tell the people who can sort it out, but that you will only tell people who absolutely have to know.

4. Don't ask leading questions that might give your own ideas of what might have happened (eg "did he/she do X to you?") - just ask "what do you want to tell me?" or "is there anything else you want to say?"

5. Never think abuse is impossible in your school or group, or that an accusation against someone you know well and trust is bound to be wrong.

6. Immediately tell the Designated Safeguarding Lead. If the allegation is about a member of staff, including either of the Safeguarding Leads, the allegation must be reported straight to the Headmaster. If the allegation is about the Headmaster himself, it must be reported straight to the chair of governors - don't tell other adults or young people what you have been told.

7. Never attempt to carry out an investigation of suspected or alleged abuse by interviewing people, etc - North Yorkshire Safeguarding and police staff are the people trained to do this - you could cause more damage and spoil possible criminal proceedings.

8. As soon as possible (and certainly within 24 hours) the Designated Safeguarding Lead, or the Headmaster if the allegation is about a member of staff, should refer the matter to Rosemary Cannell of North Yorkshire Safeguarding (helped by your notes) - Telephone: 01609 534974 or 07715 540723.

9. Matter of safeguarding must remain absolutely confidential and should not be discussed with anyone other than the proper authorities, Headmaster or Safeguarding Governor.

10. Children and young people often tell other young people, rather than staff or other adults, about abuse - make sure that your senior young people know the points on this sheet as well as the responsible adults (eg prefects, young people leading activities for others).

IMPORTANT:

These points are no substitution for the proper selection and training of adults trusted to look after children and young people, or for schools having their own clear "safeguarding" procedures for their particular setting, which should be agreed by North Yorkshire Safeguarding.

Source: Roger Morgan, Chief Inspector, Oxfordshire Social Services Department March 1996

Member of Staff responsible for this document: Headmaster
Reviewed Sept. 2011
Next Review Date : September 2012

Opportunities for developing acting and theatre skills are available through regular school drama productions which have included in recent years Agatha Christie's "Black Coffee", "Joseph and his Technicolour Dreamcoat", "Leave it to Psmith", "The Pepys' Show" and The Wiz. This summer saw our fourth outdoor play “The Odyssey” for Year 8 pupils. Drama Studies is an extra-curricular activity one evening a week.

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Terrington Hall’s music department is housed in a converted chapel, situated next to the school playing fields with magnificent views of the surrounding countryside. Music plays a vital and enjoyable part of school life here at Terrington where we offer many opportunities to learn and participate in all areas of music-making.

Class music is taught from Nursery up to Year 8. 

• Instrumental lessons are offered in piano, singing, flute, clarinet, saxophone, oboe, violin, cello, guitar (classical and electric), percussion, trumpet, cornet, euphonium, horn, trombone and bagpipes. All teachers are well-qualified and enter pupils for Associated Board Exams where appropriate.
• Alongside our Concert Band we have numerous ensembles including senior and junior choirs, string, woodwind and brass groups, and a rock band. Students perform regularly at school concerts in the Christmas and summer terms. The choir and band perform at church services for school events and also within the local community. Tours are also a part of the music calendar aand have included trips to Belgium and Vienna, as well as visits to other schools for weekend workshops and concerts.
• We hold annual interhouse instrumental competitions giving pupils opportunity to perform as soloists and also we have a regular slot in our assemblies for solo recitals.
• Each year we produce musicals for Junior and Main school pupils. We have performed shows such as Oliver”, "Grease", The Wiz", "Joseph and the Amazing Technicolour Dreamcoat" and "We Will Rock You" . 

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Terrington has an extensive outdoor education programme run by Simon Ferrier who until August 2011 was Senior Master and Head of Geography at Terrington Hall. He now runs his own company, Massif Adventures.

Simon is highly qualified in a range of adventurous activities. He holds the Mountain Instructor Award which is the highest level in the UK for rock climbing and the Winter Mountain Leader Award. Simon is also an advanced senior instructor at kayaking (Level 4 coach), an International Mountain Leader, Mountain Bike Leader and Duke of Edinburgh Bronze, Silver and Gold Expedition Assessor. Simon has 20 years of experience climbing, kayaking and hang gliding mainly in the French Alps and Central Spain but also Australia, Canada and the U.S.A.

The programme at Terrington is progressive with pupils in Year 3 onwards getting the opportunity to canoe, climb, orienteer and participate in mountain walking. The outdoor programme is an aspect of school that appeals to all pupils and is something that they can all succeed at, resulting in improvements in self confidence, self-esteem and a greater awareness of their environment. The kayaking in particular is progressed to a very high level with the opportunity to gain BCU star awards, take part in canoe slalom as well as tackle some challenging UK and Alpine rivers.

The skills learnt are used to get the maximum benefit out of the two expeditions, which form a large part of Years 7, and 8 at Terrington. In Year 7 pupils spend a week in the Ardeche, France, paddling a variety of rivers before embarking on a 2 day descent of the 30km Ardeche Gorge as a self-sufficient group. This involves an overnight bivi in the gorge and progress is reported back to school via the school website.

In Year 8 an advanced group visit the Southern French Alps having trained all year to paddle some classic Alpine rivers such as the Guil and Ubaye. The area is also a rock-climbing mecca with literally 100’s of climbs suitable for school groups. Mountain walking in the nearby Ecrins National Park provides the opportunity to see glaciers and some diverse Alpine fauna and flora. The 2007 group will also be whitewater rafting on the Durance River and taking part in a classic via ferrata which involves scrambling whilst attached to cables and ladders.

Beginner canoe sessions are held in the school pool and then progress to the local River Derwent. More advanced sessions take place at Howsham Weir, the River Ure and the River Tees.

The outdoor education programme follows all the latest guidelines on Health and Safety of Pupils on Educational Visits. It is hugely popular with pupils and parents the latter of which have helped to raise funds to ensure that our equipment is modern and user friendly. Staff and parents have also helped enormously to ensure the success of the programme, particularly the residential trips.

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Head of Department: Mr Phil Magson BA Hons Loughborough College of Art and Design, PGCE York St.John

The syllabus for Maths builds on the Primary Framework from the DfES (Dept. for Education and Skills) and the Secondary National Strategy for Key Stage 3.

Years 3, 4, 5 and 6 (Key Stage 2)

Pupils are taught by their class teachers in years 3 and 4 and by the subject teachers thereafter.
Currently the main textbook resource is Ginn’s Abacus scheme. It is a broad based scheme and has proved to be a very user-friendly introduction to the range of subjects.

There are seven strands that make up the syllabus –

Using and applying mathematics - The organization, interpretation and use of measures, shape and number to solve problems and to present information.

Counting and understanding number – Learning place value, sequences, fractions etc.

Knowing and using number facts – Multiplication, addition, subtraction, doubling/halving and using rounding and estimation.

Calculating – Making mental calculations using addition, subtraction, multiplication and introducing division as an inverse operation and to find fractions and decimals. Begin to use a calculator as a tool.

Understanding shape – Recognising 2d and 3d shapes, angles, symmetry and reflection. Moving on to nets, coordinates, translation and measuring angles accurately.

Measuring – Units of measurement for finding distance, weight, capacity and time. Moving on to finding area and perimeter of polygons, reading from a scale, 24 hour clock etc.

Handling data – Use of frequency tables, tally charts, pictograms, Venn and Carroll diagrams, moving on to bar charts, line graphs and pie charts to record and interpret information.

Years 7 and 8

Pupils will build upon their prior learning, increase their understanding of the key objectives and use new strategies for solving more complex problems. They will be fully prepared for all understanding of subjects expected of them in 13+ Common Entrance Examinations and for the next step into senior school.

A wide range of materials and resources are available to achieve the desired standards. Texts from Heinneman, Ginn, Nelson Thornes’ New National Framework and Elmwood’s Target Maths are currently used.
The syllabus is extended by developing strands of learning introduced towards the end of Year 6.
These include:

Multiplication, division etc. of fractions and decimal numbers

Identifying alternate and corresponding angles

Understanding and usage of algebraic formulae

Relate increase and decrease of percentages and decimals/fractions to probability and ratio

Column multiplication and long division of integers and decimals

Represent problems and interpret solutions in geometric or graphical form

Monitoring and Assessment

Pupils from Year 3 through to Year 8 have their development monitored in a continuous stream of assessment, checking on their rates of progress. The scheme we are currently using for beginning and end of year testing provides diagnosis for the setting of individual and group targets.
All children are encouraged to reach their full potential regardless of age or ability. Low attainers receive the support they need to progress from whichever level they start at, while higher ability pupils are challenged to extend their learning beyond their peer group where appropriate.

It is the aim of the school to continually challenge, motivate and raise pupils’ expectations throughout their time here. We aim to keep focussed on each child’s developmental needs and to help them achieve their goals with enthusiasm.

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Science is taught throughout the school following guidelines laid down by the National Curriculum. From Year 3 pupils are taught in purpose built, well - equipped laboratories and from Year 5 by specialist Science teachers. Science is a practical subject and experimental work is seen as a crucial part of the department.

Pupils are prepared for the 13+ Common Entrance Examination and from the latter part of Year 6, Science is taught as three separate disciplines: Physics, Chemistry and Biology.

Pupils are given many opportunities beyond the formal curriculum ranging from fieldwork at Flamborough Head to Science Challenges at local senior schools and workshops at York University. All of these serve to make pupils aware of the opportunities Science has to offer in the wider world.

Boarders are also able to use the labs in the evenings to help care for the “pets” which at present include gerbils, giant snails, stick insects and tropical fish.

The extensive, beautiful school grounds offer a wealth of opportunities for Science including a Wildlife Area and pupils’ gardens (in the Summer term). A vegetable garden is also under development.

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