Kemball Special School
Kemball school meets the requirements of pupils with congition and learning needs (PMLD, SLD, MLD). The school specialises in complex physical and medical requirements for individual pupils who need this additional support.
Who to contact
Where to go
- Kemball School
Stoke on Trent
- ST3 3JD
- Referral required
- Referral Details
The admission of pupils is largely controlled by the Local Authority (LA). The LA follows the procedures described in the SEN Code of Practice and may recommend a place at the school.
- Other notes
Please see our full Local Offer and additional documentation/information on our school website
- Local Offer Age Bands
- Needs Level
- What kinds of SEND does the school provide for?
Pupils who have cognition and learning difficulties - profound and multiple, severe or moderate learning difficulties
- How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?
The school only accepts pupils who have either a Statement of SEN or a Education Health Care Plan.
- How will the setting support my child/young person?
If the offer of a placement is accepted then the school would wish to make the transition as easy as possible for the child and his/her parents. The school actively encourages prospective parents to visit the school and encourages them to bring members of the family with them. A thorough transition plan is created with parents where individual needs including dietary and medical requirements are discussed. Class sizes are up to 10 pupils with a teacher and two/three fully qualified teaching assistants. Pupil's achievements and progress in EYFS are recorded using 2Build a profile software. From Year 1 pupils progress is tracked using B Squared assessment tool
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
The National Curriculum consists of subjects which all young people aged 5-16 years must have access to and this includes pupils in special schools. It is accepted that access to National Curriculum subjects alone cannot meet all the needs of the pupils and therefore the school tries to offer a whole curriculum which provides a broad and balanced education relevant to each pupil's needs, including sensory provision for those pupils who require that approach.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
Class teachers produce a yearly written report that highlights the progress the pupils has made in all curriculum areas as well as a report which measures progress against statements/EHC plan targets. Following this parents/carers are invited to attend an Annual Review meeting. At this meeting progress is discussed and targets are agreed, for the next academic year. In addition to this parents/carers are kept up to date with progress and achievement throughout the year and recieve a termly parents/carers overview which highlights what a pupil will be learning about over thecourse of the term.
- What support will there be for my child's/young person's overall wellbeing?
The school places a high emphasis on enhancing emotional and social development and also supporting behaviour.
Staff are trained to administer medication, support pupils who have epilepsy or additional medical needs, require catheterisation, oxygen, suction or are peg/NG tube fed.
Pupils take an active part in choosing their own targets. They also share their views and opinions of school life by completing a pupil comment sheet. This is done with appropriate support from class staff. Both of these documents are included in the annual review. Pupil representatives from each class are active members of the School Council and Eco Committee. School Council and Eco Committee members assist in making decisions on a variety of school issues including staff recruitment.
- What specialist services and expertise are available at or accessed by the setting?
The school has the following specially trained staff:
- Makaton tutors
- Rebound Therapists
- Manual Handling Trainers
- ASDAN assessor
- MAPA trained staff
In addition the following services are available:
- Educational psychologist
- Speech and Language therapy/assistant
- Occupational therapists
- Health service
- SEND HI/VI
- Strong links with the other Stoke special schools
- Links with OSSMA/other high schools
- Keele University
- Further Education colleges
- What training are the staff supporting children and young people with SEND have had or are having?
Sraff have undergone/will complete the following training:
- Health related training e.g. the administration of medication, epilepsy and peg feeding, training required to meet the medical needs of individual pupils.
- manual handling
- Read, Write Inc phonics programme
- HI/VI information meetings
- Child Protection/Safeguarding
- B Squared assessment
- Stoke Speaks Out
- Hydrotherapy course
- MAPA - de-escalation and positive handling
- On-going professional development on the use of IPads and ICT supported by RM
- How will my child/young person be included in activities outside this classroom including school trips?
Class teachers plan their own trips. Parents and carers are made aware of forthcoming trips through a letter which will include a consent form which is required to be returned to school signed.
The school has two fully accessible minibuses.
- How accessible is the environment?
The school was opened in 2013 and is fully accessible for all abilities. Access to a supportive environment includes:
- Home School Link Worker
- Bi-lingual support assistant
- fully accessible hydrotherapy pool
- All classes and specialist rooms have ceiling tracking
- Each teaching area have sound fields which support hearing impaired pupils.
- Strong emphasis on E- Safety (achieved E-Safety accreditation 13th May 2016)
- interactive whiteboards in each class
- access to computer/Ipads for all pupils
- 2 interactive sensory rooms
- interactive touch screen plasma TVs
- Big mac switches/switch operated resources
- power links
- How will the setting prepare and support my child/young person to join the next stage of education and life?
We place great emphasis on supporting pupils who are moving between different settings. A comprehensive transition process has been established to support pupils who are new to our school, at whatever age or stage of their education. From Year 8 onwards parents are supported and encouraged to consider Post 16 options as part of the yearly Annual Review process.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
Resources are allocated to meet the needs of all our pupils. This includes the purchase of specialist seating, communication devices, high staff to pupil ratio, ICT equipment etc
- How is the decision made about what type and how much support my child/young person will receive?
Class sizes are usually up to 10 pupils, slightly higher in fully MLD classes. Each class has a class teacher and two/three fully qualified special school teaching assistants. The school also employs Personal Care Support Workers who assist with personal care, swimming, walking/feeding programmes etc
- How will our child and young person be involved in the decisions about their learning?
Pupils are fully involved in setting their own educational targets. We have an active school council, Eco committee and E-Safety team. All classes are represented on these committees.
- How will we be involved in the decisions about the learning of our children and young people?
We operate an open door policy and aim to build positive and supportive relationships with all our parents/carers whereby any concerns are dealt with in a timely and appropriate manner. In addtion, parents/carers are invited to attend an annual review meetings and can liaise with class teachers throughout the academic year.
- How are parents involved in the setting? How can I be involved?
Engagement with parents/carers:
- Home school diary
- Home visits
- Regular phone calls and open access to staff at certain times of the school day.
- Home school link worker
- Bi-lingual support assistant
- 3 parent governors
- Achievement assemblies
- Class assemblies and school productions
- Annual Review process
- Text message service
- Regular coffee mornings
- Weekly parent support group
- Regular questionnaires to seek parental views
- in house training and course run throughout the year
- What do I I do if I want to make a complaint?
The school has a comprehensive complaints policy - this can be found on the school website
- What other support Is available to parents and how can I contact them?
Our home school link worker/bilingual assistant can be contacted via the school's reception.
Physiotherapists are in school Monday - Wednesday
Speech therapist is available on a Friday
Any health related queries can be referred into the public health hub.