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Park Hall Academy

Park Hall Primary Academy is a mainstream school for children aged 3-11years. There are approximately 480 pupils attending the school.

Who to contact

Contact Name
Mrs V Bunn
Contact Position
Senco
Telephone
01782 312384
01782 312384
E-mail
parkhall@parkhallacademy.co.uk
Website
www.parkhall.stoke.sch.uk

Where to go

Name
Park Hall Academy
Address
Carberry Way
Weston Coyney
Stoke on Trent
Staffordshire
Postcode
ST3 5QU
Local Offer

Local Offer

Contact Name
Mrs V Bunn
Contact Telephone
01782 312384
Contact Email
parkhall@parkhallacademy.co.uk
Local Offer Age Bands
0-4 years
4-11 years

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

The school accommodates all SEND in line with the Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND Code of Practice. These four areas of need include:

Communication and Interaction 

  • Children with speech, language and communication needs (SLCN) have difficulty in communicating with others.
  • Children with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction.

Cognition and learning

Learning difficulties cover a wide range of needs, including: 

  • Moderate learning difficulties (MLD),
  • Severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication
  • Profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
  • Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental health difficulties  

  • These include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbingbehaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
  • Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Sensory and/or Physical needs  

  • Children vision impairment (VI)
  • A multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of sensory difficulties.
  • Some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
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?

At Park Hall we are committed to Multi-Agency working. On occasions, outside agencies, such as the Early Intervention Team, inform the school of a child's needs prior to their entry into our academy.

Children are assessed before their entry into the Nursery and at the start of the Nursery year as part of the baseline assessment for the Early Years Foundation Stage Curriculum. We use this information as starting points for learning and to develop a personalised learning journey which includes appropriate support and challenge for every child. As part of the induction process, parents are encouraged to discuss any concerns with the class teacher and our Leader for Inclusion.

There is rigorous tracking of pupil progress in all year groups which is analysed by staff at half termly pupil progress meetings. We expect that all pupils achieve at least the expected level of development and an increasing proportion of pupils are expected to exceed their expected level of development.

Pupils that are not making expected progress are given individual support or small group support. Interventions may be adapted as appropriate.

We hold Assertive Mentoring Parent Consultations in the Autumn and Spring terms, where each child’s progress, attainment, targets and behaviours for learning are discussed. At these meetings, if a child is on our Special Educational Needs Register, their pupil passport and progress towards personal targets are also discussed as part of the SEN Review.

Parents are involved in their child's learning and are asked to support their child in a variety of ways. We aim to work in partnership with parents and carers and we suggest ways in which parents can help to support their child at home.

If parents have any concerns they need to speak to the class teacher in the first instance. If parents have concerns prior to their child joining the school, their concerns can be discussed so that relevant support can be put into place.

How will the setting support my child/young person?

Staff at Park Hall support all pupils through a broad and balanced differentiated curriculum. All children are entitled to have access to high quality learning opportunities and appropriate resources, all learning is carefully planned to take account of each child’s individual needs.Those who need extra help will be provided with small group support in class.

Children who require further support will be provided with personalised learning which includes specific interventions and additional 1 to 1 support.

Parents in Early Years are invited into school at the start and end of each day to support their child. Parents can talk to their child's key worker, while their child self- registers and accesses the day's learning opportunities.

In Early Years, parents are encouraged to recognise their child's achievements outside school and put these achievements on the 'Achievement Tree', which is in the Foundation Stage Unit.

All pupils with special educational needs have Personalised Learning Books from nursery to year 6, which address their specific Pupil Passport targets and progresses their learning.

The outdoor environment is used as a teaching resource to engage and support the learning of pupils.

Where a child has a disability, reasonable adjustments will be put into place to support that child.

If a child has a learning need, then he or she will receive appropriately differentiated work to allow them to make progress at their level.

If your child has medical needs then a care plan will be put into place.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

In Early Years, the curriculum is planned based on the child's needs and interests and parents are consulted about what engages their child throughout the year.

Our Creative Curriculum is broad and balanced to meet everyone's needs. Pupil's contribute to the shaping of the curriculum and regularly make suggestions that help to inform the teacher's planning.

At the start of each topic a KWL grid is completed by the children. This shares what children already know about a topic, (Knowledge) what they would like to know, (Wonder) and what they have learnt by the end of the topic. (Learning)

All children are entitled to have access to high quality learning opportunities and appropriate resources to meet their individual needs.

Children who require further support will be provided with personalised learning which includes specific interventions and additional 1 to 1 support.

Data tracking will highlight particular groups needing additional or different provision.

Weekly Mega mind (Maths) and Grasp (Grammar) Challenges, highlight any gaps in children's learning and teachers plan and address their gaps in the next session.

At the end of each half-termly unit, each child carries out a self-assessment, which shows their level of engagement and enjoyment in each unit of learning. This enables the curriculum to be adapted as a result of pupil feedback.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

To ensure this, the Senior Leadership Team will monitor through:

  • Formal and Informal lesson Observations
  • Book Trawls and Planning Scrutinies
  • Pupil Progress Meetings
  • Analysis of data
  • Pupil Conversations
  • Parent conversations
  • Appraisals
  • CPD.

To ensure quality and personalised provision the Leader for Inclusion (SENCO) will monitor through:

  • Personalised Learning Book monitoring
  • Provision maps
  • Analysis of data
  • Observation of interventions
  • Reviews with class teachers and parents
  • Pupil conversations
  • Parent conversations

Pupil's attainment is assessed at the beginning of an intervention and then at the end, to review the progress made.

All pupils are assessed through careful marking including providing the children with closing the gap comments and a target set, to be met during 'Fix It Time'. (Daily opportunities for pupils to respond to feedback from Teachers).

Parents are invited to attend Assertive Mentoring Parent Consultations with their child during the Autumn and Spring terms and there is a written report sent in the Summer term. At Assertive Mentoring Consultations, a child's attainment will be clearly shared with parents, progress towards expected outcomes measured and new targets set. Staff will discuss the ways in which parents can support their child with their learning.

If at any time parents and/or teachers are concerned about any issue or progress of a pupil, then additional meetings will be arranged at a mutually convenient time at any period throughout the year.

Homework is usually sent home on a weekly basis linked to either work in class or to target an identified need for an individual child.

Any targets for children with SEND will be recorded on a Pupil Passport which will be shared with their parents at the termly Assertive Mentoring Consultations. As part of this, teachers will ask parents to work on a specified issue at home. These plans are reviewed with parents and children at the termly Assertive Mentoring Consultations and then the next steps for learning are identified.

Park Hall Academy believes that parents are their children's primary educators. We encourage an active partnership between home and school.

The school curriculum is available on the school website for parents to view.

We deliver curriculum learning events and parent workshops that help families understand our expectations and how they can best support their child's learning.

Parents are invited into the classroom every term for team events to support their child in their learning.

In our newsletter and on our website we regularly share information about the curriculum.

We encourage parents to support their child's development by engaging with activities outside of school hours.

All children receive homework every week. Reading books and communication diaries are provided.

Learning Targets are shared during Assertive Mentoring meetings.

Parents are invited to Assertive Mentoring  Parent Consultations, where their child's Pupil Passport targets are also discussed. In order to support parents in attending these appointments, both daytime and evening appointments are available.

The Pastoral Manager, Senco, Phase Leaders, Class Teachers and Support Staff are always on hand to discuss ways to support your child at home.

At our Family Learning workshops, parents are invited to learn alongside their children. These workshops include design/technology, cooking, maths, story book making and art activities. We aim to link family learning opportunities to our School Development Plans.

What support will there be for my child's/young person's overall wellbeing?

A dedicated team of professionals, ensure that your child meets their full potential. These include teachers and Learning Support Assistants in the classroom, our Leader for Inclusion, Early Years Intervention Leader and Pastoral Manager.

Pupils are encouraged and given opportunities to talk about their wellbeing, through lessons, as part of their Spiritual, Moral and Cultural Development, circle time, assemblies and informal conversations with staff and the Pastoral team.

Individual Medical Health Care Plans are in place and reviewed regularly.

Attendance is monitored rigorously by the school's attendance team, which is made up of the Principal, the school attendance officer and the school attendance governor. Parents are informed termly about their child's attendance, as we seek to develop the partnership between home and school.

Our Pastoral Manager provides support for our vulnerable families from the onset and seeks to work in partnership with them. 

We welcome parents who have any concerns linked to their child's wellbeing, to come into school to discuss support opportunities. If a child appears to be upset, the team will speak to parents and then offer support to the child.

The school actively seeks to support children and their families through Early Help and intervention

All staff are trained in safeguarding to at least level 1 and this training is revisited annually. All staff recognise that safeguarding is everyone's responsibility.

What specialist services and expertise are available at or accessed by the setting?

All parents/carers are consulted before the school seeks support from specialist services. Our Leader for Inclusion and Pastoral Manager work closely with families and where necessary, make referrals to the following agencies:

Occupational Therapist , Speech and Language Therapist , Physiotherapist , Psychiatrist , School Counselling Service, Dove Service, Young Carers, Paediatrician, CAMHS (Children & Adult Mental Health Services), Local Authority SEND Services, Education Psychologist, Behaviour Support Team , Social Care, Health Visitor, Integrated Family Support Worker, Education Welfare Officer.

What training are the staff supporting children and young people with SEND have had or are having?

Park Hall are highly committed to providing opportunities for the continuing development of all staff. Learning and Teaching staff, take on an active role in their own development in order to meet the needs of all of the pupils that they teach.

Training has been delivered by the SEND team on the New Code of Practice (2015-16) and Dyslexia Awareness in (2016-17).

Support staff are all highly skilled in their roles and receive on-going training in a variety of interventions led by the SENCO throughout the year on a regular basis. This training is closely linked to the School Development Plan.

The Leader for Inclusion, Early Intervention Leader, Pastoral Manager and teaching assistants attend courses to develop specific skills for supporting children with SEN within the school.

How will my child/young person be included in activities outside this classroom including school trips?

All children are included in school trips. Staff carefully select transport, activities  and venues that are suitable for all children.

All children have access to school clubs.

All children are included in all aspects of school life wherever possible, by careful risk assessments and by putting extra support in place where necessary.

At Park Hall we are committed to equal opportunities and the school provides opportunities which are open to all pupils.

The school seeks to make reasonable adjustments to adapt any activity to enable all children to participate in school life.

How accessible is the environment?

Park Hall is set within extensive grounds. The school entrance and offices are accessible via a ramp. The building itself is split over three levels accessed internally by several stair cases. There are additional hand rails on some stair ways which have been added to support visually impaired pupils. A mobile classroom is also accessible via a ramp. Pupils in a wheelchair can access the main school facilities including the offices, PE hall, lunch hall and ICT suite on this level from the mobile classroom. The school seeks to make all reasonable adjustments.

How will the setting prepare and support my child/young person to join the next stage of education and life?

To ensure a smooth transition into school, parents and children receive the following support:

When children join the school in the Foundation Stage, we offer a home visit in order to meet the child in their own environment.

All parents are invited to an induction meeting, where they are given lots of information about the school before their child starts school.

We also hold a series of transition sessions where the child and parent come to spend time at ‘Stay and Play’ sessions in the Foundation setting.

Children and parents who are interested in joining the school in other years, are encouraged to visit the school. When a child joins the school, we ask parents to share any concerns they may have regarding their child. Where a child has previously been identified as having a special educational need or disability, we will hold a multi-agency meeting to gather information so as to support the child and keep him or her safe.

As necessary the school will request training e.g. where needed for medical interventions. We communicate with previous establishments to support a child's transition and for some SEN pupils, a phased transitional period may be offered to help the child to settle where appropriate.

To ensure a smooth transition between year groups in school-

There is the same consistent approach in promoting positive behaviour, with each class following the same school expectations and pyramid which the children are familiar with.

During the last week of term, all children will make the transition to their new year groups. This enables all children to experience all changes in routines that they will encounter in the next academic year. This allows both teaching staff and children, time to get to know each other and ensures that children look forward to the changes ahead.

Each child engages in activities with their new teacher which will be displayed in their new class at the start of the year, to make them feel welcome and have ownership of their new class.

Class teachers have transition time to pass on information about each child in their class to their next teacher.

Meetings between the pastoral manager and new class teacher are held to pass on detailed, up to date information about a child.

Medical and SEN information about a child are also passed on to the new teacher.

Parents are invited to a class transition meeting to find out about their child's learning in their new class at the end of the Summer term.

Transition information leaflets are available for all parents.

Opportunities are provided for children to experience any new routines in the Summer term so they are comfortable and familiar with these.

To ensure a smooth transition into high schools the school organises the following -

Opportunities for the children to attend workshops at local high schools in year 5.

Meetings between class teachers and high school teachers, where needed.

Meetings between the Senco and Pastoral Manager and the High school SEN and Pastoral Team, where necessary.

Opportunities for SEN children to visit their choice of high school with a member of the Pastoral team where needed.

How are the setting's resources allocated and matched to children's/young people's special educational needs?
  • Children's individual needs are assessed and resources are allocated based on need. We seek advice on supporting our children from a variety of outside agencies including the Early Intervention Team, Speech and Language Therapist, Educational Psychologist, SEND Services, Camhs and the Our Health Central Hub. Termly provision mapping identifies the support that each child on the SEN register is receiving. The school seeks to ensure best value by regularly measuring the impact of interventions on pupil attainment.
  • Budgets are closely monitored to ensure funds and staffing are best allocated to meet the needs of all children. Provision is reviewed regularly to ensure that there has been an impact on pupil progress and this ensures that funding is spent to ensure that all children make at least good progress. This ensures that interventions are appropriately matched to pupil's needs.
  • These resources include additional group support in class, 1:1 and small group interventions, support through our Pastoral Manager and equipment to allow access to the curriculum.
How is the decision made about what type and how much support my child/young person will receive?
  • The type of support is led by the child's individual need. Children with an 'Education, Health Care Plan' will have an amount of time to be given as a minimum, to ensure that their needs are fully met. Their EHCP clearly lays out the type of support needed as a recommendation.
    • In class support from teachers and support staff
    • Small group or 1:1 support
    • Support from external agencies
    • Provision of specialist resources. If interventions are not having the expected impact, then the SENCO may refer to external professionals in discussion with parents to enable further support to be provided. 
    • Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Children are given additional and differentiated support and Interventions are put in place to support their learning and the impact of that provision measured. These interventions and their impact are recorded in the pupil's Personalised Learning Books.
  • Other children will also receive support linked to their needs as indicated on their Pupil Passport. This support may take various forms :
How will our child and young person be involved in the decisions about their learning?

Our Creative Curriculum is broad and balanced to meet everyone’s needs. Pupil’s contribute to the shaping of the curriculum and regularly make suggestions that help to inform the teacher’s planning.  

At the start of each topic a KWL grid is completed by the children. This shares what children already know about a topic, (Knowledge) what they would like to know, (Wonder) and what they have learnt by the end of the topic. (Learning)

In Early Years the curriculum is planned based on the child’s needs and interests and parents are consulted about what engages their child throughout the year.

All learning is carefully planned to take account of individual needs.

All pupils with SEN have ownership of a Personalised Learning Journey, which contains all their targets, gives pupils information on what they know and can do well and identifies any gaps in their learning. The pupils can follow their progress in all subjects and have continual access to their personal learning journey.

Pupil views are taken during the initial consultation period, prior to a child going on the SEN register, at termly SEN Review meetings and at Assertive Mentoring Parent Consultation meetings.

Pupils with SEN have Passports and Individual Education Plans, which set out their individual needs, targets and the support needed to achieve them. As part of this, parents are asked how they can support their child.

Pupils are consulted each term to review their Passports and Individual Education Plans.

Park Hall Academy, actively listen to the Pupil Voice of all children in school, including those with identified Special Educational Needs.

How will we be involved in the decisions about the learning of our children and young people?

Prior to a pupil going on to the SEN Register, parents are invited for an initial consultation meeting where the types of provision and support to be put in place are discussed.

  • The school involves parents in their child’s learning through SEN Review meetings, Assertive Mentoring Parent Consultation meetings, workshops, newsletters, assemblies and information on the website.
  • During Assertive Mentoring meetings a child’s attainment and progress is discussed with parents and new targets are set. Parents know how well their child is progressing and what steps are needed to ensure further progress.
  • Parents are involved in the decisions about their child’s learning through conversations and meetings with the class teacher and Senco if outside agency support is required, and parental permission is asked for to enable the level of support to be increased, as part of the graduated response.
How are parents involved in the setting? How can I be involved?
  • We believe in building strong partnerships with parents and welcome parents to participate in school life.
  • Our school curriculum is devised in consultation with all pupils and parents and this is available on the school website to ensure all parents are aware of their child's current learning.
  • We encourage parents to support their child's learning through reading books and a wide variety of other homework activities.       
  • All parents are expected to sign Home School Reading Diaries at least three times a week.
  • Parents attend meetings with their child's class teacher or Leader For Inclusion if they have additional needs.
  • Teachers can be available at the beginning and the end of the day to address any additional concerns.
  • Family Learning Workshops allow parents to work alongside their children in school.
  • We have a PTFA which all parents are invited to join.
  • On our governing body, we have parents who actively seek the views of other parents.    
What do I I do if I want to make a complaint?

If you wish to discuss your child’s special educational needs or have any concerns regarding your child’s education, please contact your child’s class teacher in the first instance.  

If your concerns remain unresolved, please contact the Leader for Inclusion at Park Hall.If you need to take a complaint further, please see the complaints policy, which directs you to speak with Mrs Frost, the Principal.

If the complaint remains unresolved at this stage, you would need to contact the Chair of Governors.

 

What other support Is available to parents and how can I contact them?

If parents would like further support and advice they may contact Stoke-on-Trent SEND Information Advice and Support Service (SENDIASS). They can be contacted on at www.sendiass.stoke.co.uk.

Independent Supporters based within SENDIASS hold drop-in sessions at schools and community centres for parents and information and these can be found on their website. Your local Independent Supporters can be contacted on 01782 236414 or email independentsupporters@stoke.gov.uk

If parents would like support with health issues for children and young people aged 5-19, a Central Access Hub based at Cobridge Community Health Centre can be contacted. Each locality will have a team of health professionals led by a school nurse to offer advice and support to families and carers. The Hub can be contacted on 08001240362 or via email at ourhealth.5-19@ssotp.nhs.uk

A child's parent  or a young person aged 16-24, can request an Education, Health and Care Assessment. You are able to send your request to SENMAS. The contact details for SENMAS are:

SENMAS
Stoke-on-Trent-Council
Floor 2, Civic Centre, Glebe Street, S-on-T, ST4 1HH.

Alternatively SENMAS can be contacted via email at  SENMAS@stoke.gov.uk

The Stoke Safeguarding board can be contacted by following the link ;
http://www.safeguardingchildren.stoke.gov.uk/ccm/portal

The Staffordshire Safeguarding Board can be contacted by following the link:
http://www.staffsssch.org.uk/Professionals/Procedures/Procedures.aspx

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