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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
office@parkhallacademy.co.uk
Links
http://www.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?

Park Hall Academy 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  • These include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. 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)
  • Hearing impairment (HI)
  • A multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of vision and hearing 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?
  • Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
    • Is significantly slower than that of their peers starting from the same baseline
    • Fails to match or better the child’s previous rate of progress
    • Fails to close the attainment gap between the child and their peers
    • Widens the attainment gap
  • This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether something different or additional is needed.
  • Before your child enters our Early Years Foundation Stage, our staff carry out home visits. This involves discussing whether your child has already received any support for their needs. We also have discussions with previous settings to enable us to best support your child. If your child has a special need we will:
  • Use the Assess, Plan, Do, Review Graduated Approach to supporting their needs

-Assess: A need is identified, assessments may take place

-Plan: Targeted support or intervention is planned by Class Teachers & SENCO

-Do: Deliver the support/intervention

-Review: Impact of support is measured and evaluated.

  • Seek advice from other services as appropriate
  • Monitor their progress and discuss with parents on a termly basis
  • Support your child through interventions to support them in an area of their learning
  • Ask the Senco to advise teachers where necessary
  • Carry out assessments of your child’s learning so we know which skills they need to learn next
  • Talk to you about your child’s difficulties so we can understand their needs
  • All children are assessed at the start of the Nursery year (Lower Foundation Stage) 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 provides appropriate support and challenge for every child. As part of the induction process, parents are encouraged to discuss any concerns with the class teacher.
  • There is rigorous tracking of pupil progress in all year groups which is analysed by teaching staff and the Senior Leadership team at half termly pupil progress meetings. We expect that all pupils achieve at least the expected level of progress and we set ambitious targets to ensure that all learners are challenged to achieve their potential.
  • In deciding whether to make special educational provision for a pupil, the teacher will carry out an Initial Consultation and provision is put in place as part of Quality First Teaching. This information gathering includes a discussion with the pupil and their parents. This is reviewed and pupils that are not making expected progress will be discussed with the Senco, Senior Leadership team and parents. This determines the support that is needed and whether additional or different support is needed for the pupil, which is then discussed by the teacher with parents. Appropriate intervention and provision is then planned to meet each child’s needs in the form of targets set on a Pupil Passport.
  • For the parents of pupils with a Pupil Passport we hold Parent- Pupil Consultation meetings in the autumn, spring and summer terms where progress, attainment, targets and other concerns are discussed. At these meetings, a child who has been identified as having a Special Educational Need, will have their Pupil Passport targets discussed and reviewed in collaboration with the class teacher.
  • If parents have any concerns about their child, they should speak to the class teacher in the first instance. If parents have concerns prior to their child joining the school, either going into the Foundation Stage or at any point, parents should ensure that the school are aware of their concerns as soon as possible so that relevant support can be put into place ready for their child’s arrival. This will help to ensure a smooth transition into school and that the appropriate support is in place.
How will the setting support my child/young person?
  • All children are entitled to have access to high quality learning opportunities and appropriate resources to meet their individual needs. Pupils have access to a range of visual, concrete apparatus and multi-sensory approaches to learning. The outdoor environment is used as a teaching resource to engage and support the learning of pupils.
  • Those who need extra help may be provided with group support in class, small group or 1:1 intervention support, specific strategies within the environment, specialised equipment to allow access to the curriculum or social, emotional, mental health support provided from the Extended Home School Link Worker (Mrs N Wright).
  • All pupils with special educational needs have Personalised Learning Books in Foundation Stage and SEN Files from year 1 to year 6, in which the support identified on their Pupil Passport targets is monitored.
  • Where a child has a disability, reasonable adjustments will be put into place to support a child.
  • If a child has medical needs then a Care Plan will be written in conjunction with the parent and medical professionals and shared with relevant staff in school.
  • Data tracking of progress and analysing individual pupil data by the Class Teacher and Senior Leadership Team, highlights children who are not making expected progress.
  • Additional support for individual pupils or groups is identified on Raising Attainment Plans to support them with their learning and this is formally reviewed termly.
  • School staff will work in partnership with parents if we think we need to consider asking the local authority to carry out a coordinated assessment of your child’s needs because more advice/resources are needed to help your child to make progress. This assessment may result in an Education, Health, and Care Plan for the child, if the local authority feels that is necessary.
How will teaching approaches and the curriculum be matched to my child or young person's needs?
  • The Park Hall curriculum is broad and balanced, language rich and creative and based on the idea that ‘Reading Take’s you Places’. Learning and teaching is centred on a high quality text and this is used to engage and excite learners throughout the topic. The curriculum overview/ year group plans are available on the school website to ensure all parents are aware of their child’s current learning. It is vital that parents support their child’s learning journey through daily reading and a wide variety of homework activities. Enrichment is also very important in our teaching and learning ethos, we believe it enables children to learn through hands on and real life experiences. Throughout the year classes engages in educational visits and with visitors coming into class to support the topic, again bringing learning to life!
  • All children are actively engaged in learning so that they are able to reach their full potential. We are passionate about enabling our children to develop a real love of learning and see their futures as full of possibilities. The innovative and creative use of technology, enhances learning and teaching, immersing and enriching our children’s lifelong learning journey. At Park Hall Academy all pupils from years 1 to year 6 are allocated an individual iPad which is used to enhance and support learning.
  • We have observed increased engagement and enthusiasm for learning. (Backed by research)
  • Increased motivation in learning
  • Development of independent learning
  • Children can approach learning intentions in their own preferred learning style, e.g. write, draw, video
  • Instant, effective feedback and dialogue between teacher and pupil motivates learners to improve further
  • Engage and motivate children to continue learning journey at home and fully engage creatively with learning beyond school.
  • Quality first teaching is provided to all pupils and is our first step in supporting pupils who have SEN. Pupils are supported in class with the assistance of the learning environment (working walls, table prompts, maths toolkits), peers, additional staff, technology and mastery teaching. Mastery teaching ensures access to the curriculum for all pupils and is delivered in small steps allowing pupils to ‘keep up, not catch up’. Where a pupil is working at Well Below in Reading, Writing or Maths they will be provided with differentiated learning tasks and support.
  • Teachers are responsible and accountable for the progress and development of all the pupils in their class.
How will both you and I know how my child/young person is doing and how will you help me to support their learning?

Every child is entitled to quality first teaching.

  • To ensure this, the Senior Leadership Team will monitor through:-
  • Formal and Informal lesson observations
  • Learning Walks
  • Book Monitoring and Planning Scrutinies
  • Pupil Progress Meetings
  • Analysis of data
  • Pupil Conversations
  • Parent conversations
  • Appraisals
  • CPD
  • To ensure quality and personalised provision Class Teachers, the SENCO and Senior Leadership Team will evaluate the effectiveness of provision for pupils with SEN by:-
  • Reviewing pupils’ individual progress towards their Passport Targets termly
  • Reviewing the impact of interventions on termly provision maps
  • Analysing termly data
  • Completing SEN Reviews with class teachers and parents
  • Completing SEN reviews with pupils
  • Holding annual reviews for pupils with EHC plan
  • Specific monitoring by the SENCO and Senior Leadership Team e.g. Pupil Interviews, Parent Feedback, Interventions, Pupil SEN Files and Personalised Learning
  • We will follow the graduated approach and the four part cycle of assess, plan, do, review. The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant
  • All teachers and learning support assistants who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. They will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress termly.
  • To ensure SEN pupils are making progress, their progress in Reading, Writing and Maths is tracked continuously and formally recorded on the school’s DCPro data tracking system on a termly basis where the data is analysed by the Senior Leadership Team in conjunction with the class teacher. Pupils working Well Below age related expectations for Reading, Writing and Maths are monitored by class teachers and progress steps measured using PIVATS. (Performance Indicators for Value Added Target Setting) system, which is also recorded and tracked on DCPro.
  • Any personalised targets for pupils with SEN will be recorded on a Pupil Passport which indicates what strategies and interventions are needed to support them. These will be shared with parents at termly meetings so you know how your child is doing. As part of this, teachers will ask parents how they will support their child with their learning at home. Passports are reviewed with parents and pupils and then the next targets identified.
  • In order to monitor progress the impact of interventions is measured by staff supporting your child at the start and end of the period of the intervention, which may be in the form of an assessment, questionnaire, sample of work etc. The impact is monitored throughout each term by class teachers to determine where improvements are being made or whether an intervention needs adapting. This information is shared with the SENCO through termly provision map meetings and with parents through termly review meetings.
  • Interventions and SEN Provision Maps are monitored by Senior Leadership Team to ensure quality provision.
  • School carries out Standardised Tests for SEN pupils which provide measures for reading ability, comprehension, spelling, receptive and expressive language.
  • Pupils with an EHC Plan have progress towards their EHC plan milestones noted by staff supporting them throughout each term on their Termly Progress Review Document. In addition, all pupils with an EHC plan have an annual review, where the provision of the EHC Plan milestones are reviewed, amended and new milestones are set, in consultation with the pupil, parents, school staff and other agencies involved. This information is sent to the Local Authority Reviewing Caseworker, where a decision is made on the band and provision to be put in place for the following year.
  • As part of quality first teaching, all pupils, including those with SEN, receive verbal feedback about their learning to ensure that pupil’s understand where they have achieved and also to identify misconceptions which can then be addressed.
  • It is vital that parents support their child’s learning journey through daily reading and a wide variety of homework activities.
  • During termly Parent Consultation meetings with the Teacher, a child’s attainment and progress is discussed with parents. Parents know how well their child is progressing, what steps are needed to ensure further progress and how they can support them with this at home. Progress towards a child’s Pupil Passport Targets are also reviewed with the Teacher and new targets discussed.
  • Teachers can be available at the beginning and the end of the day to support parents and to address any additional parental concerns. When this is not possible, a meeting or phone call can be arranged, suitable for both parties.
  • There are opportunities provided throughout the year which allow parents to work alongside their children on projects within the classroom environment and parents are invited to learning workshops.
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, the SENCO, Early Years Intervention Leader and our Extended Home School Link Worker.
  • Pupils are encouraged and given opportunities to talk about their well-being, throughout the curriculum, through work on weekly Big Questions for Curious Minds which are based on philosophy for children approach and engage pupils in thinking more deeply and widely about issues affecting themselves and others, class assemblies and informal conversations with staff and the Extended Home School Link Worker.
  • Pupil’s with Education Health Care plans which have Social, Emotional, Mental Health milestones on are reviewed throughout the term and annually as part of their EHC Plan Annual Review, supported by the Local Authority Assessment and Monitoring Team.
  • Attendance is monitored rigorously by the school’s attendance team, which is made up of the Principal, the Attendance Officer and the Extended Home School Link Worker. Parents are informed when their child’s attendance falls below expectations through telephone calls, then by letter and finally parents are invited in to a formal attendance meeting to discuss the concerns and support measures which can take place. Termly attendance letters are sent home to all parents to inform them of their child’s attendance (pink letters for tickled pink, green letters for green for growth, red letters for serious concerns), as attendance is a key indicator for pupils ongoing success now and in the future.
  • Our Extended Home School Link Worker provides support for our vulnerable families from the onset and seeks to work in partnership with families. We welcome parents who have any concerns linked to their child’s well-being, to come into school to discuss support opportunities. If a child appears to be upset, we will speak to parents and offer support to the child and their family.
  • The school actively seeks to support children and their families through Early Help and intervention.
What specialist services and expertise are available at or accessed by the setting?

Staff Expertise

  • There is a wealth of subject expertise within our academy. We have Specialist Leaders of Education for Early Years, Phonics and Maths, who are all involved in supporting staff in our own academy and across the St Bart’s Academy Trust – ‘Release Potential Together’
  • We have a team of skilled learning support assistants who are trained to deliver a range of interventions. Learning support assistants will support pupils under the direction of the class teacher. Children with an Education, Health, and Care plan will receive small group or personalised support as specified on the plan. Our Extended Home School Link Worker may support children with their social and emotional well –being

Specialist services

  • Our academy may involve specialist advisors from the Local Authority Inclusion Service and an Educational Psychologist if this specialist support is required.
  • Park Hall can make direct referrals to specialist services including Occupational Therapy, Speech Therapy, Camhs, (Children and Adult Mental Health Service), New Era (Domestic Violence), Family Support and Our Health Nursing Team.
  • All parents/carers are consulted before the school seeks support from Specialist services. Class Teachers, the SENCO and Extended Home School Link Worker work closely with families and where necessary, make referrals to the following agencies:
  • Occupational Therapy Service
  • Speech and Language Therapy Service
  • Our Health Nursing Team
  • Stoke-on-Trent Inclusion Service
  • Stoke-on-Trent Psychology Service
  • Outreach Service
  • Young Carers
  • Social Care
  • Family Support Worker
  • New Era (Domestic Abuse Service) It provides free and confidential support

for victims, perpetrators and their families. It aims to end relationship abuse through a wide range of individual and group support for adults, children and young people for as long as they need it.

  • CAMHS (Children & Adult Mental Health Services)

Referrals for Dove Service and Staywell Counselling support are made as part of the CAMHS referral process.

Parents can refer directly to Dove and Staywell Counselling Service via telephone.

  • The Dove Service@ Bereavement Counselling and Support

Contact Head Office: 01782 683155/683153    Email: enquires@thedoveservice.org.uk

  • Staywell Service (To improve the wellbeing of children and young people. Provided by Changes YP in partnership with Younger Minds and the Dove Service. )

Contact: Staywell Services Manager on 01782-418518 or info@staywellcyp.org 

 

What training are the staff supporting children and young people with SEND have had or are having?
  • We 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 and support.
  • Training was delivered by the Inclusion team on the New Code of Practice.
  • Safeguarding training is regularly reviewed (at least annually) alongside monthly safeguarding bulletins. All staff are at least Level 1 Safeguarding trained.
  • Continued Professional Development is delivered ongoing as part of Flick Learning Training for all staff and is linked to the needs of the academy and our children.
  • All staff including Senior Leaders, Class Teachers, Senco, Extended Home School Link Worker and Learning Support Assistants attend courses to develop specific skills for supporting children, including those with SEN within the academy.
  • We 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.
How will my child/young person be included in activities outside this classroom including school trips?
  • School visits are available to all our pupils. Staff carefully select transport, activities and venues that are suitable for all children.
  • Extra-curricular activities are available to all our pupils, including the before and after school club.
  • All pupils are encouraged to take part in sports day/school plays/special workshops and themed days
  • All children are included in all aspects of school life wherever possible, careful risk assessments and extra support is put in place where necessary.
  • 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, offices, PE and lunch hall 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.
  • The school seeks to make all reasonable adjustments.
  • See Accessibility Plan on school website for more details
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 all of the information required about our academy before their child starts.
  • We also hold a series of transition sessions where the child and parent come to spend time in the Foundation Stage 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 gather information from the previous setting and any external agencies so as to best support the child.
  • 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 a consistent approach in promoting positive behaviour, with all staff and pupils follow. This ensures that our academy expectations and pyramid system are understood by all children.
  • Planned transition opportunities take place over a week to prepare pupils for the next stage in their learning journey. Teachers and children get to know one another and positive relationships are developed which allow children to look forward to their next transition.
  • A 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.
  • Children with additional needs will have additional transition sessions prior to the full week at the end of term. This may involve additional conversations with their new teacher or visits to the classroom so they feel more prepared for the transition
  • Additional resources are prepared for some pupils, such as a visual photo book of their new class, cloakroom and staff, which parents can share with their child over the summer holidays to support them further.
  • Class teachers have transition time to pass on information about each child in their class, including those with SEN to their next teacher.
  • Medical and other information about a child are also passed on by the previous teacher to the new teacher and other key staff, during teacher transition meetings at the end of term.
  • Additional information may be passed to the new Class Teacher from the Extended Home School Link Worker and Senco on a need to know basis.
  • Parents are invited to a class transition meeting to find out about their child’s learning and routine 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 such as lining up before school/ playtimes in their new allocated location, playtimes/ lunchtimes etc.

 To ensure a smooth transition into high schools our academy organises the following:

  • Opportunities for the children to attend workshops at local high schools across all year groups.
  • Meetings between class teachers and high school teachers.
  • Meetings between the SENCO and the high school SENCOs, where needed.
  • Opportunities for SEN children to visit their choice of high school with a member of the EHSW/ Senco where needed.
  • Files are handed over to high schools or to the new school at the point of transition.
  • Our e-copies of documents are only accessible by relevant members of staff and are transferred once the child leaves school. We use CPOMS to store SEN information and documentation securely and confidentially.
How are the setting's resources allocated and matched to children's/young people's special educational needs?
  • The type of support, equipment and facilities needed to support children with SEN 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 they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
  • Equipment is provided on an individual basis.
  • Specialist equipment and resources may be loaned by specialist services such as Occupational Therapy or Inclusive Learning Services if available.
  • Children’s individual needs are assessed and support and resources are allocated based on need. This may include additional group support in class, small group or 1:1 intervention support, specific strategies within the environment, specialised equipment to allow access to the curriculum or social, emotional, mental health support provided from the Extended Home School Link Worker (Mrs N Wright).
  • Termly provision mapping identifies and monitors the additional strategies and intervention support that each child on the SEN register is receiving.

Strategies/Interventions to support with Speech, Language and communication

  • Spirals
  • Language Steps
  • Asking Good/Specific Questions
  • Talking Partners
  • Time to Talk
  • Talk Boost
  • Wordaware
  • Individual visual timetables
  • Topic/word mats
  • Individual programmes provided by Speech and Language Therapists, which are delivered in school by Teaching Assistants.
  • Teaching Assistants available during whole class teaching time.
  • Instructions repeated and broken down into small steps
  • Visual prompts given for tasks.

Strategies/Interventions to support/develop Cognition & Learning

  • Differentiated Curriculum
  • Pre-teaching of vocabulary, strategies and concepts.
  • Precision teaching of high frequency words daily.
  • Daily spelling practice of high frequency words.
  • Hornet Literacy
  • Beat Dyslexia
  • Better Reading Programme
  • Switch On Literacy
  • Phonics interventions/boosters
  • Reading Inference Training
  • Targeted Numeracy basic skills sessions e.g. times tables, number bonds
  • Use of Numicon
  • Awareness of learning styles - Visual, auditory and kinesthetic approach
  • Advice from outside agencies such as E.P, Outreach schools, Occupational Therapist and Inclusion Advisor.

Strategies/interventions to support social, emotional and mental health difficulties

  • Daily Meet & Greet
  • Time out/Calm space
  • Incredible 5 Anger/Anxiety Tool
  • Behaviour Contact/Learning Agreement
  • 1;1 Behaviour/Anger Management Programme
  • Coping Strategies
  • Circle Time
  • Circle of Friends
  • Lego Therapy
  • Playground Buddies
  • Parental involvement
  • Home-School Communication Diaries
  • Individual Reward systems
  • Support from SENCO, Class teacher/ TA, Extended Home School Link Worker and Senior Leadership Team
  • Celebration Assembly to raise self-esteem
  • Individual Success File
  • Advice from outside Professionals.

Strategies/Interventions to support physical needs

  • Pencil grips
  • Specialist scissors
  • Sloping boards
  • Further differentiation of physical activity (fine and gross motor skill activities)
  • Provision of other specialist equipment & resources as directed by OT
  • Advice from outside Professionals - EP, Outreach schools, Occupational Therapist / Physiotherapist, Medical Team.

Provision to support access to the Curriculum

  • Prompt and reminder card to encourage and promote independence.
  • Visual, concrete practical resources
  • Use of multi-sensory approaches
  • Pre teaching and over learning of strategies, concepts and vocabulary.
  • Visual timetables.
  • Use of ICT – whiteboards and Ipads.
  • Awareness of learning styles - Visual, auditory and kinesthetic approach
  • Small group or 1:1 support from Teaching Assistant or Learning Support Assistant
  • Self and peer assessment
  • Advice from outside Professionals
  • School seek advice on supporting children with more specific or complex needs from Stoke-on-Trent Inclusion Service and Stoke-on-Trent Psychology Service.
  • School may make direct referrals to a variety of outside agencies including the Speech and Language Service, Occupational Therapy Service, Camhs, New Era (Domestic Violence) and Our Health Nursing Team..
  • Budgets are closely monitored by the Principal 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 and are delivered by a team of highly trained teaching support staff.

 

How is the decision made about what type and how much support my child/young person will receive?
  • All children receive quality first teaching which is monitored and evaluated each term. If a child needs additional support, this will be planned to address those needs initially by the class teacher. If this is not having the required impact, discussions will be held with the Inclusion team and additional intervention support will be planned.
  • The type of support, equipment and facilities needed to support children with SEN 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 they are able to meet their targets. Their EHCP clearly lays out the type of support needed as a recommendation.
  • Equipment is provided on an individual basis.
  • Specialist equipment and resources may be loaned by specialist services such as Occupational Therapy or Inclusive Learning Services if available.
  • Other children at SEN Support will also receive intervention support linked to their needs as indicated on their Pupil Passport. This support may take various forms:
  • In class support and strategies from teacher/teaching assistants
  • Small group/1:1 intervention support
  • Support from external agencies
  • Provision of specialist resources
  • If interventions are not having the expected impact, then the Class Teacher supported by the SENCO, will adapt interventions.
  • Pupils may also be referred directly to other professionals such as Speech and Language Therapy, Occupational Therapy or Camhs, in discussion with parents, to enable further more specialist support to be provided.
How will our child and young person be involved in the decisions about their learning?
  • All pupils are involved in termly Parent Consultation meetings with their parent and Class Teacher, where they are involved in discussions about progress towards their learning. During the meeting, with support if necessary, pupils lead the consultation sharing work which they are proud of and discussing their learning in subjects with the assistance of their work. Prior to the consultation meeting, pupils complete a self-assessment, again with support if needed. The self-assessment includes questions about behaviours for learning and growth mindset. Children record what they are proud of what they have learned and what they have enjoyed.
  • Pupils with SEN, have Pupil Passports, which set out their individual targets and the support needed to achieve them. As part of this, pupils are consulted each term to review these and asked for their views, their goals, what is important to them, what they find challenging and how they can help themselves.
  • Pupils with more complex needs have an Education Health Care Plan, which sets out their outcomes, targets and the provision needed to achieve them. As part of this, pupils are consulted annually to review these and asked for their views. This includes asking them about what they feel has been working well, what they would like to change, what is important to them and what their aspirations are for the future. Pupil views are shared with the Local Authority as part of the child’s EHCP Annual Review.
  • The Senco or Senior Leadership Team may also gather pupil’s views during pupil interviews throughout the year.
  • 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?
  • Parents of all children are invited to in Parent Consultation meetings in the autumn and spring terms with a formal written report in the Summer Term. During the consultation between the child, parent and Class Teacher, pupils lead the discussions and teachers share the child’s attainment and progress towards their learning. Parents know how well their child is progressing, what steps are needed to ensure further progress and how they can support them with this at home. Parents of a pupil with SEN are invited in to a parent consultation in the Summer Term as an additional face-to-face meeting.
  • 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 and where parent views are sought.
  • Pupils with SEN, have Pupil Passports, which set out their individual targets and the support needed to achieve them. As part of this, parents are consulted each term to review these and asked for their views and how they can support their child at home.
  • Pupils with more complex needs have an Education Health Care Plan, which sets out their outcomes, targets and the provision needed to achieve them. As part of this, parents are consulted annually to review these and asked for their views. This includes asking them about what they feel has been working well for their child at home and at school, what they would like to change, and what aspirations they have for their child. Parent views are shared with the Local Authority as part of their child’s EHCP annual Review.
  • Teachers can be available at the beginning and the end of the day to support parents and to address any additional parental concerns. When this is not possible, a meeting or phone call can be arranged, suitable for both parties.
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.
  • The Park Hall website contains information about our academy and acts as platform for parents to find out more about our academy. The curriculum overview, information and individual year group plans are available on the school website to ensure all parents are aware of their child’s current learning alongside supporting resources.
  • Our newsletters, assemblies, parent workshops and information provided on the website all contribute to ensuring that parents are fully involved in their child’s learning journey.
  • We utilise social media platforms (Twitter and Facebook) to share and involve parents with their child’s learning journey as research with parents demonstrated that this type of communication was what was preferable to parents. Parents are able to post to the sites and share and be involved on an ongoing basis.
  • It is vital that parents support their child’s learning journey through daily reading and a wide variety of homework activities.
  • Parents attend termly consultation meetings with their child’s class teacher to review their child’s progress and Pupil Passport Targets.
  • There are opportunities provided throughout the year which allow parents to work alongside their children on projects within the classroom environment and parents are invited to learning workshops.
  • The Senior Leadership Team may also gather parent views through parent questionnaires throughout the year and through Gold Book comments at events.
  • We have a Park Hall Family Association of which all parents are invited, and encouraged, to become active members of. The PHF group assist in hosting a range of events for pupils throughout the school calendar including discos, youth clubs, film shows, year 6 leaver’s prom etc.
  • Our Local Governing Committee has parent representatives who actively seek the views of other parents
What do I I do if I want to make a complaint?

Complaints about SEN provision in our academy should be made to the child’s class teacher and SENCO in the first instance. They will then be referred to the Principal and school’s complaints policy which is available to view on our school website.

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 Parent Partnership Services (SENDIASS). They can be contacted at  sendiass-stoke.co.uk, Tel 234701/ 4847
  • 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 0800 1240362 or via email at 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 :

Hazel Trees, Duke Street, Fenton, Stoke-on-Trent, Staffs, ST4 3NR

SENMAS@stoke.gov.uk, Tel 231863

  • Stoke-on-Trent Inclusive Learning services can be contacted at:

Inclusive Learning Services l People – Children and Family Services

Hazel Trees, Duke Street, Fenton, Stoke-on-Trent, ST4 3NR Tel: 01782-232538

  • Stoke-on-Trent Psychology Services can be contacted at :

Hazel Trees, Duke Street, Fenton, Stoke-on-Trent, ST4 3NR Tel: 01782-234700

  • The Dove Service@ Bereavement Counselling and Support

               Contact Head Office: 01782 683155/683153    Email: enquires@thedoveservice.org.uk

  • Staywell Service (To improve the wellbeing of children and young people. Provided by Changes YP in partnership with Younger Minds and the Dove Service. )

Contact: Staywell Services Manager on 01782-418518 or info@staywellcyp.org 

 

 

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