Park Community Academy - SEND Information Report for Special Educational Needs and Disabilities.
As part of the changes within the Children and Families Bill, local authorities are required to develop a ‘Local Offer’, which will provide information for children, young people with special educational needs and disabilities (SEND) and their parents/carers in a single place, helping them to understand what services they and their families can expect from a range of local agencies.
Name of school
Park Community Academy
158 Whitegate Drive
Mr K Berry
E mail address
Web site address
The Governors and Staff of Park Community Academy aim to provide high quality educational provision for all pupils in an environment which reflects care, happiness, enjoyment and success.
Our Mission Statement is:
"We grow together, we learn together, we will achieve our best together."
Grow, learn, achieve
At Park Community Academy
All children are valued and included regardless of abilities, needs and behaviours.
All children are entitled to a broad, balanced and enriching curriculum which is adapted as appropriate to meet individual needs.
All our teachers are teachers of children with special educational needs. All our children can learn and make progress.
Effective assessment and provision for children with SEND will be secured in partnership with parent/carers, children, LA and other partners.
Maintaining children’s safety and wellbeing is central to their development.
At Park Community Academy we support pupils with the following areas of need:
Moderate/Complex Learning difficulties
- Communication difficulties
- Autism spectrum disorder
- Specific learning difficulties
- Physical difficulties and medical needs
- Sensory difficulties - mild vision / hearing difficulties and associated social, emotional and behavioural difficulties.
Park Community Academy is an inclusive school and offers the following range of provision and interventions to support children with special educational needs.
(i) Social Skills programmes/support including strategies to enhance self-esteem:
- Learning mentor support, focusing on social and emotional development, delivered 1:1, paired or in a group as appropriate, either in or out of class. Sessions with therapy dog.
- School nurse practitioner targeted support for children and their families.
- Opportunities to be included in the whole School Council, and organise enterprise activities such as coffee mornings.
- Opportunities to take part in residential school trips such as London, Tower Wood Outdoor Education Centre and Bendrigg Activity centre. These activities are planned and organised to meet the needs of each child and develop independence and life skills.
- Tailored intervention programmes delivered by the school’s allocated educational psychologist and advisory teachers to support children and their parents/carers, as appropriate.
- Intervention from the Targeted Family Support Service for children and their parents/carers on referral, delivered both in school and in the home.
- Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and their parents/carers on referral, delivered at CAMHS or in school as appropriate.
- Development of gardening skills through projects delivered by teachers in the school garden.
- Participation in a range of creative arts activities including school concerts, summer production, Christmas production, fashion shows, the school band and choir.
- Pupil involvement in WAM Assemblies and SEAL Assemblies developed to promote self esteem and a sense of pride in celebrating personal achievements.
- Extensive use of rewards systems and rewards days including star of the week, attendance and helping hands celebrations.
- Access to a wide variety of after school Clubs, Youth Club, lunch time clubs and the school summer scheme.
- Opportunities to be involved in the buddying system, peer reviews and pathways programme.
(ii) Access to a supportive environment – IT facilities/equipment/resources :
- A multi-sensory room equipped with a range of specialist resources including a 3D immersive environment and interactive floor. The room can be controlled by pupils using ipads.
- A multi-sensory soft play room with video projectors and musical surfaces.
- A fully equipped dance and drama room.
- Access to fully equipped specialised teaching areas: Computing Room, Design Technology Room, Art Room.
- Adapted and specialised Food Technology and Design technology Department.
- Outdoor learning sensory environments, all weather multi games area, garden and green house.
- Extensive and consistent use of visual support both in and out of class to support understanding and facilitate access to the school environment and learning.
- Provision of individually tailored visual support packages for specific children including individual timetables, behavioural cue cards, PECS and communication books.
- Use of ‘Communicate in Print’ to produce visual prompt cards relating to topic work.
- Pre-teaching of new concepts and vocabulary using colourful semantics to enhance learning.
- Use of interactive whiteboards and sound field systems in every classroom.
- Provision of specialist equipment, e.g. a specifically designed toileting area for children with physical needs and adaptation of the environment through the addition of grab rails, to promote independence and integration.
- Provision of resources to enhance independent learning such as easy-grip scissors.
- Differentiated work and resources; tailored to pupils needs.
- Access to voice recording equipment to allow opportunities for oral rehearsal prior to writing.
- Access to IT software to support learning including class sets of Ipads in each Key Stage.
- Regular use of the CLC facilities, the Star lab, Blackpool Tower and Blackpool Zoo.
- Continual updates of pupil progress and school activities provided on the School Web site. This includes continually refreshed class Blogs and Twitter feeds.
- The introduction of Home/School E books for pupils and parents to access at home.
(iii) Strategies/programmes to support speech and language:
- Assessment and interventions from the speech and language therapists on referral.
- Support and monitoring service provided by the teacher of the deaf on referral.
- Referral and assessment to Audiology Services.
- Team teaching provided with the Speech and Language Therapists in small or whole class groups.
- Delivery of interventions recommended by the Speech and Language Therapist by a trained SSA /class teacher.
- Use of MAKATON and Sign Supported English (SSL), with all staff receiving regular staff training in SSL.
- Use of Picture Exchange Communication Systems (PECS), Communication Books, and whole school visual timetable to support communication skills as required.
- Centrally stored SALT resources available for whole school use to ensure consistency of approaches within the school.
- Colourful Semantics and Toe by Toe programmes delivered to children in small groups or 1:1 as required.
- Provision of ‘Talking Homework’ within Early Years and planned use of puppets and sound/ phonics tubs to extend communication skills.
- Use of Communication in Print 2 desktop publishing program for creating symbol-supported resources.
- Speech and Language recommended Apple Ipad Applications.
- Lego therapy.
- Regular staff training delivered by Speech and Language Team.
(iv) Mentoring activities:
- Learning mentor support and interventions delivered in class, 1:1 or in a group, to develop positive attitudes to learning, and out of class to address social and emotional issues which affect children’s learning progress.
- Buddy systems for support during playtimes and lunchtimes - PALS for KS3/4 and younger pupils.
- Access to peer mentoring programmes and Digital Leaders mentoring activities.
- Therapy dog, walk and talk sessions.
(v) Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
- Interventions from an Occupational Therapist / Physiotherapist by referral.
- Delivery of interventions recommended by the Occupational Therapist / Physiotherapist by trained SSA’s and class teachers.
- Access to a purpose built soft play room and soft play equipment.
- Playground equipment selected specifically to encourage gross motor development. Outdoor gym equipment on KS4 Senior yard.
- Planned regular fine motor sessions and activities delivered 1:1 or in class groups.
- Regular opportunities to participate in a large variety of differentiated sporting events and physical activities such as swimming sessions, sports day and cycling.
- Regular opportunities to take part in ‘Move it, groove it’ key stage sessions.
- Use of Stanley Park Sports Hall and sporting equipment.
(vi) Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents):
- Pupil’s achievement is celebrated through the weekly newsletters / blogs.
- Regular use of Home/school Diaries when required.
- Parents Evenings, Review meetings, Teachers 2 Parents texts organised and used to support communication between the home and school.
- The educational psychologist works closely with referred children and their parents/carers, and provides ongoing support to children and teachers.
- Weekly liaison between learning mentor, home/school liaison manager, SENCo and school nurse practitioner to ensure concerns regarding individual families/children are shared, following which contact is made with parents and carers to discuss any issues and arrange meetings, referrals or home visits as required.
- Regular communication with all external professionals involved with children, as required, e.g. Hospital consultants, GPs and CAMHS practitioners.
- All staff are trained in child protection at regular intervals.
- Meet and greet planned activities incorporated at the start of each day.
- In-school 1:1 support from the learning mentor when required.
- Referral to CAMHS for support. (Child and Adolescence Mental Health Services)
- SHINE Therapy support accessed for children with additional sensory needs.
- Use of social stories to help children to understand situations which cause anxiety.
- Induction activities for all transitions such as moving from one key stage department and into the next key stage department.
- Specialised sensory equipment available to all children when required such as: ear defenders, weighted blankets, blackout tent, fidget toys, weighted cushions, wobble cushions, wedge cushions, therapy balls, and tactile, vestibular and oral motor equipment. Sensory Diet list and bags.
(vii) Strategies to support/develop literacy inc. reading:
- Differentiated work and resources is used consistently to enable access to the curriculum.
- There is a programme of continual staff training and development in curriculum specific areas.
- Specialist English and Dyslexia teachers available to support teachers and children when required.
- Accredited external courses are available to pupils according to individual needs.
- The use of pre-teaching strategies is used for new vocabulary/challenging concepts.
- Literacy skills are further developed through the use of Apple Ipad Applications
- Small group work/1:1 sessions are planned for additional language support by the speech and language therapists.
- Differentiated phonics groups are used across the school to deliver targeted teaching and learning activities.
- Small group intervention activities are planned to meet individual children’s learning needs.
- Bug Club e Book scheme has been introduced for all pupils, it is an interactive home/school reading scheme that can be accessed on any computer to enable pupils to have access to consistent and relevant reading material.
- Visual, Auditory and Kinaesthetic teaching and learning styles are incorporated into all planned activities to ensure all pupils’ needs are met within each lesson.
- A variety of schemes are used at the school to further develop children’s skills and interests in reading such as: Jolly Phonics programme, Oxford Reading Tree Scheme, Toe by Toe programme, IDL Programme, Rapid Phonics.
- Children’s progress is closely monitored through the use of PM benchmarks, whole school BSQ and phonics assessments
- Children also have access to external accreditation, mainstream schools and college links as required to further develop skills and knowledge.
(viii) Strategies to support/develop numeracy:
- Differentiated work and resources is used consistently to enable access to the curriculum.
- Specialist maths teachers are available to support teachers and children when required.
- There is a programme of continual staff training and development in curriculum specific area.
- RM Easimaths and Educationcity Home/School Scheme is used by pupils throughout the school.
- Pathways functional skills programme is available for pupils.
- Practical real life maths activities are planned into the school curriculum such as the school shops, enterprise activities, coffee mornings and the whole school £30 Challenge.
- Children have access to mathematical skills Apple Ipad Applications.
- Pre-teaching of new vocabulary / challenging concepts is consistently developed in all lessons.
- Children have access to small group support for additional numeracy sessions as required.
- Children have access to external accreditation, mainstream schools inclusion and college links.
- Maths mastery teaching throughout the Key Stages.
- Maths clusters / Maths moderated activities.
- Numicon and other concrete resources.
(ix) Provision to facilitate/support access to the curriculum:
- Children are provided with differentiated work and resources to enable access to the curriculum
- Pre-teaching of new vocabulary / challenging concepts is developed in all lessons.
- Prompt cards are made for new vocabulary using Communication in Print 2 desktop publishing program.
- Children have targeted support provided by in-class group support or 1:1 support from SSA’s as required.
- Specialist equipment is provided as recommended by external agencies (e.g. table top writing slopes, wobble cushions, pencil grips).
- A personalised curriculum is developed where appropriate.
- Health Care Plans, Individual Pupil Risk Assessments, Pupil Profiles, IEP’s, BSQ, CASPA can all be used to enable all pupils to have access to a broad and balanced curriculum.
- Supported access to college and supported work experience is provided as required.
- The school has subject specific teachers and specialised learning areas to further enhance teaching and learning.
- Supported mainstream schools inclusion and college links is provided where appropriate.
- A large range of specialised resources and ICT equipment is available in all curriculum areas.
- Learning outside the classroom activities are planned to enhance the whole of the curriculum. Forest School.
(x) Strategies/support to develop independent learning:
- Child initiated and continuous provision activities within early years is the foundation of teaching children how to be independent from a young age and is further developed as children progress through the school.
- Use of visual timetable, word mats, timers, and scaffolded writing tasks.
- Consistent access to ICT is available both within the classroom and the specialist ICT suite.
- Adapted curriculum / modified resources / alternative methods of recording findings are used to further develop independent learning skills.
- Peer support/mentoring encourages children to further develop independent skills and knowledge.
- Mobility training activities are planned and delivered to teach children how to travel on public transport.
- Work experience opportunities enable children to acquire independence within the work place.
- Life Skills Programmes and Personal, Social, Health and Education (PSHE) schemes of work and activities are delivered throughout the school.
- A range of residential activities are available to further support independency and life skills.
(xi) Strategies to support / modify behaviour:
- The school has a full time Behaviour Manager, Family Support Team and Learning Mentors support available to staff and pupils.
- Behaviour management training, Team Teach programme.
- Regular whole school activities are planned to support the golden whole school rules, class rules, and Home School Agreement.
- Use of whole school reward and behaviour modification systems including rewards and traffic lights encourages children to understand the expectations of behaviour within the school.
- Lunchtime clubs are available to support children during less structured times of the day.
- Individual Behaviour Plans are developed where appropriate to support children experiencing specific difficulties in this area.
- Social Stories are developed to help children to learn to develop skills and knowledge in this area.
- Targeted 1:1 behaviour support can be provided from class SSA’s.
- Home/School Diary is used to ensure strategies are consistent between home and school.
- Support from CLAS Advisory Team and Educational Psychologists is provided when required.
- Behaviour monitoring systems are in place to assess pupil’s needs.
- Peer mentors and ‘Why Try’ activities are used to further develop personal and social skills.
- Regular whole school staff behaviour management training is provided to ensure consistency of behaviour management strategies across the school.
- Therapy dog sessions.
(xii) Support/supervision at less structured times of the day including personal care:
- The Learning Mentors provide targeted individual supported activities during less structured times of the day.
- Trained welfare staff engage vulnerable children in organised games during lunchtime.
- Social stories are used to support personal care / playtime interactions.
- Peer support from older pupils is included in less structured times of the day (PALS)
- School Nurse practitioner and external agencies support and activities when required.
- Pupil may have a named SSA to go to for support during less structures times.
- Children receive individual support with personal care from familiar SSA’s and teachers.
- Lunch time clubs and quiet rooms are available each day.
- Parents drop in sessions and workshops are planned to support families.
(xiii) Planning and assessment:
- The Education, Health and Care Plans (EHC Plans) inform all planning and is a record of the individual child’s needs.
- Annual Review and reports to parents provide updated assessments and are used to plan next steps of achievement.
- Individual Education Plans (IEP) and personalised targets are used to assess needs and plan next steps.
- Use of Early Years and Foundation Stage (EYFS) profile in year R and in year 1 supports children’s development and plans when working within the early learning goals.
- Every child has a continual record of progress using the BSQ assessment tool.
- CASPA is used to set targets and help teachers plan for appropriate learning experiences.
- Pupil Portfolios are used to provide evidence of pupil’s achievement and progress.
- Formative, summative assessments and pupil observations are used throughout the school.
- SATS (Standard Assessment Tests) tests are given at the end of year 2 and year 6. They are used to show your child's progress compared with other children born in the same month.
- External Accreditation at an appropriate level is available to all students including entry level, BTEC, GCSE, Functional Skills Level 1/2 and Functional Entry Levels.
- Whole school assessments and marking policy ensure consistency throughout the school.
- Team planning meetings are used to ensure all pupils’ individual needs are met.
(xiv) Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports:
- The school has a full time home, school liaison manager to support families and children.
- The school has strong links with a wide variety of professionals such as the school nurse practitioner, educational psychologist, school medical officer, speech and language therapists, advisory teachers, occupational and physical therapists. Meetings are arranged from which strategies and advice is implemented to support individual children’s need to ensure access to the whole of the curriculum.
- A minimum of three parents/carers meetings are held each year, these include the Autumn Term and Summer Term parents evening and annual review meeting.
- Attending Team Around the Family (TAF) meetings to support the implementation of the Common
- Assessment Framework (CAF) is accessed when required.
- Regular meetings / phone conversations with parents of vulnerable pupil’s takes place when required.
- Detailed end of year reports are written for parents/carers to summarise each child’s progress throughout the year.
- A range of different methods is used to ensure home/school links such as - Home/School Diaries, website, blog, twitter, teachers 2 parents, weekly newsletters, and curriculum forecasts.
- Annual Autumn/Spring Fayre, fundraising events, social evenings, coffee mornings, and workshops also provide opportunities for home/school links.
- The school has Parent Governors who are available to meet parents/carers.
(xv) Access to Medical Interventions:
- The school has regular training and support from external medical professionals in relation to children with medical needs (e.g. epilepsy, diabetes, asthma, epipen).
- Individual Health Care Plans are developed for children with significant medical needs and allergies
- Individual Pupil Risk Assessments are used to ensure all staff are aware of the individual needs of pupils.
- Provision of aids and resources to support learning.
- Access to advice/assessment from School Nurse Practitioner, School Nurse and Doctors.
- 1:1 support is provided from trained school staff when children are self-administering medication.
- Dental service support is available.
- First Aid Training is undertaken by all staff and the school also has specialist first aiders available on site as well.
Park Community Academy provides further information in the following Policy documents:
Discipline and Behaviour Policy
Aims and Objectives Policy
Health and Safety Policy
Who can I contact for further information?
The class teacher is the first point of contact but parents are also welcome to contact the SENCO directly about any concerns.
Useful contact details:
Headteacher: Mr Berry
SENCOs: Mrs Heaney & Mrs Emsley
SEN Governor: Mrs Fielder
For details of Blackpool LEA local offer follow the link http://www.blackpool.fsd.org.uk/kb5/blackpool/fsd/localoffer.page
An Invite for feedback
This offer is intended to give you clear and accurate information.
If you would like to comment on the content of the offer, or make suggestions to improve the information, please email: firstname.lastname@example.org