What should I do if my child has Special Educational Needs?
What is the Green Park School local offer?
At Green Park School we believe in achievement, ambition and progress for all children. We aim to meet the needs of all pupils through the development of excellent relationships and through highly effective teaching and learning.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with children and their parents/carers. Parents and pupils need to be central to any decision making with regards to their additional needs. Alongside this, we act upon advice from external specialists from education and health to ensure we can meet a broad range of needs.
We undertake a rigorous system of monitoring children’s progress, supporting academic and personal achievement by removing barriers to learning. We use a wide range of strategies to foster a culture of enquiry and life-long learning for all children.
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Checking on the progress of your child and identifying planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the SENCO know as necessary.
Writing a Personalised Learning Outcome Plan (PLoP), and sharing and reviewing these with parents at least once each term and planning for the next term.
Ensuring that all staff working with your child in school are able to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND
The SENCO (Miss Seamark):
Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
Liaising with other support agencies.
Ensuring that you are:
Involved in supporting your child’s learning.
Kept informed about the support your child is getting.
Involved in reviewing how they are doing.
Head Teacher (Mrs Nightingale)
The day to day management of all aspects of the school, this includes the support for children with SEND.
The Head Teacher will give responsibility to the SENCO and the class teachers but is still responsible for ensuring that your child’s needs are met.
The Head Teacher must make sure that the Governing Body is kept up to date about any issues in school relating to SEND.
SEND Governor (Paul Harrison)
Making sure that the necessary support is made for any child who attends the school who has SEND.
Liaising with SENCo and head teacher over SEN issues.
Planning and delivering specific programmes (under the guidance of the SENCo/class teacher)
Monitoring progress of pupils using impact data forms (entry and exit data).
Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching
For your child this would mean:
That the teacher had the highest possible expectations for your child and all pupils in their class developed through strong relationships.
That all teaching is based on building on what your child already knows, can do and can understand.
Clear differentiation and well planned lessons.
Enquiry based learning which all pupils can access at their level.
Different ways of recording, led by the pupils own choices.
At times the teacher may direct the class based Teaching Assistant to work with your child as part of normal working practice.
Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
All children in school should be getting this as part of excellent classroom, practice when needed.
Small group work
Sometimes, identified needs call for specific group work with a smaller group of children.
Pupils will engage in group sessions with specific targets to help them to make progress.
Most of our Teaching Assistants are trained in specific learning needs eg. Dyslexia-friendly and ASD friendly methods.
Some programmes will need to be delivered on a one-to-one basis, particularly if it is a speech therapy programme or if the child has high level needs.
One to one work will be decided based on specific needs and outside agency advice.
A provision map is created every year in response to the specific needs of each cohort of pupils. This will be available to parents via the website, as it is finalised.
If you have concerns about your child’s progress you should speak to your child’s class teacher initially. They will set up a Personalised Learning Plan with you, based on concerns and your child’s specific, identified needs gathered from a variety of sources of evidence.
The class teacher will speak to the school SENCo and/or Head Teacher for further advice as needed.
If progress continues to be slow, or a specific need has been identified, outside agencies may be invited in to assess your child’s needs and advise the school on ways forward.
Staff at Green Park School should maintain a dialogue with parents regarding all aspects of their child’s needs through parents’ evenings and less formal conversations.
Specific needs should be highlighted as soon as possible and discussed with parents so targeted intervention can be set up as soon as possible.
Evidence is gathered for pupils to give a broad learning profile of their specific needs. This may include progress, attainment, behaviour, social, medical or self-esteem and will help to identify specific needs as well as how the pupil will be supported.
5 How do we monitor the effectiveness of SEN provision?
Termly reviews of Personalised Learning Plans with parents – pupil progress against targets set
Progress of groups using entry and exit data to monitor impact of provision
Close monitoring of attainment and progress of SEN pupils by team leaders and class teachers
Informal discussion with parents. (Parents may request additional meetings where they feel it is necessary)
End of year analysis of vulnerable groups/report to governors.
Personalised learning plans will be written in partnership with parents, with targets which can be supported at home
Work with your child on homework tasks and enjoy reading together
Let the class teacher know of your child’s interests and achievements – these can be used as great motivators!
Parent courses may be signposted via the school (some outside agencies offer some super parent training opportunities).
The school will provide parent workshops for identified areas of need.
Pastoral, medical and social support is available through a number of services at the school.
The school has its own Learning Mentor (Julia Booden) who works with pupils on a number of issues, including anger management, self-esteem, behaviour and social skills. She is also trained in ‘Drawing and Talking’ (a therapeutic approach to children with additional needs).
The school also has its own counsellor (Pauline Dynes) who works with pupils and families for one afternoon a week, dealing with a number of identified pastoral or social issues.
The school works with the children and families team where other issues or support needs arise. This includes social services and the school nurse.
Mental health needs can be referred to the CAMHs team through the school where needed or families can go through their GP.
Administration of medicines is referred to in the policy ‘Administering medicines’. If a child has specific medical needs, a care plan will be drawn up with the family and health care staff.
Specific needs for personal care will be put into a care plan for the child.
The school focuses on building positive relationships and behaviour is managed through ‘Restorative Practice’ where all pupils have a voice, discuss actions and how it made them feel.
The school will work closely with the family and behaviour support teams to set targets and support pupils pastorally to try and avoid exclusions. This involves fully understanding the cause of any negative behaviour and addressing core needs.
At Green Park School we have access to specialists within our own staff and through outside agencies.
The school has trained all staff in dyslexia-friendly and ASD friendly methods of teaching. We also have TAs who are specialist ‘Reading Recovery’ teachers, phonics teachers, Numicon specialists and some who are trained in speech therapy delivery.
Where specific needs are identified, the school will endeavour to train the relevant staff so pupil needs can be met.
School will also get advice from outside agencies including the educational psychology team, Speech Therapy, Occupational Therapy, Specialist teachers, behaviour support and communication teams.
Parents will always be invited in to discuss their concerns about their child before any intervention work happens.
8 How will my child be fully included at Green Park School?
We endeavour to include all pupils in all activities where possible.
Where activities need additional support, we will work with parents to devise an appropriate support plan for that child.
For residentials and educational visits, a meeting will be set up with parents and the providers (where appropriate) to decide on the best way to allow access for the child and their specific needs.
9 How accessible is Green Park School?
Green Park is fully accessible by wheelchair and there is a toilet/changing room for disabled changing.
The auditory and visual environment is adapted when it is necessary for specific pupils (identified through the FACT or agency advice)
Communication with EAL parents is enabled through advice from EMASS/support from other parents who speak the language or the use of simple translation tools.
Staff at Green Park work closely with all settings to ensure information is passed on so the child’s needs are well understood.
Staff visit the setting where the pupil is coming from and the pupil spends time at Green Park (over a series of induction days).
Pre-visits to secondary school are arranged where appropriate.
Meetings can be arranged with parents and SENCo from previous or next school.
Clear communication is key at all stages of transition.
11 How is SEN funding allocated?
Most SEN funding is spent on TA support and purchasing relevant support resources based on the yearly provision map.
An analysis of needs is completed across the school and provision allocated based on this, so all pupils have needs met appropriately and effectively.
12 How are decisions made about the type and amount of support my child will receive?
All decisions are made after a range of evidence and advice has been collected from a range of sources, including parents, teacher observations, progress, communication assessments (FACT), pupil comments and specialist reports.
Each case will be discussed in depth and decisions made based on the evidence seen. This will include the nature of the targets set, resources used, environmental aspects and how much support can be put in place, subject to budgetary and staffing limits.
We will endeavour to make an appointment to meet with parents as soon as possible.
Milton Keynes Council has a dedicated page for SEND reforms and key people to contact at the authority.
Children and Families Practices - One family, one plan
Children and Families Practices offer Early Help services for families with additional or considerable needs. Three teams are based in local areas to ensure that support is more accessible to children, young people and their families.
The approach sees the council working in an integrated way with partners to improve outcomes for our children, young people and their families. This means that for one family there will be one key worker and one plan.
We provide information, advice and support on all aspects of Special Educational Needs.
Milton Keynes Parent Partnership Service
Galley Hill Education Centre
Tel: 01908 254 518