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Queens Park Academy

Queens Park Academy is an inclusive school that works in partnership with pupils, parent/carers and the community to provide a creative and inspiring curriculum and environment so that all stakeholders can experience 'An adventure in Learning Together.' We aim to raise the aspirations of and expectations for all pupils, including those with SEND and foster in them a lifelong love of learning.

Who to contact

Contact Name
Holli Smith
Contact Position
Special Educational Needs Coordinator (SENDco)
Telephone
E-mail
qpa@queensparkacademy.co.uk
Website
https://www.queensparkacademy.co.uk

Where to go

Address
Queens Park Academy
Chestnut Avenue
Bedford
Postcode
MK40 4HA
Get directions

Other Details

Age Bands
11-14 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Regular assessments provide information on children's progress in all aspects of their development.

Class teachers will raise concerns with parent/carers, where we will listen to any concerns you may have also.

Meetings may be arranged with the SENDCo for further monitoring to be decided and pupil targets

Support will be agreed with the parent/carer.

If concerns continue, discussions with external agencies will be organised, once agreed with parent/carers.

Additional professional advice will be adhered to and implemented.

As an inclusive school we are currently catering for a number of children with a variety of needs.

How will early years setting/school/college staff support my child/young person?

All children benefit from "Quality First Teaching"; this means that class teachers are responsible for assessing, planning for and teaching all children at a level which allows them to make the best possible progress. In additional, focused interventions are used to target particular outcomes.

Some pupils may require a provision that is "different to or additional to" the usual classroom differentiation due to the significant barriers to learning they face.

Ongoing assessments and observations provide clear indicators of children's progress. School encourages parent/carers to share their observations to form a bigger picture. Ongoing support will then be agreed.

The Head Teacher and the SENDCo discuss all the information they have about SEND in the school, including:

the children getting extra support already,

the children needing extra support,

the children who have been identified as not making as much progress as would be expected.

From this information, they decide what resources/training and support is needed. All resources are allocated to any individual as their need dictates.

The school identifies the needs of SEND pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.

The school endeavours to put as much support in place to enable the child and family to succeed.

External agencies will be invited to support as necessary.

Staff are available to meet with parent/carers to discuss their child's progress or any concerns they may have. Appointments with class teachers or the SENDCo can be made at the main office. All staff involved with the child will be participate in meetings with parent/carers to provide consistent support.

Transition arrangements are in place to support pupils moving through the year groups, from Nursery to Reception, Primary school to Secondary school and for those joining or leaving the school at other times during the year.

There is a Governor responsible for Special Educational Needs and disabilities who liaises with the SENDCo to ensure policies and procedures are implemented effectively.

How will the curriculum be matched to my child's/young person's needs?

As an all-inclusive school, all children's needs are valued and addressed through planning and evaluation of progress.

There are a number of in school support systems including an Attention Autism Group, Social skill groups, sensory circuits, fine motor skills groups, speech and language support and intervention groups for Numeracy, Literacy and for children with additional language.

The school attempts to provide more than one adult in the classroom to provide support to children's changing needs.

Differentiation is planned for in numerous ways for example through the use of different resources, adult support, adapted expectations and different learning environments, including quiet spaces and the outdoors.

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

Parent/carers of all children regardless of SEND are welcome to discuss their child's progress with the class teacher or SENDCo. Parent/carers are actively encouraged to be partners in their child's education and have opportunities to discuss the progress their child is making through:
• informal discussions
• termly parent consultation events
• annual report
• termly target setting and review meetings
• telephone contact
• home school books
• meetings with the SENDCo, Family Support Worker and Safeguarding Officer as and when required
• multi-professional meetings (all professionals involved in supporting a child’s development)

The class teacher has a responsibility to plan for, teach and assess all children within their class. Regular teacher assessments are made. Expected levels of progress will be discussed with parent/carers.

During target setting and review meetings class teachers will explain the targets set for your child and any strategies or resources used to overcome barriers to learning. We want to work in partnership with parent/carers and value the support parent/carers and families can offer their children at home. We are more than happy to answer any questions or queries you may have and explain how we will support your child in working towards their targets.

Parent/carers of all children are invited to parents workshops throughout the year e.g. phonics, maths and reading.

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

The school employs a Safeguarding Officer and Early Intervention Officer who work closely with the SENDCo. Part of their role is to monitor and support families with attendance. They work closely with the education welfare team at Bedford Borough.

The Early Intervention Officer supports a number of emotional and social opportunities in school through individual and group work.

All staff receive positive behaviour training and support.

Behaviour plans are drawn up with the Early Intervention Officer and the parent/carers and staff who work with the child.

The Head Teacher and Governors are involved in all processes and decisions.

Bedford Borough Education Support teams are utilised and external support sought.

The school works hard with all parties to try and prevent the exclusion of any child.


There are staff dedicated to the administration of medicines and the policies and procedures are updated to reflect current expectations, including the new DFE guidance on medical needs.

All children who are involved in target setting, behaviour plans and medical needs decisions are supported to understand the processes. Their input is also sought before major decisions are made and agreed with them, ie: for the request for a statutory assessment or external agency support.

All classes follow a structured PSHE curriculum to support this development.

There is a student council and designated play leaders. These are all children known to the pupils who can be approached for support. The leaders and members of the group will then relay information to the relevant staff member to help solve any concerns.

There is also Lunchtime and playtime support through planned activities and groups.

There are a number of groups which operate during school with a focus on social skills, life skills and emotional support.

If your child still needs extra support, with your permission the SENDCo/Safeguarding Officer will access further support through the EHa process.

 

 

 

 

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

Within our school all staff are trained in;

Read Write Inc

Stonewall
Positive Behaviour Management
Safeguarding
Achievement for All Structured Conversations

Specialist Staff are trained in;
Therapeutic Story Writing
Bereavement training
First Aid

The SENDCo has completed the National Award for SEND (NASENCo award).

 
We seek the expertise and advice from other professionals such as:
Speech and Language Therapists
Occupational Therapists
Physiotherapists
Children and Adult Mental Health (CAMH) service
Educational Psychologist
Behaviour Support team
Early Year's Advisory Team
Support for children with family in prison


The Early Intervention Officer liaises with the neighbourhood centre and promotes provision to parent/carers.

The SENDCo has participated as a member of the SEND panel.

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

All children will be given the opportunity to attend any activity either in school or outside, including residential. Engagement with parent/carers are paramount to ensure all needs are met and the activity also meets the child's need.

Parent/carers will be consulted on arrangements different to the normal school day or routine so that children have an enjoyable and fulfilling experience.

All children are welcome at breakfast club and after school club, regardless of need. Staff liaise with schools staff and parent/carers to ensure good provision

How accessible is the setting/school/college enviroment?

The school is easy access, with double doors and ramps. All classrooms are wheelchair accessible. 

The front desk has a wheel-chair height section and is DDA compliant. 

There are 3 disabled toilets available.

Queens Park Academy is proud of the variety of languages spoken at the school by pupils, families and staff. We have school staff available for translation services in some home languages. We are more than happy for families to bring a relative/friend to translate information during meetings. 

We strive to secure equipment and facilities for pupils with SEND so they can make the best possible progress. We act swiftly on advice given to us to support the needs of our children. All equipment is asset registered and audited yearly. Locked cupboards are also available. 

The school’s breakfast club, after-school provision and extra-curricular clubs are accessible for all children, including children with SEND.

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

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is as smooth as possible.

Transition arrangements from class to class, across key stages and to another school:

Consultation with parent/carers in how we can best meet the academic, emotional, medical and social needs of the child.

Consultation with teaching staff, support staff and other lead professionals as to how we can best support the academic, emotional, medical and social needs of the child.

Opportunities for the child and parent to have supported visits to the new setting, both prior to starting Queens Park Academy or on transitioning to middle school.

SENDCOs from both settings will meet or have contact via telephone or email to ensure all information is sent and received, and strategies or advice are consistently applied.

Within school transition meetings and opportunities for children to meet their new teachers happen each year before transferring up to the next year group. Children take part in focused learning relating to aspects of transition, to support their understanding of the changes ahead.

 

 

 

 

 

 

 

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

All resources are allocated to an individual as their needs dictate.

There are a number of processes used; from discussions with staff or parent/carers who may raise a concern, assessments which show concern over progress, or a child who may seek support.

The school endeavours to put as much support in place to enable the child and family to succeed.

At all parts of the process the parent/carers involvement is key.

Governors will be informed where staff and budget decisions are needed, decisions are made with evidence from staff working with the child and reports from the SENDCo and external professionals.

All children's progress across all aspects of the curriculum are monitored and resources allocated accordingly. Where specific resources are targeted, impact will be judged on the original outcome expectations.

 

 

 

 

 

 

 

How is the decision made about what type and how much support my child/young person will receive?

All resources are allocated to an individual as their needs dictate.

There are a number of processes used; from discussions with staff or parent/carers who may raise a concern, assessments which show concern over progress, or a child who may seek support.

The school endeavours to put as much support in place to enable the child and family to succeed.

At all parts of the process the parent/carers involvement is key.

Governors will be informed where staff and budget decisions are needed, decisions are made with evidence from staff working with the child and reports from the SENDCo and external professionals.

All children's progress across all aspects of the curriculum are monitored and resources allocated accordingly. Where specific resources are targeted, impact will be judged on the original outcome expectations.

How are parents involved in the setting/school/college? How can I be involved?

Parent/carers of all children regardless of SEND are welcome to discuss their child's progress with the class teacher or SENDCo.

Parent/carers are actively encouraged to be partners in their child's education and have opportunities to discuss the progress their child is making through:
informal discussions
termly parent consultation events
annual report
termly target setting and review meetings
telephone contact
home school books
meetings with the SENDCo, Early Intervention Officer and Safeguarding Officer as and when required
multi-professional meetings (all professionals involved in supporting a child's development)
Parent/carers are invited to support school events /trips throughout the year.
Parent/carers are invited to parent workshops throughout the year.