Sherwood Park School - primary need of students attending Sherwood Park is severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD)

View Sherwood Park and Hill School's Statement of Provision. 

Address: Streeters Lane, Wallington, Sutton

Postcode: SM6 7NP

Contact: Jessica Baldwin (Assistant Head)

Telephone: 020 8773 9930

email: office@sherwoodpark.org.uk

website: http://www.sherwoodpark.org.uk/

Contact to discuss child needs

David Murden (Head Teacher)
Jessica Baldwin (Assistant Head - Sherwood Park Campus)
Anna Richardson (Senior Leader for Admissions, Well-being and Trans-disciplinary working)
Referrals or requests for admission to Sherwood Park are undertaken by the Local Authority.
Visits to school are warmly welcomed and contact can be made through telephoning our reception which is open from 8.40 - 4pm. There are no set times for visits; we will try to accommodate parents’ preferences wherever possible.

About the school

Sherwood Park School is an all age foundation special school, which consists of two campuses.
Sherwood Park Campus in Wallington, which provides for pupils whose primary needs are profound and multiple learning disabilities (PMLD) and severe learning disabilities (SLD). Sherwood Hill Campus in Carshalton, which provides for pupils where their diagnosis of Autism (ASD) has a significant or profound impact on their learning and / or social and emotional skills, affecting their capacity to cope across daily activities. (Good rating: Ofsted, 2018)
Sherwood Park School prides itself on its individualised, trans-disciplinary approach to learning; with the child / young person and their family at the heart of our practice. We are dedicated to using strengths based, relationship focused, developmentally appropriate, person-centred practices to support the learning and growth of our pupils. We aim to create a school culture and learning environment that facilitates the active engagement and participation of our learners, using motivating and meaningful activities that support the development of regulation, communication, social skills, cognitive abilities and life skills in preparation for adulthood.
All learners attending the school have an Education Health and Care Plan (EHCP) which identifies the school as the most appropriate provision for the student. This also identifies the students primary needs, and where appropriate additional needs. We work hard to ensure the pupil and parent voice is captured effectively at annual reviews and transition reviews ensure that the EHCP continues to reflect the student’s current strengths, aspirations, needs & requirements for provision.
On the Sherwood Park Campus we have two pathways; one for learners with severe learning difficulties (SLD) where class sizes range from 6-10 learners; and one for learners with profound and multiple learning difficulties (PMLD) where class sizes are a maximum of 7 learners. We have 11 classes, the majority of which have mixed ages and are grouped by learning style and ability linked to their appropriate learning pathway. This ensures that our learners are working alongside a suitable peer group and are able to access the appropriate curriculum for their needs. This also ensures that their work is differentiated to enable sustained progress.

Ofsted 2018 reported:
‘The Leadership team has maintained the good quality of education in the school since the last inspection’

Supporting children

All staff at Sherwood Park School are supported to work within our LEARN framework which embodies our values, vision and mission to ensure best practice is achieved within our school every day:
Listening and responding to the child’s/young person’s voice
Enabling our learners to achieve best outcomes in preparation for adult life.
Accepting individual differences and celebrating neurodiversity
Respecting our children and young people in all areas of their life & learning
Nurturing the individual to develop autonomy and independence
LEARNing is everywhere at Sherwood Park School
All of our children have an Education Health and Care Plan and often have a number of dedicated professionals from multiple agencies working with them in order to support them to reach their potential.
Delivery of Teaching Support - Three Tier Model
The Sherwood Park teaching team provides support based on the widely recognised three tier model (Gascoigne, 2006) in collaboration with our education funded therapy offer (Occupational Therapy andSpeech & Language Therapy). This is provided alongside the school’s core teaching and therapy offer, given that every child within the school has a high level of need and requires specialist provision outlined in their Education and Health Care Plan (EHCP) to varying degrees throughout their educational lives.
This model is delivered within the context of a transdisciplinary approach and is described below.
Levels of Provision

Core Offer
The school’s core teaching and therapy offer surrounds our provision and is designed to ensure that every child and young person has access to the essential services they require to support statutory processes. This includes transdisciplinary input within: a detailed baseline assessment; reports to support annual review, including key stage transitions; termly target setting and review; teaching outcome measures; essential safeguarding and child and family in need support; liaison with parents, teachers and outside agencies; standard documents and profiles (e.g. risk assessments, My Voice - ‘All About Me’,well-being plans and regulation and communication profiles); and transition support including handovers between groups and classes.The provision described below should be viewed along with our therapy offer.

Universal Provision
Our universal teaching provision has two areas of focus:
1. Our universal provision empowers school staff and parents to use a range of best practice teaching and therapy strategies and techniques embedded within daily routines to ensure high quality support for all children and young people at Sherwood Park. This includes wellbeing support; promotion of communication and regulation friendly environments, techniques and strategies; whole school support and development (e.g. teacher, therapy and parent training, coaching and collaboration); teaching input within policies and documents; curriculum
development, provision mapping and planning. At this tier, the teaching staff work collaboratively with therapy staff ensuring that we place regulation, engagement, communication, social skills, motor development and life skills at the heart of learning within our provision. All of our learners receive this level of support.
2. To provide staffing ratios that enable independence whilst achieving high aspirations for progress in learning
Staff provide this support with staffing ratios of 1:2 support. Learners receiving this level of support make up approximately half of our learners on our Sherwood Park Campus

Targeted Provision
Our targeted teaching provision has two aims:
1. To build learner capability through modelling specialist strategies and delivering more intensive interventions and programmes (these may be new to the learner / school). This allows for embedding more individualised teaching and therapy strategies into the child/young
person’s daily life. This supports new approaches and interventions to become universal within the whole school team over time and reduces the need for highly specialist provision. This includes:
● Interventions that have been established with the help of an OT or SaLT but have become self sustaining within settings (e.g. regulation lessons, sensory circuits, visual supports)
● Strategies delivered by school staff or parents with ongoing support from the therapist (e.g. video modelling to develop independence skills, therapy programmes and modelling of AAC)
● Providing additional training to upskill the team/ parent for them to continue supporting the development of new skills in the learner/ group of learners
● Intervention from experienced teachers and the well-being team to assess, trial and monitor strategies that can be delivered by staff, assistants and/or parents.
All of our learners receive this level of support at different times and different levels of frequency/ intensity.
2. To enable a learner to safely access a class group in order to meet our high aspirations for their learning potential.
This level of targeted support is provided for learners who need in the moment support with their well-being, regulation, shared attention and engagement in order to access learning in a class group. This 1:1 targeted support from skilled staff is provided at times across the day to enable the learner to
participate in group learning where otherwise they may become highly anxious, distressed or be unable to communicate their needs effectively. Without this level of support the learner may also cause significant disruption to the learning of others. This level of support also applies for learners who require additional 1:1 support to safely manage self care tasks or support transitions between equipment/ environments due to the extent of their physical/ medical needs. This group makes up approximately half of our learners on our Sherwood Park

Campus.Specialist Provision
Specialist provision is required for learners who have a high level of need and where universal and targeted provision cannot meet this need. This level of provision is provided with the aim of reducing the
impact of the child or young person’s difficulties, whilst building the capabilities of the team to support them at a targeted or universal level in future. Our specialist teaching provision has two aims:
1. To collaborate and develop bespoke, highly individualised, specialist transdisciplinary education
delivery. This provision requires highly specialist teaching staff working with members of the wider team. This always involves:
● The development and use of highly specialist teaching and therapeutic interventions primarily focused on increasing feelings of safety within the learner, developing trusting relationships with
adults and improving their capacity to cope with learning across contexts.
● Specialist well-being support to improve well-being and reduce the learner’s anxiety & stress, reduce risks to the learner and / or those around them
● Working closely in collaboration with the family and within a wider multi-agency team.
Some learners receive this level of support at different times and different levels of frequency / intensity.
2. To support the learner to remain safe and well and access learning despite significant medical needs. These learners are supported on a 1:1 basis, typically supported by a NHS funded Health Care Assistant (HCA). Children often require a higher level of NHS therapy support. This makes up a small number of our learners on the Sherwood Park Campus.

Ofsted 2018 reported:
‘During the inspection, pupils said that they enjoy coming to school and are happy…...Relationships between pupils and staff are strong…….we saw that pupils had opportunities to learn as independently as possible because teachers had ensured that resources were well organised….. Inspectors saw strong
examples of therapy being integrated into lessons……...Strong leadership has ensured that additional therapies are integrated well into the curriculum and this is a clear strength of the school’

Assessing children

When our learners start with us at Sherwood Park School we complete a trans-disciplinary assessment within the first term. This involves collaborative working between teachers, parents, carers, speech and language therapists, occupational therapists and external agencies in order to provide a comprehensive picture of the learner’s strengths, individual differences and barriers to learning. From this baseline, the trans-disciplinary team works with the learner and their family to ensure that personalised, aspirational outcomes are set in the areas of cognition & learning; communication & interaction; social, emotional & mental health; and sensory & physical. On-going assessment takes place throughout the year. Outcomes are formally reviewed at the end of each key stage and at the learner’s annual review of their EHCP. The long term EHCP outcomes are broken down into personalised learning programmes (PLPs) which are reviewed and updated as part of our transdisciplinary assessment process at the end of each team in collaboration with parents. Staff are skilled in observation and assessment which enables them to dynamically respond and adapt to small changes in the pupil’s ability, ensuring progress across all areas of the curriculum. This also allows for staff to follow the pupil’s strengths, interests and motivations in order to best support their engagement in learning. The Engagement Model is used to capture pupil engagement and encourage all staff to reflect on their practice and ensure that their pedagogy and use of affect is interesting, motivating and enjoyable for the pupil.
Evidence for Learning is a secure online portfolio that allows teachers to document and reflect on pupils’ engagement, participation and progress, whilst also sharing these with families. This also allowspractitioners to reflect on learning within the five key areas of need within our curriculum.

Informing parents and carers

We offer an open door policy and appointments can be made to meet with the class teacher, therapists or a member of the leadership team to discuss pupil progress, issues or concerns. We foster positive relationships and enhance communication through formal and informal methods:
● Daily home/ school books
● Information letters from the Head/ Senior Leaders via the website & Class Dojo
● School newsletter
Use of Class Dojo app, Parent Mail and texts to inform parents and carers of news and day to day events
● Face to face or virtual parent information events and training/ coaching workshops
● Formal progress review meetings take place termly with target sheets sent out at the beginning and end of each term.
● Thorough reports are prepared for the Annual Review and Transition Reviews demonstrating progress towards EHCP outcomes. These are discussed with parents at the review.
Ofsted 2018 reported:
‘Parents and carers told inspectors that ‘the Head and the staff work well with families and feel strongly supported’. Parents said that they are ‘very happy with the school and that you communicate effectively with them.’

Updates on progress

The IEP and pupil progress (within the curriculum and towards EHCP outcomes) are evaluated termly and discussed with parents/ carers at individual trans-disciplinary progress meetings during Parents Evenings. The learner is involved with these meetings where appropriate. The teaching and therapy team will support you with what you can do to help your child’s to transfer their learning and development from the school to the home environment. Informal meetings and telephone contact can be made at the convenience of staff (teaching staff and therapists) and parents. A key focus of our curriculum is to provide learning experiences that will develop the whole child / young person to be as independent as possible, gain skills and knowledge that will prepare them for adulthood and an enriching life.


Ofsted 2018 reported:Parents said that ‘pupils make strong progress both academically and emotionally’

If a child is not making progress

Regular trans-disciplinary monitoring and evaluation takes place on a half termly basis in order to review the effectiveness of every learner’s plan. This is reviewed collaboratively by our teaching and therapy wider leaders on a termly basis and yearly at the annual review for assurance purposes. If a learner is not making expected progress in any given area their teaching, therapy and well-being provision is reviewed and more targeted or specialist programmes and interventions are put into place in a timely way. This ensures that the learners' individual differences are effectively accommodated and that the approaches and interventions used and levels of support in place enable them to achieve their potential. This can include increased well-being and therapy provision as well as increased teaching support. It is always our aim to reduce provision when a learner can cope with less intensive interventions and levels of support.

Curriculum

We believe that children learn best when they enjoy and value coming into school and participate in an exciting, practical and meaningful curriculum. Lessons and activities are planned to give children new experiences and to help them embed learning through hands-on approaches. A key focus of our curriculum is to provide learning experiences that will develop the whole child / young person to be as autonomous and independent as possible, gain skills and knowledge that will prepare them for adulthood and an enriching life.

For our learners with PMLD, teaching focuses on experiential learning through rich sensory activities, with high levels of intensive interaction. Teaching is delivered in small groups, pairs and through 1:1 activities.
Our learners with PMLD access the following curriculums depending on their age and level of ability:The Early Years Foundation Stage Curriculum
● Equals Pre-Formal and/ or Informal Curriculum depending on their level of ability
● Post 16 Curriculum
For learners with SLD, traditional SLD teaching approaches are used, with a mixture of circle time, group work & 1:1 learning. Our pupils with SLD access the following curriculums depending on their age and level of ability:
● The Early Years Foundation Stage Curriculum
● Equals Informal, Semi-Formal &/ or Formal Curriculum depending on their level of ability
● Post 16 Curriculum
Well-being and therapy support varies for our PLMD & SLD cohort but is fully embedded in the curriculum & learning. Our education funded therapy team (in association with Cognus Therapies) and our NHS commissioned therapy and nursing team are based on site and work in collaboration with teaching staff
and parents to ensure best outcomes.
Ofsted 2018 reported:
That ‘pupils said that they enjoy coming to school and are happy’ and that ‘relationships between pupils and staff are strong’.
The school has ‘recently introduced new curriculum models to meet the needs of the different cohorts of pupils within the school and to further facilitate a more personalised approach’. They specified that ‘strong leadership has ensured that additional therapies are integrated well into the curriculum and this is a clear strength of the school’. ‘Leaders evaluate teaching and learning accurately and understand that pupils make the best progress when teachers plan lessons that are matched precisely to pupils’ individual needs’.

Adapting for child needs

As a trans-dicsiplinary team we pay close attention to each learner’s strengths, individual differences and barriers to learning in order to provide appropriate specialist universal, targeted and specialist support for all of our pupils. Learners are placed on the appropriate pathway and then grouped according to their abilities and needs. An individual learning plan is developed collaboratively by our team, which includes the teacher, speech and language therapist, occupational therapist and support staff. All staff are experienced in using appropriate specialist teaching and therapeutic approaches for pupils with PMLD & SLD. Therapists are based on site and work collaboratively with children, parents, class teachers, learning support assistants and external professionals to provide an integrated holistic therapeutic approach to learning. Our aim is to enable the child to achieve highly individualised outcomes that are focused around leading full and happy lives, realising potential and becoming valued members of their community. This is achieved through therapists working alongside families and teaching staff to embed therapy outcomes and interventions into meaningful, functional activities within the home, community and school environments.

Teacher flexibility on child needs

Staff are skilled in observation and assessment which enables them to dynamically respond and adapt to small changes in the learner’s ability, ensuring progress across all areas of the curriculum. This also allows for staff to follow the learner’s interests and motivations in order to best support their engagement in learning. The Engagement Model is used to capture pupil engagement and this, combined with reflective practice supervision, encourages all staff to evaluate their practice and ensure that their pedagogy and use of affect is interesting, motivating and enjoyable for the pupil. All staff receive training in the school’s child centred, trans-disciplinary approach to learning as part of their induction package. Regular training and a tiered continuous professional development plan for teaching staff and therapists ensures that every member of staff continues to develop their skills in using
a range of specialist interventions and approaches. This enables them to effectively develop and adapt the highly individualised provision maps of each learner throughout their time in the school.

Additional support

When children and young people start at our school we complete a holistic assessment to determine a baseline of each learner’s strengths and barriers to learning. As part of this assessment we work hard to really listen to what our learners are communicating through their overall well-being, non-verbal, augmented & verbal communication, physical and sensory behaviour and ability to remain regulated. We understand and accept that the children and young people at our school learn differently to their neurotypical peers and that they have different motivations and learning styles/needs. This supports us to develop an individualised curriculum that enables them to learn best. We respect our learners as individuals and continuously monitor their progress and outcomes to ensure that our involvement, as well as their curriculum and support mechanisms, continues to meet their needs. We recognise that high expectations for our learners may be paired with high levels of support. We also recognise that listening to the student voice is essential for best practice and meaningful outcomes. We aim to work as a trans-disciplinary, multi-agency team in a seamless way, using teaching and therapeutic approaches that fit within our ethos of nurturing the individual to deliver best outcomes in preparation for adult life.

Learning strategies

Learners are provided with regular, planned opportunities to use and apply their skills across all curriculum areas and across settings. They have regular access to community environments and support is given to parents and carers so that they can generalise their skills and learning.
At Sherwood Park school we implement a range of approaches that are relationship based, individualised, trauma informed, neuroscience aligned and biologically respectful. For all of our learners these include:
● Process-based teaching and learning
● Well-being and regulation approaches including Self-Reg
● DIR- Philosophy including DIR Floortime
● Intensive Interaction
● Total communication approach, including use of aided language stimulation & robust
augmentative and alternative communication (AAC) systems
● Forest School
● Parent co-production, coaching & support
The needs of our PMLD and SLD cohort are met on our Sherwood Park Campus as they require a sensory rich environment. This is a purpose built school, adapted for the specialised learning needs of children and young people with PMLD and SLD.
For our PMLD cohort we prioritise health, well-being, communication and freedom from pain and
discomfort in order that this cohort can learn best. The approaches and interventions used include:
● Sensory rich experiences - Sensology, Sensory Journeys, Story Massage, Music & Movement
● Principles of neurodevelopmental therapy and rhythmical movement
● Well-being and regulation focused plans for promoting positive physical and mental health
● Robust augmentative and alternative communication (AAC) systems (e.g PODD, Eye Gaze),
TASSELS and objects of reference
● Environmental and task adaptations e.g. switches, access modifications
Assistive technology
● 24 hour postural management and splinting
For our SLD cohort we prioritise the development of co & self regulation, communication and life skills.
The approaches and interventions used include:
● Social Communication, Emotional Regulation and Transactional Supports (SCERTS) framework
● Regulation profiles and adapted Zones of Regulation
● Well-being & regulation focused behaviour support, including low arousal approaches
● Sensory interventions including sensory circuits, Therapeutic Listening, Sensory Stories
● Attention Bucket
● Robust augmentative and alternative communication (AAC) systems (e.g core vocabulary boards, Proloquo-2-Go), Makaton, objects of reference
● Transactional support including; visual timetables, ‘now, next & then’, visual schedules
● Environmental and task adaptations & video modelling
● Social stories, Comic Strip Conversations & Talking Mats
● Assistive technology

Meeting child needs

The school has specialist knowledge and expertise in a range of complex learning and therapy needs delivered through our structured 3-Tiered Model of provision. This ensures that new, specialist interventions can be delivered at targeted level and then often become self-sustaining at universal level
over time where possible.
We work hard to ensure that our staff are up to date with new and evolving approaches and interventions.
This is to ensure that we can best meet the changing needs of our highly complex cohort of learners. Our school community embraces a growth mind-set and our commitment to professional development enables all staff to have continuous opportunities to learn and develop their skills for the best interest of our learners. When faced with new challenges staff work collaboratively, using evidenced based practice reflective practice and practitioner research to understand the issues and find workable solutions, adding to the wider knowledge of the workforce.
Ofsted 2018 reported:
Parents said that ‘you and your team are very approachable and go over and above expectations, to bring out the good qualities in pupils’. Staff ‘feel supported by you and your senior leaders and are highly appreciative of the training you provide to improve their teaching skills. They said that you are committed to their growth and development and describe the school as a ‘learning community’. Staff say that they are proud to be a member of staff at the school and enjoy working there’. ‘Governors are knowledgeable and provide leaders with the right balance of support and challenge. The chair of governors has extensive experience within special educational needs.’

Access to exams

We have high aspirations for our learners.
All learners with PMLD leave Sherwood Park having gained accreditation in units of the EQUALS Moving On Curriculum, that are selected based on their own interests. Many then go on to local Further Education colleges where they will continue to develop and nurture positive relationships with others, expand their curiosity of their world around them and explore their local community, all it has to offer and what they can offer it in return All learners with SLD will have gained accreditation in units of the EQUALS Moving On curriculum which encompasses vocational skills, independent living skills and world studies. Many learners in this cohort go on to Further Education to continue study in an area of interest and/or to build upon the vocational and independence skills they have gained throughout their time at Sherwood Park. Some learners may go straight on to supported employment, including apprenticeships and traineeships.

Comfort, safety and socialising

It is our belief that happiness and positive emotions create an upward spiral towards emotional well-being which leads to more successful outcomes. Supporting our learners to live pleasant, meaningful lives is central to our learning environment, therefore our starting point is safeguarding and supporting positive well-being. We have a trans-disciplinary well-being team and well-being offer that can be accessed by all learners at universal, targeted and specialist level where appropriate. This team ensures the school’s values regarding the safety, comfort and management of the well-being needs of learners are embedded in all areas of school life. We closely review the balance between the psychological, social and physical resources of the pupil with the psychological, social and physical challenges of their curriculum and daily lives. This includes assessment and analysis of a learner’s stress (behaviours that challenge/ mental health issues), referred to as lagging skills and unsolved problems. Following this assessment a well-being (stress management) plan is put in place, which includes the difficulties outlined; the predicted length of the intervention; the intervention to be provided and any involvement with outside agencies.
Friendships between learners are nurtured, as well as relationships between parents and carers, so that they can continue to flourish beyond the classroom. We run a small range of lunchtime and afterschool clubs, offer extra curricular activities such as swimming, horse riding and cycling, and support carry over of learning into the community through close links with providers such as Mencap and community support PAs.
Ofsted in 2018 reported:
‘There is a strong culture of safeguarding within the school. Pupils said that they feel safe and if they are worried about anything, they would tell teachers or older pupils’. Staff know the correct procedure to follow if they have a concern about a pupil. They know individual pupils exceptionally well and fully understand the risks they may face due to their vulnerabilities.’

Developing social & emotional skills

We are very proud of our trans-disciplinary approach between teaching staff and therapists and we place great emphasis on supporting our pupils to feel safe, well and emotionally regulated in order that they can achieve their best. We prioritise and support social and emotional development through our Equals curriculum and trans-disciplinary approaches such as; Self-Reg, DIR Philosophy and Floortime, SCERTS and a total communication approach. Social and emotional skills are taught both explicitly in structured lessons and implicitly through in the moment learning across the school day. This is also supported within our Forest School / outdoor school learning opportunities.
Ofsted in 2018 reported:
‘On the day of the inspection, pupils were well behaved both in lessons and at other times of the day’.
They also reported that ‘pupils make strong progress both academically and emotionally’. They reported that there has been a focus ‘on pupils working towards being able to regulate their own emotions, so that they are ready for learning. At the start of the school day, we saw that pupils have very specific and individually planned programmes to follow, according to their needs. This ensures a calm start to the day and prepares the pupils well for learning’.

Early Help Support in the Community (Tier 2)

We are working to become a Self-Reg school. Self-Reg® is a process for enhancing self-regulation by understanding and dealing with stress. In Self-Reg we consider both our responses to stress and our underlying state of energy and tension when we encounter stress. Staff use Co-Regulation, or Co-Reg, which is a shared state of calmness between individuals within which we reframe the other’s behaviour, identify and reduce their stresses, and help them shift from maladaptive to restorative modes of self-regulation. Through this approach we focus on developing quality relationships that will help our learners build resilience and the ability to self regulate.
We also initiate referrals to outside agencies and work collaboratively with them to support our learners and their families receive the support they need to set up and sustain respite opportunities, social inclusion and leisure groups as well as housing options. This enables our learners to remain in the family home for longer, or to move out into supported local accommodation with peers as appropriate.

Bullying

Each class supports students to behave positively through positive well-being and targeting learning to support unsolved problems and lagging skills. Please refer to our ‘Well-being (Behaviour) Policy on our website.

Disability support

The needs of learners with PMLD and SLD are met on our Sherwood Park Campus as they require a sensory rich environment. This is a purpose built school to cater for the specialised learning needs of children and young people with PMLD and SLD. The environment is wheelchair accessible, fitted with ceiling track or manual hoists and there are appropriately adapted changing, hygiene and toileting areas. There are school nurses and NHS therapists on site to support the school’s teaching and education funded therapy team. There are two purpose built sensory rooms, dark room, ColorScape room, soft play room & therapy gym with access to suspended equipment. There is also a jacuzzi, life skills room and
fully accessible swimming pool. Outdoor areas include early years play grounds, wheelchair accessible swings, trampoline and roundabout, a multi-purpose games area, sensory garden and a discovery forest. For our PMLD & SLD cohort there is a focus on equipment and resources that are adapted for children and young people with sensory and motor difficulties, including switch adapted toys and adaptive ICT equipment, sensory-motor equipment, rebound trampoline and highly specialist communication systems.

Accessibility

We continuously look to improve our facilities to support our complex cohort. We have recently improved our therapy gym on our Sherwood Park Campus to enable integrated working between education and NHS therapists. We are also updating the facilities in our dark room and have installed a newly developed ColorScape room to enhance our sensory focused curriculum options. We have also worked with local charities and companies to ensure that all classes have access to decommissioned iPhones and iPads for learners to access Therapeutic Listening, video modelling and to trial new high tech communication options.

Accessing lessons

The school site is fully accessible through adaptations previously made.

Who we work with

The school works closely with the Local Authority to meet your child’s needs as identified in their EHCP.
We work in a trans-disciplinary way with our education funded therapists (in close collaboration with Cognus Therapies) and NHS nursing and therapy colleagues who are all based on site. They are seen as part of our team and are involved in all aspects of school life. We also have access to other Cognus services and work in collaboration with our colleagues from these services. This includes such as Case Workers, Educational Psychologists, Sensory Impairment team (hearing and visual impairment) and education welfare team.

Working with other agencies

We have close, collaborative working relationships with other agencies in order to meet the total needs of our learners and their families. This includes Social Services, local and tier 4 Child and Adolescent Mental Health Services (CAMHS), Transition Team (this includes close links with local colleges and work experience links), local respite services including Mencap and overnight respite facilities. We attend and host meetings to facilitate best practice and provide training and support for our colleagues as required.
We also receive extra-curricular support from a range of providers. This includes music therapy, play therapy, pet therapy, sound therapy, step into dance and RDA horse riding.

Specialist services and expertise.

We have specialist teaching staff, well-being practitioners and therapists who are highly trained in working with children with complex needs. This includes working with children and young people with significant medical, well-being (including behaviour) and communication needs. We are skilled in using a range of specialist, highly individualised and often bespoke approaches and interventions to achieve aspirational outcomes for our learners. We provide advice, training and support on request to local service providers.

Parental involvement

We believe that a pupil’s education is a partnership between parents and staff, therefore establishing and developing relationships with parents, carers and the local community is central to our philosophy. We value the contribution that parents and carers make to our school and we have recently set up parent co-production meetings so that parents are involved with our school development. We work hard to provide many opportunities where parents are involved in school life and keep communication channels open and communicate regularly. We have a PTA called Friends Of Sherwood Park School (FOSPS). They organise many fundraising and social activities.Informing parents and carersWe offer an open door policy and appointments can be made to meet with the class teacher, therapists or a member of the leadership team to discuss pupil progress, issues or concerns. We foster positive
relationships and enhance communication through formal and informal methods:
● Daily home/ school books
● Information letters from the Head/ Senior Leaders via the website & Class Dojo
● School newsletter
Use of Class Dojo app, Parent Mail and texts to inform parents and carers of news and day to day events
● Face to face or virtual parent information events and training/ coaching workshops
● Formal progress review meetings take place termly with target sheets sent out at the beginning and end of each term.
● Thorough reports are prepared for the Annual Review and Transition Reviews demonstrating progress towards EHCP outcomes. These are discussed with parents at the review.
Ofsted 2018 reported:
‘Parents and carers told inspectors that ‘the Head and the staff work well with families and feel strongly supported’. Parents said that they are ‘very happy with the school and that you communicate effectively with them.’

Helping your child settle with confidence

We recognise that transition is a very important time for children and their families. Transitions at reception, secondary or in year intake involve informal visits, parent information events, parent trans-disciplinary transition meetings, liaison with previous settings and setting visits, as well as settling in sessions.
We aim to make the transition between classes yearly, Key Stage changes and moving on to new school as smooth as possible. This includes induction sessions, the use of visuals and social stories as well as increased opportunities for well-being and regulation activities. We hold information sessions for parents/carers and transition planning meetings. Parents work in collaboration with the class team and wider leaders and ensure a smooth transition. When our learners leave Sherwood Park School at 19, all will have completed a comprehensive transition programme at their new education or vocational provision or with their social care provider. All learners will have a personal profile that will enable new providers to further develop and build on their learned skills and aspirations.

Extended School Day

There are a small number of after school clubs available for our learners. We currently run a Dance Club and a Sports Club on the Sherwood Park Campus. They both run from 3:45 until 5pm. There is a small charge for after school clubs which can be made via Parent Pay. Teaching and therapy lunch clubs are planned for the coming year.

Policies

http://www.sherwoodpark.org.uk/

Updated

03/09/2021