- Name of school
- Sherwood Park School
- SM6 7NP
- Rose Stroud
- 020 8773 9930
- About the school
- We are an all age special school for pupils. The primary need of students attending Sherwood Park is severe learning difficulties (SLD) or profound and multiple learning difficulties (PMLD), some may also have Autistic Spectrum Disorders (ASD). Some pupils do have complex needs.
- Supporting children
All students attending the school have a Statement of Special Educational Needs (SEN) or 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 and where appropriate additional needs and the Annual Review ensures that the SEN statement/EHCP reflects the student’s current needs.
• 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
- Assessing child progress
- The school places an emphasis on achievement and ensures students demonstrate good progress. To judge that a student’s progress is good, an analysis tool called CASPA is used to compare our students progress against robust comparative data and national data for students with SEND
- Informing parents and carers
- We offer an open door policy and if at any point you wish to discuss a pupil’s progress an appointment can be made to meet with the class teacher or a member of the Leadership team. We enhance communication through information sheets, home / school books, face to face meetings bespoke parent workshops and via the website
- Progress updates
- These plans and pupil progress are evaluated termly and discussed with parent/ carers at individual progress meetings during Parents Evenings and where appropriate with the student concerned. If you have any concerns about the progress or attainment of your child you should in the first instance speak with the class teacher to discuss your concerns.
- If a child is not making progress
- We regularly discuss progression for your child during PLP, consultation meetings or annual review meetings in school. Through the Annual Review process, progress against targets and resources to meet need are reported back to the local authority for their consideration.
Your child will follow;
• Nursery /Foundation - The Early Years Foundation Programme with strong emphasis on play based learning KS1/2
• The National Curriculum which is adapted to their needs and their learning will be differentiated to enable them to make progress.
The thematic curriculum is in place to ensure high levels of interest and engagement whilst covering all areas of the curriculum. KS3/4 - The National Curriculum supported by introduction to a nationally recognised accreditation pathway for PSHE, Lifeskills and community learning KS5 /Post 16 - Department the curriculum is adapted to allow opportunities for a curriculum which follows a nationally recognised accreditation pathway, based around independent living, life skills and community learning, and vocational learning opportunities.
- Adapting for child needs
- Throughout the school, students are grouped according to their needs and abilities. The level of support will depend on your child’s needs.
- Teacher flexibility on child needs
- In all KS learning is enhanced by well planned & designed sensory approaches to elicit engagement and maximise motivation.
- Additional support
- The curriculum, planning, delivery and progress are monitored by the Senior Leadership Team.
- Learning strategies
- All our staff receive training and support to meet your child’s education and health needs. Teaching staff, teaching assistants and middle leaders have accessed targeted programmes of Continuing Professional Development (CPD) to develop their skills which typically includes a wide range of specialist training, such as, PECS, TEACCH, Team Teach positive behaviour & physical intervention, Manual Handling and positioning, Makaton, Emergency aid, Child Protection.
- Meeting child needs
- Other specific training is delivered in order to support staff to fulfil their roles, this may include PODD, Signalong prompt dependence, intensive interaction, behaviour management, sensory stories and sensory integration as required to support student specific needs within the different departments across the school, and as identified through our Appraisal systems.
- Access arrangements
We are committed to multi-agency working to ensure that the needs of the whole child are met. Pupils have a care plan which identifies their care and some pupils will have an individual Manual Handling & Positioning Plan including personal care needs and the administration of medication when required. It also identifies emergency procedures to be followed.
Some pupils have additional support to meet their medical needs in school through the use of Health Care Assistants Pupils have a Learning Journey plan in Early Years which is based upon essential long term targets designed to maximise potential and overcome barriers to learning. Older pupils have a Record of Achievement preparing them for life beyond school.
- Comfort, safety and socialising
- All pupils have individual Risk Assessments used to plan activities both in school . These are used when planning visits and activities off site to ensure they are appropriate for individual pupils and supported appropriately by school staff. Parents/carers take an active part in discussions around expeditions prior to the visit taking place.
- Social and emotional skills
- Professionals from other agencies including speech & language, physiotherapy, occupational therapy, health and CAMHS are involved with the school and provide support as appropriate. As well as supporting individual students these professionals advise staff around strategies and offer training.
- Learning for independence
Students for whom it is appropriate access vocational education opportunities either on site or via supported work experience placements this enables them to gain an understanding of the world of work and develop independence and life skills.
College links are a well established and successful part of our Post 16 curriculum Links with post 19 providers (both education and care) are supported where possible and information about your child including school records and /or examples of the students work will be provided in order to make the process as smooth as possible.
- Perseverance and resilience
- Some pupils have additional support to meet their medical needs in school through the use of Health Care Assistants
- Each class supports students to behave positively through Management Guidance Plans or Individual Behaviour Management plans these identify strategies to support learning, behaviour and wellbeing where appropriate.
- We have made many adaptations in recent years to include improved toilets, play and sensory learning spaces
- Accessing lessons
- The school site is fully accessible through adaptations previously made.
- Who we work with
- The school works closely with and is resourced by the Local Authority to provide appropriate class sizes and levels of staffing to meet your child’s needs as identified in the statement or EHCP.
- How we work with other agencies
- We liaise closely with other agencies who work collaboratively with school staff in meeting the wider range of students’ needs including, Social Services, Education Welfare, Multi Sensory Impairment team, Transition Team, Pathways Adviser and Educational Psychologist.
- Specialist services and expertise
- The use of additional money through Pupil Premium, Sports Premium and EFA Funding is targeted at specific groups and impact of this is reported via the school website.
- Parental involvement
- Friends of Sherwood Park School (FOSPS) is a group of parents and carers who help raise money and promote the school.
- Helping your child settle with confidence
- We believe that a pupil’s education is a partnership between parents and staff, therefore we aim to keep communication channels open and communicate regularly. We encourage parents to attend termly parents meetings to discuss action plans to support learning which is different from and additional to the taught curriculum and discuss targets which cross the home school divide.