Queens Park Academy
Queens Park Academy is an inclusive school which 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.
How we support your child's learning
Parent/carers of all children regardless of SEND are welcome to discuss their child's progress with the class teacher or SENCo. 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 SENCo, 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.
Accessibility of our service
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 we identify SEN
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.
Meeting may be arranged with the SENCo for further monitoring to be decided.
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 we support your 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 SENCo 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 SEN 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 SENCo 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, Lower school to Middle 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 SENCo to ensure policies and procedures are implemented effectively.
How we match the curriculum to your child'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 a KS1 Nurture Group, Social skill groups, 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.
The support we give to your child's well being
The school employs a Safeguarding Officer and Parent Support Worker who work closely with the SENCo. Part of their role is to monitor and support families with attendance. They work closely with the education welfare team at Bedford Borough.
The Learning Mentor and Safeguarding Officer support a number of emotional and social opportunities in school through individual and group work.
The school has a KS1 nurture group to support emotional development run by trained staff. This group follows the Nurture Principles.
All staff receive positive behaviour training and support.
Behaviour plans are drawn up with the Safeguarding Officer and Learning Mentor 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 SENCo/Safeguarding Officer will access further support through the CAF process.
The expertise we have access to
Within our school all staff are trained in;
Positive Behaviour Management
Achievement for All Structured Conversations
Specialist Staff are trained in;
Therapeutic Story Writing
The SENCo is currently completing the National Award for SEN (NASENCo award) and will be completing the Elklan Speech and Language 5-11s. The SENCo has achieved
MA in Education
Therapeutic Story Writing
British Sign Language BSL Level 1
We seek the expertise and advice from other professionals such as:
Speech and Language Therapists
Children and Adult Mental Health (CAMH) service
Behaviour Support team
Early Year's Advisory Team
Support for children with family in prison
The family support worker liaises with the neighbourhood centre and promotes provision to parent/carers.
The SENCo has participated as a member of the SEND panel.
The team have close links with a number of external agencies to support the different needs of the children and have up to date CAF training. (Common Assessment Framework) to support families in accessing a variety of external agencies.
How we include your child in extra curricular activities
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 we prepare your child to join us or transfer to another setting
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.
SENCOs 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 we match our resources to your child
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 SENCo 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 we involve parents
Parent/carers of all children regardless of SEND are welcome to discuss their child's progress with the class teacher or SENCo.
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:
termly parent consultation events
termly target setting and review meetings
home school books
meetings with the SENCo, Family Support Worker 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.
How we include your child in the planning of their support
Children build good relationships with staff and feel comfortable to discuss how they feel about the support that they are receiving
The class teacher will discuss children's progress and needs with them. This is incorporated into targets and planning where possible.
If any issues arise the children will be supported to discuss their feelings and share their thoughts.
There is a student council and designated play leaders. These are all children known to the rest of the school that can be approached for support. The council members and play leaders will then relay information to the relevant staff members to help solve any concerns.
General Contact Information
School office can direct all concerns to the relevant person in the school
01234 352901 / email@example.com
The SENCo is Gail Shreeves, who also holds the role of Assistant Head with responsibility for Inclusion
The Head Teacher is Anna Thwaites.
Contact for more information
- Anna Thwaites
- Chestnut Avenue, Queens Park, Bedford, MK40 4HA
- 01234 352901
- SEN Link:
Record Last Reviewed On: 12/04/2017