Griffin Park Community Primary School

Griffin Park Primary School Local Offer

Griffin Park is a one-form primary school with a nursery class which is part of the foundation stage.

In our school, we  provide a broad and balanced curriculum for all children and we aim to offer excellence and choice to all our children. 

We want all our children to feel to feel that they are a valued part of our school community.

Who to contact

Contact Name
Rebecca Lynch
Contact Position
SENCo
Telephone
01254 57724 01254 57724
E-mail
office@griffinpark.blackburn.sch.uk
Website
www.griffinparkprimary.co.uk/
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Where to go

Name
Griffin Park Primary School
Address
Cavendish Place
Blackburn
Postcode

BB2 2PN

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Availability

Other notes

 

 

 

 

 

Local Offer

Description

Griffin Park School has wheelchair access via ramps leading up to the Foundation Unit and one level entry throughout the rest of the school. All classroom doors are accessible for wheelchairs. Parking is on the streets surrounding the school, but there is a disabled bay clearly marked on the staff car park (St Philip's Street) which can be made available to visitors or parents.  There are facilities for disabled changing and access to a shower room. There is a toilet that can accommodate wheelchairs and support individuals with a disability.

All of the staff who work at our school are DBS checked and these details are kept updated. Several of our teaching assistants have been trained in the use of Makaton. The use of computers and iPads enable all children to have access to new technologies to support their learning needs. 

School lunches are ordered online and the system allows for dietary information to be included and thus catered for.

Contact Name
Rebecca Tones
Contact Telephone
01254 57724
Contact Email
office@griffinpark.blackburn.sch.uk
Links
School Website
Local Offer Age Bands
0-5 years
5-11 years
Needs Level
Low
Medium
High
SEN Provision Type
Universal
Targeted

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?
  • Educational Psychologist
  • Teacher responsible for pastoral care
  • Speech and Language Therapy
  • The Specialist Speech and Language Team
  • Occupational therapy
  • The Early Years Advisory Teacher
  • The Hearing Impairment Advisory Teacher
  • ELCAS
  • Consultant paediatrician
  • The Social and Communication Diagnostic Panel
  • Advisory teacher for Specific Learning Difficulties
  • Small group or individual interventions delivered by teachers and trained teaching assistants
  • Rebecca Ashton (CPA Ltd) Educational Psychologist visits school bi monthly and supports individual children and their families.
How will early years setting/school/college staff support my child/young person?
  • Professional Development
  • Special Educational Needs PGCE to secure expertise at different levels
  • Makaton training
  • Motor skills training
  • Nurture group training and relaxation techniques
  • Numicon support
  • Communication  - articulation and understanding
  • Lego Therapy
  • ACE training by all teaching assistants
  • Autism awareness training
  • Every Child a Reader training in teaching reading and writing 1:1 to Year 1 and Year 2 children
  • Wave 3 training in teaching reading and writing 1:1
  • Numbers Count training

 

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

All children's progress - academically, socially and emotionally - is constantly monitored by teachers and the Senior Leadership Team within the school.

Class teachers often raise the first concerns about a child's progress. These concerns are then raised with the Special Needs Co-ordinator (SENCo) in order to assess the need.

Concerns may also be raised through the tracking and monitoring of assessments carried out by the Senior Leadership Team.   

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?

Parents are able to discuss concerns they may have about their child with either the class teacher, the SENCo or a member of the Leadership team.

An Initial Concerns Meeting is then held between the SENCo, class teacher, parents/carers and child to discuss the identified needs of the child.   

Intended outcomes for the child will be discussed and agreed with additional support determined to meet your child's area of need.    

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

Children who have been identified as having a special educational need will be given an Individual Education Plan.

This Individual Education Plan is developed with the child and their parents / carers in order to plan for individual needs.

The Individual Education Plan will include 2 or 3 intended outcomes for the child, which are:

  • small
  • measurable
  • achievable
  • relevant
  • time-relevant

The plan also identifies:

  • resources
  • time scales
  • home links
  • adult support. if appropriate.
  • any outside agencies involved with the child

Individual Education Plan are working documents held by the class teacher and are reviewed at least termly, or earlier if targets are met, and shared with the parents. 

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

Class teachers are required to plan the curriculum to meet the needs of every child within their class, through 'Quality First Teaching'.

All lessons offer the challenge and support necessary for each child to learn and, where necessary, differentiation occurs through:

  • the work set
  • resources used
  • questions asked
  • support given
  • expected outcomes    
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Teaching approaches are modified according to the degree of support each child requires.

Intervention programmes will be put in place for an individual child or a small group of children and outcomes agreed with the child and parents / carers.

Teachers and Support Assistants ensure the intervention programmes target the specific needs of the child and regular assssments help them to monitor the progress of the child. 

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

Parent evenings take place three times a year and reports are sent home termly, which summarise the children's progress.

In addition, those children with SEN meet termly with the class teacher to review the Individual Education Plan and prepare the next one.

The progress of all children is tracked regularly using the school's data tracking systems.

A Pupil Passport meeting is also held annually, involving the class teacher, parents and the child to provide a rounded picture of a child's development.

Parents are welcome to contact the SENCo at any time to discuss their child.

More frequent meetings with parents may be arranged where there is a change in need, provision or other concern.

How accessible is the setting/school/college enviroment?

Parents and carers are at the heart of the provision made for children with SEND at Griffin Park.

Following an initial meeting, targets will be set which set out the role of the SENCo, class teacher, parents and carers in supporting your child in their learning.

Referrals are only made to an outside agency following signed consultation with parents/carers who will be kept informed of the progress of the referral and any strategies or suggestions made by the advisory teacher.

Parents have the opportunity to meet with their child's class teacher both formally at parent's evening and informally throughout the school year. Where a concern is raised in this context, the class teacher will share this with the SENCo who will arrange to meet with parents to unpick a concern in more depth.

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 ensure that children have access to support for all of their needs: academically, emotionally and in a pastoral capacity.
  • We have a teacher employed at school who holds a pastoral role and thus works with children experiencing emotional and social difficulties. 
  • School also employs a Educational Psychologist who works in school 1 day each fortnight. She works closely with families and children to support emotional, social and mental health development needs.
  • Our RSHE curriculum supports all children in the development of their own social and emotional learning, but also in promoting tolerance, respect and care for all children whether similar or different.
  • All support staff are regularly trained in emergency first aid and we have members of staff with First Aid at Work Cerificates.
  • We have a medicine policy in school and are able to support parents with the management of their child's medication.
  • Medical notes are routinely sent home to inform parents of any accidents that have happened during the school day.
  • Training is provided around specific conditions, such as diabetes, visual and hearing impairment.
  • Training is reviewed and updated to suit a specific requirement.
  • A defibrillator is also located in the hall, for use in an emergency situation.

 

  • School has a positive behaviour policy and reward system in place throughout school, which all children are aware of.
  • Any issues that arise are dealt with swiftly and effectively by the appropriate member of staff.
  • Parents are kept informed where appropriate.
  • We work alongside outside agencies to provide further support if this is deemed necessary.
  • Good behaviour and hard work is recognised and celebrated through certificates in assembly.    
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

We offer a wide range of activities to support children's social and emotional and academic development. Griffin Park School is fully-inclusive and all children are encouraged to take part in all activities both within and outside school. Parents are fully informed of school trips and activities which are open to every child.

  • Where necessary, extra support will be provided to ensure full participation is viable.
  • Outside companies come into school and provide science, music, drama, gymnastics  and multi-sports activities accessible for all children.
  • There are after school clubs, educational trips, school trips, visits to the cinema, pantomime and a residential trip in Year 6.
How is the decision made about what type and how much support my child/young person will receive?

A new intake meeting is arranged for parents of new children who are joining our school in Reception.

At this meeting key information is shared about the school routines and visits are arranged so that the children are able to meet their new teacher and the support staff and join in some activities with their parents.

Links are made with pre-school providers and the class teacher visits children in their pre-school setting.

Children begin reception class on a full-time basis, unless a child is particularly unsettled. In this instance part-time arrangements are put in place until it is felt the child is ready for the whole session.

All nursery children are visited in their home setting by the Nursery Teacher and teaching assistant and start Nursery for an hour with parents, gradually building up to the whole session independently.    

If a child joins mid year, the Head Teacher will show the child and parents around the school and be available to answer any questions.

Towards the end of the summer term, children are told who their next teacher will be and which classroom they will be going into. Staff make sure they introduce themselves to their new class, so that they are familiar to them before the new academic year begins. A series of transition sessions occur, where the children spend lessons in their new class with their new staff during the Summer term.  Individual arrangements can be made to ensure the children with special needs have a smooth transition from teacher to teacher, or school to school.  

When the Year 6 children have been offered a High School place, a visit to the high school is arranged during the day, so that the children are able to experience the school routine and tmetable. A child with an Education and Health Plan will attend a Transfer SEN Review at our school with their parents/carers and the SENCo of the new High School will be invited to attend and discuss the specific needs of the child.  

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

The school is well equipped with resources and equipment to meet the needs of most pupils.

Where additional resources are identified the school will supply the funding to purchase these.

If a specialised piece of equipment is required to meet the needs of a pupil, school liaises with the local authority SEND team to purchase this.

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