1. How does the early years setting / school / college know if children need extra help and what should I do if I think my child may have special educational needs?
Dorin Park School is a local authority maintained special school and all places are allocated via Cheshire West and Chester.
All pupils attending Dorin Park have a Statement of SEN or Education, Health and Care Plan, detailing physical difficulties and/or medical needs and a range of additional difficulties.
Pupils with a Statement or EHC plan, can be admitted to the school at any point from Nursery 1 through to Year 14 providing their needs can be met. They are taught in groups smaller than those in a mainstream setting and usually vertically grouped, within a key stage.
Our pupils typically have a range of physical, medical and communications needs with associated learning difficulties. The range of physical difficulties includes cerebral palsy and hydrocephalus. Some of our students have hearing and visual impairments. Nearly all of our pupils have some additional communications need related to their learning difficulty. Many are verbal, some non-verbal and in the case of some of our youngest children, some are pre-verbal.
Many of the pupils admitted have a diagnosis of global developmental delay or ASD associated with other complex features. Students with ASD at Dorin Park are likely to be pre-verbal or verbal.
We have experience of a wide range of medical conditions including Down’s Syndrome and conditions arising from premature/traumatic birth as well as a number of rarer syndromes. Some pupils have a passport for urgent medical treatment. We are fortunate that we are sited a short distance away from the countess of Chester hospital.
Due to the medical needs and physical difficulties of many of our students, Dorin Park does not accept students whose assessment of need includes a provision for physically challenging behaviour.
The Sixth Form continues the learning foundations built upon earlier in the school by retaining the focus on development of literacy, numeracy and ICT skills, with students who can access GCSE level qualifications having the opportunity to do so.
Where the LA deems it necessary, we will admit students at 16 with complex moderate learning difficulties if they have other needs that make mainstream provision inaccessible. We continue to build independence and prepare students for work or further college study where appropriate, with a suite of accredited qualifications tailored to learner need.
2. How will early years setting / school / college staff support my child/young person?
From our last Ofsted inspection, July 2014: ‘behaviour and safety of pupils are outstanding’.
We are privileged to have a variety of people on our governing body who have a keen interest in ensuring we provide the best education we can for our students. Our last Ofsted inspection reported that ‘the governing body know the school’s strengths and areas for development well, because its members play an active part in the life of the school’.
We recognise that supporting the child to develop their emotional health/physical health and well-being can be vital to them achieving their educational potential.
We are privileged to have access to a range of skilled staff, such as an Emotional Health and Well-being Mentor and Speech and Language Therapy service. We have on-site medical clinics, including the school doctor, school nurse, physiotherapists and occupational therapy. We have an on-site hydrotherapy pool and our specially designed playgrounds have a range of outdoor gym equipment and other play equipment to promote physical development.
The school uses a total communication approach to learning. Makaton is used to support speech development and understanding. PECs and communications systems and communication devices are used by some students to access the curriculum. Two speech and language specialists work in the school and support the school with alternative or augmentative communication.
3. How will the curriculum be matched to my child’s/young person’s needs? How is the decision made about what type and how much support my child/young person will receive? Provide examples of interventions, equipment, resources that settings/ schools / colleges may allocate to match children’s/young people’s special educational needs?
As all Dorin Park students have an EHC plan/statement, their access to the variety of timetable opportunities are decided on the basis of their EHC plan/statement and an individual assessment of education and personal need.
Our curriculum is designed to span an ability range from the lower end of P scales, for our most cognitively challenged pupils, to Entry Level qualifications at Key Stage 4 or GCSE equivalents in vocational areas to meet the needs of students with more moderate learning difficulties. Where students can access GCSEs in the core subjects of English and Maths, this can also be provided for.
The school places a focus on developing literacy and numeracy skills as well as developing independent living skills and work readiness.
In Early Years and Primary, the students are taught in their pastoral bases. In the Senior School and Sixth Form the students follow a subject timetable, moving from class to class to access lessons delivered by specialist subject staff, in subject rooms. Teaching assistants in all areas remain with the students in their pastoral group, whether they move from lesson to lesson or remain in their pastoral rooms. There is a high level of staffing across all key stages, matched to student need. In addition, we modify and adapt the timetable to introduce flexibility matched to need.
All Key Stage 4 and post-16 students have access to a range of accredited courses to assist them in accessing their chosen journey beyond school. Students in the Sixth Form will access provision off our main site as part of their preparation for moving on and gaining more independence, and also to have access to specialist facilities. The majority of our post-16 students go on to Further Education/college provision.
Some students have access to additional offsite provision, such as PE provision, work experience, music therapy, or college visits/link courses. Some access a short course programme of literacy/numeracy intervention support, or play therapy/Emotional Health and Well-being support.
4 a) 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?
All students are assessed on entry to the school and their progress is tracked termly.
Every year we review each student’s progress with parents/carers and other professionals via the Annual Review. Parents will also receive an academic report on progress.
We hold a pastoral parents’ evening in the autumn term, a subject/progress parents’ evening in the summer term and an annual review meeting to review their statement/EHC plan and subject reports on progress.
Where children require additional support they may access planned intervention programmes to assist them in improving progress or intervention programmes to nurture a specific talent.
Pastoral staff are the first link with parents. All our students have daily access to their pastoral team. Each pastoral group sits within a key stage and has a Head of Key Stage for additional support. Parents/carers will develop links with the pastoral staff, and can also liaise with the Head of Key Stage should they require additional support. Our Leadership group, and two SENCos are available, should families wish to speak to someone beyond their pastoral group of staff. We also have a Family Liaison Worker who is available for the additional beyond the classroom support that families may need from time to time.
Our Early Years students and those who are non-verbal/pre-verbal have agreed communication systems in place to ensure regular contact between home and school. Some students have home/school communication books and others have pre-filled communication sheets. ‘ClassDojo’ is also used as an additional means of communication.
The pastoral staff are responsible for the implementation of the student’s individual plan. They oversee the progression towards targets, from the baseline assessment, and feedback to parents through parents’ evenings and via the Annual review of the EHC plan/Statement.
Termly Personal and Social Development targets are sent home by pastoral staff along with student timetables. The curriculum content is promoted on the school website, allowing families to support and promote learning outside of school.
We recognise that parents are often in need of support to enable them to effectively promote learning and development. With this in mind we offer parent support sessions in specific areas such as: Numicon, sleep clinics, behaviour support, health and fitness.
4 b) What support will there be for my child’s/young person’s overall well-being?
All students have a group of pastoral staff who they meet with on a daily basis for form time, phonics/numeracy and the end of day assembly time. This team of staff are able to act as the students’ champions, ensuring they have the access they need to additional support, such as play therapy/Emotional Health and Well-being support, or literacy/numeracy interventions. We have a team of staff who have undertaken further CPD in behaviour/emotional support, and who are able to provide the additional emotional support that students may need from time to time. The school employs an Emotional Health and Well-being Mentor who offers bespoke courses/sessions for those pupils who need additional personal/emotional health and well-being support. In addition to this we also access support from CAMHs to support mental health and well-being.
All students access a programme of PSHE and all have Personal and Social development targets linked to the IIP targets. We achieved the ‘Investors in Pupils (IIP) Award’ in recognition of how the school works with students to ensure a student voice, across all key stages. For example: student mentors support playground friendships; School Council representatives, elected by their pastoral group, ensure every pastoral group has a voice; the head boys and head girls provide excellent role models in each key stage.
Our school council meets every few weeks and ensure the students’ voice is heard by the leadership group and Governors and they use that voice to influence decision making and work towards making the school a better place to be for all students.
We have several reward systems in place for students, and celebration of success is very important to us. All students work as part of their house team to gain house points, and a celebration event at the end of the term. They work as individuals to gain merits throughout the day and recognition as Achiever of the Week or the Term.
Students who have achieved excellent/improved attendance are rewarded in line with the school council agreed system.
Many of our students have additional medical needs that require medicinal and/or medical support, sometimes to be administered during the school day. We have additional staff who implement this in liaison with parents and medical staff to enable our students to maintain their health and operate to their full capacity throughout the day.
Our team of continence support staff ensure that all personal care needs are supported at the appropriate times during the day, with minimal disruption to learning. Where appropriate students are supported on a toilet training programme.
5. What specialism services, experience, training and support are available at or accessed by the setting/school/college? What training are the staff supporting children and young people with SEND had or are having?
We have a range of skilled teaching staff, experienced in working with students who have a range of complex SEN needs. We also employ a Play Therapist/Emotional Health and Well-being Mentor, Independent Travel Trainer, and have access to other expertise:
- School doctor
- School nurse
- Speech and language therapists
- Occupational therapists
- Sensory impairment advisory teachers (VI/HI)
- Careers guidance from the Young People’s Service
- Educational psychologist
Training for staff is regular and ongoing and some of our school staff are working towards or have completed additional training in ASD, Makaton, intensive interaction, behaviour support or other therapeutic support. They provide additional support, as appropriate, for students, colleagues, other professionals and parents.
6. How will my child/young person be included in activities outside the classroom including school trips?
Dorin Park staff are expert in including all children in activities outside the classroom, including residential trips.
Our primary school students have access to a residential visit in Key Stage 2, when they attend the Children’s Adventure Farm Trust site, or similar, and the students in Key Stage 3 attend a residential in Bendrigg.
We have access to two adapted minibuses to access the local community and our staff are trained in carrying out risk assessments to ensure the safety of students.
All students have offsite activities at different times through the course of the year.
Some access local colleges, some attend sports provision in the community, and some have regular/weekly slots as part of their independence skills timetable.
Our post-16 and Key Stage 4 students have access-to-work based learning programmes, some of which are supported by staff and some where students access them as independent workers.
All lesson activities are differentiated to meet the many and varied needs of our students, and students are appropriately supported by the high staffing levels in lessons.
7. How accessible is the setting/school/college environment?
As a specialist school for physical difficulties, Dorin Park is a fully accessible environment with a range of specialist equipment to support our students. It is also suitable for students with visual impairment, with guide rails throughout the building and no steps. Toilets and changing facilities are adapted to cater for a range of needs, and hoists are available to ensure students can access facilities.
Many of our students are mobile, and can walk for at least short distances, but we have some pupils who use a wheelchair or other equipment for some or all of the time.
For those of our students who have additional sensory requirements we support their learning by having access to additional learning spaces, such as sensory rooms, TEACCH stations, smaller work spaces/work stations, as appropriate to need.
Some of our students live with family members whose first language is not English. Where appropriate, additional support from interpreters is sourced and additional written support can be reproduced in the language appropriate for the family. Our family liaison worker is available to support such families with any additional support they require to enable them to support their childs education.
8. How will the setting/school/college prepare and support my child/young person to join the setting/school/college, transfer to a new setting/school/college or the next stage of education and life?
Students in year 9 start to work with school staff and the Young People’s Service to plan for their journey beyond school.
Some pupils will leave at age 16 to go onto further education/training/employment; some will remain until the age of 19, before accessing further education/training/employment.
To help them gain experience in the world of work, our Key Stage 4 and 5 students access work-based learning as part of the ASPIRE programme.
Those who require additional support to move on are supported by a planned transition programme. For some this may mean visiting the new setting with school staff or having their new placement staff come to visit them in school.
For some of our students, transition to another school or from another school may be planned before the traditional end of key stage. Where this is deemed to be appropriate, they are supported through a transition programme by our outreach staff.
Staff from the Outreach team will also provide additional support for the receiving/transferring school to ensure a smooth transition.
9. How are parents involved in the setting/school/college? How can I be involved?
Parents and carers are encouraged to attend a variety of social events in addition to the formal parents’ evening events throughout the year. Our staff and students work on themed productions to perform in front of parents and where possible we make use of our local churches for some seasonal events, such as Harvest/Christmas celebrations. Parents and members of the church community are welcome to attend such events.
We celebrate with our leavers, every summer in Chester Cathedral, where family and the SEN schools’ community are encouraged to celebrate with us.
Some parents, particularly those who are parents of our younger students, help out on day visits offsite. We have a parents’ page on our website where parents can see the upcoming events and where we promote our parent coffee morning and stay and play sessions.
Our coffee mornings are very popular as a chance to have an informal chat and share hints and tips with each other or to make links with other professionals.
The stay and play sessions events allow parents of babies/toddlers to get together for a relaxing and fun movement session.
We ask our parents to share their thoughts/ideas with us via review meetings, parents’ evenings, questionnaires and home/school communications. Some of their thoughts are shared on the website.
10. Who can I contact for further information?
In the first instance parents are encouraged to speak to their child’s pastoral teacher or the Family Liaison Worker (Maxine Nevitt).
If they are not available or the parents needs to discuss something beyond the classroom they can speak to their child’s head of year.
- Early Years and Primary – Jane Rowlinson
- Key Stage 3 – Helen McGillivray
- Key Stages 4 and 5 – Sarah Adam
If it is not appropriate to talk to either of these the Headteacher and Deputy Headteacher can be contacted.
Any safeguarding concerns can be discussed with either of the three Safeguarding leads (Jane Mills/Sarah Adam/Jane Rowlinson).
For new admissions, parents should telephone the school office and ask for Sharon Jones who will then arrange a visit and a tour by a senior member of staff, usually the Headteacher. As we only admit children with an EHC Plan or Statement that indicates a need for specialist provision of the kind we offer, please be prepared to give information about this before a tour is arranged.
For additional information about support, advice, complaints, safeguarding procedures or any further information about the school, please browse our website.
|School Name and Address||DORIN PARK SCHOOL|
|Telephone Number||01244 981 191|
|Age range within your school||2-19|
|Contact telephone number||01244 981 191|
|SENCO/s||JANE MILLS/SARAH ADAM|