Special Education Needs and Disabilities
Class teams plan exciting and well-matched learning opportunities for their pupils. They regularly monitor pupil progress and observe pupil engagement in learning opportunities and wider school outcomes.
If a pupil is not making expected progress or is finding it difficult to engage in their learning, interventions may be used. Interventions may be delivered in small groups or to an individual pupil.
More Able and Talented
At Queens Park Academy we aim to provide opportunities for all of our pupils to reach their full potential in all areas of the curriculum. Class teams plan challenging learning opportunities and offer additional activities to meet the needs of our More able and Talented pupils
Special Educational Needs
Inclusion for all is at the heart of everything we do at Queens Park Academy. We serve a vibrant and diverse community, rich with different cultures, languages and different pupils with a varying range of academic, social, emotional, physical and sensory needs. We embrace the fact that every child is different. Therefore, we make every effort to meet the needs of any child, regardless of aptitude, ability or special need.
Our SEND Report sets out how we meet the needs of pupils with special educational needs, as set out by our SEND Policy. In this document, you should find answers to any questions that you may have about SEND at Queens Park Academy.
The named Governor for Special Educational Needs is Mrs Rubina Shaikh, and the Special Needs Co-ordinator is Miss Holli Smith.
Should you have any further questions about Special Educational Needs at Queens Park Academy, please feel free to contact Miss Holli Smith.
Individual Care Plans are in place for pupils with Medical Needs. Regular communication between class teams, SENDCo, parents, pupil and specialist agencies are vital. The resources that will support the pupil are agreed and recorded.
English as an Additional Language
Queens Park Academy serves a vibrant and diverse community, rich with different cultures and languages. Many pupils speak more than one language and require support, especially in the early stages of their learning, where language development is vital. Class teams plan in opportunities to share and celebrate different languages and to develop pupil confidence and self-esteem.
Individual language tracking is used for pupils who are new to English or who are finding the demands of learning difficult in a new language.
Queens Park Academy have been involved in the British Council's EAL Nexus Project. This project gave us access to an EAL CPD specialist to develop our practice in supporting our EAL learners in the classroom. Queens Park Academy staff delivered a regional workshop on their work for the Project. To read the British Council's article on the workshops please click the link below:
We have a duty of care to all of our pupils at Queens Park Academy. We communicate concerns that we have with parents and external agencies especially if we believe that a pupil may be at risk of significant harm. Our designated teacher Mrs A Thwaites who works closely with our Early Intervention Officer, Mrs C Denton, records and monitors work in this area and works closely with pupils, families and external agencies.
Queens Park Academy works actively to support families. A range of sessions are offered throughout the year to support families in developing skills to be able to engage in their child's education. For specific family support, referrals and signposting to other agencies e.g. housing, employment and training contact our Early Interventions Officer, Mrs C Denton.