Vale Prospectus 10

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Prospectus

Vale SchoolSecondary Resource Base

Northumberland ParkCommunity School

Trulock RoadLondon N17 OPGTel: 020 8801 6111Fax: 020 8801 1140

Primary Resource Base

Lancasterian PrimarySchool

Kings RoadLondon N17 8NNTel: 020 8801 2299Fax: 020 8801 0147

Belmont Inclusion Scheme

Belmont SchoolsRusper Road

LondonN22 6RATel: 020 8888 8261Fax: 020 8888 1034

Head TeacherGerald Hill

Chair of GovernorsGail Priddey

The Best of Both Worlds


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ContentsIntroduction Partnership Dynamic and Outstanding - Ofsted Outstanding culture of inclusion Investors in People School Aims Equal Opportunities and Race Equality Curriculum and Organisation Primary Resource Base Inclusion at Belmont Secondary Resource Base The Sensory Curriculum

Expressive Arts

The Team Approach Therapy at the ValeMedical SupportSchool Nurse

Assessment and Record Keeping Examinations and CertificatesAnnual ReviewEnglish as an Additional LanguageInformation and Communication Technology

Extended Schools Programme Powerful VoicesInternational DimensionCounselling

Sports Co-ordinator Programme

Governors Parents Group

Important Information

Conclusion

Notes

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IntroductionThe Vale is a pioneering and innovative day special school catering for children with physicaldisabilities, medical needs and a broad range of additional special educational needs. Theschool is co-educational and the age range is 2-16 years. There are approximately 90 pupils onroll, who come not only from Haringey, but also from the neighbouring boroughs of Enfield,Hackney and Islington.

The Vale was opened in 1924 and located in old premises that had become unsuitable andinappropriate. In September 1997 the Vale moved into new purpose built accommodation,

which is located on the same site as Lancasterian Primary School and Northumberland ParkCommunity School. The accommodation and facilities at these two resource bases is of thehighest quality. Purpose built and designed after extensive consultation with staff, parents andpupils, the school has excellent buildings, facilities and equipment.

The resource bases at Lancasterian and Northumberland Park provide classrooms, therapyareas, office accommodation and at Lancasterian a hydrotherapy pool. In fact, everything thatyou would expect to find in a purpose-built special school. However, the Vale facilitates muchmore. Because the Vale is located in, and is an integral part of our mainstream partnershipschools, we include our pupils in the life and curriculum of these schools.

All sites are fully wheelchair accessible. Therefore we are able to provide the best practices of a

special school whilst offering the challenges and opportunities afforded by mainstream schools.In essence, we are able to provide an individually tailored curriculum within a continuum ofinclusive education.

Complementing the resource bases, are the inclusion schemes that the Vale operates inpartnership with Belmont Infant and Junior Schools and Northumberland Park. These schemeswere established in the late 1970s and early 80s pioneering the inclusion of pupils with physicaldisabilities in mainstream schools. Our inclusion methods have, over the years, attracted nationalrecognition and acclaim. Vale pupils who are included on a full-time basis are supported byhighly trained Vale staff.

The resource bases and the inclusion schemes, combined with an Advice and ConsultationService available to all mainstream schools within Haringey, constitute the unique provision thatis the Vale.

The Best of Both Worlds1


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PartnershipThe Vales commitment to providing a flexible continuum of provision is dependent oncollaboration with our partnership schools:

Belmont Infant School. Belmont Junior School. Lancasterian Primary School. Northumberland Park Community School.In partnership with these four schools, the Vale is able to combine the best practices ofa special school, with a commitment towards inclusion, and the challenges andopportunities afforded by our mainstream partners.The Times Educational Supplement wrote a feature article on the Vale. It concluded,That the pupils have become part of lively school communities, all of which have beenpainstakingly designed to meet their many requirements.A document, endorsed by all the schools governing bodies, detailing the management,curriculum, financial and other issues relating to partnership is available from the Headteacher on request.


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Outstanding and Dynamic

The Vale was inspected by the Office for Standards in Education (OFSTED) duringweek beginning the 11th February 2008. The report judged the school to beoutstanding with many aspects of exemplary practice and is summarised below:

This is an outstanding and dynamic school where leadership and management promote high quality care andeducation across all three sites.

Clear roles and responsibilities ensure consistent practices support the smooth running of each site. Thisenables all learners to make the very best of their learning opportunities.

All staff are highly committed to the care and achievement of all learner

Well-informed governors, continue to improve school provision through their systematic monitoring andeffective self-evaluation. Development planning clearly shows there is an understanding of what needs to beimproved and what strategies are needed to achieve success. A parent, reflecting the views of many, wrote,'The school offers excellent facilities to challenge and develop my son's strengths and support his needs'. Thechair of governors, an ex-parent said, 'The school gives learners confidence and never limits their horizons'.

Learners' outstanding progress is directly due to the outstanding relationships, teamwork, curriculum,guidance, and teaching and support they receive for their individual needs.

There is an emphasis for all learners on independent learning, making choices and working towards theirindividual challenging targets, which the great majority successfully achieve.

The curriculum offers a relevant, interesting, rich and challenging range of learning activities across all sites

that effectively meets the needs of all learners.

Information and communication technology (ICT) very effectively supports learning and the school iscontinually developing this aspect to meet learners' ever increasingly complex needs

Learners' personal development and understanding of the world around them is exceptionally well supportedby visits into the community and visiting specialists supporting learning projects in the school.

After school and weekend clubs and activities enrich learning and greatly contribute to learners' knowledge,confidence and overall achievement

Outstanding links with the mainstream schools support the inclusion of learners across all sites. Learners workalongside their mainstream peers whenever it is seen to meet their individual needs

Learners' spiritual, moral, social and cultural development is excellent. They show positive attitudes andempathy towards each other and the inclusion opportunities with their mainstream peers is of huge benefit toall learners

Attitudes to learning are excellent and everyone enthusiastically engages in all activities. All learners lovecoming to school and any absence is usually associated with medical needs.

The impact of leadership and management is enabling all learners to achieve and make continued excellentprogress. The capacity to improve further is excellent

The full report can be accessed on the Ofsted website: www.ofsted.gov.uk

http://www.ofsted.gov.uk/http://www.ofsted.gov.uk/http://www.ofsted.gov.uk/


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Outstanding culture of inclusion

Investors in People

The Vale successfully secured Investors in People (IIP) status inNovember 2000 and had a post recognition reviews in December 2003and in December 2006. The report stated;

The Vale School has an outstanding culture of inclusion of both pupilsand staff, and the benefits of this culture can be felt across all aspects ofpeople management and support to the children. People working in theschool are very committed to the children and convey a strongimpression of enjoying their work and recognising the achievement and

contribution they are making to the lives of the children parents and widercommunity. Specifically the reports identified the following strengths:

An open and approachable senior team which provides leadership andan environment where the highest professional standards can flourish.

A collegiate culture where all staff views are welcomed and valued.Theinclusion of support staff coordinators within the senior managementteam, this gives recognition to the critical role of support staff in the

school, and provides a direct route for communication and consultation.

The integration of Primary Care Trust staff and their contribution on health

issues for the children into the school we are not seen as and add onbut integral to the successful learning of the children.

A good understanding at all levels of the schools aims and ethos toprovide a safe and welcoming environment for children to achieve theirfull potential.

A culture and practice which recognises the considerable expertise of the

staff in the school, and supports and encourages learning and sharinglearning.A good system of performance review which provides staff with regularappraisals, personal development, observation and feedback.

Lesson observations which are rigorous and robust with a clear processfor verbal and written feedback; this provides a further opportunity tosupport colleagues development and performance.

A strong ethos of coaching, mentoring and support encourages people

to take risks and be innovative. As a result the pupils respond accordinglyand gain some amazing achievements.Low turnover, high morale, commitment and enthusiasm of staff.

The school is high performing it achieves very good results and is amodel of excellence regarding inclusion of children into mainstream.



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Vale School Aims

The Vale School is committed to providing pupils with the best practices of a specialschool combined with the challenges and opportunities of mainstream education. In orderto deliver this goal the school will vigorously pursue the following aims:

Ensure every child succeeds.

Provide an inclusive education within a culture of high expectations. Make learning an enjoyable and challenging experience.

Deliver a learning experience for young people so that they have a commitment to continuedlearning, whether in school, college or the workplace, so that all young people can fulfil theirpotential.

Enable students to learn at a pace appropriate to their needs.

Promote teaching and learning which involves and motivates students, securing their activeengagement.

Ensure all children attain high standards and should leave school with the knowledge, qualifications

and life skills that enable them to play their full part in society. Promote an interdisciplinary team approach to meet the individual needs of pupils within which

common goals and strategies are pursued by all involved with the child. The central role of parentsand the pupils is acknowledged as essential.

Ensure all staff have access to a continuing professional development programme to facilitate ahigh quality service to the pupils.

Develop and establish partnerships with parents, local organisations and schools.

Create an environment that is safe and conducive to learning, where children enjoy being taughtand the quality of teaching is very good.

Meet the special educational needs of every child. Offer full access to a broad, balanced and relevant education.

Implement our policy for equal opportunities and race equality in all aspects of school life. Promote the rights and positive images of disabled people, challenging stereotypic views of

disability, race, class and gender. Respect the validity of differing perspectives and seek constructive ways of reconciling different

viewpoints. Involve students in making decisions and exercising choices.

Safeguarding every child is paramount and is intrinsic to the life of the school.

Equal Opportunities and Race EqualityThe staff at the Vale are opposed to all forms of discrimination on the basis of race, religion, gender,disability, marital status, sexual orientation and age.

The school aims to ensure that equality of opportunity for access to the curriculum is genuinelyavailable to all its pupils. The staff, working with parents/carers and pupils, declare their intention toensure that equal opportunities policies are actively and effectively implemented by individuals and ona whole school basis.



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Curriculum and Organisation

All pupils (5-16 years) are engaged in studying The National Curriculum.The Vale is determined tooffer full curriculum entitlement and we endeavour to ensure that a balanced approach of education,therapy, independence skills and inclusion is carefully constructed, in collaboration with the parents/carers to take into account the diverse needs of our pupils.

The Vale is organised into four departments:

Vale Resource Base at Lancasterian School (Primary).Vale Inclusion Scheme at Belmont Schools (Primary).

Vale Resource Base at Northumberland Park Community School (Secondary).Advice and Consultation Service.Vale Resource Base at Lancasterian Schools includes:

Foundation Stage (pupils aged 2-5 years).Class 1 for Key Stage 1 pupils (aged 5-7 years).Class 2 for Key Stage 2 pupils (aged 7-9 years).Class 3 for Key Stage 2 pupils (aged 9-11years).Support for full and part time inclusion opportunities.

The Primary Inclusion Team works at:Belmont Infant School.Belmont Junior School.

Vale Resource Base at Northumberland Park includes:

Tutor Group 1 for Key Stage 3 students (aged 11-12 years).Tutor Group 2 for Key Stage 3 students (aged 13-14 years).Tutor Group 3 for Key Stage 4 students (aged 14-15 years).Tutor Group 4 for Key Stage 4 students (aged 15-16 years).

Support for full and part time inclusion opportunities.

Advice and Consultation Service:

Provides advice and guidance on the inclusion of pupils with physical disabilities and medical needsto all Haringey schools.


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Primary Vale Resource BaseVale Resource Base at Lancasterian Primary School:

The 32 pupils are organised into four teaching groups complemented by a support network forpupils who are partially or fully included.

Foundation Stage (pupils aged 2-5 years).Class 1 for Key Stage 1 pupils (aged 5-7 years).Class 2 for Key Stage 2 pupils (aged 7-9 years).Class 3 for Key Stage 2 pupils (aged 9-11years).Support for inclusion.All pupils have individual needs and Individual Education Plans (IEPs) are formulated in consultationwith parents, to set targets and devise strategies tailored to the individual pupil.Parental involvement is actively sought and facilitated through formal channels such as the IEPprocess, and less formally via coffee mornings, Parent/Carer groups and open days where parentscan observe the work of the resource base and mainstream classrooms.All the Vale pupils are fully involved in life at Lancasterian Primary School. Break times, meals andassemblies are shared. Each Vale pupil is linked with an age appropriate class and as they movethrough the school, friendships and working relationships are formed. The extent of inclusion isdetermined by staff in consultation with parents.



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Foundation Stage

In the Foundation Stage Class, pupils are offered a wide range of activities, experiences andopportunities to explore their environment through structured play. The curriculum matches that of

Lancasterian nursery and reception classes and facilitates a flexible approach to inclusion activities.The process of assessing both physical and educational needs results in each pupil receiving anindividualised structured approach that provides a balance between specific goals and the FoundationStage curriculum.

When pupils of nursery age are first introduced to the Foundation Stage Class they are initially offered apart-time place in order to assess their needs. After this process, staff meet with parents to set targetsand plan an incremental increase in time towards a full-time placement by Reception year.

Close contact is maintained with Parents/Carers, through home/school books, phone calls, meetingsand half termly coffee mornings usually with curriculum focus.

Class 1 (Years 1 and 2)

Pupils use a cross-curricular approach that facilitates the subjects and schemes of work within theNational Curriculum. The materials, activities and approaches are modified and differentiated to matchthe individual needs and interests of the pupils.

Within this framework, Individual Education Plans/Therapy Priorities are developed in consultation withparents/carers through a series of termly meetings and the Annual Review. For all pupils, individualprogrammes are then developed by the Class Team, with guidance from: Physiotherapists,Occupational Therapists, Speech and Language Therapists, Educational Psychologists, School Nurse,

Dietician, and Visiting Teachers of the Visually and Hearing Impaired.


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This group adopts a cross curricular approach, incorporating the full range of subjects in the NationalCurriculum requirements for this age range. The materials, activities and approaches are modified anddifferentiated to match the individual needs and interests of the pupils.


This group adopts a similar approach to Class 2, building on knowledge and skills from NationalCurriculum as appropriate for this age range. The curriculum is designed to ensure progression andcontinuity and build on the work of Class 2 with an increasing emphasis on pupils independent learningand maturity.


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These classes also have teaching input from the Deputy Head teacher, the Inclusion Co-ordinator, Support Staff Co-ordinator, Higher Level Teaching Assistant and a SpecialistConsultant with responsibility for Information and Communication Technology. Additional

Special Needs Assistants provide extra support to these classes and for pupils included intomainstream classes.The Primary Resource Base is staffed by:Deputy Headteacher.Senior TeacherInclusion Co-ordinatorQualified TeachersSupport Staff Co-ordinator.Nursery NursesHigher Level Teaching AssistantSpecial Needs Assistants.Swimming Instructor.

The department also has regular input from:Physiotherapists.Speech and Language Therapists.Occupational Therapists.Dietician who provides specialist advice and support to parents and staff for children withcomplex feeding needs.School Nurse.Peripatetic Teacher for the Hearing Impaired.Peripatetic Teacher for the Visually Impaired.ICT Consultant and ICT technician


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Belmont InclusionAt the Inclusion Scheme at Belmont Schools there are 16 places available for primary aged Vale

pupils included full-time at Belmont Infant and Belmont Junior schools.This scheme caters for pupils with physical disabilities, some of whom have additional medical and/or learning needs. Pupils on this scheme require some specialist facilities and adaptations, but withvarying levels of support, equipment and curriculum modifications, are full members of the schoolcommunities. Members of the Vale Inclusion Team provide teaching input and also liaise withtherapists and external agencies to provide the necessary conditions and support, which will enablethese pupils to benefit from a mainstream environment.Belmont has been adapted in order to make the site fully wheelchair accessible with ramps, a lift anddisabled toilets.

The Vale Inclusion Team works collaboratively with mainstream staff, therapists and parents todevelop Individual Education Plans, set targets and devise strategies, which are reviewed termly.Pupils follow the National Curriculum being tested for Key Stage 1 and Key Stage 2 SATs.Therapists visit regularly to assess, devise and deliver programmes for the pupils.

Within this framework, Individual Education Plans/Therapy Priorities are developed in consultationwith parents/persons with parental responsibility through a series of termly meetings and the AnnualReview of the Statement. For all pupils, individual programmes and targets are then set by theInclusion Team after consultation with parents and the appropriate professionals including:Physiotherapists; Occupational Therapists; Speech Therapists; Educational Psychologists; SchoolNurse; and Visiting Teachers of the Visually or Hearing Impaired.

The Inclusion Support Team includes:

Inclusion Co-ordinators Support Staff Co-ordinator. Special Needs Assistants.The scheme also has input from:

Physiotherapist. Speech and Language Therapist. Occupational Therapist.Dietician who provides specialist advice and support to parents and staff for children with complexfeeding needs.

Specialist Consultant with responsibility for Information and Communication Technology.. Peripatetic Teacher for the Hearing Impaired. Peripatetic Teacher for the Visually Impaired. School Nurse. Swimming Instructor. ICT Consultant and ICT technician


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Secondary Resource Base

The Resource Base for the 40 secondary aged students is organised into four Tutor Groups and asupport network for included students

Tutor Group 1 for Key Stage 3 students (aged 11-12 years). Tutor Group 2 for Key Stage 3 students (aged 13-14 years). Tutor Group 3 for Key Stage 4 students (aged 14-15 years). Tutor Group 4 for Key Stage 4 students (aged 15-16 years). Inclusion Scheme supporting full and part time inclusion.The ethos of the department that is located at Northumberland Park Community School is toencourage and teach the students to take as much responsibility for themselves and for their

learning through negotiation and consultation with their teachers, therapists and support staff. Theaim of the department is for students to develop the academic, practical and self-advocacy skills,combined with the necessary attitudes needed for transition to life after school and adult life ingeneral. The department has a structure that involves the student at every stage and is primarilyaimed at developing the students participation in the learning process, encouraging understanding,confidence, self-esteem, independence and a sense of achievement.

All students in the Secondary Department have:An individual education plan (IEP) related to the objectives in their statement of special educationalneeds, developed by their teachers in consultation with their therapists and parents/carers.

The students IEP targets are updated every term.A curriculum planner and an assessment file for each individual subject.A termly Record of Achievement.A Transition Plan (from Year 9).

Students in the Secondary Department have opportunities to:Gain certification from the Amateur Swimming Association (ASA).Study for GCSE and BTEC courses at Northumberland Park Community School.Follow the full National Curriculum at Key Stage 3 and 4.

Careers Education and Guidance from a Specialist Careers Adviser as part of their Careers

Education and Guidance curriculum.

Opportunities to study Pre-Entry and Entry Level qualifications with WJEC and AQA Unit Award


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Students in the Secondary Department can:

Attend the Winkfield Resource centre one day a week.Qualify for work experience or a mini enterprise.Access the NSPCC drop in counselling service.Represent the school,Haringey or London in a variety of sports including disability specific events.

Support for Inclusion

The Resource Base provides the opportunity for full or part time inclusion for individual students aswell as linking tutor groups with their mainstream peers for collaborative projects and activities.Included students follow all the requirements of Northumberland Parks curriculum at the appropriateKey Stage. Vale teaching and support staff ensure access by providing a blend of physical, emotionaland learning support. Vale staff work in partnership with Northumberland Park colleagues to ensurethat the students have the optimum conditions to access and benefit from the mainstream courses.

Careers Education & Work Experience

All pupils aged 14 years and above are involved in formulating a transition plan in which Vale Staff,parents/persons with parental responsibility, the Specialist Careers Adviser (from Connexions) and

colleagues from Social Services contribute in order to plan coherently for the students transition toadult life. This is in addition to the regular ongoing Careers Education and Guidance Curriculum,which is taught throughout the Department, and is incorporated within the statutory Annual Review.All students participate in work experience placements.The Department also offers extensive work experience opportunities and training for teachers andmainstream secondary students from local schools, colleges and universities.

The Secondary Department is staffed by:Deputy Headteacher.Senior Teacher

Qualified Teachers including specialist subject teachers in Media, Expressive Arts, Science and FrenchSupport Staff Co-ordinator.Special Needs Assistants.Higher Level Teaching Assistants

The department also has regular input from:Physiotherapists.Speech and Language Therapists.Occupational Therapists.

School Nurse.

Peripatetic Teacher for the Hearing Impaired.Peripatetic Teacher for the Visually Impaired.Swimming Instructor.ICT Consultant and ICT technicianNSPCC counsellorsConnexions Personal Advisers

Vale Advice and Consultation Service

The Vale School Advice and Consultation Service is an outreach service providing guidance, adviceand training for Haringey schools in relation to improved access and inclusion for children with

disabilities and medical needs. This service was formally established in October 2003 and offersadvice and training on: Physical access, including: risk assessments, equipment and fire evacuationManual handling training. School Accessibility Plans,Transition,Wheelchair skills,Models of supportand Disability awareness


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The Sensory CurriculumThe Sensory Curriculum

We learn about our environment and ourselves through our senses ofvision, hearing, smell, taste and touch; without any one of these we arelimited in our capacity for learning. Many of our students have sensoryimpairments so they must learn to develop each of their sensesindividually and in combination.

We aim to provide a stimulating multi sensory curriculum for all of ourstudents who would benefit from this approach, encouraging them todevelop through Visual, Auditory and Tactile experiences. This method

gives rise to new learning, uses all the senses to access the curriculumand makes learning fun.

We also offer a range of activities that include:

Sensory Room

Soft Play

Sensory Swimming

Tacpac

Communication

Aromatherapy Massage

Thai Yoga Massage

Other activities on occasions, such as Sensory Theatre groups

The Sensory Curriculum encompasses the traditional therapies-physiotherapy, speech and language therapy and occupational therapy,but it also includes hydrotherapy, aromatherapy, music, movement andthe use of the multi-sensory environments. The input of our therapyteams and the use of our multi sensory environments are linked togetherin a total approach to leading to the development of programmes forcommunication, body awareness and mobility and control over theenvironment.

The


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Expressive ArtsExpressive Arts play a vital role in the education of all pupils at The Vale School. It encourages theexploration of values, fosters imagination and creativity, develops practical and perceptual skills andpromotes intellectual and aesthetic development. The Expressive Arts curriculum provides studentswith unique opportunities to develop and use a range of forms of communication.

The expressive arts curriculum enables pupils to shape, make sense of and express personalexperiences. Carefully planned creative experiences provide opportunities for students to developtheir imagination and independence. Through Creative Design, students are involved in investigatingmaterials and media; expressing feelings, ideas and solutions; and understanding, appreciating and

sharing in the products of others. The main context for learning is pupils' involvement in their own

world.

Through the use of Drama and Role Play pupils engage in activities where they are givenopportunities to develop their knowledge and understanding of themselves and their relationship toothers and to real-life events. By engaging feelings, knowledge and experience in this dynamic andenjoyable way, creative and imaginative thought is stimulated and confidence and self-esteemenhanced.

Drama provides excellent opportunities for collaborative group work based on pupil interaction asthey explore increasingly complex, and sometimes difficult, attitudes, values and behaviour in thesafe, secure and supportive context of the drama activity.

Music is an established part of the schools Expressive Arts curriculum. Music is used to address thephysical, emotional, cognitive, and social needs of students across the school. Music provides theopportunity to: Promote wellness, manage stress, express feelings, enhance memory, improvecommunication, promote physical rehabilitation.

Having learned in this way, our students are then encouraged to perform, invent, listen, and enjoytaking part in school productions.


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The Team ApproachThe Vale is committed to a team approach in meeting pupils needs. The Interdisciplinary Team (IDT)comprises teachers, nursery nurses, special needs assistants, physiotherapists, occupationaltherapists, a speech therapist and a school nurse. To ensure a common approach in whichcommon goals and strategies are pursued by all concerned, this team meets to review the pupilsIndividual Education Plan (IEP) at scheduled meetings throughout the year. Within these teams, thecontribution of parents/person with parental responsibility to the planning process is, of course,absolutely crucial

The Vale has access to a full complement of therapists: Physiotherapists, Occupational Therapistsand Speech and Language Therapists. The therapists are employed by Great Ormond Street inHaringey. All pupils entering the Vale are assessed by the therapy team. This assessment identifies

the need for the appropriate level of intervention and involvement.

The therapists acknowledge that each child will need to be continually assessed and reviewed withtherapy input being adjusted in accordance with the childs altering needs. Where appropriate, sometherapists will make home visits to pupils during the school holidays or after school to facilitatecontinuity of therapy provision.

Nursery Nurses and Special Needs Assistants carry out many of the programmes devised by thetherapists under supervision. These colleagues are trained and have considerable experience in thevarious therapies. The Vale is committed to providing the best possible service to our pupils toensure that their therapy needs are met. To achieve this goal the staff work collaboratively tomaximise the pupils development.

Physiotherapy

The Physiotherapist has three key roles:Assessment, treatment and management of children with physical disabilities.


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Speech and Language Therapy

The Speech and Language Therapist works with pupils in the following areas:

Communication and social skills, attention skills,listening skills, understanding and expression.

The Vale endorses a total communication approach which advocates the use of Alternative andAugmentative Communication (AAC) alongside speech. It is recognised that communication isessential to facilitate pupils entitlement and access to the curriculum.

The Speech and Language Therapist will work with, pupils, families and school staff to develop achilds ability to communicate independently using a combination of strategies: signs, symbols,pictures, objects and technology. This will involve joint assessment with, the Occupational Therapist,Physiotherapists and the Specialist Teacher for Information and Communication Technology togetherwith external agencies such as The Wolfson Centre and ACE.

Many of the teaching and support staff have additional qualifications and skills in sign language, andin the use of symbols and electronic aids, ensuring that the communication systems adopted by thepupils can be utilised throughout the school day.

The school has established the City and Guilds Alternative and Augmentative CommunicationCurriculum so that pupils can secure a recognised qualification in this key area.

Eating and drinking skills

Assessment and management of pupils eating and drinking skills at home and at school, this willinclude maintaining levels of nutrition and hydration, developing oral motor skills and ensuring safety

at meal times, particularly for those children with complex health needs who require gastronomyfeeding.


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Occupational Therapy

Occupational therapy assesses the childs ability to participate in their daily activities withinthe home and school environment, with the aim of maximising their independence.The Occupational Therapist will assess and advise in the following areas:

Postural support and seating.Fine motor skills including recording work e.g. handwriting, using switches Hand SplintingSensory skills: looking, feeling, attention and concentration related to sensory skills.Skills that support self care activities both at home and at school:Eating and drinking, dressing, toileting, bathing.

The Occupational Therapist works very closely with class teams to ensure that adviceprovided and equipment used is incorporated into every day situations. They may at timeswork with children individually, in groups or in the classroom in order to develop skills in theseareas. They also liaises with outside agencies to support the childs equipment needs at

home.

Medical Support

In addition to the teams based at the school, we also have regular input from a ConsultantPaediatrician and a Dietician who specialises in complex feeding issues. Each pupil has anannual medical. Every pupil has a hearing test and dental inspection during the year.Medication sent into the school should be clearly labelled with the childs name and dosage.If a child is required to take ANY medication during the school day we must have parentalpermission and that of a General Practitioner before school staff can administer it.

School Nurse

The School Nurse is employed by Great Ormond Street in Haringey. The Nurse is based atthe Primary Resource Base at Lancasterian Primary School and visits the other sitesregularly. The aims of the service are:

To ensure optimum health of the student population.To minimise the effects of health difficulties on students education and facilitate attendance.To provide information, advice and support to students and their families on health relatedissues.Offer an immunisation programme in line with Department of Health guidelines and Haringey

Teaching Primary Care Trust policy.Organise annual medicals with the school doctor.Organise annual screening of vision, hearing and dental health.To assist in Health Promotion programmes empowering students to make choices forhealthy lifestyles.To encourage students independence and enable them to make choices about their care.


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Assessment, Annual Review/ EAL

Assessment and Record Keeping

All pupils in the school are continuously assessed as part of ongoing programmes andschemes of work. In addition, some pupils are assessed for specific purposes, whenrequested by parents/persons with parental responsibility, or by the Interdisciplinary Teamwho work with that child. The results of all assessments, and copies of any reports writtenas a result, are routinely provided to parents/persons with parental resposibility.

All pupils in the school have individual work portfolios, which builds over time into acomprehensive record of each pupils abilities, experiences and achievements. All recordkeeping, assessment and reporting to parents (including statutory Annual Reviews) is

integrated into a single comprehensive system.

Annual Review

In accordance with section 328 of the Educational Act 1996, a pupils statement of specialeducational needs must be reviewed annually in response to reports and any otherinformation or advice which is considered relevant, compiled by the team working with thepupil.

Copies of the reports are sent to parents who are invited to school to discuss the reports. Acopy of the report and any decisions regarding the statement are then sent to the LA to bereviewed. In addition students in Year 9 (aged 14) and above are required to have a

transition plan which identifies recommendations to facilitate the students progression to lifeafter school.

English as an Additional Language (EAL)

Bilingual students, that is students who have access to more than one language at home or

school, are supported in their general learning and communication skills by the schoolsHigher Level Teaching Assistants (HLTA).

The level of language acquisition of bilingual students both in English and in their homelanguage is established in liaison with the Speech and Language Therapist and individual

programmes are identified. Students are supported by the HLTAs in partnership with theclass teacher and when considered beneficial they are taught for short periods outside theclassroom on a 1:1 basis.

Information and Communication Technology (ICT)

The Vale employs a specialist consultant with expertise in ICT. This member of staffassesses pupils ICT needs, identifies appropriate equipment and provides training for staff.The Vale is exceptionally well resourced in this field and has developed an acknowledgedreputation in working with pupils who require ICT to facilitate access to the curriculum.


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Extended Schools Programme

Extended Schools Programme

The aim of the Vale School Extended Programme is to provide young people who have a diverserange of physical disabilities and learning difficulties, the opportunity to access events/activitieswithin the school and the local community, in a variety of ways both formal and informal. TheExtended Schools Programme are available at both The Secondary and the Primary ResourceBases.

Residential

All children in Year 5, 6 and 11 students have the opportunity to visit Pendarren Outdoor EducationCentre in South Wales. This is a 5 day residential which is an important opportunity to developindependence skills as well as experience a range of outdoor activities e.g. canoeing, climbing,pond-dipping, mountain walking. Activities are led by qualified instructors and are adapted to meetthe needs of our pupils and are accompanied at all times by Vale Staff.

Summer Scheme

A summer scheme runs at both the Primary and Secondary Resource Bases for two weeks each

year. This has input from the Education Team at Tottenham Hotspur and includes sports, art andcoaching activities.

A number of other extended schools programmes are also provided these are:

Scooter skillsHomework ClubIndependence ClubArt/ Massage ClubSaturday ClubSwimming ClubWork Related LearningVale VibeSports Camp



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Sports Co-ordinator programmeThe Vale is the Hub school for Haringeys Special Schools Sports Programme. This provides support andresources to further enhance Haringeys national reputation in disability sport and physical education. Incollaboration with Tottenham Hotspurs Foundation and Haringey Sports Development the Vale is committedto facilitating access for disabled young people to high quality physical education inter school sport,clublinks, local, national and international sporting opportunities.



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Governors and Safeguarding

Governors

The schools Governing Body comprises 2 Representative Governors, 3 Parent Governors, 1Teaching Staff Governor, 1 Support Staff Governor, 2 Community Governors a Sponsor Governorand the Head teacher.

The Governing Body meets twice a term. Meetings are open to the public and parents/persons withparental responsibility are particularly welcome.

Vale Governors play an active and crucial role. The Governing Body supports the work of the staffand acts as a critical friend to ensure that the provision for the pupils is of the highest quality.

The Vale has representation on the Governing Bodies of our four partnership schools to guaranteethat the needs of the Vale are taken into account in any decisions.

Parents GroupThe group meets once a half term. All parents/persons with parental responsibility with children atthe Vale are welcome to attend. Parents are encouraged to identify topics and issues that they

would like discussed at the beginning of the year and the school will then endeavour to facilitateguest speakers or workshops.

Previous comments from parents who have attended the group have indicated that the meetings area good source of information, where ideas and everyday experiences can be discussed with other

parents.

A newsletter The Vale Vibe is produced each half term to keep parents informed aboutdevelopments at the school.

SafeguardingIf staff encounter any suspicion or symptoms that indicate that a child or young person has beensubject to any kind of abuse, they are required to follow the procedures prescribed in the Vale SchoolChild Protection Policy.

The Vale School recognises its responsibility to safeguard and promote the welfare of children withinthe framework and guidance of the London Child Protection Procedures (2007). The Valeacknowledges that as a school for pupils with physical disabilities and associated special educationalneeds that we have a fundamental and pivotal role in safeguarding our pupils. The Vale is committedto ensuring that staff are well trained and vigilant and that comprehensive and rigorous systems andprocedures are in place for this purpose.

Each site has a designated teacher (Nominated Childrens Safeguarding Adviser) who hasresponsibility for implementing Haringeys Inter Agency Child Protection Procedures.To avoid any unnecessary misunderstanding, we need to know about the cause/circumstances ofany injury or emotional upset that your child may experience.


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Important Information

Sex Education

Sex Education is taught as part of Personal Health and Social Education and the Science Curriculumthroughout the school. A school policy statement endorsed by the Governing Body relating to SexEducation is available from the Head teacher.

Religious Education

Religious Education is taught as part of normal classroom activities. If parents/persons with parentalresponsibility have any concerns about classroom work in this respect, they should contact theirchilds teachers.

The School Day

The Vale follows the same school day as the relevant partnership school.

School Uniform

Vale pupils follow the same dress code as the relevant partnership school.

School Policy Documents

Curriculum and institutional policies are maintained in Staff Handbooks. Each class teacher hascopies and will make them available to parents/persons with parental responsibility on request.Charges for School Activities

The 1988 Education Reform Act introduced new legislation about charging for school activities. TheVale endorses the principle of free education for all pupils. However voluntary contributions fromparents may be requested on occasions. A full statement about the Vales charging policy isavailable from the Headteacher on request.

Behaviour

The aim is to promote mature attitudes, self-reliance and self-discipline in pupils through establishinggood relationships based upon trust. If difficulties occur we would always involve parents/personswith parental responsibility. A copy of the Behaviour policy is available from the Head teacher.

Homework

Vale pupils have different needs and differing home circumstances. A rigid policy on homework isimpractical. Nevertheless many pupils benefit from homework; this will be negotiated with parentsand pupils by the class teacher on an individual basis.


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Conclusion

Admission Arrangements

The school admits children from Haringey, Hackney, Enfield, and Islington. Before admission aninitial assessment of the childs learning and medical/therapeutic needs is carried out. Parents/persons with parental responsibility play an important role in this process and are invited to visit theschool, talk to the Headteacher, see the class into which their child may be admitted and talk toappropriate staff. Visits by Vale staff to the prospective pupils home or current placement can thenbe facilitated to ensure effective liaison and a smooth transfer.Concerns?

Should parents/persons with parental responsibility have concerns or questions relating to theirchilds education, these can usually be addressed through informal discussions with the staff. If thisdoesnt resolve the matter, the Headteacher should be approached. If concerns still persist, a moreformal approach can be made to the Governing Body and eventually to the Local EducationAuthority.

If parents/persons with parental responsibility have any complaints under Section 29 of theEducation Act 2002, about the organisation or content of the curriculum, please contact theHeadteacher at the Vale School in the first instance.For problems with transport to and from school, please contact your local authority TransportManager.

In Conclusion

We hope that together with the parent/person with parental responsibility, we will combine in creatingthe best possible conditions for your childs education. As always we are continually striving toimprove our service and your views are an important element in assisting us to do so.

Or visit our website: www.vale.haringey.sch.uk


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http://www.vale.haringey.sch.uk/http://www.vale.haringey.sch.uk/


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Notes


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The Vale School