Skip to main content

Parkside GGI Academy

We are a forward thinking community school taking children from the age of 2 until they are 7 here is our vision:

‘Nurturing, Developing, Inspiring’

At Parkside GGI Academy our children are at the heart of everything we do. We believe every child deserves the best start in life. Through nurturing our children’s curiosity, potential and experiences we will develop their love of learning and their ability to embrace the challenges of the future.

Who to contact

Contact Name
Mrs Caroline Walker
Contact Position
HEAD 
Telephone
01229 828348
E-mail
head@parksideggi.org
Website
Parkside GGI Academy

Where to go

Name
Parkside GGI Academy
Address
Greengate Street
Barrow-In-Furness 
Cumbria
Postcode
LA13 9BY

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
1.00 Before School
3.00 After School
Details
breakfast club is £1.00 8-9am or 50p 8.30-9am after school club £3.00 per hour

Local Offer

Description

The aim of our school is to provide a broad and well-balanced curriculum for all the children in our care. Using the National Curriculum as our starting point we plan to meet the specific needs of each child, setting appropriate learning challenges, and responding to the diverse needs of the children.

Please click on the links below which will take you to detailed information on the school website.

Contact Name
Miss S Parrington (Inclusion Leader)
Contact Telephone
01229 828348
Contact Email
senco@parksideggi.org
Links
Parkside GGI Academy - Policies
Parkside GGI Academy - SEN & Inclusion Policy
Parkside GGI Academy - SEN Local Offer
Local Offer Age Bands
Primary (5-10 years)
Early Years (0-4 years)

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?

If your child is then identified as not making progress the school will set up am meeting to discuss this with you in more detail and to:

  • listen to any concerns you may have too
  • plan any additional support your child may receive
  • discuss with you any referrals to outside professionals to support your child’s learning

If you have concerns about your child’s progress you should speak to your child’s class teacher initially. If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCO or Headteacher. If you are still not happy you can speak to the school SEND Governor (Mrs L Kendall).

How will early years setting/school/college staff support my child/young person?
  • The school budget, received from Cumbria LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • 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
    And decide what resources/training and support is needed.
  • All resources/training and support are reviewed regularly and changes made as needed.
How will the curriculum be matched to my child's/young person's needs?
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
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?
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term  if they are in the Early Years (pre-school, Nursery  to the end of Reception) against the EYFS development matters statements and if they are in Key Stage 1 ( Year 1 or 2) against National Curriculum level programmes of study and a judgement made if they are making excepted progress.
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • If your child needs a more accurate assessment of their progress and they are working between Level 1 and Level 4 (if they are perhaps making very slow progress) this can be done using PIVATs assessments in the same National Curriculum areas.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.
  • Children at SEN Support will have an IEP which will be reviewed with your involvement, every term and the plan for the next term made.
  • The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The SENCO will also check that your child is making good progress within any individual work and in any group that they take part in.
What support will there be for my child's/young person's overall well being?

SERIS support is planned in to our curriculum for all children. However we also have three trained SERIS workers for children how may need more support and a trained school counsellor .

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

Directly funded by the school:

  • SERIS Worker for Nurture Groups
  • Senior TA delivering Maths Recovery support
  • Senior TA delivering writing recovery Support
  • Senior TAs delivering Phonic intervention groups
  • School counsellor delivering SERIS support.
  • Experienced teacher/ TAs providing 1:1 support
  • Speech and Language Therapist

Paid for centrally by the Local Authority but delivered in school:

  • Educational Psychology Service
  • Specialist Teachers
  • Speech and Language Therapy

Provided and paid for by the Health Service but delivered in school:

  • Heath visitor
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Directly funded by the school:

  • SERIS Worker for Nurture Groups
  • Senior TA delivering Maths Recovery support
  • Senior TA delivering writing recovery Support
  • Senior TAs delivering Phonic intervention groups
  • School counsellor delivering SERIS support.
  • Experienced teacher/ TAs providing 1:1 support
  • Speech and Language Therapist

Paid for centrally by the Local Authority but delivered in school:

  • Educational Psychology Service
  • Specialist Teachers
  • Speech and Language Therapy

Provided and paid for by the Health Service but delivered in school:

  • Heath visitor
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
How will my child/young person be included in activities outside this classroom including school trips?
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • IEP’s will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
  • The Headteacher is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
How accessible is the setting/school/college enviroment?
  •  Our school building is accessible to children with physical disabilities. Our school building is on one floor.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra curricular activities are accessible for children with SEND.
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 recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

  • If your child is moving child to another school:
    - We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    - We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    - Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All IEPs will be shared with the new teacher.
  • All children will spend some time in their new class before they move up .
  • In Year 2:
    - The SENCO will meet with the SENCO of the appropriate Junior/Primary school to discuss the specific needs of your child.
    - Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    - If appropriate, transition groups can be set up with children from other schools in order to familiarise your child further with children they are likely to work with at the secondary school.
    - Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
  • The school budget, received from Cumbria LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • 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
    And decide what resources/training and support is needed.
  • All resources/training and support are reviewed regularly and changes made as needed.
How is the decision made about what type and how much support my child/young person will receive?
  • The SENCO's job is to support the class teacher in planning for children with SEND.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASC and Speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • Teachers are also supported in school by specialist agencies who may visit a child and offer advice and support to school.
  • Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching. 

    For your child this would mean:

    • That the teacher has the highest possible expectations for your child and all pupils in their class.
    • That all teaching is based on building on what your child already knows, can do and can understand.
    • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
    • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
    • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress.

    All children in school will be getting this as a part of our excellent classroom practice. 

    Specific group work with in a smaller group of children. 

    This group, often called Intervention groups by schools, may be

    • Run in the classroom or outside.
    • Run by a teacher or a Teaching assistant who has had training to run these groups. 

    SEN Code of Practice: SEN Support 

    Which means they have been identified by the class teacher as needing some extra support in school.

    For your child this would mean:

    • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
    • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan

    This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning. 

    Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups 

    AND/OR Individual support for your child 

    SEN Code of Practice: SEN Support  

    which means they have been identified by the class teacher/SENCO as needing some extra specialist support in school from a professional outside the school. This may be from:

    • Local Authority central services such as the Specialist Teachers or Community Speech Therapy

    For your child this would mean:

    • Your child will have been identified by the class teacher/SENCO (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
    • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
    • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
    • The specialist professional will work with your child to understand their needs and make recommendations, which may include:
      - Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
      - Support to set better targets which will include their specific expertise
      - A group run by school staff under the guidance of the outside professional e.g a social skills group
      - A group or individual work with outside professional 
    • The school may suggest that your child needs some agree individual support in school. They will tell you how the support will be used and what strategies will be put in place.

    This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. 

    Specified Individual support 

    This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual or small group teaching which cannot be provided from the budget available to the school. 

    Usually your child will also need specialist support in school from a professional outside the school. This may be from:

    • Local Authority central services such as the Specialist Teachers or Community Speech Therapy

    For your child this would mean:

    • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.
    • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with SEN Support.
    • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that require the level of support appropriate for an EHC Plan. If this is the case they will write  EHC Plan. If this is not the case, they will ask the school to continue with SEN Support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
    • The EHC Plan will outline the number of hours of individual/small group support your child will receive from the school together with the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
    • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. 

    This type of support is available for children whose learning needs are:

    • Severe, complex and lifelong

How are parents involved in the setting/school/college? How can I be involved?
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The SENCO is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • IEP’s will be reviewed with your involvement each term.
  • Homework will be adjusted as needed to your child’s individual needs.
  • A home/school contact book may be used to support communication with you, when this has been agreed to be useful for you and your child.
  • The Headteacher is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
Last updated: 28/05/2019
Back to top