Secondary Resource Base Primary Resource Base Belmont Inclusion Scheme

Head Teacher Northumberland Park Lancasterian Primary Belmont Schools

Sarah Mc Lay Community School School Rusper Road
Trulock Road King’s Road London
London N17 OPG London N17 8NN N22 6RA
Chair of Governors Tel: 020 8801 6111 Tel: 020 8801 2299 Tel: 020 8888 8261
Kathy Hammond Fax: 020 8801 1140 Fax: 020 8801 0147 Fax: 020 8888 1034

Prospectus

Vale School

The Best of Both Worlds

Contents
Introduction 1

Partnership 2

Dynamic and Outstanding - Ofsted 3

Outstanding culture of inclusion – Investors in People 4

School Aims 5
Equal Opportunities and Race Equality

Curriculum and Organisation 6

Primary Resource Base 7-10

Inclusion at Belmont 11

Secondary Resource Base 12-13

The Sensory Curriculum 14

Expressive Arts 15

The Team Approach 16-18

Therapy at the Vale
Medical Support
School Nurse

Assessment and Record Keeping 19

Examinations and Certificates
Annual Review
English as an Additional Language
Information and Communication Technology

Extended School’s Programme 20

Powerful Voices
International Dimension
Counselling

Sports Co-ordinator Programme 21

Governors 22
Parent’s Group

Important Information 23

Conclusion 24

Notes 25
Introduction
The Vale is a pioneering and innovative day special school catering for children with physical
disabilities, medical needs and a broad range of additional special educational needs. The
school is co-educational and the age range is 2-16 years. There are approximately 90 pupils on
roll, 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 and
inappropriate. In September 1997 the Vale moved into new purpose built accommodation,
which is located on the same site as Lancasterian Primary School and Northumberland Park
Community School. The accommodation and facilities at these two resource bases is of the
highest quality. Purpose built and designed after extensive consultation with staff, parents and
pupils, the school has excellent buildings, facilities and equipment.

The resource bases at Lancasterian and Northumberland Park provide classrooms, therapy
areas, office accommodation and at Lancasterian a hydrotherapy pool. In fact, everything that
you would expect to find in a purpose-built special school. However, the Vale facilitates much
more. Because the Vale is located in, and is an integral part of our mainstream partnership
schools, 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 of
inclusive education.

Complementing the resource bases, are the inclusion schemes that the Vale operates in
partnership with Belmont Infant and Junior Schools and Northumberland Park. These schemes
were established in the late 1970’s and early 80’s pioneering the inclusion of pupils with physical
disabilities in mainstream schools. Our inclusion methods have, over the years, attracted national
recognition and acclaim. Vale pupils who are included on a full-time basis are supported by
highly trained Vale staff.

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

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Partnership
The Vales’ commitment to providing a flexible continuum of provision is dependent on
collaboration 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 of
a special school, with a commitment towards inclusion, and the challenges and
opportunities 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 been
painstakingly 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 Head
teacher on request.

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Outstanding and Dynamic
The Vale was inspected by the Office for Standards in Education (OFSTED) during
week beginning the 11th February 2008. The report judged the school to be
outstanding 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 and
education across all three sites.

Clear roles and responsibilities ensure consistent practices support the smooth running of each site. This
enables 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 and
effective self-evaluation. Development planning clearly shows there is an understanding of what needs to be
improved 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'. The
chair 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 their
individual 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 is
continually developing this aspect to meet learners' ever increasingly complex needs

Learners' personal development and understanding of the world around them is exceptionally well supported
by 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 work
alongside 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 and
empathy towards each other and the inclusion opportunities with their mainstream peers is of huge benefit to
all learners

Attitudes to learning are excellent and everyone enthusiastically engages in all activities. All learners love
coming 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 excellent
progress. The capacity to improve further is excellent

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

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Outstanding culture of inclusion
Investors in People

The Vale successfully secured Investors in People (IIP) status in

November 2000 and had a post recognition reviews in December 2003
and in December 2006. The report stated;

“The Vale School has an outstanding culture of inclusion of both pupils

and staff, and the benefits of this culture can be felt across all aspects of
people management and support to the children. People working in the
school are very committed to the children and convey a strong
impression of enjoying their work and recognising the achievement and
contribution they are making to the lives of the children parents and wider
community.”

Specifically the reports identified the following strengths:

An open and approachable senior team which provides leadership and

an environment where the highest professional standards can flourish.

A collegiate culture where all staff views are welcomed and valued.The
inclusion of support staff coordinators within the senior management
team, 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 on
but integral to the successful learning of the children”.

A good understanding at all levels of the schools aims and ethos to

provide a safe and welcoming environment for children to achieve their
full potential.

A culture and practice which recognises the considerable expertise of the

staff in the school, and supports and encourages learning and sharing
learning.

A good system of performance review which provides staff with regular

appraisals, personal development, observation and feedback.

Lesson observations which are rigorous and robust with a clear process
for verbal and written feedback; this provides a further opportunity to
support 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 accordingly
and gain some amazing achievements.
Low turnover, high morale, commitment and enthusiasm of staff.

The school isThe

high
Bestperforming – it achieves very good results and is a
of Both Worlds
model of excellence regarding
4 inclusion of children into mainstream.
 Vale School Aims

The Vale School is committed to providing pupils with the best practices of a special
school combined with the challenges and opportunities of mainstream education. In order
to 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 continued
learning, whether in school, college or the workplace, so that all young people can fulfil their
potential.
• Enable students to learn at a pace appropriate to their needs.
• Promote teaching and learning which involves and motivates students, securing their active
engagement.
• 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 parents
and the pupils is acknowledged as essential.
• Ensure all staff have access to a continuing professional development programme to facilitate a
high 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 taught
and 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 Equality

The 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 genuinely
available to all its pupils. The staff, working with parents/carers and pupils, declare their intention to
ensure that equal opportunities policies are actively and effectively implemented by individuals and on
a 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 to
offer 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 needs
to all Haringey schools.

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Primary Vale Resource Base
Vale Resource Base at Lancasterian Primary School:

The 32 pupils are organised into four teaching groups complemented by a support network for
pupils 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 consultation
with 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 IEP
process, and less formally via coffee mornings, Parent/Carer groups and open days where parents
can 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 and
assemblies are shared. Each Vale pupil is linked with an age appropriate class and as they move
through the school, friendships and working relationships are formed. The extent of inclusion is
determined 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 and
opportunities 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 an
individualised structured approach that provides a balance between specific goals and the Foundation
Stage curriculum.

When pupils of nursery age are first introduced to the Foundation Stage Class they are initially offered a
part-time place in order to assess their needs. After this process, staff meet with parents to set targets
and 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, meetings
and 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 the
National Curriculum. The materials, activities and approaches are modified and differentiated to match
the individual needs and interests of the pupils.

Within this framework, Individual Education Plans/Therapy Priorities are developed in consultation with
parents/carers through a series of termly meetings and the Annual Review. For all pupils, individual
programmes 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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Class 2 (Years 3 and 4)
This group adopts a cross curricular approach, incorporating the full range of subjects in the National
Curriculum requirements for this age range. The materials, activities and approaches are modified and
differentiated to match the individual needs and interests of the pupils.

Class 3 (Years 5 and 6)

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

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9
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 Specialist
Consultant with responsibility for Information and Communication Technology. Additional
Special Needs Assistants provide extra support to these classes and for pupils included into
mainstream classes.The Primary Resource Base is staffed by:

Deputy Headteacher.
Senior Teacher
Inclusion Co-ordinator
Qualified Teachers
Support Staff Co-ordinator.
Nursery Nurses
Higher Level Teaching Assistant
Special 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 with
complex 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 Inclusion
At 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 with
varying levels of support, equipment and curriculum modifications, are full members of the school
communities. Members of the Vale Inclusion Team provide teaching input and also liaise with
therapists and external agencies to provide the necessary conditions and support, which will enable
these pupils to benefit from a mainstream environment.
Belmont has been adapted in order to make the site fully wheelchair accessible with ramps, a lift and
disabled toilets.

The Vale Inclusion Team works collaboratively with mainstream staff, therapists and parents to
develop 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 consultation
with parents/persons with parental responsibility through a series of termly meetings and the Annual
Review of the Statement. For all pupils, individual programmes and targets are then set by the
Inclusion Team after consultation with parents and the appropriate professionals including:
Physiotherapists; Occupational Therapists; Speech Therapists; Educational Psychologists; School
Nurse; 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 complex
feeding 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 a
support 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 to
encourage 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. The
aim 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 in
general. The department has a structure that involves the student at every stage and is primarily
aimed at developing the student’s 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 educational
needs, developed by their teachers in consultation with their therapists and parents/carers.
The student’s 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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12
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 as
well as linking tutor groups with their mainstream peers for collaborative projects and activities.
Included students follow all the requirements of Northumberland Park’s curriculum at the appropriate
Key Stage. Vale teaching and support staff ensure access by providing a blend of physical, emotional
and learning support. Vale staff work in partnership with Northumberland Park colleagues to ensure
that 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 student’s transition to
adult 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 and
mainstream 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 French
Support 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 technician
NSPCC counsellors
Connexions Personal Advisers

Vale Advice and Consultation Service

The Vale School Advice and Consultation Service is an outreach service providing guidance, advice
and 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 offers
advice and training on: Physical access, including: risk assessments, equipment and fire evacuation
Manual handling training. School Accessibility Plans,Transition,Wheelchair skills,Models of support
and Disability awareness
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The Sensory Curriculum
The Sensory Curriculum

We learn about our environment and ourselves through our senses of

vision, hearing, smell, taste and touch; without any one of these we are
limited in our capacity for learning. Many of our students have sensory
impairments so they must learn to develop each of their senses
individually and in combination.

We aim to provide a stimulating multi sensory curriculum for all of our

students who would benefit from this approach, encouraging them to
develop through Visual, Auditory and Tactile experiences. This method
gives rise to new learning, uses all the senses to access the curriculum
and 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 and
the use of the multi-sensory environments. The input of our therapy
teams and the use of our multi sensory environments are linked together
in a total approach to leading to the development of programmes for
communication, body awareness and mobility and control over the
environment.

The

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Expressive Arts
Expressive Arts play a vital role in the education of all pupils at The Vale School. It encourages the
exploration of values, fosters imagination and creativity, develops practical and perceptual skills and
promotes intellectual and aesthetic development. The Expressive Arts curriculum provides students
with 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 personal
experiences. Carefully planned creative experiences provide opportunities for students to develop
their imagination and independence. Through Creative Design, students are involved in investigating
materials 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 given
opportunities to develop their knowledge and understanding of themselves and their relationship to
others and to real-life events. By engaging feelings, knowledge and experience in this dynamic and
enjoyable way, creative and imaginative thought is stimulated and confidence and self-esteem
enhanced.

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

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

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

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The Team Approach
The Vale is committed to a team approach in meeting pupils’ needs. The Interdisciplinary Team (IDT)
comprises teachers, nursery nurses, special needs assistants, physiotherapists, occupational
therapists, a speech therapist and a school nurse. To ensure a common approach in which
common goals and strategies are pursued by all concerned, this team meets to review the pupils
Individual Education Plan (IEP) at scheduled meetings throughout the year. Within these teams, the
contribution 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 Therapists
and Speech and Language Therapists. The therapists are employed by Great Ormond Street in
Haringey. 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 with
therapy input being adjusted in accordance with the child’s altering needs. Where appropriate, some
therapists will make home visits to pupils during the school holidays or after school to facilitate
continuity of therapy provision.

Nursery Nurses and Special Needs Assistants carry out many of the programmes devised by the
therapists under supervision. These colleagues are trained and have considerable experience in the
various therapies. The Vale is committed to providing the best possible service to our pupils to
ensure that their therapy needs are met. To achieve this goal the staff work collaboratively to
maximise the pupil’s 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 and
Augmentative Communication (AAC) alongside speech. It is recognised that communication is
essential to facilitate pupils’ entitlement and access to the curriculum.

The Speech and Language Therapist will work with, pupils, families and school staff to develop a
child’s 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 together
with external agencies such as The Wolfson Centre and ACE.

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

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

Eating and drinking skills

Assessment and management of pupil’s eating and drinking skills at home and at school, this will
include 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 gastronomy
feeding.

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Occupational Therapy

Occupational therapy assesses the child’s ability to participate in their daily activities within
the 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 Splinting
Sensory 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 advice
provided and equipment used is incorporated into every day situations. They may at times
work with children individually, in groups or in the classroom in order to develop skills in these
areas. They also liaises with outside agencies to support the child’s equipment needs at
home.

Medical Support

In addition to the teams based at the school, we also have regular input from a Consultant
Paediatrician and a Dietician who specialises in complex feeding issues. Each pupil has an
annual medical. Every pupil has a hearing test and dental inspection during the year.
Medication sent into the school should be clearly labelled with the child’s name and dosage.
If a child is required to take ANY medication during the school day we must have parental
permission 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 at
the Primary Resource Base at Lancasterian Primary School and visits the other sites
regularly. 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 related
issues.
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 for
healthy 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 and
schemes of work. In addition, some pupils are assessed for specific purposes, when
requested by parents/persons with parental responsibility, or by the Interdisciplinary Team
who work with that child. The results of all assessments, and copies of any reports written
as 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 a
comprehensive record of each pupil’s abilities, experiences and achievements. All record
keeping, 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 pupil’s statement of special
educational needs must be reviewed annually in response to reports and any other
information or advice which is considered relevant, compiled by the team working with the
pupil.

Copies of the reports are sent to parents who are invited to school to discuss the reports. A
copy of the report and any decisions regarding the statement are then sent to the LA to be
reviewed. In addition students in Year 9 (aged 14) and above are required to have a
transition plan which identifies recommendations to facilitate the student’s progression to life
after 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 school’s
Higher Level Teaching Assistants (HLTA).

The level of language acquisition of bilingual students both in English and in their home
language is established in liaison with the Speech and Language Therapist and individual
programmes are identified. Students are supported by the HLTAs in partnership with the
class teacher and when considered beneficial they are taught for short periods outside the
classroom on a 1:1 basis.

Information and Communication Technology (ICT)

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

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Extended Schools Programme

Extended School’s Programme

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

Residential

All children in Year 5, 6 and 11 students have the opportunity to visit Pendarren Outdoor Education
Centre in South Wales. This is a 5 day residential which is an important opportunity to develop
independence 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 meet
the 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 and
coaching activities.

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

Scooter skills
Homework Club
Independence Club
Art/ Massage Club
Saturday Club
Swimming Club
Work Related Learning
Vale Vibe
Sports Camp
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Sports Co-ordinator programme
The Vale is the ‘Hub’ school for Haringey’s Special Schools Sports Programme. This provides support and
resources to further enhance Haringey’s national reputation in disability sport and physical education. In
collaboration with Tottenham Hotspurs Foundation and Haringey Sports Development the Vale is committed
to 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 school’s Governing Body comprises 2 Representative Governors, 3 Parent Governors, 1

Teaching Staff Governor, 1 Support Staff Governor, 2 Community Governors a Sponsor Governor
and the Head teacher.

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

Vale Governors play an active and crucial role. The Governing Body supports the work of the staff
and 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 guarantee
that the needs of the Vale are taken into account in any decisions.

Parent’s Group
The group meets once a half term. All parents/persons with parental responsibility with children at
the 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 facilitate
guest speakers or workshops.

Previous comments from parents who have attended the group have indicated that the meetings are
a 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 about
developments at the school.

Safeguarding
If staff encounter any suspicion or symptoms that indicate that a child or young person has been
subject to any kind of abuse, they are required to follow the procedures prescribed in the Vale School
Child Protection Policy.

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

Each site has a designated teacher (Nominated Children’s Safeguarding Adviser) who has
responsibility for implementing Haringey’s Inter Agency Child Protection Procedures.
To avoid any unnecessary misunderstanding, we need to know about the cause/circumstances of
any 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 Curriculum
throughout the school. A school policy statement endorsed by the Governing Body relating to Sex
Education is available from the Head teacher.

Religious Education

Religious Education is taught as part of normal classroom activities. If parents/persons with parental
responsibility have any concerns about classroom work in this respect, they should contact their
child’s 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 has
copies 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. The
Vale endorses the principle of free education for all pupils. However voluntary contributions from
parents may be requested on occasions. A full statement about the Vale’s charging policy is
available from the Headteacher on request.

Behaviour

The aim is to promote mature attitudes, self-reliance and self-discipline in pupils through establishing
good relationships based upon trust. If difficulties occur we would always involve parents/persons
with 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 is
impractical. Nevertheless many pupils benefit from homework; this will be negotiated with parents
and 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 an
initial assessment of the child’s 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 the
school, talk to the Headteacher, see the class into which their child may be admitted and talk to
appropriate staff. Visits by Vale staff to the prospective pupil’s home or current placement can then
be facilitated to ensure effective liaison and a smooth transfer.

Concerns?

Should parents/persons with parental responsibility have concerns or questions relating to their
child’s education, these can usually be addressed through informal discussions with the staff. If this
doesn’t resolve the matter, the Headteacher should be approached. If concerns still persist, a more
formal approach can be made to the Governing Body and eventually to the Local Education
Authority.

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

In Conclusion

We hope that together with the parent/person with parental responsibility, we will combine in creating
the best possible conditions for your child’s education. As always we are continually striving to
improve 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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Notes

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The Vale School

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