SEND Information Report
High Park SEND Information Report January 2025
High Park SEND Information Report September 2025
High Park School is located in the west of Bradford and is part of the Carlton Academy Trust (CAT). We cater for pupils aged 3 to 19 years with communication and interaction needs including autism and complex learning needs along with associated difficulties such as sensory processing needs. The school also runs a Designated Specialist Provision (DSP) for Early Years pupils to support their continued placement in mainstream settings. Admissions to the school are via the Local Authority SEND or SEND Early Years departments.
| What are the school’s policies for the identification and assessment of the pupils’ needs? | All pupils have or are under assessment for an Education Health Care Plan which is reviewed annually. Ongoing and rigorous assessment ensures that teaching is adapted and matched to the pupils’ needs. |
| What is the provision for pupils at High Park and how is it evaluated?
|
The school is purpose built and provides a bespoke low arousal environment with flexible use of spaces. We have a Primary, Secondary and Post 16 provision with specialist facilities such as Rebound rooms, swing rooms, aromatherapy space, quiet rooms and outdoor learning areas from every classroom. Pupils are taught in small classes and grouped mainly for age but also considering their individual needs. There is a high staff to pupil ratio in every class. The school uses a range of interventions supported by a multi professional team employed or commissioned by the school. Child centred planning and careful assessment ensures the curriculum is engaging and personalised to support the best possible progress for all pupils. |
| What arrangements are there for consulting parents of children with SEN and involving them in their children’s education?
|
Parents and carers are fully involved in the education of their children. An initial home visit is undertaken before pupils start at the school and then regular communication is maintained via Class Dojo, phone calls, coffee mornings, parent support group and training, parents’ evenings and Annual Review meetings. As part of the above, parents and carers have opportunity to discuss their child’s learning and progress with the multi professional team working at the school. |
| What are the arrangements for consulting pupils and involving them in their education? | All pupils are treated with dignity and respect. The personalised curriculum and the strong and trusting relationships built with staff ensure that pupils’ views are listened to and considered in all aspects of their school life. The specialist work that we do around communication supports are pupils in developing the skills to make choices and develop strategies to express their feelings. |
| What are the arrangements for assessing and reviewing pupils’ progress towards outcomes?
|
The school has its own assessment system in place that runs across all phases of the school. We use a range of data and documentation to track progress including EHCP outcomes, Personal Learning Goals, Personal Learning Plans, work samples, observations and videos. Teachers hold regular progress meetings to track progress and set new targets, and feedback is presented to parent/carers through Class Dojo, well-being phone calls, parent/carers meetings and EHCP meetings. |
| What is the approach to teaching pupils with SEN and how is the curriculum adapted?
|
High Park uses a personalised approach to teaching and has a curriculum in place that blends the National Curriculum content with evidence-based autism specific programmes such as SERTS and the Autism Education Trust. Teachers thoughtfully and creatively plan lessons which provide age appropriate and developmentally appropriate opportunities that successfully engage and motivate learners. We provide a total communication learning environment to enable pupils to have every opportunity to communicate, interact and understand. This includes Intensive Interaction, objects of reference, photographs, symbols and words. |
| What arrangements does the school make to ensure staff have the training and expertise to support pupils with SEND?
|
The school employs a range of professionals to work collaboratively with the teachers and support staff. These include an Occupational therapist, a Speech & Language Therapist, an Aromatherapist and Educational Psychology input. The school provides bespoke training in relation to our pupils’ specific needs and broader training on SEND. External training is also accessed to ensure staff have a range of professional development to support their practice. |
| What arrangements are made for pupils with SEN joining, transferring or leaving the school? | Well planned and personalised transitions are planned for all pupils at every stage of their education. Teachers work collaboratively with parents, carers and other professionals to create and deliver transition arrangements which support wellbeing, independence and progress. |
| How does the school involve other bodies to meet the needs of pupils with SEN, including support to promote emotional, mental and social development for pupils with SEN?
|
The school works collaboratively with CAMHS, The Special Needs School Nursing Team, Children’s Complex Health & Disability Team, and voluntary organisations such as Barnardos. This enables appropriate support, advice and guidance for the pupils, their families and the staff. Teachers plan meaningful learning opportunities which foster independence, resilience, social communication, emotional regulation and the development of life skills including a sense of self and keeping safe. |
| What are the arrangements regarding complaints from parents of pupils with SEND?
|
Parents and carers are encouraged to contact their child’s class teacher in the first instance. If this is not appropriate, then the Headteacher should be contacted. The Complaints Procedure is available on the school website or in hard copy from the school.
|
SEND
SEND Information Report
High Park SEND Information Report September 2024
High Park School is located in the west of Bradford and is part of the Carlton Academy Trust (CAT). We cater for pupils aged 3 to 19 years with communication and interaction needs including autism and complex learning needs along with associated difficulties such as sensory processing needs. The school also runs a Designated Specialist Provision (DSP) for Early Years pupils to support their continued placement in mainstream settings. Admissions to the school are via the Local Authority SEND or SEND Early Years departments.
| What are the school’s policies for the identification and assessment of the pupils’ needs? | All pupils have or are under assessment for an Education Health Care Plan which is reviewed annually. Ongoing and rigorous assessment ensures that teaching is adapted and matched to the pupils’ needs. |
| What is the provision for pupils at High Park and how is it evaluated?
|
The school is purpose built and provides a bespoke low arousal environment with flexible use of spaces. We have a Primary, Secondary and Post 16 provision with specialist facilities such as Rebound rooms, swing rooms, aromatherapy space, quiet rooms and outdoor learning areas from every classroom. Pupils are taught in small classes and grouped mainly for age but also considering their individual needs. There is a high staff to pupil ratio in every class. The school uses a range of interventions supported by a multi professional team employed or commissioned by the school. Child centred planning and careful assessment ensures the curriculum is engaging and personalised to support the best possible progress for all pupils. |
| What arrangements are there for consulting parents of children with SEN and involving them in their children’s education?
|
Parents and carers are fully involved in the education of their children. An initial home visit is undertaken before pupils start at the school and then regular communication is maintained via home/school diaries, phone calls, coffee mornings, parent support group and training, parents’ evenings and Annual Review meetings. As part of the above, parents and carers have opportunity to discuss their child’s learning and progress with the multi professional team working at the school. |
| What are the arrangements for consulting pupils and involving them in their education? | All pupils are treated with dignity and respect. The personalised curriculum and the strong and trusting relationships built with staff ensure that pupils’ views are listened to and considered in all aspects of their school life. The specialist work that we do around communication supports are pupils in developing the skills to make choices and develop strategies to express their feelings. |
| What are the arrangements for assessing and reviewing pupils’ progress towards outcomes?
|
The school has its own assessment system in place that runs across all phases of the school. We use a range of data and documentation to track progress including EHCP outcomes, Progress in Provision Plans, Personal Learning Plans, work samples, observations and videos. Teachers hold regular progress meetings to track progress and set new targets and feedback is presented to parent/carers through Class Dojo, well-being phone calls, parent/carers meetings and EHCP meetings. |
| What is the approach to teaching pupils with SEN and how is the curriculum adapted?
|
High Park uses a personalised approach to teaching and has a curriculum in place that blends the National Curriculum content with evidence-based autism specific programmes such as SERTS and the Autism Education Trust. Teachers thoughtfully and creatively plan lessons which provide age appropriate and developmentally appropriate opportunities that successfully engage and motivate learners. We provide a total communication learning environment to enable pupils to have every opportunity to communicate, interact and understand. This includes Intensive Interaction, objects of reference, photographs, symbols and words. |
| What arrangements does the school make to ensure staff have the training and expertise to support pupils with SEND?
|
The school employs a range of professionals to work collaboratively with the teachers and support staff. These include an Occupational therapist, a Speech & Language Therapist, an Aromatherapist and Educational Psychology input. The school provides bespoke training in relation to our pupils’ specific needs and broader training on SEND. External training is also accessed to ensure staff have a range of professional development to support their practice. |
| What arrangements are made for pupils with SEN joining, transferring or leaving the school? | Well planned and personalised transitions are planned for all pupils at every stage of their education. Teachers work collaboratively with parents, carers and other professionals to create and deliver transition arrangements which support wellbeing, independence and progress. |
| How does the school involve other bodies to meet the needs of pupils with SEN, including support to promote emotional, mental and social development for pupils with SEN?
|
The school works collaboratively with CAMHS, The Special Needs School Nursing Team, Children’s Complex Health & Disability Team, and voluntary organisations such as Barnardos. This enables appropriate support, advice and guidance for the pupils, their families and the staff. Teachers plan meaningful learning opportunities which foster independence, resilience, social communication, emotional regulation and the development of life skills including a sense of self and keeping safe. |
| What are the arrangements regarding complaints from parents of pupils with SEND?
|
Parents and carers are encouraged to contact their child’s class teacher in the first instance. If this is not appropriate, then the Headteacher should be contacted. The Complaints Procedure is available on the school website or in hard copy from the school.
|
Parents of children with SEND may find the following support services helpful, in addition to the school’s offerings:
Barnardos (Bradford SEN Information, Advice & Support Service) – Tel: 01274 481183
AWARE – Tel: 01943 466543 Mobile: 07764 432933 Email: jo.glasso@tesco.net
Parents Forum – Contact via website http://www.pfba2.org.uk/ or if it is urgent Tel: 01274 397396 or 07506 789051
SIBS – Contact via website https://www.sibs.org.uk/contact/
SNOOP – Tel: 01274 292126 or email: info@snoopcharity.org
Well Being Guide – http://www.mentalhealthinbradford.nhs.uk/home
Active Social Care – Tel: 01484 544100 or email: enquires@active99.com
NHS Support for carers – http://www.bdct.nhs.uk/support-for-carers
Disability Rights UK – Tel: 020 7250 8181 email: enquiries@disabilityrightsuk.org http://www.disabilityrightsuk.org/
Carers Resource – Contact via website: http://www.carersresource.org/contact/
Carers Trust – Tel: 0844 800 4361 Email: info@carers.org
Carers UK – Tel: 0808 808 7777 Email: advice@carersuk.org or via the website: https://www.carersuk.org/
Mencap – Website: https://www.mencap.org.uk
Citizens Advice – Website: https://www.citizensadvice.org.uk/
National Autistic Society – Tel: 020 7833 2299 Email: nas@nas.org.uk
Autism Education Trust – Tel: 0207 903 3650 Email: info@autismeducationtrust.org.uk
Cerebra – Tel: 01267 244200 Email: enquiries@cerebra.org.uk
Epilepsy Society – Tel: 01494 601400
IPSEA – Independent Parent Special Education Advice Website: https://www.ipsea.org.uk/home
The Jigsaw Tree – Website: http://thejigsawtree.org/
Contact a Family – Tel: 0808 808 3555
Where is the information on the Local Offer for children with SEN in Bradford published?
The school’s contribution to the Bradford Local Offer can be found on our website or is available in a hard copy from school.