Professional Documents
Culture Documents
Vale School: The Best of Both Worlds
Vale School: The Best of Both Worlds
Prospectus
Vale School
Partnership 2
Outstanding culture of inclusion – Investors in People
4
School Aims 5
Equal Opportunities and Race Equality
Inclusion at Belmont 11
The Sensory Curriculum 14
Expressive Arts 15
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.
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.
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
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”.
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.
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:
Provides advice and guidance on the inclusion of pupils with physical disabilities and medical needs
to all Haringey schools.
The 32 pupils are organised into four teaching groups complemented by a support network for
pupils who are partially or fully included.
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.
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.
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.
Inclusion Co-ordinators
Support Staff Co-ordinator.
Special Needs Assistants.
Physiotherapist.
Speech and Language Therapist.
Occupational Therapist.
Dietician who provides specialist advice and support to parents and staff for children with complex
feeding needs.
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.
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
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.
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.
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 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
The Best of Both Worlds
13
The Sensory Curriculum
The Sensory Curriculum
Sensory Room
Soft Play
Sensory Swimming
Tacpac
Communication
Aromatherapy Massage
The
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.
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 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.
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.
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:
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:
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.
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.
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.
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
The Best of Both Worlds
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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.
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.
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 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.
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.
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.