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gives students a secure and joyful environment where they can grow in self-worth and learn to respect others.
For students with severe learning challenges and those on the autistic spectrum who also have learning challenges, Warmley Park is a maintained special school.
The school employs a team of dedicated, knowledgeable, and experienced staff members who collaborate to meet the requirements of all students in terms of learning, social interaction, and care.
What is the Warmley Park School and College admissions procedure?
Visits to the school are encouraged for parents and carers.
Depending on the child's age and needs, this will involve a conversation about those needs and a tour of the pertinent parts of the school.
In order to make an informed choice during the consultation process, a staff member may occasionally visit the child in their current environment or at home to better understand their requirements.
Any admissions and the necessary accommodations are disclosed to the Governing Body by the Headteacher.
The transition process will start if Warmley Park is then mentioned in the child's EHC Plan or Statement of Special Educational Needs.
Starting at age 3, kids can enrol in Warmley Park School.
The child's outcomes are specified in the EHC Plan or Statement of Special Educational Needs.
On the basis of this, Warmley Park decides how to support each youngster.
The school places a high priority on staff development because it understands that only by growing our knowledge and abilities can we provide the best support for the school's students.
The training coordinator makes sure that all employees receive the necessary training.
Working with class teams and students is the responsibility of higher level teaching assistants with expertise in sensory impairment, communication, and family support.
The Governors, who have delegated this authority to the Headteacher, are ultimately in charge of the development and performance of every student.
Teachers and support personnel differentiate their teaching methods in accordance with their excellent understanding of various learning strategies and styles.
This includes employing multi-sensory techniques, practical and hands-on instruction, visual and structured instruction, the use of ICT and creativity, and ensuring that each student's rate of learning is suitable.
For older students, community-based learning is a key component since it helps them build their independence and comprehension of work and leisure scenarios while using their communication, social, and problem-solving skills in local cafes, shops, and workplaces.
Support workers, ICT, resources, expectations, and outcomes are used to deliver this, which helps students to be as independent in their learning as possible.
The Early Years Foundation Stage curriculum places a lot of focus on developing social and communication skills via play.
This incorporates a child-initiated learning strategy in which students create their own learning while receiving support from the educators.
The teaching of literacy and mathematics gets increasingly discrete as students advance through the school, and students in key stages 1 and 2 use a topic-based approach for the non-core subjects.
Students at key stages 3 and 4 develop their independence by collaborating with different teachers for various subjects.
They begin to focus on accreditation in key stage 4.
Each day, material is shared using a home school diary.
The Assessment Manager and the Headteacher track and evaluate each student's development and achievement.
Three times a year, the class teacher invites parents and carers to a meeting in the classroom to discuss the progress of their children and to revise their individualised education plans.
It is crucial for us to hear from you regarding how you see your child's progress, thus a form is given out before the annual review meeting for you to fill out and return after the IEP meeting.
Class teachers compile an end-of-year curriculum that includes a summary of the progress made in each subject area.
Discussing ideas to assist your child's learning and development while discussing the IEP is crucial.
The first person to ask for advice will be the teacher of the class.
Both the students' physical and mental health as well as their academic development are crucial.
Teachers create lesson plans that support the overall growth of each student in their class by getting to know them well and helping to boost their self-confidence and self-esteem.
If a pupil requires an Individual Behaviour Plan, this will be drawn up with parents and focus on specific areas of behaviour which will be supported in a proactive and positive way with strategies that are shared between everyone who works with the child.
The school nurse is on hand to assist with any health requirements.
How do we collaborate? What specialised services and knowledge can I access at Warmley Park?
All staff are highly skilled in meeting the individual learning, emotional, communication, and social needs of pupils.
What training have the staff received (or are receiving) to support children and young people with SEND?.
All staff receive comprehensive and ongoing training in meeting the needs of the pupils with their learning, communication and emotional development.
A comprehensive induction programme is delivered to all new staff and provides the essential knowledge, skills and understanding for working at Warmley Park.
After-school Makaton training is provided each week for staff to further develop their skills.
A member of the senior leadership team has responsibility for ongoing professional development of staff to ensure we are able to meet the needs of all pupils.
Our 5 in-service training days and weekly staff meeting are used to further extend staff knowledge and expertise and to work collectively on areas of whole school improvement.
All pupils participate in whole school, curriculum and off site activities.
As a purpose built special school, Warmley Park is accessible with the building being on one level.
Classrooms for pupils on the Autistic Spectrum are set out in a high structure/low arousal approach.
How will Warmley Park prepare and support my child to join the school, transfer to a new setting/ school/ college or for the next stage of education and life?.
Any transition can be an anxious time for a child or young person and for their parents and carers.
Parents and carers are encouraged to visit Warmley Park when considering a placement for their child.
When Warmley Park has been named on the Statement of Special Educational Needs or EHC Plan, the transition process will begin.
When a child or young person moves on from Warmley Park the process will involve information sharing with their new setting and the opportunity for staff from the new setting to visit Warmley Park.
Where the young person is leaving Warmley Park to move on to college this will be planned with the Youth Intervention Support Service and local authority.
This process begins at the Year 9 Annual Review meeting when transitions are initially discussed.
Students at key stage 4 and Post-16 work on accredited modules which are nationally recognised and can be further extended in any future setting.
Each pupil receives support matched to their own level of need.
Staffing levels are allocated in relation to the needs of the pupils as identified in their statement or EHC Plan.
As pupils move up through the school they access different resources which are appropriate to their age.
The learning is differentiated by the class teacher to ensure it is relevant and demonstrates high expectations for each pupil.
Our aim is to make pupils as independent as possible.
Every pupil has a learning passport which is updated annually by the class teacher and shared with parents.
Daily contact is through the home school diary with the class teacher.
Parents are encouraged to read the weekly school newsletter which is available in paper version or by email to know what is happening in school.
Parents and carers can request a phone call or meeting with the class teacher or Head of Department regarding any aspects of their child's learning and development.
The Friends of Warmley Park is our parents, staff and friends association who arrange social and fundraising events in support of the school.
They can be contacted via the school office.
Considering the best place for your child's education can be a daunting experience and we are happy to talk through any concerns that you have.
If you have any queries about Warmley Park please contact Lisa Parker, Headteacher, or Ellie Goodson, Deputy Headteacher.
The Heads of Department are available to talk with you over the phone or in person about any aspect of your child's education and liaise closely with the class teachers in their department.
Parents and carers can find South Gloucestershire Council's Local Offer at www.southglos.gov.uk/localoffer.