Park Lane Academy

‘We aspire to be the best at everything we do’

SEN Local Offer

Park Lane Learning Trust

Local Offer 2016-2017

Park Lane is an inclusive school which values the abilities and achievements of all its students and is committed to providing for each student, the best possible environment for learning.

We have a whole school approach to meeting the needs of students who have Special Educational Needs. We firmly believe in the statement from the Code of Practice that, “All teachers are teachers of children with Special Educational Needs. Teaching such children is a whole school responsibility”.

Depending on the level of need we may offer any of the following range of provision to support your child with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory/physical needs. The support package will be tailored to individual needs following assessment by the school, and/or external agencies.

School Name

Park Lane Learning Trust


Miss Lisa Corrigan


Ms Sally Rayner

SEN Govenor

Ms Fiona Woodhouse


Park Lane, Halifax, HX3 9LG

Email (admin)


Email (SENCo)



01422 362215

Age range



Receive funding in line with LA formula funding policy for a maintained community Secondary school.

How do we make all children reach their potential?

  • A joined up, whole school approach to SEN in line with the new Code of Practice
  • Acknowledging that happy children learn best
  • High quality teaching
  • Whole school understanding of SEN – staff receive regular training
  • Full time strategic SENCo
  • A range of support available for students
  • Special exam arrangements
  • SEN student profiles available for mainstream staff
  • Rigorous tracking of student progress
  • A variety of enrichment activities to provide memorable experiences
  • A comprehensive sharing of vital student information via profiles and staff briefings
  • Regular contact with parents/carers
  • Zero tolerance for bullying
  • An inclusive ethos
  • Small school, all students are known well
  • Use of positive behaviour for learning
  • Reward systems

How do we help a child with physical needs?

  • Physically barrier free
  • Disabled changing rooms/bathroom on all floors
  • Showering facilities
  • Height adjustable tables
  • Staff trained in Moving and Handling
  • Specific ICT software
  • Adaptive equipment provided, e.g. in Technology lessons
  • Delivery of physiotherapy sessions
  • Adaptation of the P.E curriculum
  • Lifts
  • Alteration of classroom arrangement for accessibility
  • Classroom resources, e.g. laptops
  • Individual Fire Evacuation Plans
  • Fine motor skills programmes

How do we help a child with speech and language needs?

  • Liaison with Speech and Language Therapy Services
  • Social Use of Language Programme
  • Providing staff with strategy sheets for students with a stammer
  • Delivery of programmes devised by SALT (Speech and Language Therapy)
  • Providing staff with strategy sheets for students with speech and language needs
  • A HLTA with specific experience of supporting children who stammer
  • Resources provided by ASD services

How do we help a child with sensory impairment?

  • Seating plans
  • Student profiles
  • Alternative arrangements for fire drill
  • Attention given to lighting
  • A one way traffic system on corridors
  • Visual supports

How do we help a child who has social and emotional difficulties?

  • Nurture groups for identified students in years 7-8
  • Structured support at break and lunchtime
  • Small group work
  • Peer mentoring
  • Time out cards
  • Keyworkers available
  • Peer mentoring
  • Learning Support Unit

How do we support students with Autistic Spectrum Condition?

  • Small group work
  • Visual timetables
  • Morning meet and greet
  • Supporting students with transport at the beginning and end of the school day
  • Students can leave lessons 5 minutes early and at the end of the day to avoid the rush and congestion on the corridors
  • Scaling sessions
  • Anger management sessions
  • Staff trained in social stories
  • Keyworkers for each student; who liaises with staff
  • Individual plans and profiles for students, with specific advice to staff
  • Whole school training delivered on autism and how to meet needs
  • Individualised timetables
  • LSAs with expertise in autism
  • Input from ASD Services – termly meetings

How do we help a child who has behavioural difficulties?

  • We have begun the Restorative Justice training as a school
  • Individual Support Plans
  • Pen Portraits to support staff in mainstream lessons
  • Additional support  
  • Individual and group sessions on anger management, social skills and self esteem
  • Staff mentoring
  • Time out cards
  • Alternatives to exclusion
  • Whole school training on managing students with behavioural difficulties
  • Modified curriculum
  • A strategic Director of Behaviour
  • Staff trained in Team Teach de-escalation techniques
  • Regular contact with parents/carers
  • Individual reward systems
  • Learning Support Unit
  • Keyworkers

How do we help a child who needs support with literacy?

  • Access to 2 hours a week multisensory, phonic reading programme
  • Whole school monitoring of literacy development
  • Corrective Reading groups for students reading below 10yrs 5mths
  • Home reading diary to encourage and monitor students reading at home with parents/carers.
  • Phonics, high frequency word intervention
  • Handwriting/spelling group
  • Diagnostic Reading Test to provide us with accurate reading age.
  • “Learn to Read” coffee morning drop-ins, giving parents/carers support and advice to enable them to help students at home with reading and spelling.
  • Home reading/spelling pack for parents/carers containing resources and helpful advice.
  • Reading rulers and coloured overlays available for those who need them
  • Cream paper and larger font size to aid students with dyslexia and visual difficulties
  • Coloured filters on computer screens.
  • SENCo has a diploma in Dyslexia
  • SENCo teaches a year 7 nurture class for 15 lessons
  • Teacher with significant primary school experience to teach lowest ability groups in years 7 + 8
  •  A learning support assistant with the qualification ‘Developing Reading skills in learners with dyslexia’

How do we help a child who needs support with numeracy?

  • Small group withdrawal sessions to reinforce basic number skills
  • Teacher with significant primary school experience to teach lowest ability groups in years 7 + 8

How do we support a child who has medical needs?

  • Individual medical plans in school
  • Administering of medication
  • Administering individual treatment programmes
  • A number of staff qualified in first aid
  • Liaising with medical services and school nurse
  • Staff meetings to ensure coordination of plans
  • Undertake any necessary training

How do we support a child who has English as an additional language?

  • An induction programme
  • EAL assessment before placing student in groups
  • Access 2 hours a week  multisensory, phonic reading programme
  • Buddying
  • Whole school training
  • Dictionaries available
  • Specific intervention for 20 minutes a day
  • Keyworker

Which specialist services do we access beyond the school?

  • Educational Psychology
  • Child and Family Mental Health Team
  • ASD Services
  • Occupational Therapy
  • Physiotherapy
  • Hearing Impaired Services
  • Speech and Language Services
  • Disabled Children’s Team
  • Social Care
  • Family Intervention Team
  • Behaviour and Attendance
  • School Nurse
  • Parent Partnership Services

How do we include children in activities outside of the classroom?

  • We monitor the activities students are involved in outside of the curriculum and school
  • A variety of clubs are available within school as part of our OOSH Programme
  • School visits/risk assessments
  • Extra staff deployed where necessary on school trips
  • Planning
  • Staff training

How do we support transition

  • Year 6 to Year7
  • KS3 to KS4
  • Post 16 GGE
  • Visits to year 6 schools by HOY and SENCo
  • Identified students to attend additional transition visits over a three week period
  • Complex students have an individualised transition programme which is flexible according to need.
  • Student profiles created and shared with staff
  • Transition booklet provided
  • Additional meeting with SENCo, parents/carers and external advice agencies
  • SENCO has individual meetings with parents/carers of identified students re options + Deputy Head in school
  • SENCo has individual meetings with SEN students prior to options
  • Connexions involved where appropriate
  • Ensure all relevant stakeholders attend annual review
  • School support in visiting different post 16 providers
  • Extra transition visits
  • Support with interview preparation
  • Hand over meeting in final term

How do we meet a child’s personal care needs?

  • Preserving dignity is paramount. The student is involved in discussions around the arrangements of his/her personal care needs
  • 5 staff trained in Moving and Handling
  • Disabled changing facilities
  • Student plans and medical plans

How do we develop social skills throughout the school day?

  • On the spot reward system to reinforce good social skills
  • Modelling appropriate behaviours
  • Teaching social skills in situation
  • Through games at break and lunch in nurture classroom
  • Peer support
  • SENCo teaches nurture class for 15 lessons

How do we allocate resources?

  • One to one and small group interventions where appropriate and according to need
  • Interventions/support as directed by the statement or EHC plan
  • 9 LSAs for students deployed as required.
  • KS3 reading programme intervention for students reading below 9.6 years
  • Attainment, progress and well being of all children are reviewed at least once per term to ensure provision is matched to need and termly evaluation of provision is carried out.
  • Evaluation Reports produced for reading and nurture interventions

How do we ensure all staff are well trained?

  • Planned whole staff training
  • LSA departmental training programme (after audit)
  • Induction of new teaching staff with SENCo
  • SENCo available for advice/training
  • Individualised CPD programme via Bluesky
  • Strategic SEN plan of training for whole school

How do we raise awareness of Special Educational Needs for parents/carers and the wider community?

  • Coffee Mornings/Afternoons
  • Parents/Carers forum – joint planning
  • Individual meetings with staff and parent/carers
  • Assemblies
  • Review meetings
  • Via the VLE
  • Parents/Carers Evenings
  • Website information.
  •  A plan to develop SEN info
  • Booklet for Park Lane

How we promote students’ independence?

  • Review the support  and progress regularly – to reduce support at appropriate stage
  • Set targets for students which are monitored and reviewed regularly
  • Whole school approach to promoting independent learning
  • Start students off on a task, move away and re-visit
  • Celebrate student success
  • Use the “4 Bs” –  “Use Board, Brain, Buddy and Book “ before asking staff
  • Appropriate differentiation and quality first teaching
  • Provide reasonable adaptations so students can work independently
  • Provide fluid adult support