Special Educational Needs and Disability
At Parkstone Primary School, we value all children equally whatever the differences in their abilities or behaviours and believe that every child matters.
We cherish this diversity and recognise the benefits to everyone in having an inclusive education system.
At Parkstone Primary School, we ensure all pupils, regardless of their specific needs, are supported to make the best possible progress.
We believe that pupils with SEND and their parent/carers should be at the heart of planning and decision making.
We aspire to the HET vision of a person-centred approach. We aim to provide opportunities for pupils with SEND and their parent/carers to play an active role in planning their provision in accordance with the SEND Code of Practice 2014.
Further Information
Miss E Gibbins- SENCo
01482 854554
admin@parkstone.het.academy
‘Staff are happy, and morale
is high.’
‘Leaders’ relationships and sex education and health education
curriculums give pupils an age-appropriate understanding of healthy relationships.’
‘Leaders
have provided teachers with the phonics training they need.’
‘Pupils talk with pride about the ‘leading learner’ badges
they get for reading regularly, arriving on time and trying hard.’
‘Pupils enjoy the books their teacher reads to them.’
‘All pupils know the school rules.’
‘Teachers model language and sounds accurately. This means that Reception children get off to a strong start with their reading.’
‘The reading curriculum is well organised.’
‘Pupils could talk about rainfall and temperature graphs, as well as the impact of the River Nile on Egyptian settlements.’
‘Teachers use ‘pinny time’ to revisit the sounds that children have been
taught, as they learn through play.’
‘Reception children get opportunities to explore numbers all the time.
Daily mathematics lessons help them to count with speed and confidence.’
‘The governing body challenges leaders on the actions they are taking to improve the school.’
‘In Reception, phonics is taught every day.’
‘One pupil told the
inspector that, ‘school is amazing because teachers include everyone.’
‘Pupils who are falling behind in their phonics get extra help to catch up.’
‘Pupils thrive at this inclusive school.’
‘Children in early years learn phonics as soon as they start school.’
‘Pupils are very positive about their
mathematics work.’
‘In mathematics, teachers make daily checks on pupils’ understanding. This ensures that the work pupils do is suitably challenging.’
‘All
adults have high expectations of pupils’ behaviour.’
‘Teachers say that leaders listen to their views and help them to manage their workload.’
‘ Subject leaders benefit from meeting staff in
other trust schools to exchange ideas and good practice.’
‘Pupils discuss and analyse texts during their
‘reading mastery’ lessons.’
‘Classrooms are oases of calm. As a
result, pupils are happy. They feel safe at school.’
‘The geography curriculum is a strength of the school.
Leaders have carefully set out what they want pupils to know by the end of each year.’
‘Teachers have strong subject
knowledge and use geographical vocabulary with precision.’