Orleans Park School Enhanced Specialist Teaching Provision

Headteacher: Ms E Ball

Teacher with responsibility for the provision: Ms L Boys

Designation: Specific learning difficulties

Age range: 11 to 16

Aims and purpose of the provision

The aims and purpose of the Orleans Park provision are to:

  • Provide children with specific learning difficulties specialist teaching and therapy targeted at the individual needs recorded in their statements;
  • Provide a structured, supportive environment where children can be happy, develop confidence and achieve their full potential;
  • Provide a broad and balanced curriculum and, through the use of a wide range of teaching methods and styles, to meet the needs of all pupils;
  • Provide opportunities to develop independence and social skills;
  • Enable children to be included in mainstream lessons and extra curricula activities as much as possible; and
  • Work in partnership with parents and with all those involved in the education of the children.

Provision, staffing and facilities

Orleans Park provides an ‘enhanced specialist teaching provision’ for a total of six pupils with statements of special educational needs who have specific learning difficulties. The six places are spread throughout Key Stages 3 and 4. The ‘enhanced specialist teaching provision’ consists of a designated resource area in the school with additional specialist staff. The pupils spend most of their time in mainstream classes with additional support, but there is the facility to withdraw to the area for intensive work. Speech and language therapy is also available.

The staff consists of a full-time teacher and a full time learning support assistant. The provision also has access to a speech and language therapist one day a week.

Entry criteria

The provision is for pupils whose primary need is specific learning difficulties.  The children are referred to the school by the special educational needs panel of the local authority and must have a statement of special educational needs. Occasionally a child may be admitted on an assessment basis in accordance with the Special Educational Needs Code of Practice.

Identifying and reviewing needs

All children have equal access to resources available within the school and specialist provision. The pupil’s needs are initially identified through the formal statutory assessment procedure and are recorded in their statement. Over the first few weeks in the provision, the children are observed and assessed in a variety of formal and informal ways. An individual education plan (IEP) is then drawn up as appropriate, with the child involved in identifying their own targets. These targets are shared with staff and parents. New targets are set once old ones have been achieved.

A meeting is held with parents once a term to review progress and discuss and share new targets. There is an annual review where everyone involved with the child is invited to attend and contribute a report. Parents are sent a questionnaire to complete in advance of the meeting. More regular reviews are held if it is considered necessary.

Access to a broad and balanced curriculum

The children follow a broad curriculum which meets the requirements of the Key Stage 3 and 4 national curriculum at an appropriate level. The curriculum is flexible and is adapted to meet the needs of individual children.

Home-school links

Positive home and school partnerships are vital and parents are actively encouraged to be involved in all aspects of the children’s education. Termly meetings are held to discuss the children’s progress and to set new targets. Once a year, a more formal annual review is held. Parents are always welcome to make an appointment to discuss any concerns they may have. All the children have a home-school diary that can be used to share information on a daily basis.

The children take home homework as per school policy and, where appropriate, speech and language activities to share with parents and encourage involvement with their learning.

Links beyond the school

The staff liaise with a range of services and other professionals as necessary for individual children. These include speech and language therapists, occupational therapists, and the Educational Psychology Service.

Links with mainstream classes

The children are in tutor groups and are fully included in the life and activities of the mainstream school. They take part in all school events and activities. They have the same access to the school’s facilities and resources as all other children.

Transition to the next stage of education

All pupils have a transition review from Year 9 onwards. The provision works in partnership with the Connexions Service and colleagues to plan pupils’ transition into further education, training or work.


Orleans Park School Enhanced Specialist Teaching Provision
Richmond Road,

Telephone: 020 8891 0187
Fax: 020 8744 0312
Email: info@orleanspark.richmond.sch.uk

Updated: 28 January 2014