Stanley Primary School Gathered Provision

Headteacher (infants): Mrs H Bower

Teacher in Charge: Ms E Battle

Designation: Moderate learning difficulties. The designation of this provision will change to Autistic Spectrum Conditions in September 2012.

Age range: 4 to 7

Aims and purpose of the Provision

Stanley Infant Unit is for children who have a statement of special educational need (SEN) and who require small group provision and a higher level of individual support than is available in a mainstream setting. The ultimate aim of the unit is to give children intensive help so that they make sufficient progress to take up a place in mainstream education whenever possible. We recognise, however, that some children will not achieve this goal and they will continue to need special provision as they progress through the education system.

Provision, staffing and facilities

Accommodation is located within the main body of the school. It comprises a classroom and a small adjoining room for individual work, speech and language therapy and other therapies. All doors have high handles for security. There is also an adjoining cloakroom with toilets, and easy access to the rest of the main school facilities, classrooms, playground, hall, library and offices. Outside there is a small fenced garden with grass and a paved area.

The unit is permanently staffed by two teachers-in-charge (working two days and three days a week respectively). There is a full-time senior teaching assistant and a part-time teaching assistant working for three mornings a week. Children are taught in small groups or, in exceptional circumstances for short periods, on a one-to-one basis.

Entry criteria

The unit is for children with cognition and learning difficulties who may have additional associated difficulties. The children are referred to us by the SEN panel and have a statement of special educational needs.

Identifying and reviewing needs

All places in the unit are allocated by the special educational needs panel of the local authority (LA) which assesses a child’s needs through the statutory assessment procedure.  This culminates in the writing of a statement of special educational need which draws together and summarises the findings of all the professionals involved and sets out an individual developmental programme for each child. The statement primarily informs the work done in school and is reviewed annually.

Based on the statement and assessments carried out in school, performance targets are written for each child in the form of an individual education plan (IEP) that is reviewed at least once a term. Constant assessment is a feature of education in a unit setting, and staff closely monitor the physical, social and educational welfare of each pupil. Where necessary outside professionals are invited in to meet pupils and carry out their own assessments. Alongside this extra tier of support, children are also assessed in the same ways as mainstream children using foundation stage profiles, curriculum record cards.  

Assessments, records and informal discussions are used to inform future teaching and plan programmes.

Access to broad and balanced curriculum

As well as their full entitlement to the national curriculum, the children receive a broad and balanced curriculum that is matched to their needs. While education within the unit follows the guidelines as laid out in the national curriculum, the speed at which the children

learn is dictated by the level of their understanding. Built into their programmes is a degree of repetition or over-learning to ensure that concepts are understood before they move on.

We follow appropriate aspects of the religious education curriculum. Parents can withdraw their child from religious education if they wish.

Inclusion opportunities are planned with clear curriculum and social objectives for individual pupils, giving some pupils the opportunity to experience wider learning environments and work in mainstream classes. Pupils are supported by school staff as part of the inclusion process.

Home-school links

Parents and carers of children in the unit receive all the communications that parents in the rest of the school receive (for example, newsletters, yearly reports). In addition, there is a home and school notebook that is sent home every day for parents and teachers to write in. This is particularly relevant to units as most of the children come to school in transport provided by the borough.

Parents meet the teacher once a term to discuss and review specific targets that the child is working towards. These targets are set out in an IEP and are devised by staff and parents as a result of assessment and observation. This is a requirement of all children with statements.

There is an annual review of all children with statements, to which parents, carers and all professionals who have an involvement with the child are invited.

Each term there is a parents’ tea to which everyone is invited, often with biscuits or cakes cooked by the children.

In addition, any request by parents or carers to meet staff is met as quickly as possible. If there is an urgent need to contact home, staff will use the home and school notebook or telephone.

Links beyond the school

We have very close links to the authority’s Educational Psychology Service which continues to carry out assessments and give advice once a child enters the unit.

At Stanley Unit we receive support from the Speech and Language Therapy Service and have a therapist working in the unit for one day a week. We also have regular contact with our school nurse. The Occupational Therapy Service provides support when needed.

Links with mainstream classes

Stanley Unit lies within the main school building, in keeping with our ethos of including the children in as much of the wider school life as possible. Children are included with in mainstream school for playtimes, lunchtimes, assemblies and whole school singing. In exceptional circumstances children may need to develop their listening and comprehension skills before they can access assemblies.

All children’s inclusion into mainstream classes during lesson time is arranged to meet their individual needs. The class they are included in may depend on the individual child’s developmental needs not on their age. Children from the mainstream are welcomed into the unit for reverse integration.

Transition to the next state of education

When children are ready to transfer to a junior setting aged 7 plus, their needs will be considered at an interim or annual review with parent and carers present as well as other professionals. Some children may transfer to a mainstream setting, while others will need continued special provision. Once a decision has been made on the next placement, staff plan a transition programme with parents and pupils.

Contact the Stanley Primary School Gathered Provision

Strathmore Road,
TW11 8UH

Telephone: 020 8977 4858
Fax: 020 8943 5579

Updated: 7 March 2011