Special schools : Sherwood Park School (Sherwood Hill Campus) - primary needs of puils are Pupils 11 - 19 with ASD and those with Complex Needs

Record Details

Name of schoolSherwood Park School (Sherwood Hill Campus)
AddressSherwood Hill Campus
Stanley Park Road
Carshalton
Surrey
PostcodeSM5 3HW

Journey Planner

ContactDavid Murden
Telephone020 8773 9930
emailoffice@sherwoodpark.org.uk
websitehttp://www.sherwoodpark.org.uk
twitterhttp://www.twitter.com/SherwoodParkSch
About the schoolSherwood Hill Campus (Part of Sherwood Park School), is secondary special school specifically for children and young people who have an autism spectrum disorder (ASD) and a severe learning disability (SLD) and / or have complex learning needs which might include behaviour that challenges us.

All students attending the school have a Statement of Special Educational Needs (SEN) or an Education Health and Care Plan (EHCP) which identifies the school as the most appropriate provision for the student. This also identifies the students primary and where appropriate additional needs and the Annual Review ensures that the SEN statement/EHCP reflects the student’s current needs.


• Referrals or requests for admission to Sherwood Hill are undertaken by the Local Authority

• Visits to school campus are warmly welcomed and contact can be made through telephoning our reception which is open from 8.40 - 4pm.
Email: office@sherwoodpark.org.uk
Phone number: 020 87739930
Assessing child progressPupil progress is monitored in the following ways:
Formative Recording
Each pupil has a recording folder which includes recording in all curriculum areas. Staff, teachers and teaching assistants record against the identified learning outcomes for each pupil during or after the lesson and write down any additional observations.
Each pupil’s progress towards their learning outcomes inform the ‘next steps for learning’ and a summary report in each area of the curriculum is included in each pupil’s Annual Review Report or Education and Health Care Plan (EHCP).
Photo and/or work evidence is placed in each Pupil’s Learning Journal and evidence can also be found in each KS3 pupil’s ASDAN ‘New Horizons’ folder for PSHE.
Summative Recording
P level progress is also then recorded and tracked on the B squared assessment programme at the end of each term in all curriculum areas. Since many of our pupils may be unlikely to move up a whole P level, the focus is on % P level progress. In order to show small step progress recording is not only focused on the Mastery of each P level descriptor but also the Levels of Engagement in order to achieve this: Encounter, Awareness, Attention and Response, Participation, Gaining Skills and Understanding and Mastered
For ASD pupils based at Sherwood Hill P level progress will only be recorded on B squared in English, Maths, ICT, PSHE and PE
At the end of the academic year these results are then put onto CASPA (Comparison and Analysis of Special Pupil Attainment) which analyses and evaluates progress for students with SEN and compares like pupil progress across the country. This is used alongside past pupil progress results to measure and compare pupil progress, including at the end of each Key Stage and to set future targets. By focusing on % pupil progress within a P level we can demonstrate small step progress and are able to set realistic annual whole school targets and targets for each pupil.
Informing parents and carersParents and Carers receive a progress summary against their child / young person's Personalised Learning Plan (PLP) targets and at the annual review they will also receive the P-Level progress summary. Along with this, the Class Teacher or members of the Senior Leadership Team can be contacted at any time to discuss pupil progress.
Progress updatesWe offer an open door policy and if at any point you wish to discuss a pupil’s progress an appointment can be made to meet with the class teacher or a member of the Leadership team. We enhance communication through information sheets, home / school books, face to face meetings bespoke parent workshops and via the website
CurriculumAt Sherwood Park we aim to provide an ethos and environment which is conducive to the learning of all our pupils across both campuses. Where pupils are valued and are able to achieve their maximum potential, where pupils become as independent as possible, are prepared for and learn for life and where pupils are able to progress and celebrate their achievements.

THE CURRICULUM
Digitalised Learning (ICT) is embedded throughout all Curriculum Areas
There are six main areas of learning:

Communication and Understanding English (CUE) - Speaking, Listening, Reading & Writing (EYFS-Communication, Language & Literacy, 16+ Literacy)
Mathematical Understanding (MU) - Number, Measures, Geometry and Statistics (EYFS- Mathematics, 16+ Numeracy)
Scientific, Human, Social and Environmental Understanding (SHSE) - Science, Geography, History & RE (EYFS- Understanding the World, 16+ RE, Horticulture and related ASDAN /EQUALS modules)
Understanding the Arts (UA) - Art, Design Technology, Music and Drama (EYFS- Expressive Arts & Design, 16+ Art, Music, DT)
Health and Well Being (H&W) - PSHE, Citizenship and Relationship and Sex Education (RSE) (EYFS- Personal Social and Emotional Development, 16+ PSHE, Citizenship and RSE)
Understanding Physical Development (PD) - Physiotherapy, PE, Gross and Fine Motor Skills (EYFS- Physical Development)

KEY STAGE 3 CURRICULUM

A termly topic based approach is used in Key Stage 3 in order to reduce the amount of subject specific teaching and to enable a broad and balanced, motivating and creative curriculum. Each Key Stage teach one topic a term, one having a higher focus on Science, one on Geography/ History and one on Creative Arts. (For details of the Topics covered see the Curriculum Framework)

Mathematical Understanding is taught as a discrete lesson and includes work on ASD and SLD pupil’s Functional Numeracy PLP targets and early skill development. The main focus of teaching is on Number as it is taught every term, with an additional focus on a certain aspect of Measure. Geometry and Statistics, which may be taught linked to the class topic. Maths is embedded and taught throughout the day.

Communication and Understanding English is taught as a discrete lesson working on each pupil’s Communication skills and for SLD and ASD pupil’s Functional Literacy PLP targets and early skill development. This may also be related to the class topic with a linked text or Multi Sensory Story. Speaking & Listening, Reading and Writing are all taught weekly. Sometimes these lessons may have a separate strand focus ie Writing or some may address several areas in one lesson, depending on the nature of the pupils. English including Communication, which is a high priority area, is embedded throughout every day in all other subjects.

Understanding Physical Development is taught as a discrete lesson working on each pupil’s Physical/Physiotherapy PLP targets and gross and fine motor skill development and may also relate to the class topic. Gymnastics, Dance, Athletics, Games, Outdoor and Adventurous activities and Swimming are covered throughout the year where relevant.

Modern Foreign Language (MFL) is taught through a termly MFL day, often related to the class topic in KS2 and 3. Pupils are given the opportunity to experience and learn about a wide a range of countries including its language, culture, traditions, festivals, food and dress.

RE is taught as a discrete lesson, this may be linked to the class topic if appropriate. Coverage includes learning about the major religions and other topics that cover a range of religions eg Special Places

Scientific, Human, Social and Environmental Understanding is taught through each class’s topic. Depending on the topic focus History and Geography may be taught combined or there may be half a term focussing on the geographical aspects of the class topic and half a term on historical aspects of the class topic. Science is taught as a discrete lesson, related to the class topic, with an aim to cover all aspects of science over each key stage.

Understanding the Arts is taught through the class topic and includes Art, Design Technology, Music and Drama (also taught within CUE). Again there may be a half term focus on each.

Health and Well Being is taught as a discrete lesson (PSHE) and also through each pupil’s PSHE PLP targets which are embedded throughout the day. In KS3 this is through ASDAN ‘New Horizons’ modules which are accredited. Relationship and Sex Education is taught in KS3 in a 5/6 week block in the summer term. Digitalised Learning (ICT) is taught as a discrete lesson where early ICT skills are taught to PMLD pupils at P1i- P4. SLD pupils at P5 and above have a specific DL element focus. DL is embedded and taught throughout every day.

For Secondary ASD pupils based at Sherwood Hill, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking

KEY STAGE 4 CURRICULUM
Teaching is based on Accredited ASDAN ‘Transition Challenge’ three modules in Yr 1 & two modules in Yr 2, plus one term of any National Curriculum skills not previously covered in a ‘Developing Independence’ module. Alongside this other Key Skills - English, Maths and Independence skills are also taught termly.
Main areas covered through ASDAN: English, Maths, Science, MFL- Spanish, ICT & RE plus others dependent on Module working on. Relationship and Sex Education is taught in a six week block in the summer term annually. Again, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking
Additional supportAT Sherwood Hill, we work closely with a team of NHS Therapists to ensure that all pupils receive the additional support required to meet their potential as outlined in their EHCPs.
Learning strategiesAll our students will have a Personalised Learning Programme (PLP) targets and outcomes and an individually developed set of learning and support strategies.
Meeting child needsWe will have a range of approaches which we use in order to bring out that student’s potential to learn, achieve, whilst celebrating their individual personality. Our team is very experienced in many strategies including; SPELL framework – (Structure, Positive (approaches and expectations), Empathy, Low arousal, Links), Visual Aids (including visual timetables), Picture Exchange Communication System (PECS), TEACCH, Social Stories, Attention Autism, Positive Behaviour Strategies (PBS), Teamteach – Positive interventions, Intensive Interaction, Pragmatic Organisation Dynamic Display (PODD). We want to provide support to students that is predictable, safe but with a focus on developing independent thinking and leads to broadening life experiences and choice.
Access arrangementsCurrently we offer ASDAN ‘Transition Challenge’ in Key stage 3 and 4
ASDAN "Personal Progress" and Equals in Post 16
Comfort, safety and socialisingEach class supports students to behave positively through Management Guidance Plans or Individual Behaviour Management plans these identify strategies to support learning, behaviour and wellbeing where appropriate.

All pupils have individual Risk Assessments used to plan activities both in school . These are used when planning visits and activities off site to ensure they are appropriate for individual pupils and supported appropriately by school staff. Parents/carers take an active part in discussions around expeditions prior to the visit taking place.
Social and emotional skillsProfessionals from other agencies including speech & language, physiotherapy, occupational therapy, health and CAMHS are involved with the school and provide support as appropriate. As well as supporting individual students these professionals advise staff around strategies and offer training.

Students for whom it is appropriate access vocational education opportunities either on site or via supported work experience placements this enables them to gain an understanding of the world of work and develop independence and life skills.

College links are a well established and successful part of our Post 16 curriculum Links with post 19 providers (both education and care) are supported where possible and information about your child including school records and /or examples of the students work will be provided in order to make the process as smooth as possible.
Tier 2 / Early Help Support in the CommunityAlong with our well established Therapy team of Physiotherapists, Speech and Language Therapists, Occupational Therapists (Inc. Sensory Integrated - trained), and Health professionals, the School has a fully trained ELSA, a dedicated tutor group / class, and a regular visits from the Educational Physiologist. We also have a Parent partnership officer to support families with additional support needs.
Learning for independenceAt Sherwood Park we aim to provide an ethos and environment which is conducive to the learning of all our pupils across both campuses. Where pupils are valued and are able to achieve their maximum potential, where pupils become as independent as possible, are prepared for and learn for life and where pupils are able to progress and celebrate their achievements.

THE CURRICULUM
Digitalised Learning (ICT) is embedded throughout all Curriculum Areas
There are six main areas of learning:

Communication and Understanding English (CUE) - Speaking, Listening, Reading & Writing (EYFS-Communication, Language & Literacy, 16+ Literacy)
Mathematical Understanding (MU) - Number, Measures, Geometry and Statistics (EYFS- Mathematics, 16+ Numeracy)
Scientific, Human, Social and Environmental Understanding (SHSE) - Science, Geography, History & RE (EYFS- Understanding the World, 16+ RE, Horticulture and related ASDAN /EQUALS modules)
Understanding the Arts (UA) - Art, Design Technology, Music and Drama (EYFS- Expressive Arts & Design, 16+ Art, Music, DT)
Health and Well Being (H&W) - PSHE, Citizenship and Relationship and Sex Education (RSE) (EYFS- Personal Social and Emotional Development, 16+ PSHE, Citizenship and RSE)
Understanding Physical Development (PD) - Physiotherapy, PE, Gross and Fine Motor Skills (EYFS- Physical Development)

KEY STAGE 3 CURRICULUM

A termly topic based approach is used in Key Stage 3 in order to reduce the amount of subject specific teaching and to enable a broad and balanced, motivating and creative curriculum. Each Key Stage teach one topic a term, one having a higher focus on Science, one on Geography/ History and one on Creative Arts. (For details of the Topics covered see the Curriculum Framework)

Mathematical Understanding is taught as a discrete lesson and includes work on ASD and SLD pupil’s Functional Numeracy PLP targets and early skill development. The main focus of teaching is on Number as it is taught every term, with an additional focus on a certain aspect of Measure. Geometry and Statistics, which may be taught linked to the class topic. Maths is embedded and taught throughout the day.

Communication and Understanding English is taught as a discrete lesson working on each pupil’s Communication skills and for SLD and ASD pupil’s Functional Literacy PLP targets and early skill development. This may also be related to the class topic with a linked text or Multi Sensory Story. Speaking & Listening, Reading and Writing are all taught weekly. Sometimes these lessons may have a separate strand focus ie Writing or some may address several areas in one lesson, depending on the nature of the pupils. English including Communication, which is a high priority area, is embedded throughout every day in all other subjects.

Understanding Physical Development is taught as a discrete lesson working on each pupil’s Physical/Physiotherapy PLP targets and gross and fine motor skill development and may also relate to the class topic. Gymnastics, Dance, Athletics, Games, Outdoor and Adventurous activities and Swimming are covered throughout the year where relevant.

Modern Foreign Language (MFL) is taught through a termly MFL day, often related to the class topic in KS2 and 3. Pupils are given the opportunity to experience and learn about a wide a range of countries including its language, culture, traditions, festivals, food and dress.

RE is taught as a discrete lesson, this may be linked to the class topic if appropriate. Coverage includes learning about the major religions and other topics that cover a range of religions eg Special Places

Scientific, Human, Social and Environmental Understanding is taught through each class’s topic. Depending on the topic focus History and Geography may be taught combined or there may be half a term focussing on the geographical aspects of the class topic and half a term on historical aspects of the class topic. Science is taught as a discrete lesson, related to the class topic, with an aim to cover all aspects of science over each key stage.

Understanding the Arts is taught through the class topic and includes Art, Design Technology, Music and Drama (also taught within CUE). Again there may be a half term focus on each.

Health and Well Being is taught as a discrete lesson (PSHE) and also through each pupil’s PSHE PLP targets which are embedded throughout the day. In KS3 this is through ASDAN ‘New Horizons’ modules which are accredited. Relationship and Sex Education is taught in KS3 in a 5/6 week block in the summer term. Digitalised Learning (ICT) is taught as a discrete lesson where early ICT skills are taught to PMLD pupils at P1i- P4. SLD pupils at P5 and above have a specific DL element focus. DL is embedded and taught throughout every day.

For Secondary ASD pupils based at Sherwood Hill, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking

KEY STAGE 4 CURRICULUM
Teaching is based on Accredited ASDAN ‘Transition Challenge’ three modules in Yr 1 & two modules in Yr 2, plus one term of any National Curriculum skills not previously covered in a ‘Developing Independence’ module. Alongside this other Key Skills - English, Maths and Independence skills are also taught termly.
Main areas covered through ASDAN: English, Maths, Science, MFL- Spanish, ICT & RE plus others dependent on Module working on. Relationship and Sex Education is taught in a six week block in the summer term annually. Again, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking

POST 16 CURRICULUM

The Post 16 curriculum, aims to set young people up for the next stage of their lives, focusing on four areas or contexts:

1. Health and Wellbeing
2. Employability and Further Learning
3. Living with independence
4. Citizenship.

Young people will focus on applying and developing skills specific to these four areas, through their own Personalised Learning Programme, which we hope will promote maximum independence and the development of key skills needed for life after school, whilst providing a variety of experiences both in and out of school.

These include: life skills, vocational skills including work experience, world studies, physical skills and Literacy and Numeracy key skills. Pupils also work on independence skills including cooking, travel training, shopping.

The courses offered currently, are accredited through EQUALS and ASDAN.

Relationship and Sex Education is taught in a six week block in the summer term
Entry Level 1 Qualification in Personal Progress (ASDAN) - Foundation Learning Tier is taught where appropriate

Young People will also attend College Courses including NESCOT for land based studies, Carshalton and Orchard Hill and SCOLA for adult education classes.

AT Sherwood Hill, we work closely with a team of NHS Therapists to ensure that all pupils receive the additional support required to meet their potential as outlined in their EHCPs.

All our students will have a Personalised Learning Programme (PLP) targets and outcomes and an individually developed set of learning and support strategies. We will have a range of approaches which we use in order to bring out that student’s potential to learn, achieve, whilst celebrating their individual personality. Our team is very experienced in many strategies including; SPELL framework – (Structure, Positive (approaches and expectations), Empathy, Low arousal, Links), Visual Aids (including visual timetables), Picture Exchange Communication System (PECS), TEACCH, Social Stories, Attention Autism, Positive Behaviour Strategies (PBS), Teamteach – Positive interventions, Intensive Interaction, Pragmatic Organisation Dynamic Display (PODD). We want to provide support to students that is predictable, safe but with a focus on developing independent thinking and leads to broadening life experiences and choice.
Therapy:
Many of our students will require specialist input from Therapists such as Speech and Language Therapists, Occupational Therapists (Including Sensory Integration) and Physiotherapists, as specified in their Education Health Care Plans (EHCPs). The school work in an integrated way to ensure students get what they need to learn and achieve best in and outside of the classroom and school. Sessions are carried out in the most appropriate setting for that student so as to compliment and create learning opportunities in lessons, with a mixture of face to face sessions, 1-1 / group sessions and the development
AccessibilityWe have planned the school and it’s curriculum around the diverse learning and support needs of our current and future students. This will ensure we provide an outstanding and inspiring education that will result in students achieving aspirational outcomes and becoming valued citizens of tomorrow.
Accessing lessonsOur new three storey campus includes a wide range of specialist rooms and teaching areas including 12 classrooms (four in each Key Stage from 3-5) with adjoining 1-1 learning rooms, sensory room, soft room, sensory gym with vestibulator swing, sensory integration equipment and gym equipment, music / drama room, spa room, post 16 common room, life skills – food technology area and an art and DT room.
Who we work withFriends Of Sherwood Park School
Parents Evenings
NESCOT
Orchard Hill
SCOLA
Carshalton College
Local Communities
Work Experience
Local Work Placements
Local Services
Mencap
Seears park
How we work with other agenciesMany of our students will require specialist input from Therapists such as Speech and Language Therapists, Occupational Therapists (Including Sensory Integration) and Physiotherapists, as specified in their Education Health Care Plans (EHCPs). The school work in an integrated way to ensure students get what they need to learn and achieve best in and outside of the classroom and school. Sessions are carried out in the most appropriate setting for that student so as to compliment and create learning opportunities in lessons, with a mixture of face to face sessions, 1-1 / group sessions and the development
Parental involvementFriends of Sherwood Park School (FOSPS) is a group of parents and carers who help raise money and promote the school.

At Sherwood Park, we pride ourselves on working together closely with families. We recognise the importance of listening to parents and are proactive in working in partnership with them to ensure the best education and the best possible outcomes for each child. There are formal opportunities for parents to feedback and discuss any concerns they may have, at Parents Evening and at Annual Review/Education Health Care Plan meetings but there is also regular more informal two way communication with Teachers through the Home / School Book alongside a very visible and approachable Senior Leadership Team

We hold regular parent's evenings and coffee mornings with differing themes of interest such as Challenging Behaviour.
Helping your child settle with confidenceTransition forms an essential part of the curriculum and preparation for it is individual to each child or young person. Will typically include social stories, visits and go at a pace dictated by the child / young person as far as is possible.

We believe that a pupil’s education is a partnership between parents and staff, therefore we aim to keep communication channels open and communicate regularly. We encourage parents to attend termly parents meetings to discuss action plans to support learning which is different from and additional to the taught curriculum and discuss targets which cross the home school divide.
Extended School DayCurrently the school offers:
After school...
Basketball
Street Dance
and
Saturday swimming