Holidays 2010 - 2011

Please note that again this year all 5 INSET days have been arranged for the Spring half term holiday.  Many families take holidays during this break to avoid the expensive peak summer holiday period - we hope that this will enable you to get away from it all at this time of year without taking your children out of school during term time.  

Autumn Term (2010)
Back to school	Wednesday 1st September 2010
Close for half term	Friday 22nd October 2010
Back to school	Monday 1st November 2010
Close for Christmas	Friday 17th December 2010
Spring Term (2011)
Back to school	Tuesday 4th January 2011
Close for half term	Friday 18th February 2011
Back to school	Monday 28th February 2011
Close for Easter	Friday 8th April 2011
Summer Term (2011)
Back to school	Tuesday 26th April 2011
Closed for May Day	Monday 2nd May 2011
Close for half term	Friday 27th May 2011
Back to school	Monday 13th June 2011
Close for Summer	Friday 22nd July 2011

Raise Money!

Shop on-line and raise money for school!

The PTA has registered with a fundraising website that has charity cashback agreements with major on-line retailers such as Argos, Dixons, Boots and many more! For more information, please go to www.easyfundraising.org.uk/stanahpta.  

 

How does it work? 

You register on the website so it knows that you want to support Stanah Primary School and then you use the links provided to go to the retailers' websites.  This tells the retailer that a "cashback" is to be paid.  The retailer's website is exactly the same as if you went to it directly.

When you buy something, the retailers donate a percentage of the price to the school! It does not cost you any more than it would if you went to the retailers' websites directly - the retailer makes the donation.  The percentage donated is given by the links on easyfundraising.org.uk. Most retailers donate 1 or 2%, some a lot more.  

 

It's not very much is it?

1% does not seem very much, but collectively, the parents, staff and "friends" of the school have enormous spending power and much of that will likely be on line.  How many of you have ever bought anything from Amazon?  If you use the link to Amazon on easyfundraising .org.uk, Amazon will donate 2.5%!  My household spends more than I care to think about on Amazon so here is a useful donation for the school straight away! The website displays the amount you raise so you can easily keep track of your personal contribution.  Pennies to pounds, it all helps the PTA to provide equipment and events for the children that cannot be funded from the school budget.  

Click here for more information about the PTA.

Holidays 2009-2010

Please note that again this year all 5 INSET days have been arranged for the Spring half term holiday.  Many families take holidays during this break to avoid the expensive peak summer holiday period - we hope that this will enable you to get away from it all at this time of year without taking your children out of school during term time.  

Autumn Term (2009)
Back to school	Thursday 3rd September 2009
Close for half term	Friday 23rd October 2009
Back to school	Monday 2nd November 2009
Close for Christmas	Friday 18th December 2009
Spring Term (2010)
Back to school	Monday 4th January 2010
Close for half term	Friday 12th February 2010
Back to school	Monday 22nd February 2010
Close for Easter	Thursday 1st April 2010
Summer Term (2010)
Back to school	Monday 19th April 2010
Closed for May Day	Monday 3rd May 2010
Close for half term	Friday 28th May 2010
Back to school	Monday 14th June 2010
Close for Summer	Friday 23rd July 2010

Accessibility Plan

Stanah Primary School accessibility plan December 2007- December 2010

 

Introduction

The SEN and Disability Act 2001 extended the Disability Discrimination Act1995 (DDA) to cover education. Since September 2002 , the Governing Body has had three key duties towards disabled pupils, under part 4  of the DDA:

·        not to treat disabled pupils less favourably for a reason related to their disability;

·        to make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;

·        to plan to increase access to education for disabled pupils.

 

This plan sets out the proposals of the Governing Body of this school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:

·        increasing the extent to which disabled pupils can participate in the school curriculum;

·        improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;

·        improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled.

 

It is a requirement that the school’s accessibility plan is resourced, implemented and revise as necessary and reported on annually. Attached is a set of action plans showing how the school will address the priorities identified in the plan.

 

Definition of disability

 

Disability is defined by the Disability Discrimination Act 1995 (DDA)

 

A disabled person under the Act is a person with a physical or mental impairment which has a substantial, long term and adverse affect on their ability to carry out normal day to day activities. It also includes people with cancer, HIV, multiple sclerosis from the point of diagnosis and also people with a severe disfigurement.

This definition may include pupils with a statement for SEN but there are disabled pupils who do not have a statement and would not require additional educational support but have rights under the new legislation. Equally not all pupils with SEN have a disability recognised under the requirements of the ACT.

1A: The purpose and direction of the school’s plan: vision and values

Stanah School has high ambitions for all our pupils and we expect them to participate and achieve in every aspect of school life.  Stanah School’s commitment to equal opportunities is driven by the National Curriculum Inclusion statement. The school:

• sets suitable learning challenges
• responds to pupils’ diverse needs
• overcomes potential barriers to learning and assessment for individuals and groups of pupils.

 

Stanah School aims to identify and remove barriers to disabled pupils in every area of school life.

 

Stanah School makes all children feel welcome irrespective of race, colour, creed or impairment.

 

The school has set the following priorities for the development of the vision and values that inform the plan.

• To increase the extent to which disabled pupils participate in the school curriculum.
• To improve the physical environment of the school so that disabled pupils are able to take advantage of the education and extra curricular activities provided by the school.
• To improve the delivery of information to disabled pupils, which is already provided in writing to pupils who are not disabled.

 

 

1B: Information from pupil data and school audit

Nature of the school population

Stanah School is a large two form entry school. There are 36 pupils who have needs related to access. Two pupils have a visual impairment; one pupil has diabetes; 2 pupils have MLD; 2 pupils have ASD; 10 pupils have SLCN; 23 pupils have SpLD; I pupil das physical difficulties.

There are two pupils who have physical disabilities who will enter the school in September 2008.

Strengths

• The school makes full use of the skills of support teachers from LEIS who work with pupils who have learning and physical disabilities. If necessary the school arranges meetings with these specialist teachers and parents and class teachers to ensure that all those involved with the education of the child have access to information to enable the pupil to participate fully in the life of the school.
• Staff meeting time has been planned so that all staff are aware of the DDA.
• Pupils are able to join the school’s breakfast and homework clubs, the Senco liases with these clubs to ensure that pupils are able to take a full part in the activities.
• The school has a good number of day and residential trips throughout the two key stages. Pupils with disabilities are encouraged to join in these activities and positive steps are made to ensure that individual requirements are met.
• We have a mutually beneficial relationship with a local special school, Red Marsh, pupils from Red marsh are invited to our school and we have used their resources to support pupils in Stanah School.

Weaknesses

• The school is located in two buildings, key stage 1 and key stage 2 and is separated by a steep slope and car park. The key Stage 2 building is on two levels, years 5 and 6 currently located on the top floor. Wheelchair access therefore is somewhat limited.

 

The school has set the following priorities for the development of information and data to support the school’s accessibility plan:

·        To collect a detailed analysis of outcome data related to End of key stages and Optional SATs

• To collect and analyse detailed information showing how well disabled pupils are accessing the curriculum, for example: lesson observations in different curriculum areas;
• To collect information about achievements in extra-curricular activities;

 

 

 

1C: Views of those consulted during the development of the plan

 

• We have consulted with staff, specialist teachers, parents and carers and pupils in the development of the plan. There was general agreement that the school was inclusive with a good level of support for pupils with disabilities. Parents felt that they were well informed and their concerns were dealt with promptly and sensitively. Additional resources and support for pupils was managed well. Pupils felt able to express their views in a number of ways using drawings and social stories to aid them.

 

 

 

2. The main priorities in the school’s plan

2A:         Increasing the extent to which disabled pupils can participate in the school curriculum

 

The school has set the following overall priorities for increasing curriculum access:

·        To review school trips to identify when a trip can be adapted and when it needs to be changed.

• To investigate the use of learning support assistants in relation to pupils needing support and ensure that they are well trained.
• To ensure that lessons provide opportunities for all pupils to achieve

·        To maximise the opportunities for staff supporting pupils with disabilities to meet and plan with teachers

 

 

2B: Improving the physical environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services:

The school has set the following overall priorities for increasing physical access:

·        To ensure that staff have increased knowledge and awareness of physical disabilities.

·        To ensure that there is a clearer definition of space within school and that areas are not visually confusing. In addition that the environment is uncluttered and well ordered.

·        That all signage is clear and all areas clearly named.

·        To establish a disabled parking place in the school car park so that it meets approved standards.

 

2C:         Improving the delivery to disabled pupils of information that is provided in writing for pupils who are not disabled:

 

The school has set the following overall priorities for improving the delivery to disabled pupils of information:

·        To provide enlarged texts when appropriate

·        To provide coloured overlays when appropriate.

·        Provide amended information when needed.

·        To provide ICT technology to support pupils in accessing and recording information

·        Continue to use alternative communication systems when these are appropriate for the pupil.

 

 

3: Making it happen

3A:         Management, coordination and implementation

·        The accessibility plan will be reviewed and developed by the Governing body via the premises committee. the review will take place in December 2008. The premises committee will invite all interested parties to the review. Staff, parents, carers and pupils will be notified through a newsletter.

The school has set the following priorities for the management, co-ordination and implementation of the accessibility plan.

·        major items to be part of the School Improvement plan

·        head teacher to take lead on major initiatives

·        class teachers to take day to day responsibilities for the pupils in their care.

 

3B:         Getting hold of the school’s plan

Copies of the plan will be made available in different formats so that it is accessible to anyone who requests a copy. The plan will also be available on the new school web site.

The school has set the following priorities for making the plan available:

·        To provide the plan in an easily accessible format to people who request a copy.

·        To make the plan available on the school’s updated web site.

 

 

 

 

 

 

Governors SEN Report

Governor’s SEN report for the academic year 2007 to 2008

 

The named Governor for special educational needs is Mr Ian Fairhead.

The Special Education Needs Co-ordinator (SENCO) is Mrs Judith Judkins

How parents can find out more: The SEN policy and school handbook provide details of the way that the school identifies, support and monitors the needs of pupils with special educational needs. Copies are available for parents on request.

SEN provision in school:

At Stanah School, we are committed to ensuring equality of education and opportunity for all our pupils. We aim to develop a culture of inclusion and diversity in which all are able to participate fully in the life of the school. The achievement of disabled pupils is monitored and we use this data to raise standards and ensure inclusive teaching. At Stanah School we believe that diversity is a strength, which should be respected and valued by all who learn, teach and visit here.

This year we have

• Extended our range of reading books to support pupils with reading.
• Developed a system to track the attainment of pupils with Special Educational Needs
• provided training for teaching assistants who support pupils with SEN
• provided training for teachers in writing Individual Education Plans
• The SENCO has attended a course on Autistic Spectrum Disorders and Lancashire Senco local cluster groups.
• The school has published its Disability Equality Scheme and Accessibility Plan.

Allocation of Resources

The school continues to monitor all children so that any who are identified as having additional needs are assessed and provision made for them as early as possible.

Currently there are 40 pupils on the school record of additional need. 16 pupils have additional funding either through ESAP (Enhanced School Action Plus or have a statement of Special Educational Needs) other pupils are at the stage of School Action or School Action Plus. Their progress in closely monitored and the school continues to seek advice from the Educational Psychologist, Inclusion Service and therapists in the Health Service. Relevant information is given to staff via staff meetings and Inset training.

Success of the Policy

Evidence from monitoring individual progress shows that pupils at each stage of the Code of Practice make good progress. Many pupils make significant improvements in reading.

Future developments

Plans for next year include training for teachers and teaching assistants in meeting the needs of pupils with Specific learning difficulties.