Harmony Street, Oldham, OL4 1RR
0161 260 0621
Ofsted URN: 140579
From 3 to 11 years old
Monday to Friday 9am - 3.20pm
Greenhill is housed in a single storey building and is a 2 form entry school with an under 3's provision,a Nursery, 3 Reception classes, 4 Key Stage 1 and 8 Key Stage 2 classes. We have a 70 place nursery that takes children on a part-time basis. The 3 Reception classes and Years 1 and 2 are organised as Infant classes, Years 3 to 6 are organised as Junior classes.
Throughout these years a variety of teaching methods will be used, some informal and some highly structured, to get the very best out of all our pupils. We are lucky at Greenhill to have at least 28 classroom support workers such as teaching assistants, special needs assistants and Learning mentors. They are vital to develop pupil's progress, allowing group work to take place and often targeting children for extra help.
We have a well equipped hall for PE and gymnastics and is also used as a dining room for cafeteria lunches. The school library is well resourced and also used as a teaching room, whilst the Information Technology suite is resourced for whole classes to learn together. There is a large playground with seating, an Early Years play area and a full size Astro turf pitch. The Internal courtyard has outdoor teaching areas. We have a wild life garden and science area in our grounds.
All children have individual needs and at times they have needs which are additional to and different from those of others in their peer group.
How do you identify special educational needs and disabilities?
At Greenhill Academy- we aim to identify children that display a special education need early in order to put in to place support and differentiated learning to sustenance progress.
Children identified will show small steps or limited steps in progress in one or more area of their learning.
The class teacher and support assistant along with the parent are the first to highlight learning needs/concerns which is then supported by the Special Educational Needs Co-ordinator (SENCO) who will advise and seek support from outside agencies.
If a parent feels that their child has a special educational need- they can use the open door policy to request to talk to the class teacher and SENCO regarding your concerns.
If a teacher highlights a learning need, the parents are informed immediately and ask to attend a meeting to complete a ‘Cause for Concern' response form to establish their views and concerns. This is our first step to the graduated response.
All of our teachers follow a Plan, Do, Review process that will work on advice given by professionals and review its success in supporting the child's progress.
How do you support a child with extra needs?
Before your child enters our Early year's setting, clear transition meetings will be held.
A one page profile will be created which will express all your child's strengths, needs and how best to support them- this will be shared with all members of staff- particularly key workers.
Through liaison with current care providers (e.g. other nursery setting or child development service and parents) targets will be established.
We encourage visits made by our staff to see your child in their current setting e.g. at home or in playgroup/Nursery.
Early identification is paramount in order to support our children at Greenhill Academy. Our Early year's staff will discuss any concerns they have with you at the earliest point.
All of our teachers follow a Plan, Do, Review system- where they will work upon any advice given and review its success.
How do ensure a child’s education meets their needs?
All identified children are levelled regularly throughout all areas of their learning/development in order for staff to support and adapt their learning to match their need.
All class teachers deliver quality first teaching which includes differentiated learning for all children.
Throughout school there are age appropriate interventions to support children with their learning in Literacy, Maths and their oracy skills- ranging from one to one and small group support. Teachers will identify the particular intervention that a child is to receive and evaluate is effectiveness regularly.
How will we know my child is progressing?
Through our open-door policy parents can talk to their child's class teacher at the start and end of every school day. Therefore, parents are informed in all decisions about their child's support.
Every term your child will have a Child Centred review that is attended by Parents, Teachers, Child, Other professionals and Special Educational Needs Co-ordinator.
Here, the child's strengths, progress and next steps are discussed. This will draw up an action plan which will be used to identify next steps to overcome any issues that are not working well currently and how everyone can best support the child with their learning. Within the action plan, all attendants will take responsibility for a particular action.
We use P Scales and PIVATS to assess progress, these are set out in smaller steps and at a slower pace to the National Curriculum
When we assess SEN we discuss if behaviour and understanding are the same at home and school, we take into account your opinions and knowledge of your child and work with you so that we are all working together to improve your child's progress.
We use Home Learning to reinforce and consolidate learning which have presented a challenge to the children but also to pre-teach them skill which might be forthcoming during the following week.
We encourage the use of a Home School communication book and learning logs which highlight successes a child has made during a week as well as ensuring communication between home and school is consistence.
How will you support my child’s overall wellbeing?
Greenhill academy is a Centre of Excellence for inclusion so thrives on ensuring that all children are supported and feel safe in school.
Our curriculum is designed to meet the needs of the overall child- emotionally and socially as well as academically.
We have Learning Mentors that work within school that specialise in wellbeing and emotional support.
What specialist services and expertise are available?
Specialist teachers from the LA support staff to access the curriculum for different children's needs.
In school we receive support from the Speech and Language therapists, Visual impairment and Hearing Impairment Teams, as well experts such as Educational Psychologists (Debbie Burton), QEST Team advisers (Ailsa Robinson) and Behaviour specialist (from Spring brook School services)
How are staff trained on extra needs?
At Greenhill academy, we have a rolling programme for SEND training which includes regularly updates on changes to SEND policies and information every year.
Our training programme runs along three levels: Staff lead inset, Specialist service insets (whole school) and Specific SEN insets (TA Level or individual training needs)
We have staff trained in the following areas: Autism, Dyslexia, Sign-a-long , ECaT, ECaR, PECS, Autism Specialised Degree, Down syndrome, PIVATs, Precision teaching and a variety of other intervention training and health needs.
Our Inclusion manager and SENCO are both accredited with the National Award of Special Education Needs Co-ordination.
When a child begins at Greenhill, we ensure that our staff are trained in any are specific areas that are required in order to meet their needs.
What activities are there outside the classroom?
We have a variety of before and after school clubs which are available to ALL pupils, if your child requires extra support in a club then provision will be made for them
We have regular educational visits on which pupils with SEN are always included and provided with the appropriate support for them to access all areas of the visit.
All visits are risk assessed before attending to insure that necessary support and alternative arranges are made in order for all children to be included.
How will you support my child's needs?
Greenhill Academy runs on one level with wide front access into the front of the main building.
All outside areas are level with easy wide access to outdoor provision.
The car park has a disabled car parking spot.
We have a disabled toilet with a working hoist.
We use the following resources to support children with specific needs:
visual timetables, PECS, sign-a-long, loop system microphone, i-pad Apps for pupils with communication difficulties and a Sensory Room. This is in conjunction with any other specialised equipment referred to use by any specialised services which include- Bee Chairs and Standers etc
How do you support children when they start and leave?
When your child starts school with us there will be initial Child Centred transition meetings with parents and agencies involved in order to draw up a One Page Profile of the child. Here, a series of transition visits will be arranged and appropriate training will be put in place to support your child in school.
When your child moves year group/teacher, several transition and visits to the new teacher will be made. Teachers will meet along with parents, outside agencies and the child in a Child Centred Review to exchange and share information need in order to support the child on their move to a new class.
When your child leaves us we will hold a Child Centre Review to discuss your options for secondary schools/change in setting, we will support you in your visits to secondary schools/change in setting if required and then set up transition meetings and visits for your child before they leave us.
What is available to help my child with their education?
Schools receive funding for all pupils including those with Special Educational Needs and Disabilities and we meet pupils' need from this, including equipment.
The Local Authority may contribute if the cost of meeting a child's needs is more than £10,000 per year.
If the assessment of pupil's needs identifies something that is significantly different to what is usually available, there will be additional funding allocated and your child will have an Education Health and Care Plan.
What support can I expect for my child?
We use P Scales and PIVATS to assess progress, these are set out in smaller steps and at a slower pace to the National Curriculum. This will identify where a child's needs lie and where more support may be necessary as well as establishing next steps in their progress.
All parents receive termly parents meetings where their child's progress and current targets are discussed, in addition to these they also have child centred review meetings with their child's class teacher, Special Needs Co-ordinator other professionals working with the child.
Here, an action plan will be drawn up with input from all the people working with the child that will indicate how hours/funding should be allocated which will include support in the classroom, one to one/small group intervention, personal care(if necessary) and specialist support.
The academy will follow guidelines outlined in Statements/EHC Plans given by the authority as to how the allocated support funding should be used.
How will I be involved in my child's education?
Your views are important and it is important that people listen to them and that you are satisfied with what happens to support your child
In school you can speak to Mrs Eccles – Head of School, Mrs Glynn- Inclusion Manager, your child's class teacher if you have any questions