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Family Team

Greenacre Family Team

Greenacre believes that in order for pupils to be able to learn effectively, to make outstanding academic progress and to make measurable steps towards becoming self-sufficient and valued members of their local community it is of paramount importance that the holistic needs of the learner are identified, nurtured and promoted.

With this belief held firmly at the centre of the Greenacre ethos the school  employs a team of professionals each possessing a wealth of skills and knowledge on how best to ensure each and every individual pupil is able thrive, that they remain healthy, safe, are positive contributors, that they enjoy and achieve in all aspects of life and that they are able to make steps towards achieving lifelong economic, emotional, social, physical and academic wellbeing.

Greenacre Family Team has has a tiered-working approach that is designed to mirror the vision, priorities and outcomes of Barnsley’s Children and Young People’s Plan and Barnsley’s Thresholds for Intervention. The team comprises of the following people:

  • Personal Development, Behaviour & Welfare Lead
  • Family Liaison & Attendance Officer (Tier 3 focus)
  • Parent Support Lead (Cross-tier focus)
  • Parent Support Assistant (Cross-tier focus)
  • Early Help Co-ordinator (Tier 2 focus)
  • Social Conduct Lead

 

Tier 1- No additional needs

Whilst it is understood that due to their disabling conditions every child that attends Greenacre has, by definition, a right to be considered as a Child In Need of Tier 3 intervention we often find that Greenacre is able to meet the child and family’s holistic needs as part of our universal offer. Children in receipt of this tier of support can access amongst others parenting support, behaviour support, PSHE support and social conduct support.

Tier 2- Additional needs

Where there is an emergence and identification of a child or their family having additional needs over and above that of a tier 1 child the school’s Family Team will work to co-ordinate early intervention and assess the early help requirements in the form of an Early Help Assessment (EHA). This will enable additional services to become involved at a low-level to ensure the child and family are thoroughly supported and that support is regularly reviewed via Team Around the Child (TAC) meetings.

Tier 3- Complex needs

Where the support needs of a child or family are identified to be complex the Family Team at Greenacre will assist with accessing and co-ordinating the supportive input of partner agencies including but not exclusively Disabled Children’s Team and Child and Adolescent Mental Health Services (CAMHS).

Tier 4- Acute needs

Greenacre is committed to fulfilling its statutory obligation to contribute to Looked After Child (LAC) reviews, Child Protection Conferences and Core Groups. The Family Team is highly skilled in working in a supportive, open and honest manner in order to ensure the best interests of the child are met at all times. Families at this tier can expect an enhanced level of intervention.

As a single agency Greenacre is able to help children and their families to make great strides in their development, however it is recognised that a co-ordinated and joined-up approach is much more effective and to this end is committed to inter-agency information sharing and continues to work to forge and maintain effective relationships with partner agencies including Disabled Children’s Team, Child and Adolescent Mental Health Services (CAMHS), Adult Social Care amongst others.

Anti-Bullying

Staff and learners at Greenacre have worked hard to produce a portfolio of evidence to show how effectively the school is at combating bullying. There are several levels to the award and it is expected for a school to start at the Bronze level and to use these awards as a way to improve. We were very pleased to receive the Bronze award on our first review and were thrilled by September 2018 to have secured the prestigious Platinum Award.  Greenacre is the first Yorkshire school to receive this level of award and only the second school in England to reach platinum standard. We are exceptionally proud of this achievement and will strive to ensure that Greenacre remains a school that is built on the foundations of respect and appreciation for difference and diversity.

 

About the Leading Parent Partnership Award

The Leading Parent Partnership Award gives schools a coherent framework to deliver effective parental engagement from early years to post-16. Through this award, schools can meet a number of longer term success criteria, such as improved pupil progress, punctuality, attendance and behaviour and increased parental involvement in school life. Using the evidence portfolio, leaders can easily demonstrate, to Ofsted inspectors and other stakeholders, that the school has an outstanding and sustainable programme for parental engagement.
Greenacre achieved this award in February 2019 and will continue to work to maintain this.

 

The Greenacre Bagel Breakfast

Greenacre is proud to work in partnership with Magic Breakfast, providing a healthy breakfast to all our pupils so that they are settled and ready to learn. Magic Breakfast provides Greenacre with nutritious breakfast food to ensure children start their school day in the best possible way. Breakfast gives children the energy needed for the busy school morning, enabling them to focus on their lessons. Here at Greenacre we offer The Greenacre Bagel Breakfast every morning to ensure no child is too hungry to learn.

Classroom Breakfast/Bagels

Brief Description: Every morning a child is offered ‘The Greenacre Bagel Breakfast’ to ensure no child goes hungry at the start of the school day. 

Venue: classroom 

Time: Start 9:00am or 10:30am

For more information on the Magic Breakfast provision at Greenacre please contact Elaine Padgett  Pastoral Welfare Lead.  For more information on the Magic Breakfast initiative please visit the Magic Breakfast website.

SEMH Recovery Plan

As a school, we anticipate an emerging and increased Social, Emotional and Mental Health need throughout our school community due to the impact of the Covid-19 pandemic. To reduce the long-term effects on the school community we have created a mental health and well-being recovery plan. This document sets out how we plan to support three key groups; Children and young people, parents and carers, and the staff team.

 Below you can find an introductory video outlining the main aspects of the school’s recovery plan alongside the document itself.

SEMH Recovery Plan