Who can access a place at Greenacre?
Severe Learning Difficulties
The majority of children attending Greenacre experience severe learning difficulties. Roughly speaking this means that out of 100 children of the same age, 99 would be showing more advanced skills, knowledge and understanding and be able to communicate more effectively.
Complex Learning Difficulties
For some of the children attending Greenacre, roughly 80 of the same age would be showing more advanced skills, knowledge and understanding and would be able to communicate more effectively. These children have other barriers to their learning such as communication and interaction difficulties (ASD/Autism) of complex physical and/or medical conditions.
Specific Speech and Language Difficulties
Greenacre School also has fully integrated provision for children with specific speech and language difficulties who are admitted as part of the designated speech and language provision at the school.
My child hasn’t got a Statement or EHC Plan but is like the children at Greenacre. What should I do?
If you think your child is like the children who come to Greenacre but they haven’t got a Statement or EHC Plan then talk with your child’s teacher or Health Visitor. Your child may need an assessment to find out what specialist support they need so they can make good progress in school.
What happens at Greenacre?
What happens in classrooms?
Early Years to 7 year olds – Our Early Years children follow the Early Years Foundation Stage (EYFS). However, the continuous provision is supported by adult guided learning through investigative play and making choices, as well as a focus on physical development and sensory processing. Appropriate support is given for those who need those interventions. Personal Learning Maps (PLMs) provide personalised holistic targets that are measured in line with the EYFS. Very complex students who cease to make progress following the EYFS criteria after one are transferred to the ABC curriculum at Access level. Children from Early Years to-8 years are in two class groups called Freeflow.
Classes for 7 to 8 year olds – The amount of direct teaching, as opposed to supported continuous provision increases in line with each child’s needs. The majority of children by the time they reach 8 years are able to make good progress through direct teaching in different sizes and at an individual level. Some pupils follow highly individual timetables all through the school and these always include time with their class group so that they do not become isolated from their social group. Work is planned along the same lines as the National Curriculum covering the same range of subjects and topics but all work is planned so that each child can make progress from their starting points. Whenever we can, we use a very creative thematic approach to learning so that the children are engaged and motivated and so that learning is fun and active. All personalised programmes continue to ensure that pupils’ emotional, sensory and physical needs are fully met.
Classes for 9 to 13 year olds – Children from Y5 (9 year olds) are taught in three class groups known as COOL. Literacy and Numeracy are taught for approximately 40% of the time and include whole group, small groups and individual teaching. OCT, Science, PE and Music are taught as separate subjects of approximately an hour a week. COOL lessons cover History and Geography, Religious Education, Art and DT, Modern Foreign Languages and Citizenship. The lessons are taught using a dramatic enquiry approach known as the Mantle of the Expert (MOE). MOE is achieved through a fictitious storey, an imaginative process that is very adaptable so it suits all the individual learning styles of the children. All personalised programmes continue to ensure pupils’ emotional, sensory and physical needs are fully met.
Classes for 12-16 year olds – From Y8 the students begin their personalised accreditation pathway, this means they begin working towards achieving a range of qualifications. This is called the Life skills programme. All students continue to access Literacy, Numeracy, ICT, Science and PE. They also follow a Life skills rolling programme that covers RE, Citizenship and Humanities as well as community based skills, home management skills and personal care skills. The pupils also choose two options per week, where they begin to focus on vocational skills and work experience related learning. The children access taster sessions of the options available during their transition from Y8 to Y9, this means they can make informed choices. All personalised programmes continue to ensure pupils’ emotional, sensory and physical needs are fully met.
Post 16 – If young people choose to stay on to Greenacre College or joining the college from another setting they follow a highly personalised programme which includes;
– Core skills lessons embedding literacy, numeracy and ICT
– Team meetings which encourages independence and social skills and time to review their progress against targets and what they need to do to improve upon further
– Community based visits – including use of the Lifeskills house, money management skills and personal organisation
– Vocational options – these range from media, motor vehicle maintenance, creative enterprise (this includes working in the local shop), health and beauty, catering, Workshop, horticulture and Health and Social Care.
– Sports and Arts options – these range from Duke of Edinburghs Award, Ball Skills, Biking, Photography, Drama, Art, Forest Adventures and Swimming.
– All post 16 students benefit from two weeks work experience and is desired and possible supported internships with the school partners.
– The post 16 students also have the opportunity to join two residential weeks either at Centre Parcs or Bendrigg (an outdoor pursuits centre).
What specialist help is there?
Teachers and Teaching Assistants are all trained to a high standard to meet the very different needs of all the children who attend. Staff are particularly skilled in supporting children to develop communication and language, good social interaction and conduct skills, good basic education skills – literacy, numeracy and ICT, and good life skills and employability skills.
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 skill 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 recently adopted a ‘tiered-working’ approach 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:
– Designated Safeguarding Lead
– Family Team Lead & Social Interaction Mentor (Tier 4 focus)
– Family Liaison & Attendance Officer (Tier 3 focus)
– Parent Support Lead (Cross-tier focus)
– Parent Support Assistant (Cross-tier focus)
– Family Team Assistant (Tier 2 focus)
– 0.5 FTE Family Team Assistant (Tier 3 focus)
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, PHSCE 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 Transitions Team amongst others.
My child has complex health needs?
At Greenacre there is a School Health Team who provide on site support to children with a very wide range of ongoing health care needs. As well as providing highly skilled care for tube fed children and those with complex epilepsy, they train and supervise the school staff so children can go out and about with their peers and still have their needs met. In addition, several consultants and specialist nurses hold their clinics at Greenacre – which means pupils don’t have to miss time from school and parents can have good quality time with the consultants, knowing their child is happy back in class.
How can parents get involved?
Parents are the experts on their child. We know we need to work with parents and carers to get the best outcomes for every child. Families can join workshops and groups looking at different issues that affect their children(sleep for example). Families can join in a range of social and fund raising activities. Contact the Family Team to find out how you can get involved in your child’s education and development. Every half term families receive a leaflet about what their child will be learning about that half term and are encouraged to support this with family time trips and experiences, watching the right TV programmes, reading together, as well as supporting their children with homework.
What about after school and holiday clubs?
Funding permitting, we arrange two or three days Fun Club activities every holiday time. There are two after school clubs (Art and Sports) as well as after school, weekend and holiday volunteering opportunities at the shop. We do support individual pupil special interests out of school hours if at all possible – we ask parents to talk to us about ideas that have to see if we can help.
Can the pupils get qualifications?
Our pupils start a range of Entry Level and Level 1 qualifications in Y9 (aged 14) including Literacy, Numeracy, ICT, Science, PE and Personal Development, which they finish in Y11 (aged 16). Every child’s success is dependant on their starting point when they join the school but most young people exceed all previous expectations in terms of qualifications. In post 16 the students study for employability qualifications and improve the level of their qualifications in Literacy, Numeracy, ICT and Personal Development (Life Skills). We also offer the Duke of Edinburgh Award as an option and an increasing range of vocational specific qualifications.
What are Greenacre satellites?
Opened in September 2014, Greenacre are offering additional places for children who meet the criteria of admission to Greenacre in satellite bases. Known as ‘Kexborough Campus’ there will be children across KS1 and KS2 in two classes at Kexborough Primary School. Taught by Greenacre staff and on Greenacre roll but with the best opportunities to share lessons with Kexborough pupils as well as have small group, individual teaching when needed.
Similarly, a second primary sattelite at Oakhill Primary School provides additional places for KS2 learners.
Outwood Academy Carlton’s ‘Carlton Campus’ provides a similar opportunity for KS3 and KS4 pupils. We are seeking to ensure funding for this provision of this to continue into the future.
Who should I speak to about the Satellites?
Children are offered places at the satellites if they have been identified as requiring a specialist placement at Greenacre. If you would like more information, please email email@example.com or telephone 01226 287165.
How do I get in touch?
Just ring 01226 287165 and ask to arrange a visit at one of our half termly Look Sees. Either the Head Teacher or one of our Senior Leadership Team will meet with you, show you round the school and answer all of your questions.
Please explore other areas of this website for information about school uniform, school meals, understanding bullying and behaviour policies, use of pupil premium grant, school day and all other policies that guide the school’s work.
A Local Offer gives children and young people with special educational needs or disabilities and their families information about what support services the local authority think will be available in their local area. Every local authority is responsible for writing a Local Offer and making sure it is available for everyone to see.
Please find more information at:
We welcome feedback about Barnsley’s Local Offer. Email infoFIS@barnsley.gov.uk. Click here for more information on SEN and the assessment process.