Title Image

School Information – Stocklake Park

About Stocklake Park School

Stocklake Park School is part of the Vale Federation of Special Schools and is based on two sites, Stocklake Park main site and Harding House. We offer educational provision for students with complex learning difficulties, from 11 to 19 years of age. Our Harding House site is for post 16 students only, the curriculum designed specifically to develop the skills students need in order to prepare for life after school. At the Stocklake Park site, we provide for students aged 11-19, including post 16 students with a higher therapeutic need.

There are currently 54 students at the main site, based in seven tutor groups. The curriculum is organised around key questions and themes, which gives students the opportunity to experience and explore different subjects. Central to this is the development of communication and numeracy skills relating to real life situations. Students also experience a range of creative arts and explore aspects of personal, social, moral and emotional education. All our work is based in a belief in each student’s capacity to achieve and be the best they can be, enabling them to be as independent as possible. Our ethos is about encouraging students to value themselves and each other, maximising their enjoyment of learning, whilst developing self esteem and confidence.

Students have access to a range of therapies, multi-agency professionals and specialist staff, including speech and language therapists, physiotherapists, occupational therapists and specialist teachers.

 

Admissions to the school is through Bucks Local Authority Admissions.

https://www.buckscc.gov.uk/services/education/school-admissions/

 

For further details refer to our Admission Policy which can be found in the Statutory Policies Menu.

Our Vision and Values
Inspire – Enable – Achieve

Vision

Through a multi-professional approach, we will create a high quality, inclusive, happy and safe school environment where pupils with a  range of learning difficulties are:

  • Inspired to engage in learning
  • Enabled to realise their greatest level of independence and emotional resilience
  • Supported to recognise and celebrate their achievements now and in the future

 

Values

Excellence:
We aim for our pupils to give their best in everything that they do. We recognise all their small steps of progress and their achievements. Whatever the child’s starting point, we have high expectations of them. All children can make progress with their academic skills, their physical skills, their communication skills, and their personal development.
Staff have high expectations of themselves and fulfil their role to a standard of excellence.
Trust:
We aim for our pupils to learn in a school environment that is safe and secure, and to develop trusting relationships with others. Over time, we want our pupils to develop a sense of responsibility. We aim for children to develop an awareness of who they can trust in the wider community.
Staff always act in a trustworthy manner. They are honest and reliable at all times.
Courage:
We aim for our pupils to show courage in the challenges that they will face in life. It takes courage to have the confidence to have a go, to be willing to make mistakes, and to bounce back after a mistake.
Staff model being courageous and support children’s resilience.
Determination:
We aim for our pupils to always persevere, even when something may be difficult, to keep going and not give up, and to develop a positive “can do” attitude.
Staff are unfailingly determined to support pupils in achieving their very best.
Kindness:
We aim for our pupils to show kindness to others. We value being polite, friendly and welcoming to others.
Staff always act in a manner that demonstrates kindness towards children and towards each other. Staff are positive role models for children.
Friendship:
We aim for our pupils to develop communication and social interaction skills in order to develop positive friendships with others, and to take pleasure in shared experiences.
Staff demonstrate friendship by being caring, supportive, having fun, and sharing ideas.
Respect:
We aim for our pupils to learn and develop in a school environment that promotes tolerance and respect for individual differences, abilities, needs and beliefs.We aim for our pupils to develop into individuals who respect themselves and respect others by treating them with consideration and care, and recognising that not everybody is the same.
Staff are positive role models at all times and demonstrate their respect for others through their behaviour.
Equity:
We aim for our pupils to experience a school environment in which fairness is promoted. Equity is achieved by understanding that individuals need different levels and types of support to achieve their goals.
Staff are committed to ensuring that each individual has their needs well met.

Curriculum

Details on Stocklake Park Curriculum below.

Curriculum Handbook

Ofsted Report

The school was last inspected by Ofsted in February 2019 and was found to be Good.

Use the link to view details of the Ofsted report.

Ofsted Report (Opens a new Window)

Compare School Performance

The Government hold information and performance data on the school.

To view the information, please click the link below.

Performance Data (Opens a new Window)

Pupil Premium

The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.

Pupil Premium Strategy 2019 - 2020
Pupil Premium Statement

Year 7 Catch Up

Each year, Stocklake Park school receives Year 7 Catch Up premium funding (Literacy and Numeracy) for year 7’s. This is a government initiative that provides additional funding to all state-funded schools with a year 7 cohort, including special schools. £500 per pupil is the current funding per year. Each school in receipt of this funding is required to publish certain information on the school’s website and must include the following information:

  • Plans to spend the current academic year’s allocation (by October half term)
  • Monies spent the previous academic year (by October half term)
  • What effect the premium had on pupils’ educational performance (impact)
  • How the school assessed the effect on progress (by Autumn Data report to Governors)

 

OFSTED inspectors will consider how schools are using the premium and the impact of this within their inspection visits to the school

Aims:

  • To ensure personalised learning is at the heart of our provision, delivered through a differentiated approach within teaching and learning
  • to provide a means to further pupil engagement in learning
  • To provide additional support/resources
  • To ensure all pupils are prepared well for learning
  • To provide opportunities for transition from primary setting
  • To provide extra-curricular activities

The school will consider the objectives/outcomes from the pupils’ EHC plan in addition to prior knowledge from primary school to determine how this additional funding is used. All expenditure will be planned by the October half term.

Year 7 Catch Up Summary

Therapies

Students have access to a range of therapies, multi-agency professionals and specialist staff, including Speech and Language Therapists, Physiotherapists, Occupational Therapists and Specialist Teachers. 95% of our students have speech and language therapy provision identified in their statement, and approximately 50% Occupational Therapy and/or Physiotherapy. The school has a school nurse, and has close working links with social/adult care services, CAMHS. Educational Psychology servies, and the Specialist Teaching Service for children with visual impairment.

We are always looking for ways to improve students’ access to the curriculum and to provide a range of interests and needs. Central to this is the use of specialist equipment, particularly for our students with sensory needs and profound and multiple learning difficulties, and highly trained staff who how the students well.

Covid 19 Risk Assessment

Risk Assessment