Yeoman Park Academy Special School - Nottinghamshire Local Authority School

Yeoman Park Academy

Yeoman Park is an outstanding academy for pupils with severe, profound and complex learning difficulties school aged 3-18 based in Mansfield Woodhouse.

The pupils/students form three SEN groupings - Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD), Autistic Spectrum Disorders (ASD). Each has their own bespoke curriculum.

The academy provides a stimulating, challenging and safe learning environment where individuals are valued and nurtured. We empower learners to be the best they can to Achieve, Celebrate & Enjoy learning. There are currently 110 pupils on roll. Yeoman Park has a Post 16 Department with 30 students. Yeoman Park is art of the Diverse Academies Trust. Please visit our website for more information.


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Contact Details

Contact Name
Mr Courtney Hoop
Contact Position
01623 459540 01623 459540 Fax: 01623 459526 Fax: 01623 459526
Yeoman Park Academy
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Where to go

Yeoman Park Academy
Park Hall Road
Mansfield Woodhouse
NG19 8PS
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Additional Local Offer Information

Local Offer

Contact Name
Mr Courtney Hoop
Contact Telephone
01623 459540
Contact Email

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

Yeoman Park Academy is a special school for pupils/students with severe, complex, profound and multiple learning difficulties. The age range of pupils/students is from 3 - 18 years of age and there are currently 88 pupils/students on roll. The pupils/students can be defined by three broad SEN groupings - Severe Learning Difficulties (SLD), Profound and Multiple Learning Difficulties (PMLD), Autistic Spectrum Disorders (ASD). 

Yeoman Park School became Yeoman Park Academy on 1st October 2017 and is part of Diverse Academies Learning Partnership (DALP)

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

Yeoman Park has an annual full academy review (FAR) which is a peer review that takes place for all school in the MAT. This is an Ofsted style review which checks the academy's SEF judgements agains observed practice and other evidence. Challenge, Support and Intervention (CSI) meetings are held seven times a year. Senior leaders meet with Governors and the Executive Principal from the MAT to challenge academy and pupils performance. Support and intervention is given from other academies. 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

All pupils/students have an Education Health Care Plan on entry that provides a multidisciplinary assessment of their learning strengths/needs. All pupils are assessed using appropriate assessment tool based on P levels (B Squared). This often does not show the progress that the pupils/students are making, so we have developed the use of Routes for Learning to address the assessment needs of early learners (those working below P4) whose progress is not being shown by B Squared. The MAPP continuum is used to assess targets for students all pupils and recommendations from the Rochford review we have moved towards a pre formal, semi formal, formal model. 

3.c) What is the school's approach to teaching pupils with special educational needs?

Yeoman Park Academy is recognised as having particular strenghts in respect of the teaching of early communication skills, a multidisciplinary approach to working with pupils/students with PMLD, and meeting the needs of pupils/students with ASD/Challenging behaviour. These strengths and founded on positive relationships and flexible team working, alongside the provision of an appropriate and engaging curriculum, effective assessment procedures, and a willingness amongst staff to get the conditions for learning right for every pupil/student (personalised learning). 

3.d) How will the curriculum and learning be matched to my child/young person's needs?

The Academy constantly reviews the curriculum we offer to our pupils/students and the way it is delivered to them. It is based on the National Curriculum subjects for formal learners and adapted for semi-formal learners supported by the EQUALS Curriculum and taught through cross-curricular themes using an enquiry based approach to engage and stimulate the pupils/students. The Academy continues to provide a currlculum that is relevant, meaningful and prepares them for life. Parents have indicated very strongly that they feel the priorities for their children are communication, self-help/life skills, independence and therapy. The staff have developed a curriculum which gives these areas priority as well as being broad and balanced and giving pupils/students the opportunity to access National Curriculum such that it is appropriate and meaningful. The Academy has a thematic approach to learning so the pupils/students who dont do 'joined up thinking' can see the relevance and connection between subjects and start to generalise their skills. The Academy has worked hard at getting the conditions for learning right for individuals so that teaching time has maximum impact on their learning. 

3.e) How are decisions made about the type and amount of support my child/young person will receive?

All pupils/students have an individual learning programme that provides a holistic approach to their learning needs. This programme is constructed around the pupil/student rather than them having to fit into a school curriculum. This personalised learning approach is supported by varying levels of support according to the individual activities and the needs of the pupil/student. The school has a typical staff to pupil/student ratio of 1:2 which enables each class to have the flexibility to respond effectively to pupil/students changing needs. 

The school has also set up 'The Base' for those pupils/students with challenging behaviour who find it difficult to engate in education within a class group and who can also significantly inhibit the education of other pupils/students within that setting. These pupils/students need absolute consistency in respect of our response to their behaviours whilst also maintaining a high degree of flexibility in terms of curriculum content and delivery. When they are in a position to access peer group learning, pupils/students are supported in class by staff from The Base. These timed sessions are carefully planned with a view to gradually increasing engagement within their class group. 


3.f) How will my child/young person be included in activities outside the classroom, including school trips?

Pupils/students have access to on site facilities outside of the classroom which includes different outdoor learning (play) environments, The 'Magic Wood' a Forest schools environemnt, a trampoline area and a hydrotherapy pool Pupils/students also have access to a range of media learning envrionments using sound, projection and computer generated images. 

Yeoman Park has established extensive links within the local community over many years and is able to access the wider community through the use of three adapted mini buses and a people carrier. Pupils/students also have the opportunity to access residential field study trips during Year 9, Year 11 and Year 13. 

3.g) What support will there be for my child/young person's overall well-being?

Yeoman Park supports the core human principles of care and respect. The Academy encourages care and respect for oneself (our health and wellbeing), care and respect for each other (across cultures, distances and generations), and care for the environment (near and far). Yeoman Park is a great place to learn, where pupils/students develop their self-esteem and reach high standards of achievement. Yeoman Park puts a high value on the wellbeing of its pupils/students and the academy environment. It classrooms are welcoming, clean and reassuring places to learn. We aim to prepare young people for life through our teaching and through the example of day to day practices. 

5.a) What training have staff supporting special educational needs had and what is planned?

Staff have experience of working in a special school setting and, for most of the staff, this experience is extensive and comprehensive. Staff have a range of professional qualifications which collectively cover all aspects of special educational needs.

Staff take part in regular in-service training in order to maintain and develop their knowledge and understanding of special educational needs. They also regularly update their practical skills in a range of essential training for first aid, moving and handling, management of actual and potential aggression (MAPA), epilepsy etc. 

5.b) What specialist services and expertise are available or accessed by the setting/school?

Members of staff and Yeoman Park Academy work together with a range of therapy and medical staff. The school has Speech and Language Therapists, Occupational Therapists and Physiotherapists on site to help staff plan and deliver appropriate individual education/care programmes. There are four Health Care Assistants (HCA's) based at Yeoman Park and support the complex medical needs of the pupils/students. The HCA's have training on epilepsy, asthma, EpiPen deliver, the administration and dosing of medication, tracheotomy maintenance, gastrostomy feeds, suction etc. all of which is tailored to the individual needs of the pupils/students. The HCA's have responsibility for Care Plans and liaise closely with parents/carers to ensure these are relevant and up to date. The academy has a named Universal Nurse and Specialist Nurse who are available for advice when required. The academy's medical training is updated regularly by the health trust training team. 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Yeoman Park Academy is a purpose-built special school and is therefore fully accessible to all pupils/students. Although the academy is part of a MAT, the budget that the academy still recieves its funding through special school formula funding including an allowance for the specialist equipment associated with pupils/students additional needs. In addition to the facilities already outlined, the academy also has a therapy room and a medical room.

Home to school transport is provided by the Local Authority for all those pupils/students who meet the appropriate criteria. 

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

All pupils/students have a home/school diary which is completed on a daily basis. This ongoing dialogue is supplemented when required with telephone conversations and, if necessary, informal discussions in school. Parents are always welcome in school to discuss their childs progress. 

We hold parents evenings at the beginning of the autumn term to discuss targets set for the academic year and report back to parents on progress through the Annual Review process and Individual Records of Achievement. 

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Consultation with pupils/students at Yeoman Park is predominantly based on effective advocacy. The school has a pupil/student centered culture that is supported through distributed leadership and effective communication - everyone has a voice and can be heard. There are a small number of pupils/students, particularly within the Upper School Team, for whom it is possible to ascertain their views in order to enhance and develop our provision and they are members of the school council. The school has introduced Person Centred Reviews for all our students from Year 9 onwards. 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Please contact the class teacher or their team leader at the earliest opportunity in order that we can respond to your concerns and, hopefully, find a resolution. Members of the Senior Leadership Team are also available should you wish to talk to them about your concerns. 

If we cannot resolve your concerns to your satisfaction through this informal process, please refer to the complaints procedure which is available from the main office or can be found on the academy website. 

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

As well as working on a day to day basis with staff from Nottinghamshire County Teaching Primary Care Trust, there are several other professionals who support our at Yeoman Park Academy. Pupil Premium funding is used to provide a range of early intervention strategies; including Dance Interaction and an Occupational Therapist on a sessional basis to support our work with pupils/students who have additional needs in respect of sensor processing and arousal levels. 

We work closely with the Educational Psychology Service (EPS) to deliver the provision outlined in the pupils/students Education Health Care Plan or Statemen tof Speiclal Education Needs, particularly in respect of annual reviews, transition plans and post-school provision. The academy has an EPS Lead Professional who supports the school in respect of pupils with exceptional needs. The transition process also involves Futures Advisors, Transition Coordinators (Social Care) and other agencies involved with the young person. 

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The academy's webiste has a number of links to organisation, services etc. who can provide additional support to parents/carers and young people. There is also a notice board in reception and a library of pamphlets that also provide this information. The academy hosts a Parent Wellbeing Group which meets on a fortnightly basis. The group is well attended by parents/carers and they are able to identify their own support needs.    

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

The academy would meet with parents/carers to plan an appropriate transition into the academy. For pupils/students with more complex physical/medical needs, this would be discussed as part of a multi-agency meeting. The academy endeavours to be as accommodation and supportive as possible to make this a successful transition. 

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

All transitions within the academy are carefully planned and tailored to meet the individual needs of pupils/students. 

iii) Prepare for adulthood and independent living?

Students enter the Upper Academy with B-Squared summative data from Yeoman Park Middle Team. Students are assessed in respect of core skills and individual needs and can enter one of four classes. Students then follow the Aim Awards programmes at Entry Level. Aim Awards are assessed via an assessment continuum so that students can access units and experiences at different levels. In their final year, if appropriate, students enter a virtual transition class (Pathfinders) and follow units with a work based and independence weighting. There is also an emphasis on choice making and suitability of Post Academy provision and options. All courses are accredited and moderated by Aim Awards, an Ofqual approved awarding organisation. Aim Awards undertake an annual quality assurance visit to ensure that standards are consistent and maintained. The department is recognised as a national centre of excellence for Aim Awards (June 2018). The accredited curriculum has been extended to Key Stage 4 pupils at Entry 1, 2 and 3. 

13. Where can I access further information?

The school website can be found at 


Nottinghamshire County Council SEND Local Offer

You are most welcome to visit the Yeoman Park School. Please contact Jo Wass on 

SEN Information Last Updated On: 10/12/2018


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