Gateford Park Primary and Nursery School (Worksop)

Gateford Park Primary School

Gateford Park Primary School opened on 28 February 2000 to serve the growing population in north west Worksop and has grown to provide a first-class education for children aged 4 to 11 years. We are rightfully proud of the school's provision which helps children to grow as individuals whilst achieving high academic standards.

We are thrilled that children and families from all over Worksop and further afield, make Gateford Park their school of choice.

Visits to the school by prospective parents and families are encouraged and most welcome. Please contact the school office to make an appointment to meet with the headteacher and to see the school at work.

Offering 30 and 15 hours funded places in our on site Nursery.


Last Updated

Record Last Updated On:

Contact Details

Contact Name
Clare Hibbert
Contact Position
Inclusion Leader
01909 478681 01909 478681 Fax: 01909 473487 Fax: 01909 473487
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Where to go

Gateford Park Primary School
Amherst Rise
S81 7RG
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Time, Costs and Availability


Table of Costs
Amount Cost Type
10.00 After School
3.30 Breakfast


Has wheelchair access
Additional Local Offer Information

Local Offer

Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?
    • Cognition and Learning needs
    • Communication and Interaction needs
    • Sensory, physical and/or medical needs
    • Anxiety related needs
    • Behavioural, emotional and social needs.
    • Emotional, mental health and well-being
2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Pupils have special education needs if they have a learning need that calls for special education provision to be made. Pupils have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age
  • Have a disability which prevents or hinders the child from making use of educational facilities of a kinds provided for children of the same age in other schools within the Local Education Authority
  • Is under compulsory school age and falls within the definitions above or would do so if special educational provision was not made for them
  • Receive additional input because they have exceptional ability in any area (refer to Gifted and Talented Policy)

Pupils must not be regarded as having a learning difficulty solely because of language or the form of language of their home is different from the language in which they will be taught.

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

We have an inclusion for all philosophy at Gateford Park Primary School and provision for SEND is focused on delivering high quality first teaching. We assess the quality of this through the quality assurance of the leadership team.

 We use the graduated approach to support our children; Assess, Plan, Do, Review.

If your child is not making the expected progress an intervention may be required to help support them; this will be completed using a graduated  approach. Your child will be assessed to ascertain where their strengths and areas to develop are.  Provision would be carefully planned, the intervention will be delivered for a set period of time on a regular basis and then they will be reviewed at the end of this period.

 Updated Sept 23

There is an annual formal evaluation of the effectiveness of the school SEN provision and policy. The evaluation is carried out by the Inclusion Leader and Headteacher/SEN governor and information is gathered from different sources such as child and parent surveys/ teacher and staff surveys/parents evenings/ consultation evening/ feedback forms/school forums. This will be collated and published by the governing body of a maintained school on an annual basis in accordance with section 69 of the Children and Families Act 2014


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?

Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.  

Review meetings will go ahead if parents do not attend the meeting, minutes will then be sent home to the parent. Meetings can be arranged face to face or via TEAMS at the request of the parent. (amendment 2023).


If a child is not progressing or making improvements then meetings can be scheduled more frequently to monitor and set targets.


Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.


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


Quality first teaching, by the class teacher, is delivered to all pupils. Support for learning within the classroom is the most important factor in helping pupils with SEND to make good progress alongside their peers. Learning would be scaffolded or differentiated in line with the pupils needs. Where possible children are always based in the classroom with their teacher.


Teaching assistants are deployed where the need is, and this can be done on a lesson basis in order to respond flexibly and swiftly. This may be in the form of in class support or an intervention.

For a small number of children, more support may be required. Should this arise, the SENCo would work alongside the teacher and in partnership with the parent. Schools, parents and other agencies may decide that it is necessary to request higher needs funding or a statutory assessment through the local authority. Where we feel that something additional or different is needed to support your child because they have SEND we will discuss this carefully with you. This information may well be recorded in a document for you and your child. This will include: details of any strategies being used to support your child in class; details of any extra support or interventions for your child; your child’s learning targets; the next date when your child’s progress will be reviewed.


We use a range of interventions to support pupils with SEND to make better progress. Interventions are structured learning programmes. We can explain to you:- what interventions your child is receiving and what are the intended learning outcomes; when during the week any interventions will be delivered and for how many weeks; who will be delivering the interventions (usually a well-trained teaching assistant) and where (e.g. in class or outside the classroom) how the interventions will relate to and support learning in the classroom;  how they will be monitored closely to make sure they are helping your child to make accelerated progress

Updated 2023

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

Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual.


Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual.


Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made. Which may include small group teaching or on an individual basis. (amendment 2019). 


Quality first teaching and clear differentiation is the key. Children’s areas of need are identified and work is planned to address their needs. We scrutinise assessment materials to identify areas of difficulty and provider appropriate intervention. Staff use daily assessments from work produced and observations made to identify children requiring extra support with a particular concept.

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

All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6,000. Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools. (The Family of Schools comprises of 17 primary schools and 2 Secondary Schools (amendment 2023). For those with the most complex needs, additional funding is retained by the local authority. This is accessed through the Family of Schools. The Family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding.


Children are monitored carefully in the school and if they are displaying significant difficulties that are impacting on their education then the class teacher initially has a meeting with the Inclusion Leader. Together they look at the provision and environment that the child accesses and look for things that can be changed to see if it has an impact. After a graduated response has been considered, including consultation with parents, a support package is arranged. This may include support in the classroom, a referral to springboard or an application for extra funding.

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

Gateford Park Primary School is an inclusive school, no child is excluded from any part of school life. Where necessary, for example, on a school trip, parents may be invited to support their child.

Child specific risk assessments are included, where appropriate, within a school visit risk assessment and personnel at the visit site are made aware of any children with additional needs. We will always make reasonable adjustments for children bearing in mind the impact for ALL children.

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

Every child’s well-being is our priority. For children with additional needs, parents and the child (if appropriate) are involved in the discussion to ensure that any service that is involved in supporting a child, for example Casy counselling, is absolutely right for the child. The Inclusion Leader can request consultation with a CAMHS professional to gain information and strategies to support the child and family or advice on whether it meets CAMHS threshold for involvement. Our staff have received quality training on well-being and mental health in children, as a school we are well equipped to help children deal with these needs. We have access to quality resources, interventions and support where it is needed.

Our Inclusion Leader is also our Senior Mental Health Lead and is a fully trained Mental Health first aider and has completed the relevant training to support staff, children and parents. She is able to signpost to relevant services including the NottAlone website and make relevant referrals on behalf of families and children. (amendment 2022).

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.



Inclusion Leader: Clare Hibbert, 01909 478681,

SEND Governor: Geoff Young

Senior Mental Health Lead: Clare Hibbert

Updated 2022

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

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.


The Inclusion Leader attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.


We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development. The Inclusion Leader, with the senior leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management . Staff have had training on the following recently:

·         Switch On reading

·         Explosive child

·         Working memory

·         Precision teaching

·         Breakwell Assault Cycle

·         Dyslexia

·         Graduated response to behaviour

·         CAMHS training on eating disorders, self-harm, suicide, self harm, depression, bereavement

·         Calmer classrooms

·         Will You Be the One facilitated by Tracey Campbell

·         Anger and anxiety

·         ADHD Solutions – part of the ADHD pilot on completion will become and ADHD friendly school

·         BPBP Training for NQT’s and behaviour leads

·         AET

·         Autism friendly classrooms

·         Lego Therapy

·         5 amazing breaths – focus for academic year 2020-2021

·         Talk Boost

·         Colourful semantics

·         Making sense of Autism

·         Spelling strategies

·         EAL training

·         Mental Health training

·         AET training update

·         Precision teaching

·         Interoception training

·         Epilepsy training

Updated September 2023

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

We work in close collaboration with a range of bodies to support children with SEND. School maintains excellent relationships with all relevant bodies and regularly accesses what is needed for pupils at Gateford Park Primary School.


The Inclusion Team works closely with; educational psychologist, Autism team, Bassetlaw Behaviour Partnership, learning support team physiotherapy, speech therapy, public health practitioners, sensory team and community paediatricians, amongst others.


Support for families through the local offer and a wide range of family support is available.

SEND IASS will offer information and support to families of students with SEND up to the age of 25 years whether or not they have a statement or EHC Plan. They may also be able to put you in touch with other organisations or parent support groups.


Support will be accessed from the virtual school for support of children who are looked after by the local authority. The school designated teacher is Clare Hibbert.

  1. Educational Psychologists
  2. School and Family Support Service
  3. Medical Officers
  4. Speech Therapists
  5. Physiotherapists/occupational therapists
  6. Hearing Impairment Services
  7. Visual Impairment services
  8. Social services
  9. Early Health Practitioners
  10. Children’s centres
  11. PSED team
  12. BPBP
  13. C & I team
  14. CAMHS
  15. Family Service
  16. Early Help Unit
  17. Worksop Family SENCO
  18. ICDS
  19. Children’s Social Care
  20. Concerning behaviour pathway personnel including clinical psychologists
  21. ADHD Solutions
  22. Womens Aid
  23. Healthy Families Team
  24. Think Children
  25. Childrens society

Updated September 2023

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

A referral the Physical Disability Service can be made for any equipment that the child may need whilst in school, such as plinths, walking aids, personal care requirements etc. The service also provide training for staff and support in writing health care plans, risk assessments and intimate care plans amongst other types of paperwork as required.

A referral for inclusive technology can also be made if the school feel that they cannot meet the needs of the child with the technology already available in school.

The teachers may scaffold or differentiate in order to make work accessible.  These could include; visual aids, writing aids, coloured overlays, wobble cushions, writing frames, speaking frames, adult support. In addition to this, some pupils may require a personalised space. We have a large disabled toilet and shower. In line with the equality act, we ensure we meet the needs of all pupils if the need arises.

There are also designated places, inside and outside school, that are calm down spaces for any child should they need it.


Updated September 2023

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?

A twice a yearly survey takes place to ascertain the children’s views of school life. SEND pupils are represented across the school in various situations for example; school council, after school clubs and in competitions or sporting fixtures.

All children are assessed on a regular basis during each academic year. SEND pupil’s with an Outcomes Plan take part in choosing and reviewing their targets.  All pupils with an EHCP are involved in their annual review either in person or via sharing their views in a report.

Before your child joins our school at the beginning of the year, in Foundation 1 our staff will arrange stay and play sessions at school with parents to talk to you and introduce themselves to your child. This is a wonderful opportunity for relationships to begin and for us to discuss all relevant information.


There is a transition day for all Year 6’s during Summer Term 2 and details are shared with the relevant Secondary schools for the pupil voice. Additional visits may be set up where the Secondary or us feel it is appropriate.

Updated 2023

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

The children consult on setting their targets and identifying their own areas of need (as they get older). They also attend meetings if they wish to do so. The views of the child are always sort when preparing for a review with parents and other agencies. 

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

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the Inclusion Leader, who will be able to advise on formal procedures for complaint

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?

Gateford Park Primary School invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEN. The Inclusion Leader is the designated person responsible for liaising with the following:

  • Education Psychology Service
  • Specialist Local Authority services
  • ICDS
  • Medical and health related professionals
  • Children’s Social Care
  • Speech and Language Service
  • Language and Learning Support Service
  • Specialist Outreach Services

Representatives from voluntary organisations and other external agencies are invited to liaison meetings throughout the year to discuss SEN provision and progress and keep staff up to date with legislation.

In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents will normally be invited to and informed about any meetings held concerning their child unless there are over-riding safeguarding issues.

Updated 2023

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

Regular meetings with an experienced professional, provides opportunities for parents and school to discuss the needs of a child. The experienced staff member will have the knowledge to refer/signpost parents to services/groups that are relevant for their child’s needs.

Alternatively parents can access Nottinghamshire’s local offer website which contains information about services available to families. This can be found at:


Useful websites for SEND and Inclusion


National Oak Academy Specialist

BBC Bitesize SEND Toolkit

The Maths Factor


Resources and Support:

SEN Resource Source

Regenerate (Autism)

SEN Resources Blog

Special Needs Jungle


Sensory Circuits 

ADHD Northwest



Greatminds Together




Outside Agencies and Services:

CAMHS (Child and Adolescent Mental Health Services)


CAMHS Websites

CAMHS Downloads

CAMHS Videos

Daisy Chain


SEND: apps and games


Description: a visual instruction app, including flash cards and picture-choosing games, for children with autism and special needs.




Description: a collection of games and resources designed for a range of educational needs and stages. It includes provision for school closure.


Sensory App House Ltd


Description: a range of apps are available for pupils with Profound and Multiple Learning Difficulties (PMLD) or Severe Learning Difficulties (SLD). All are interactive and many do not require significant coordination abilities.




Description: an all-in-one app created to support people with communication and learning difficulties. For verbal and non-verbal learners.


SEND: online, downloadable and printable resources

Active Learn Primary


Description: the Rapid Reading and Rapid Phonics programmes focus on accelerating progress in reading skills for pupils with dyslexia and with low levels of literacy. Designed for teachers, but suitable for parents too.

Registration: is required


Anna Freud National Centre for Children and Families


Description: a downloadable guide to supporting the mental health and wellbeing of pupils and students during periods of disruption. Designed for teachers, but suitable for parents too.

Registration: not required


Charles Dickens Primary


Description: the Jenny Wren Virtual School SEN Hub offers daily lessons for pupils with moderate learning difficulties, focusing on Makaton and a daily activity to complete with a parent or teacher.

Registration: not required


Inclusive Teach


Description: downloadable and printable accessible teaching resources for parents and teachers to support pupils with a range of SEND needs, including Autism, PMLD, SLCN, MLD, SLD

Registration: not required


Priory Woods School


Description: resources from an award-winning, innovative school, rated by Ofsted as outstanding and put together by SEND teachers for parents and teachers. The resources include apps and programmes.

Registration: not required


SENict Activities


Description: downloadable activities aimed particularly at learners with PMLD, SLD and those who are learning to use assistive technology to access the curriculum. Suitable for parents and teachers.

Registration: not required


SEN Teacher


Description: downloadable and printable resources that can be adapted to suit the needs of pupils. Resources are aimed at a range of abilities. Website has over 300,000 regular users and is suitable for both parents and teachers.

Registration: not required


Speech and Language Kids


Description: an extensive range of education and therapy resources for parents and teachers of children with speech and language problems. A podcast is also available on iTunes for verbal and non-verbal children.

Registration: not required


Teaching Students with Visual Impairments


Description: a range of downloadable resources and instructional strategies to support blind and visually impaired pupils. Suitable for parents and teachers.

Registration: is required


The Autism Page


Description: online support and information aimed at supporting parents with young autistic children. Information and ideas to support the implementation of autism specific teaching methods.

Registration: not required


Updated 23

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

Extra visits to familiarise with the setting and staff can be arranged. Discussions with previous settings and parents to collect a clear picture of the children’s needs. Transition books/pictures/videos can be arranged so that the children can continue to familiarise themselves at home and share with key family members. We liaise strongly with local playgroups, nurseries, private providers and High Schools to ensure smooth transitions. This will include extra visits with members of staff, arranging meetings with parents and any other agencies involved. This will vary on the needs of the individual child.


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

Transitions visits to new classroom, meetings with new class teacher. Meetings between key staff, parents and Inclusion Leader to discuss needs and provision that needs to be made. Transition Passports are in place for all children with SEN and are transferred to the child’s next school.

Secondary school transition comprises of an extended for the child which can take place over a number of months depending on how complex the child’s needs are. Staff at the chosen Secondary school may visit the child at school and will attend all review meetings leading up to transition. Transition Passports are in place for all children with SEN and are transferred to the child’s next school. Also extra meetings between the Inclusion department at both schools and the year 6 teacher.


iii) Prepare for adulthood and independent living?

We encourage our children to be independent from the day that they start at our school. We provide opportunities for our children to interact with other adults and services. We set high aspirations for our children and arrange series of assemblies and presentations from professionals and higher education establishments.

13. Where can I access further information?

Either contact the Headteacher or Inclusion Leader on 01909 478681 or visit


Gateford Park Primary School opened on 28 February 2000 to serve the growing population in north west Worksop and has grown to provide a first-class education for children aged 3 to 11 years. We are rightfully proud of the school's provision which helps children to grow as individuals whilst achieving high academic standards. We are thrilled that children and families from all over Worksop and further afield, make Gateford Park their school of choice.

Visits to the school by prospective parents and families are encouraged and most welcome. Please contact the school office to make an appointment to meet with the headteacher and to see the school at work.

Updated 23

SEN Information Last Updated On: 02/10/2023


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Related Services

  1. Gateford Park Primary School Breakfast and After School Club (FINAL REMINDER SENT)
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