Overview
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.
Times and availability
Opening Times
| Day | Opening Time | Closing Time |
|---|---|---|
| Monday to Friday | 8:40am | 11:40am |
| Monday to Friday | 12:20pm | 3:20pm |
Our sessions are:
Morning: 8.40 - 11.40am
Afternoon: 12.20 - 3.20pm
15hour places can be either 5 mornings or 5 afternoons.
Contact
Childcare
Funded places
- Tax-free childcare
- 30 hours childcare for 9 months to 4 years
- 15 hours childcare for 3 and 4 year olds
Places
- Number of places: 246
Schools
Costs
| Description | Cost type | Unit price | Cost unit |
|---|---|---|---|
| Lunch Club (30hr funded children) | Per Session | �2.10 | Per session |
| Lunch | Meals | �2.70 | Daily |
| 15Hr funded children top up for other sessions | Per Hour | �4.50 | Hourly |
Paid for sessions are also available for children who attend 15hours if parents would like to increase their hours or need extra childcare. This can be arranged on a week by week basis. Extra sessions are charged at a cost of �4.50 per hour.
For children accepting a 30hour place we have a lunch club from 11.40am - 12.20pm, at the cost of �2.10 per day. Children can bring their own lunch from home or purchase a hot school dinner at an additional �2.70 a day. We are a cashless school and if you wish to purchase a hot meal we will set up a Squid account for you.
Inclusion
Supporting
- Global development delay
- Learning Disability / Difficulties
- Social, emotional and mental health needs
- Autism
- Sensory Impairment
- Speech, language and difficulties
- Deaf / Hearing Impairment
- Visual impairment
- Physical Disability
Dietary needs
Consultation with our school chef, alternative menus are available upon request
Special needs (children)
Gateford Park Primary School has an inclusive approach to teaching children with Special Educational Needs and Disabilities (SEND) which ensures that all pupils achieve their potential
personally, socially, emotionally and academically in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, physical ability or educational needs. We do this by removing barriers to learning and participation, providing an education that is appropriate to pupils� needs, and promoting high standards and the fulfilment of potential for all pupils. We create a positive and supportive environment for all pupils without exception.We aim to provide an environment in the school where all children can access a broad and balanced education and achieve their full potential. We ensure that pupils are given the appropriate learning opportunities and that a range of provisions are put in place to engage pupils in a full range of activities and to overcome barriers to their learning.
We ensure that all pupils are fully integrated in the school community and engage in school activities and that reasonable adjustments are made so that children with SEND are not at a disadvantage compared to other pupils.
The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for children with special needs and disabilities) is a whole school issue and a recognised aspect of all curriculum planning.
We aim for early identification of any special educational needs and disabilities, and this process starts from the first day children enter our school. If a child is attaining lower than age related expectations or progress is slower than expected/usual for the child, but it is felt that the child doesn�t have any specific needs, then appropriate intervention is planned for within the classroom and are recorded in our intervention records.
If we suspect a child might have SEND, then we talk to the people who know the child best- the parents/carers. In that initial assessment meeting, the child, their parents and their class teacher are invited to share their opinions and discuss the child�s strengths, areas of difficult and hopes for the future. This forms the starting point for future support planning.
With the permission of parents we may seek additional advice from outside specialists such as health professionals, specialist teachers or educational psychologists who would:
� Carry out further assessment of the child�s needs.
� Provide advice to schools on how to best support the child.
� Suggest resources that would help the child make progress.
If your child has Special Educational Needs our SENCO will:
� Ensure the right support is put in place for each child.
� Advise other teachers and teaching assistants on how to help each child and ensure they have an up to date Support Plan detailing how their needs will be met in school.
� Arrange training for staff so they understand each child�s needs.
� Work closely with parents on a regular basis to talk with them about their child�s needs and listen to any ideas or concerns they might have.
� Work with all other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/educational psychologist.
Below is a list of some of the training we have accessed:
� 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