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Paces School for Conductive Education


The school provides Conductive Education for those with cerebral palsy and similar conditions, giving them a positive learning environment to be active in learning how to live and achieve.

Offers a Parent and Child Service for children aged 0-3 years.

Who to contact

Contact Name
Gabor Fellner
Contact Position
Head of School
0114 284 5298
School Website
Related Links
Ofsted Report
DfE School Performance Table

Where to go

Paces High Green School
Pack Horse Lane
High Green
S35 3HY

Wheelchair accessible

Caters for pupils with:

  • Cerebral Palsy
  • Moderate learning difficult
  • Multi-sensory impairment (vision and hearing)
  • Physical disability/Mobility issues

When is it on?

Time of day
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access

Other Details

Age Range
2 years to 18 years
  • Disabled Facilities
  • Quiet Area
  • Visual aids

Local Offer


"The school provides Conductive Education for those with cerebral palsy and similar conditions, giving them a positive learning environment to be active in learning how to live and achieve."

  • The programme is designed for children and adults with cerebral palsy or similar conditions ie. physical and learning difficulties due to a neurological cause.  It is known as Conductive Education.
  • The aim of a Conductive Education programme is to help the learner with physical and associated learning difficulties, learn to develop their physical  (motor) and learning skills with a focus on self-care to become independent. 
  • Communication to overcome sensory and speech difficulties is also a focus of the programme.  It follows the national curriculum framework to support the aim of the learner to achieve success in transitioning to a mainstream school or to move on to further education at 18+.
  • The 18+ programme at Paces focuses on exploring opportunities to lead a meaningful life.  This is through enterprise activities e.g craft projects and can be designed to suit the special interest of adult learners.
  •  An important aspect of the programme too is to improve and avoid the deterioration of, physical and learning skills to promote the learner’s independence and self-care.  What it means to move out of the family home and share with others to live independently is also part of the adult curriculum.  This takes account of the awareness learners will have already achieved in the Secondary School when preparing for transition at 18+.

Parent & Child 0 to 3 yrs

Early Years/School 3 to 18 yrs

Adult Services from 18+

Contact Name
Karen Hague
Contact Telephone
0114 2844488
Contact Email
Ofsted Inspection Report
School Performance Table
School Prospectus
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 
  • Anyone can enquire about a place at our school or adult services. 
  • An assessment to look at the physical and learning needs of the learner is arranged. 
  • We use a range of methods including the World Health Organisation’s International Core Functions (WHO/ICF). 
  • We have to decide whether a learner will benefit from our curriculum to ensure that we use our resources properly.
Please state the number of pupils on your roll and your average class size 

We are currently registered for 30 full-time learners.  Our average class size is 8/10 learners

How does the setting identify learners with SEN? 
  • All learners will be identified as having SEN at the initial assessment as part of the admissions process.
  • A learner is given help with requesting a statutory assessment or amending a statutory assessment so that specialists arranged by the Local Authority, can help identify the learner’s needs appropriately in relation to their education, health and care.
Is your setting physically accessible to all learners? 
  • The facilities we have are all fully wheelchair accessible.
  • We share a building that is also fully wheelchair accessible.
  •  Some improvements are in process to the building because all of the occupants aim to do better than comply with minimum standards. 
  • Our toilet and changing facilities are easy to use and are designed to encourage learners to help themselves.
  • There is enough room if they need to transfer from a pushchair or wheelchair. 
  • There is also a height adjustable changing bed and hoist for use when required.
  • One of our aims is to improve each learner’s ability to walk independently and we have equipment and handrails in the building to help them.
  • We also have equipment to help a learner sit, play and be involved with the curriculum; all are designed to promote a learner’s ability to be independent.
  • Computers are used as part of the curriculum. 
  • We have a range of switches and touchscreen devices to help learners with access.
  • Communication aids are used for learners with communication difficulties along with picture symbols, objects of reference and hand signing, designed to help improve their communication and be understood whilst continuing to encourage the development of their verbal skills.
  • The school areas are quiet and if learners have difficulty coping at any time they are given time out of the classroom to an area that best suits their needs with staff support. 
  • Mealtimes are organised to help learners improve their ability to eat and feed themselves; this is part of the programme tailored to each learner’s needs.
How does your setting adapt the curriculum for learners with SEND? 
  • The Head teacher who is a specialist in SEN, oversees the overall education programme as all of our learners have SEN. 
  • The curriculum is specifically designed to meet the individual needs of learners with physical and learning difficulties of a neurological origin. 
  • A Conductor/SEN Teacher that leads each group adapts the programme for each learner. 
  • An Individual Education plan covering a learner’s social; emotional; physical and learning development is designed. 
  • The Conductor/SEN Teacher is able to adapt the programme whenever required using the skills gained as part of their basic training when qualifying as a Conductor/SEN Teacher. 
  • This means that they not only know what type of support is required for the learner, they also know when to increase and reduce it and when to replace it with another type of support to suit the learner’s immediate needs.
  • Examples of the activities we use when some learners can work together because they have a common aim are:  walking groups; communication groups and reading groups.  Social skills are part of the ordinary daily curriculum.
What training have your staff received to support learners with SEND? 
  • The Head teacher is a Conductor/ SEN Teacher with MA Postgraduate Diploma and has Qualified Teacher Status (QTS)
  • All Teachers are Conductive Education graduates (Conductors) with Special Needs training.
  • Six of the Conductors have QTS
  • One of the Conductors with QTS also has a BA in Special Needs
  • All Conductor/Teachers and assistants are trained in the use of Makaton and PECS
  • The Family Services Manager has NCFE award in Welfare, Legal & Educational Issues for Disabled Children and received an MBE in recognition of the service
  • We have an QCF NVQ assessor on our team,
  • Teaching Assistants have various qualifications as follows:
  • Language & Communication Impairment in children at undergraduate Level 2
  • NNEB
  • NVQ Level 3
  • NVQ Level 2
  • All staff are trained in first aid, personal care and administering of medicines.  Others have more specific training e.g infant cardiopulmonary resuscitation and PEGS (Percutaneous Endoscopic Gastrostomy).
  • Our communication programme is designed and monitored by a Speech Therapist.
  • Educational Psychologist’s advice is sought at reviews.
  • The learner’s health, therapists and social workers are welcomed to discuss the learner’s wider needs including equipment that will promote the learner’s skills to become independent and to ensure their health and care needs are identified and managed appropriately.
How do you communicate with and involve families? 
  • A home-school book is completed daily which is designed to share information between parents and staff members.
  • is used for circulating information both routine and urgent, via email and/or text message.
  • There is a termly structure for communicating and reviewing progress with parents.  New targets can be established following these reviews.
  • Parents are invited to feedback their views prior to the Statutory Annual review meeting to ensure their views are a focus of the meeting.
  • An informal network of parents known as ‘Parents of Paces’ supports the school and other parents
  • Training workshops for parents are organised when parents can find out about the nature of the curriculum and raise their awareness of SEN.
  • The needs of families whose first language is not English is addressed through our network of families and staff who have a range of languages they speak.  If that is not possible the services of an independent translator is sought. 
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • Video evidence and work completed by the learners is used to assess progress. 
  • This is used to evaluate the effectiveness of the education provision along with an annual parent satisfaction questionnaire.
  • Parents and learners also complete questionnaires prior to a statutory annual review of the learner’s educational plan.
  • Trustee/Governors of the School monitor performance through subcommittees and reports to set targets for performance.
What support do you provide for the learners' overall wellbeing? 
  • As the provision is only for learners with SEN including physical and learning difficulties, the programme is structured to help learners improve their ability towards becoming independent.
  • This has to begin with an individual’s self-awareness and self-esteem. 
  • For a learner to succeed they need to be motivated to do so and positive reinforcement techniques are used to achieve this.  
  • Each learner’s achievements are recognised, no matter how small.
  • If a learner becomes anxious they are carefully supported until they achieve a positive attitude by gaining confidence in themselves. 
  • This is done through setting increasingly challenging, but realistic goals some of which will be achieved quickly with relatively little effort initially.
  • Learners’ social development to interact well with adults and other learners is an important part of the programme.
  • The group dynamic is encouraged to support each learner’s development. 
  • The encouragement that learners receive is often from their co-learners as each hear the others achievements and celebrate with them. 
  • Lasting friendships are often developed through this approach.    
What kind of behavioural interventions do you use? 
  • Staff members are introduced to case studies in relation to difficult behaviour as part of their on-going training so that techniques can be used as soon as a learner is seen to display difficult behaviour.
  • Behaviour plans are put in place if the behaviour is becoming extreme. 
  • These will draw on the expertise of the parents, staff team and external professionals if necessary when deciding how to modify the learner’s behaviour.
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Only activities that are fully accessible are arranged so that every learner with SEN can be included.
  • Parents are welcomed to volunteer for extra-curricular activity.  The Parents of Paces group share ideas for activities and raise money to support them.  The information is shared through the service.
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast club - Available onsite through other providers
After school club - Available onsite through other providers
Holiday clubs - when sufficient numbers allow

How do you consult with and involve learners in their education? 
  • Learners are given support for completing questionnaires regarding what they think they have achieved and what they want to focus on as an aim until their next formal review. 
  • The revised Individual Education Plans are designed to include their personal aims.     
Do you have an online prospectus? Are there open days for families and learners? 

Our online prospectus can be found on the Paces website.

Arrangements can be made for anyone to visit.  Sometimes we arrange open days, we find though, that families prefer to arrange a visit with us directly to ensure they can have their questions answered in person.

Do you offer outreach to home educating families? 

There are no specific services or facilities offered to those home educating.  Help can be offered through our training service if awareness and knowledge around SEN in relation to cerebral palsy or similar conditions is required.

Does your setting offer any additional services for learners with SEND? 

Training and support to educational professionals, assistants and families:

A package of training to improve knowledge and awareness of cerebral palsy and similar conditions can be delivered to individuals or groups.  This can be tailored to the learner if s/he is attending another setting on a ‘split-placement’ or is transitioning.

Supporting learners in the local community to enrich their experience:

There is a mixture of activities and organisation sharing the same building, which presents opportunities to collaborate.  Families can also participate in these activities out of ordinary school hours.  These are:  Community Nursery; Out of School Club; Gym/Sports; Café; Sensory experiences  and Adult Social Care programmes.  The School also has a relationship with local community groups and participates in events e.g ‘High Green in Bloom’.  This encourages learners to think of their volunteering involvement and the impact they can have on the community.

Outreach to Learners is offered in their own homes to give advice and demonstrations about elements of their programme that can be incorporated in their home routines.  This advice can also be given to other places the learner attends, especially when transitioning to another setting.

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cerbal palsy, learning difficulty, high green, disability, pysical, SEND, SEN, local offer, mobility, motor, multi sensory, vision, hearing, impairment
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