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Chetwynd Primary Academy

Everything we do at Chetwynd is about providing our children with an excellent education and enriching experiences to promote a love of learning. Our aim for our school community is to strive to be better than our best! 

We think Chetwynd is a very special place to be because of our wonderful children. We strive to provide the very highest standards of education within a caring, exciting and stimulating environment.

We want our children to be excited by the curriculum and challenged to achieve their full potential. We want our children to enjoy their learning and feel valued. By working closely with our parents and governors, we ensure that all our children have an excellent start to their educational journey.

Who to contact

Contact Name
Lorraine Tonks
Contact Position
Principal
Telephone
0115 9177353
Fax: 01159 1777352
E-mail
office@chetwyndroad.notts.sch.uk
Website
www.chetwyndprimaryacademy.co.uk

Where to go

Name
Chetwynd Primary Academy
Address
Chetwynd Road
Toton
Nottingham
Nottinghamshire
Postcode
NG9 6FW
Notes

Chetwynd Primary Academy is partner school within the Spencer Academies Trust and a member of the George Spencer Academy Teaching School Alliance. Chetwynd Primary Academy converted to become an academy school on 1 April 2012.

All classes are organised in straight year classes with two classes for each year group.

We have recently had a new EYFS outdoor area fitted.

Forest Schools at Chetwynd Primary Academy. Forest School is an innovative educational approach to outdoor play and learning. The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive hands-on learning in a woodland environment. Children participate in engaging, motivating and achievable tasks helping develop their personal, social and emotional skills, including: •Independence •Self-discovery •Confidence •Communication skills •Raised self-esteem •Problem solving •Team work •Imagination.

Mrs Wraith and Mrs Mears completed their Level 3 Forest School Leaders course in July 2016. They have since created a Forest School area on our school field and hope for children across the school to be able to access a series of sessions throughout the school year. 

Time / Date Details

When is it on
8.40 am - 3.20pm (clubs 3.20pm- 4.20pm)
Session Information
The School day runs from 8.40am to 3.20pm.
Breakfast Club runs from 7.30am to the start of the school day at 8.40am
After school club runs from the end of the school day 3.20pm to 6.00pm
Clubs generally run from 3.20pm until 4.20pm although our Forest Schools Club runs from 3.20pm to 5.30pm on a fortnightly rota: years 1-2 one week, years 3-4 the next week.

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£5.00 Before School
£10.00 After School
£2.20 Meals
Details
Before school £5.00 After school £10.00 School Dinners £2.20

Local Offer Localoffer flash icon

Description

School Name: Chetwynd Primary Academy

Headteacher: Lorraine Tonks

SENCo: Carrie Smith and Caroline Hallows

Contact Details:

Chetwynd Primary Academy, Chetwynd Road, Toton, Notts. NG9 6FW

Email office@chetwyndroad.notts.sch.uk

TEL:  0115 9177353

For general queries please contact: Mrs Debra Stewart (Reception / Administrator)

SENCO  csmith@chetwyndroad.notts.sch.uk  and challows@chetwyndroad,notts.sch.uk

Age Range 4 – 11yrs

Funding provision: Local Authority & Academy

Types of Additional needs Catered For:

Currently:

  • C&I Communication & Interaction
  • S&I Sensory &Physical
  • SEMH Social Emotional Mental & Health
  • Cognition & Learning

 

Accessibility of Building: Fully wheelchair accessible

 

Description of Specialist Support Available to pupils

SENCo - Special educational Needs Co-ordinator

HLTA  High Level Teaching assistants

Level 2 -4 Teaching Assistants

 

WAVE 1: Every pupil in school receives quality first teaching.

  • A positive, friendly environment.
  • A ‘Better than our best’ attitude and an emphasis on independence.
  • Values-Based education (STARFISH).
  • ‘I can’t do it…YET!’ attitude (Austin’s Butterfly).
  • Access to a broad, balanced, ‘irresistible’ curriculum.
  • Rainbow Grammar.
  • No Problem Maths.
  • Guided Reading.
  • Individualised targets.
  • Deliberate seating plans.
  • Reward charts for behaviour (linked to school and/or home).
  • Reward points to encourage good behaviour.
  • Structured routines and high expectations.
  • Access to staff expertise across Chetwynd Primary Academy.
  • Differentiated teaching of phonics throughout the whole school.
  • Differentiated curriculum planning, work and delivery.
  • Team teaching approach across the school to allow increased opportunities for academic success.
  • Assessment for learning strategies to aid progress in aspect of learning.
  • Focused marking and continual feedback. Children respond regularly to teachers comments to ensure understanding and encourage extra challenge.
  • Pupil subject tracking.
  • Provision of daily catch-up sessions on Literacy and Numeracy lessons with a teacher and TA for any child needing support.
  • Continuum of need to highlight vulnerable children.
  • Dyslexia friendly provision.
  • Autistic friendly provision.
  • Scaffolding and equipment to aid access to learning via teachers and ‘Help Desks’.
  • Individual timetables, timers and ‘Task Sheets’ if needed to access sessions.
  • Personalised learning.
  • ‘The Harbour’ – nuture room.
  • Dyslexia screening by the Academy
  • Access to Dyscalculia screening at George Spencer when in KS2.
  • Multi-sensory teaching.
  • Letters & Sounds phonic programme. Parent information sessions to support.
  • I-pads and Chrome Books access for all pupils.
  • Access to apps to enhance learning.
  • Parental reviews.
  • Range of school clubs.
  • Access to the school nurse.
  • SRE – Sex and relationships education.
  • Managing Emotions group.
  • Army groups.
  • Bereavement groups.
  • Weekly/or more access to our behaviour specialist TA for all vulnerable children.
  • Anti- bullying week and awareness raising activities.
  • Breakfast Club - 7.30am – 8.40am
  • Afterschool Club - 3.20pm-6.00pm
  • Talk partners.
  • School council.
  • Parents' voice.
  • Yr6 Buddy systems and ‘Helping Hands’.
  • Transition programmes (class to class and school to school).
  • Midday supervisors trained in playground games & activities.
  • Disabled friendly environment. Ramp, disabled toilets parking facilities Handrails.
  • CPD for all staff on current educational issues and changes

WAVE 2: Children who are identified as requiring additional support will have identified targets and outcomes on a provision map.  The Map will be reviewed 3 times per year.

  • Group Provision Mapping to monitor progression.
  • In class support & small group targeted intervention with Teacher/Teaching Assistant.
  • Individual 1:1/1:2 support.
  • Pupil profiles.
  • Rapid Writing.
  • Toe by Toe.
  • Power of 2.
  • Literacy interventions/boosters.
  • Numeracy interventions/boosters.
  • I-pads and Chrome Book access for all pupils.
  • Access to apps to enhance learning.
  • Circle Time.
  • Social stories.
  • Targeted differentiation.
  • Homework club.
  • Referral wider health professional support.
  • Fortnightly Safeguarding Team meetings.
  • 8am boosters.

 WAVE 3

 Individual Provision Mapping and Pupil Profiles.

  • 1:1 focused support.
  • Meet & Greet by staff before and after school.
  • Literacy interventions.
  • Numeracy interventions.
  • Individual access arrangements for end of Key Stage Assessements.
  • Individual access to IT programs and provision.
  • Pastoral Support plans to monitor & focus emotional need to increase resilience & positive behaviour involving child, parents/ carers & school.
  • Delivery of Speech & language programmes directed by outside agencies.
  • Delivery of planned occupational health & physiotherapy programmes directed by outside agencies.
  • Termly Springboard meetings to access outside agency support.
  • Individual lunchtime support.
  • EHAF: Early Help Assessment Form. This provides parents & school a pathway of provision to access outside agency support.

http://www.nottinghamshire.gov.uk/caring/childrenstrust/pathway-to-provision/early-help-assessment/

  • EHCP Education & healthcare plans reviewed and monitored yearly.
  • Referral for EHCP in conjunction with parents/carers.
  • Zena Mayes Family SENCo. Support & advise to school & parents upon school request

 Local authority staff working with Chetwynd Staff:

 Zena Mayes Specialist teacher for PSED Team Primary Social & Emotional development team. Working in conjunction with South Broxtowe Partnership in the prevention of exclusions Contact  0115 9179212

  • Joanna Tilly Educational Psychologist.
  • Annette Halsall SFSS Schools & Family Specialist Services
  • Louise Drewitt. Children and Adolescent Mental Health Services.
  • Sue Mosley Early Years
  • Sue Hague – Naylor Communication & interaction team
  • Cognition and Learning Team
  • Ruth Hickling Physio-therapist Physical Disabilities Children’s Centre, Nottinghamshire health care, City Hospital Campus, Hucknall Road, NG5 1PB
  • Louise Higginson Occupational Therapist Physical Disabilities Children’s Centre, Nottinghamshire health care, City Hospital Campus, Hucknall Road, NG5 1PB
  • Jenny Dawson Speech and Language advice Stapleford Care Centre, Church street, Stapleford, Notts NG9 8DB Contact: 0115 8835187
  • Bernadette Miller SFSS Educational audiologist Contact: 0115 8546464
  • Amanda Collinge FPDSS Fountaindale Physical disability specialist service Contact: 01623 792857
  • Sue Denholm virtual school for looked after children
  • SEN officer advice for EHCP Education Health and care plan. County hall, West Bridgford Nottingham NG2 7QP  Guy Riches 0115 9774012
  • Linsey Atkins Autism East Midlands Nottingham regional society for adults and children with Autism Contact: 0115 9761805 atkins@norsaca.org.uk

 CAMHS support for further information http://nottinghamshire.familyservicedirectory.org.uk/kb5/nottinghamshire/fsd/organisation.page?id=fIlzZBOm2Tw

 Nottinghamshire County Council Local Offer http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page

Contact Name
Caroline Hallows and Carrie Smith
Contact Telephone
0115 9177353
Contact Email
csmith@chetwyndroad.notts.sch.uk
Links
Inclusion
Values-based Education
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

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

At Chetwynd Primary Academy, our mission is ‘For all our children to be kind, courageous and curious citizens, helping them to shine for a bright and happy future in our diverse world.’
We aim to achieve our mission by being inclusive, maintaining a safe and stimulating learning environment, securing outstanding learning and teaching, delivering an Irresistible Curriculum (see our Teaching and Learning Policy), following a values-based approach (STARFISH), and working with parents, carers and the wider community.

We aim to ensure that all our children, who have special educational needs and/or disabilities (“SEND”), are identified and have their needs met within a nurturing and inclusive environment.

Please see our SEND Policy 2020 http://www.chetwyndprimaryacademy.co.uk on our website for further details.

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?

Please refer to the Inclusion and SEND section on our website http://www.chetwyndprimaryacademy.co.uk where you will find our SEND Policy 2020 this clearly outlines how we identify children who need extra help.

Our SEND information Report 2020 (found in the same place) goes into a little more detail on our past year in regards to SEND. 

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

Record-keeping: Pupil Profiles

Every child with SEND will have a pupil profile (‘the Pupil Profile’) a copy of which can be found at Appendix 8 of our SEND Policy 2017.

The Pupil Profile will be developed and discussed with the child and the parents/carers, and will be written in plain language.

The Pupil Profile will be reviewed and updated termly by our Class Teachers in consultation with all relevant Teaching Assistants and/or Learning Support Assistants, parents/carers and the child. These changes will be discussed at the termly review meeting with our parents/carers as detailed in the policy.

Learner voice is an essential ingredient to provide effective and appropriate support. Children with SEND will be invited to their termly or annual review meetings, if appropriate, and if not, they will be questioned before or after the event to ensure their opinions are heard using one of the forms in Appendix 9 in the policy or any updated version of these forms.

Monitoring pupil progress for children with SEND

Pupil progress for all our children with SEND will be monitored on an individual basis at the Academy which is the same for all our children.

Class Teachers, with support from the relevant Standards Leader and our Inclusion Managers, will decide the action required to help each child with SEND progress.

Steps will be taken to understand the needs of each of our children with SEND and their progress will be monitored by tracking not only their academic achievements but also progress made with their Soft Skills (as explained in section 7.5.6) and their SEMH development. All our staff are aware that these often need to be addressed before any academic learning can be made.

Each of our children with SEND will be monitored in line with the Academy’s use of both formative and summative assessment. Since the removal of levels and the introduction of age-related expectations, Class Teachers monitor and assess the strengths and weaknesses of our children’s academic skills daily so that appropriate provision and support can be provided as quickly as possible to all our children, including those with SEND, who are identified as making little or no progress.

PIRA (reading), PUMA (maths) and GAPS (spelling, punctuation and grammar) termly tests, alongside statutory assessments for Year Six and Year Two, and phonics screening in Year One, will be used as the Academy’s summative assessment tools. This data will be collated by the Academy to monitor and track the progress of each child with SEND as well as for use nationally and across the Spencer Academies Trust.

Where a child with SEND’s academic progress is more difficult to monitor, breaking the learning into smaller steps is important so we may use PIVATs (Performance Indicators for Value Added Target setting). These will be updated termly by the Class Teacher, in consultation with our Teaching Assistants and/or our Learning Support Assistants and, if required, our Inclusion Managers.

Where Soft Skills or SEMH needs of any of our children with SEND need addressing, we will use the Boxall Profile assessment tool and the Autism Education Trust’s Progression framework to ensure progress is being made. These will be completed by our Teaching Assistants or our Learning Support Assistants in consultation with our Class Teachers and, if required, our Inclusions Managers, and updated termly.

Monitoring of support for SEND

Outcomes of support are monitored each half term, if not sooner, by our Inclusion Managers together with our Standards Leaders and Class Teachers. Our Inclusion Managers are report to our Principal and Senior Leaders each half term and this will be used to inform future practice.

Each year, book and/or planning scrutinies and/or learning walks will be carried out by our Inclusion Managers to ensure that the needs of all our children with SEND are met and that the quality of teaching and learning for these children is high, is appropriate for their needs and enables them to make good progress that is at least in line with their peers. In addition to these, our Principal, Seniors Leaders and Standards Leaders will monitor the teaching and learning of all our children with SEND when carrying out lesson observations, general book/planning scrutinies and learning walks.

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?

At the Academy, we pride ourselves on our strong working relationship with our parent/carers of our children with SEND. We adopt a collaborative approach as we know this is conducive to helping our children with SEND meet and often exceed their potential. Parents/carers have a unique overview of their child’s needs and how best to support them, and this gives them a key role in the partnership. This section details how we do this.

We will work as a team with our parents/carers and encourage them to share with us any information that will enable us to meet the needs of their child, and to share any successes and concerns.

Termly review meetings, to discuss the provisions of the Pupil Profile will be held for all our children, who are on the Academy’s SEND Register unless such meetings are not felt to be necessary because the child is making good progress in line with their peers. These meetings will be used to celebrate successes, to analyse and discuss any existing concerns and to hear from our parents/carers.

Additional annual review meetings will be held for those children who have an educational health plans (‘EHC Plans’) – details of these and when they are put in place can be found in section 10 of the SEND Policy which is available on the website. These meetings will be used to discuss the Academy’s existing provisions for their child’s support and to consider any future changes to that provision.

Fortnightly SEND surgeries will be held to help create a proactive rather than reactive climate of support.

The staff at the Academy will signpost parents to Nottinghamshire’s active Parent Group which supports parents and children with SEND. https://askusnotts.org.uk/.

One of our Teaching Assistants will hold parental support sessions for parents of children with Autism, throughout the year, where feedback is encouraged.

If an assessment or referral indicates that a child has additional learning needs, the parents/carers and the child will always be consulted with regards to future provision. Parents/carers will be invited to attend meetings with external agencies regarding their child, and will be kept up to date and consulted on any points of action drawn up regarding the provision for their child.

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

The Academy’s Framework for SEND.

Wave 1 – Inclusive Quality First Teaching for all.

  • All teaching staff at the Academy are expected to have knowledge of high incidence needs and apply Quality First Teaching strategies in line with Academy and cohort needs.
  • Any children, who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators, will be monitored.
  • Once a child has been identified as possibly having SEND they will be closely monitored by our staff in order to gauge their level of learning and possible difficulties.
  • The child’s Class Teacher will take steps to provide differentiated learning opportunities that will aid the child’s academic progression and enable the Class Teacher to better understand the provision and teaching style that needs to be applied.
  • Our Inclusion Managers will be consulted, as needed, for support and advice and may observe the pupil in class.
  • Through the previous steps, it can be determined which level of provision the child will need going forward.
  • If a child has recently been removed from the SEND list, they may also fall into this category as continued monitoring will still be necessary.
  • An individual Pupil Profile will be written to provide small achievable targets for the child. This will be shared with the parents.
  • Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the Academy.
  • The child is formally recorded by the Academy as being under observation due to concern by parent or teacher but this does not place the child on the Academy’s SEND list. Parents are given this information. It is recorded by the Academy as an aid to further progression and for future reference.

Wave 2 - Targeted Support

This will take place where Quality First Teaching is not quite enough for one of 3 reasons:

  1. A Gap in learning - needing an accelerated learning opportunity.
  2. A Developmental Delay with a positive trajectory - behind but milestones are in order.
  3. General Low attainment. The child still does not necessarily class as SEND, but is very much in need of a targeted intervention to ensure progress and attainment.

It is the responsibility of each Class Teacher to put this Wave 2 Targeted Support in place, in consultation with our Inclusion Managers.

Wave 3 – Specialised SEND Support

  • Where it is determined that a child does have SEND, parents/carers will be formally advised of this and the child will be added to the SEND register. The aim of formally identifying a child with SEND is to help the Academy ensure that effective provision is put in place and so remove barriers to learning. 
  • The support provided consists of a four – part process:
  • Assess
  • Plan
  • Do
  • Review

 This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the child grows. This cycle enables the identification of those interventions which are the most effective in supporting the child to achieve good progress and outcomes.

 Assess

  • This involves analysing the child’s needs using our Class Teacher’s, our Teaching Assistant’s and/or our Learning Support Assistant’s daily assessments and experience of working with the child, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The child’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the Academy’s information and assessment data on how the child is progressing.
  • This will be regularly reviewed to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved, their work will help inform the assessment of need. Where they are not involved, they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

 Plan

  • Planning will involve consultation between our Class Teacher, Inclusion Managers and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.
  • All those working with the child, including Support Staff, will be informed of a child’s individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought either by our Inclusion Managers if a child is new to the Academy or as part of the transition process at the end of each academic year.

 Do

  • Each Class Teacher will remain responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main Class Teacher. They will work closely with their Key Stages’ Teaching Assistants and Learning Support Assistants and/or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the child’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by our Inclusion Managers.

 Review

  • Reviews will be undertaken termly 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 child and their parents. Each Class Teacher, in conjunction with our Inclusion Managers, 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 child.
  • Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.
3.d) How will the curriculum and learning be matched to my child/young person's needs?

Each individual is treated as such. As is outlined above we pride ourselves on our Quality First Teaching. If extra support is needed, an intervention timetable will be considered and personalised provision will be organised and delivered to any child with special educational needs and/or disabilities. This will be considered alongside parents and the child.

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

We follow a graduated response to support which is a collaboration between the class teacher, Teaching Assistants and the Inclusion Managers.

All  our children with SEND have access to funding from the Academy’s budget to provide high quality appropriate support which is known as the Additional Support Needs funds.

Some of our specific named children with SEND may need to access Additional Family Needs funding (‘AFN funding’) in accordance with the criteria detailed in the document entitled ‘Arrangements for accessing top-up funding for pupils with special educational needs and disabilities in Nottinghamshire mainstream schools’ which can be found by following this link: http://www.nottinghamshire.gov.uk/media/108769/4d-refinement-to-afn-funding-appendix-1.pdf

Our Inclusion Managers, in consultation with our Class Teachers, our Teaching Assistants and/or our Learning Support Assistants write and submit each bid request for AFN funding. Our Family of Schools’ SENCo (Mrs Zena Argent) co-ordinates all funding requests from these schools and the Inclusions Managers feedback the decisions to our Class Teachers.

Key decisions around the deployment of our Teaching Assistants, our Learning Support Assistants and SEND resources involve our Principal, Inclusion Managers, Standards Leaders and, at times, Class Teachers.

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

Chetwynd Primary Academy is an inclusive school where all children regardless of their abilities are engaged and able to partake in all activities we offer. Where appropriate we will make reasonable adjustments to the curriculum, environment and activities so all children can access them.

The Inclusions Managers and the Principal will ensure that all relevant adjustments are made, within a reasonable time, to support the needs of any child’s SEND and that the Academy’s Accessibility Plan is adjusted and amended to reflect this.  All staff will comply with the provisions of the Academy’s Accessibility Plan - see the website for this document.

 

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

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative. If a child has a specific need such as low self-esteem they may also access positive play or nurture support groups. We also use CASY Counselling and Women's Aid to support some of our children. 

Lunchtime and play times are supported through planned activities and spaces, places with special interest boxes for those who struggle at these times.

 

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.

The Inclusion Managers/SENCos are Mrs Carrie Smith and Miss Caroline Hallows. They will:

  • ensure that the Academy's SEND policy (see the website for full details of this) is disseminated and implemented fully to ensure and sustain high quality, appropriate provision for all our children with SEND throughout the Academy.
  • keep up-to-date with statutory requirements and recommendations in relation to SEND and communicate these in a timely manner to our Principal, Senior Leaders, Class Teachers, our Teaching Assistants, our Learning Support Assistants and any other Support Staff, as appropriate.
  • liaise with local health and social care professionals to ensure appropriate support is provided for all our children with SEND and attend any relevant meetings and provide any relevant reports and information.
  • facilitate review meetings
  • monitor and evaluate the progress of all our children with SEND and the quality of SEND provision and make any recommendations for improvement to our Governing Body, Principal and Senior Leaders in a timely manner.
  • access funding to ensure appropriate provision is available to any of our children with SEND that meet the relevant criteria for such provision.
  • co-ordinate, with the support of our Principal, Seniors Leaders and Standards Leaders, the deployment of our Teaching Assistants, our Learning Support Assistants and any Support Staff, as required, so as to ensure that all children with SEND are supported in accordance with their level of need or requirements.
  • ensure Class Teachers make the necessary arrangements if a child needs special consideration or access arrangements in statutory assessments.
  • provide training and specialist support for Class Teachers, our Teaching Assistants, our Learning Support Assistants and all other Support Staff in the Academy so that they can help our children with SEND achieve their full potential
  • maintain and update the Academy’s SEND Register (a system for recording the SEND needs of all relevant children at the Academy).
  • maintain and update the Academy’s Concerns Register (a system for monitoring the progress of all our children who are not making the relevant progress in line with their peers and their age-related expectations).
  • keep and maintain up-to-date records of any child with SEND relating to their needs and progress
  • review and revise the SEND policy annually or sooner if required by changes in legislation.

Contact on:

0115  5177353  csmith@chetwyndroad.notts.sch.uk or challows@chetwyndroad.notts.sch.uk 

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

Academy staff will be kept up to date with relevant training and developments in teaching practice in relation to the needs of children with SEND. The Family SENCo will support with training needs and disseminate relevant information she receives from Nottinghamshire County Council.

Our Inclusion Managers will attend relevant SEND courses, Family SEND meetings and facilitate/signpost relevant SEND focused external training opportunities for all our staff. The dissemination of this information is important. This will be shared with our staff on Google Drive or through half termly staff meetings. Some information will be shared on a 1:1 level where needed.

We recognise the need to train all our staff on SEND issues. Our Inclusion Managers, Principal and Senior Leaders will ensure that training opportunities are matched to the Academy’s development priorities and those identified using provision management.

Performance management for all our staff will be used to help identify training needs.

Please see the Academy's SEND Information Report Sept 2020 (available on the website) for further details on training completed during the past academic year and what we look forward to focusing on in 2020-2021.

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

The Academy will invite and seeks advice and support from external agencies in the identification and assessment of, and provision for, our children with SEND. Our Inclusion Managers are the designated persons responsible for liaising with any external health, social care, educational agencies or voluntary organisation.

In cases where one of our children with SEND 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.

Our Inclusion Managers will continue to build strong working relationships and links with external support services to fully support our children with SEND and aid school inclusion by attending ‘Springboard’ sessions and maintaining good working relationships.

Sharing knowledge and information with our support services is key to the effective and successful SEND provision within the Academy. Any one of the support services may raise concerns about a child. This will then be brought to the attention of the Inclusion Managers who will then inform the child’s parents/carers.

The following services (not an exhaustive list as needs change) will be involved as and when is necessary:

  • Schools families and Support Services(SFSS)
  •  Children and Adolescent Mental Health Services(CAMHs)
  •  Physical Disability Support Services (PDSS)
  • Early Help Team; Personal, Social and Emotional Development Team (PSED)
  • School Health; Speech and Language Therapists (SALT)
  • Physiotherapists
  • Occupational Therapists (OT)
  • Paediatricians
  • The Educational Psychologist (EPS)
  • Virtual Schools
  • Dieticians
  • Teacher's for the Deaf

Where support is required from external agencies, parents/carers will be asked to give permission for the Academy to refer their child to the specialist professional e.g. SALT or EPS. This will then be taken to the next ‘Springboard’ session where it will be discussed and taken to a panel. From here, the chosen agency will decide on what support is needed and feedback.

The specialist professional will work with the child to understand their needs and make recommendations as to the ways the child is given support. This will then lead to specific group or individual work being carried out.

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

General SEND resources are stored in the Harbour and in classrooms to meet the needs of individual children. Request for resources to support specific children can be made by any member of our staff to our Inclusion Managers who will purchase them from the SEND budget but only where one is available. If a child with SEND requires specialist resources, other sources of funding/resources may be accessed if these are available e.g. pupil premium funds where the child qualifies for this or equipment provided through PDSS (Physical Disabilities Support Services) etc. If we need specialist equipment we would contact the Physical and Disability Team for support or the Occupational Therapists Team.

The school is fully accessible. The Inclusions Managers and the Principal will ensure that all relevant adjustments are made, within a reasonable time, to support the needs of any child’s SEND and that the Academy’s Accessibility Plan is adjusted and amended to reflect this.  All staff will comply with the provisions of the Academy’s Accessibility Plan which can be found on the Academy's website.

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?

Parents of all children at the Academy are reported to a minimum of three times a year – however if your child is experiencing difficulties you will be invited in for a discussion about any issues and how these can be resolved.

We will work as a team with our parents/carers and encourage them to share with us any information that will enable us to meet the needs of their child, and to share any successes and concerns.

Termly review meetings, to discuss the provisions of the Pupil Profile, will be held for all our children, who are on the Academy’s SEND Register unless such meetings are not felt to be necessary because the child is making good progress in line with their peers. These meetings will be used to celebrate successes, to analyse and discuss any existing concerns and to hear from our parents/carers.

Additional annual review meetings will be held for those children who have an educational health plans (‘EHC Plans’) – details of these and when they are put in place can be found in section 10. These meetings will be used to discuss the Academy’s existing provisions for their child’s support and to consider any future changes to that provision.

Fortnightly SEND surgeries will be held to help create a proactive rather than reactive climate of support.

The staff at the Academy will signpost parents to Nottinghamshire’s active Parent Group which supports parents and children with SEND. https://askusnotts.org.uk/.

One of our Teaching Assistants will hold parental support sessions for parents of children with Autism, throughout the year, where feedback is encouraged.

If an assessment or referral indicates that a child has additional learning needs, the parents/carers and the child will always be consulted with regards to future provision. Parents/carers will be invited to attend meetings with external agencies regarding their child, and will be kept up to date and consulted on any points of action drawn up regarding the provision for their child.

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

We speak to children with SEND in consultation with their parents/carers. They are fully involved in target setting and their creative curriculum.

Learner voice is an essential ingredient to provide effective and appropriate support. Children with SEND will be invited to their termly or annual review meetings, if appropriate, and if not, they will be questioned before or after the event to ensure their opinions are heard using the form in Appendix 11 of the SEND Policy which can be found on our website.

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

An appointment can be made with our Inclusion Managers or the relevant Class Teacher, at any time, if a parent/carer wishes to discuss their child’s needs. If further discussions are needed, then the Principal or Senior Leaders may be included too.

If a Parent/Carer feels uncomfortable speaking to a member of our staff, they should put their complaint or concern in writing.

All complaints are dealt with in accordance with the Academy’s complaints procedure which can be found on the Academy’s 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?

Through the Inclusion Managers who will liaise with local health and social care professionals to ensure appropriate support is provided for all our children with SEND and attend any relevant meetings and provide any relevant reports and information. The Academy will invite and seeks advice and support from external agencies in the identification and assessment of, and provision for, our children with SEND. Our Inclusion Managers are the designated persons responsible for liaising with any external health, social care, educational agencies or voluntary organisation.

Our Inclusion Managers will continue to build strong working relationships and links with external support services to fully support our children with SEND and aid school inclusion by attending ‘Springboard’ sessions and maintaining good working relationships.

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

Through our newsletters, website and review meetings where information is passed on.

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

The Academy recognise that transitions can be a challenging time for our children with SEND and we will take steps to ensure that any transition is as smooth as possible as detailed in Appendix 10 of the SEND Policy available on the website.

If your child is joining us from another school

  • The Class Teacher, Standard Leaders or Inclusion Managers will speak to the previous school where appropriate. 
  • If your child would be helped by a book/passport to support them then one will be made with them. 
  • Your child will be invited to visit the Academy with their parents/carers, meet the staff and be shown around the Academy and introduced to key staff who will be working closely with him/her.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

 If your child is moving to another school

  •  We will contact the new school SENCo and ensure he/she knows about any special arrangements or support that needs to be made for your child, where possible a planning meeting will take place with the SENCo from the new school.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school

·         Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss Pupil Profiles, positive handing plans etc.

·         If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

In Year Six

  •  Advanced planning for children in Year Six is essential to allow appropriate options to be considered. The Inclusion Managers will liaise with the SENCo of the secondary schools serving the area to ensure that effective arrangements are in place to support children before and at the time of transfer.
  • The Inclusion Managers will discuss the specific needs of your child with the SENCo of your child’s secondary school. In some cases, a transition review meeting, to which you will be invited, will take place with the SENCo from the new school. During the transition meeting, a transition plan will be developed.
  • Your child will participate in focused learning-related aspects of transition to support their understanding of the changes ahead.
  • Where possible, your child will visit their new school on several occasions. In some cases, staff from their new school will visit your child in this school.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

 End of year transition

  •  Teaching teams will meet in the Summer Term to share Pupil Profiles, provision history and outcomes, EHC Plans (where relevant) and individual Health Care Plans with the upcoming teaching teams.
  • The Inclusion Managers will ensure that training needs are planned for and that information regarding needs is passed to the new Class Teachers through the class SEND folder.
  • An annual transition week will be held for children to spend time in their new classes with their new teachers. This will allow staff to support with any anxieties and to be proactive to issues that may arise in the new academic year.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
iii) Prepare for adulthood and independent living?

Not applicable - primary school setting only

13. Where can I access further information?
SEN Information Last Updated On: 28/08/2020
Record Last Updated On: 02/09/2020

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