Infant school and Foundation Unit for boys and girls aged 3 - 7 years. Morning and afternoon nursery places available including 30 hours funding for families that are eligible. Morning session 08.40 to 11.40. Afternoon session 12.40 to 3.15.
The Carlton Infant Academy
Who to contact
Where to go
- The Carlton Infant Academy
The Carlton Infant Academy
- NG4 1QS
Access via a side gate. Call for entry.
Time / Date Details
- Time of day
- Session Information
The session is ran by a breakfast club lead who is also a midday supervisor.
You are not required to pre-book a place.
- Referral required
- 3 & 4 year old funding
- 2 year old funding
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday to Friday 8.40am 3.15pm
- Other Availability
- Morning nursery session 8.40am to 11.40am Afternoon nursery session 12.40pm to 3.15pm
The Carlton Infant Academy is a very inclusive school that welcomes children with special educational needs or disabilities. Staff have had training in ASC, ADHD, PDA, speech and language difficulties and a range of other interventions. We offer facilities to help children that may be experiencing emotional difficulties such as nurture and our Emotional Literacy Support Assistant (ELSA). We have an Achievement for All quality mark and work with families to ensure the best outcomes for children.
- Contact Name
- The Carlton Infant Academy
- Contact Telephone
- 0115 9100887
- Contact Email
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
Schools Extended Local Offer Response
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
The SENDCo, in collaboration with the class teacher, TA, pupil, parents/carers and where appropriate outside agencies, will decide the actions required to help the pupil progress. Based on the results of previous assessments of ability and attainment the actions might be:
- Full-time education in classes, with additional help and support from class teacher/TA through a differentiated curriculum.
- Deployment of TA to work with the pupil 1:1 or in small groups.
- Provision of alternative learning materials/special equipment including ICT or sensory equipment.
- Bespoke programmes of work implemented by the teacher.
- Staff development/training to undertake more effective strategies such as Makaton and Lego Therapy training.
- Access to Local Authority (LA) support services for advice on strategies, equipment, staff training, carrying out specific assessments and report to parents/carers.
- Programmes of work advised by outside agencies to support whole child development such as Occupational Therapy and Speech and Language Therapy.
- 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.
Mrs Clarke – firstname.lastname@example.org
Available in school Tuesday to Friday 0115 9100887.
Governor for SEND – Miss Fullwood Available via the school office 0115 9100887
Assistant SENDCo- Miss Salmon
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
The SENDCo is a Specialist Lead in Education for SEND. She leads SEND networks for other SENDCos and students.
The SENDCo also works at The Carlton Junior Academy 1.5 days a week.
The SENDCo attends the family of schools’ Springboard meetings three times a year to request support for specific pupils from outside agencies. The SENDCo is also able to make emergency/additional requests outside Springboard although the outside agencies apply their own criteria for access to support.
We have numerous partnerships such as:
- School Nursing and Paediatrics
- The Healthy Families Team
- Education Psychologist
- Cognition and Learning Team
- Speech and Language Team
- Communication and Interaction Team
- PSED Team
- Children’s Centre Services
- Flexible Short Breaks
- Family SENDCo
- Achieving Early and Achievement for All coach
- Schools and Families Specialist Services
- Gedling Area Partnership Nottinghamshire
- Nottingham and Derby LAC Teams and Women’s Aid.
- Forest schools
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
We have changing bed facilities in both of our disabled toilets to allow privacy for the children. Extra fencing around the school site has been installed. There is wheel chair access and a sensory/crèche area and nurture/ ELSA room for children that need a break from the mainstream classroom. Every classroom also has a quiet carpet area that is used for various purposes.
Advice and funding to support pupils with physical needs is gained from the Local Authority.
- 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?
See Questions 3b,e and g
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Pupils are also asked to contribute to pupil voice questionnaires and help to devise their own academic and pastoral targets.
Children with an EHCP contribute to their reviews, supported by their key staff.
Visual aids are used to communicate with children with SEND.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
In the first instance, it is important to contact the SENDCo as she has overall responsibility for provision of the pupils with SEND. Mrs Clarke is always willing to listen and support issues, making amendments where possible to ensure the very best outcomes for pupils and their families. Should a resolution not be found, the Head teacher can be contacted through the school office. If no resolution is found after following this pathway, it is recommended that parents/carers follow the school’s complaints procedures, set out in the policy available directly from the school, or on the 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?
The governing body has appointed a SEND Governor, Miss Fullwood who works closely with the SENDCo, to support her role and relationships with outside agencies. The SENDCo summarises her work with outside agencies and reports key information to this governor.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Parents are made aware of useful websites, courses and services via the SEND section of the school website.
Coffee mornings for parents with children with SEND are held focusing on different areas of need.
We also signpost to the Local Offer website.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
A detailed transition plan is in place for movement across Key Stages and to the Junior school. Children visit their new classes and all key information is passed between the staff. Extra transition visits are made for the children that require it. Children are discussed at Springboard meetings with the family of SENDCos. Mrs Clarke is also SENDCo for The Carlton Junior Academy.