Abbey Gates Primary School

Abbey Gates Primary School

At Abbey Gates the children come first. The needs of an individual child are always our priority. We care for, value and respect each child's contribution to the life of the school. Our clear objective is for the children to be happy, confident and have a total trust in the school, which you, the parents, must share.

Foundation Stage Unit for children aged 3 and 4.  F1 for pre-school children and F2 for reception children

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Abi Quant-Epps
Contact Position
Head Teacher
Telephone
01623 461010 01623 461010
E-mail
office@agps.org.uk
Website
Abbey Gates Primary
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Where to go

Name
Abbey Gates Primary School
Address
Vernon Crescent
Ravenshead
Nottingham
Nottinghamshire
Postcode
NG15 9BN
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Time, Costs and Availability

Availability

Age Ranges
3-11 years
Additional Local Offer Information

Local Offer

Description

Parents and children are welcome to come and visit the setting.

Staff meet twice each year with parents to review learning as well as providing a final written report at the end of the year. In addition to this, parents of children with SEND on the school SEND register will also be invited to meet with the SENCO and class teacher three times each year.

Contact Name
Tella Durham
Contact Email
office@agps.org.uk
Local Offer Age Bands
Primary (4-10 years)
Download more Local Offer details for Abbey Gates Primary School here...

Schools Extended Local Offer Response

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

Abbey Gates is a mainstream setting. Our aim is to provide an inclusive curriculum, where every child is encouraged and given the opportunity to reach their full potential.

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?

Our aim is to identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from parents, education, health and care services prior to the child’s entry into the school. If a child is already in school when concerns are raised, then this information gathering is started straight away so we can identify needs quickly. Positive, collaborative relationships are built with other professionals and external agencies as soon as possible. Continuous monitoring of pupils with SEND by their teachers helps to ensure that they can reach their full potential. We use a variety of teacher assessments, formal tests, and commercially produced screening materials to make accurate assessments. All staff have a responsibility for the identification and assessment of pupils with SEND. The school’s Special Educational Needs Coordinator (SENCO) oversees this process.

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

The Senior Leadership Team, SENCO, teachers and support staff work together half-termly to look at quality of provision and what impact additional support has had and what needs to continue or change. Resources are then deployed effectively.

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?

The school evaluates progress half-termly, by tracking the progress of pupils with SEND, both against national expectations and against the pupil’s own targets. This tracking is shared with all staff and governors. Information about a child’s individual progress is shared with parents at SEND review meetings and/or termly Learning Reviews.  

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

Provision is adapted appropriately for pupils to remove barriers to learning so that all children are able to access a broad and balanced curriculum, which is planned for by class teachers with support from the SENCO, assistant SENCO and curriculum lead. We use a learning vision identifying core, advanced and deep learning expectations and provision is appropriately adapted to ensure that all pupils are able to access learning at a level that is appropriate to them and meet core expectations. Adaptations include concrete and pictorial resources, assistive technology as well as peer and adult support. All staff have a responsibility for teaching and supporting children with special educational needs. Children with special educational needs have their own pupil profile which documents assessment information. individual targets, specific adaptations, support and progress, which are shared appropriately with teachers, teaching assistants and parents. 

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

Provision is adapted appropriately for pupils to remove barriers to learning so that all children are able to access a broad and balanced curriculum, which is planned for by class teachers with support from the SENCO, assistant SENCO and curriculum lead. We use a learning vision identifying core, advanced and deep learning expectations and provision is appropriately adapted to ensure that all pupils are able to access learning at a level that is appropriate to them and meet core expectations. Adaptations include concrete and pictorial resources, assistive technology as well as peer and adult support. All staff have a responsibility for teaching and supporting children with special educational needs. Children with special educational needs have their own pupil profile which documents assessment information. individual targets, specific adaptations, support and progress, which are shared appropriately with teachers, teaching assistants and parents. 

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

Pupils may receive additional support in school; this is decided by the SENCO in discussion with class teachers, parents, support staff and the pupils. Some pupils with SEND may access additional funding from outside the school budget. This additional funding might be from a budget which is delegated and moderated by the Family of Schools (made up of local Primary and Secondary Schools). This funding is known as Additional Family Needs funding (AFN). For those with the most complex needs, additional funding is retained by the local authority. This is known as Higher Level Needs funding (HLN). This is ‘Learning Together and Making a Difference’ accessed through the Family of Schools. The Family SENCO will refer individual applications to a multi-agency panel, which is administrated by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding. Pupils with SEND may also be eligible for access arrangements for public examinations.

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

We ensure that all children are included in extra-curricular activities including educational visits and residential visits. Staff leading these activities will plan accordingly for pupils with special educational needs including detailed risk assessments and discussion with parents to ensure all details are suitably addressed.

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

The school ensures it meets all statutory expectations regarding safeguarding, including for pupils with SEND. Pupils can also access social and emotional development opportunities through programmes ran by our TAs, and outside agencies such as Think Children, Student and Families Support Service, the Healthy Families Team and Family Services. The school has clear policies and procedures for the administration of medicines and for providing personal care. Pupils may also have an individual healthcare plan, if appropriate.

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 person responsible for overseeing the provision for children with SEND is our Headteacher, Mrs Quant-Epps. The SENCO is the person co-ordinating the day-to-day provision of education for pupils with SEND and this is Mrs Durham. They can be contacted via the school office of the appropriate school. Please refer to our Communication Plan for more information.

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 SEND. The SENCO attends relevant SEND courses, Family SEND meetings and facilitates/signposts relevant SEND focused external training opportunities for all staff. We recognise the need to train all our staff on SEND issues. The SENCO, with the senior leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management. Training may also be matched to the needs of the children currently in school, or those we are expecting into school in the future.

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

Accessing support from external support services is key to the effective and successful inclusive provision within our school and this involves sharing knowledge and information with them. External agencies involved with our school include; the Education Psychology Service (EPS), the Multi-Agency Safeguarding Hub (MASH), the Schools and Families Specialist Services (SFSS), Children’s Social Care, the Sherwood Area Partnership (SAP), Speech and Language Therapy Service (SALT), Social Emotional and Mental Health Team (SEMH) and the Child and Adolescent Mental Health Services (CAMHS).

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

Abbey Gates School is fully accessible for pupils with special educational needs including wheelchair users. We have a disabled toilet and changing facilities. Any further equipment needed can be accessed through our links with the Physical Disability Support Service or the Visual/ Hearing Impaired Teams.

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?

At Abbey Gates we encourage a collaborative partnership with parents to facilitate effective teaching and learning. Parents are able to visit the school before their child enters the setting. Parents are invited to regular learning meetings with their child’s teacher as well as receiving an annual written report. In addition to this, parents of pupils with special educational needs are invited to regular review meetings to discuss progress, provision and targets. We operate an open-door policy, and if parents have any concerns between these meetings they can easily access their child’s teacher, the Key Stage Leader or the Headteacher.

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

At Abbey Gates pupils are regularly asked to review their own learning and progress using the learning visions and are encouraged to discuss their targets and next steps. Pupils also play a central role in updating their pupil profiles which are used to inform reviews with parents. Pupils, who have special educational needs may also be invited to contribute their views in meetings with parents, where appropriate. 

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 we encourage them to speak with the class teacher in the first instance. If the concern continues, an appointment can be made to speak to the SENCO, who will be able to discuss and hopefully resolve any concerns. In the event of any issue not being resolved, parents will be advised on formal procedures for complaint, in line with our complaints procedure, which can be found on the school 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?

Accessing support from external support services is key to the effective and successful inclusive provision within our school and this involves sharing knowledge and information with them. External agencies involved with our school include; the Education Psychology Service (EPS), the Multi-Agency Safeguarding Hub (MASH), the Schools and Families Specialist Services (SFSS), Children’s Social Care, the Sherwood Area Partnership (SAP), Speech and Language Therapy Service (SALT), Social Emotional and Mental Health Team (SEMH) and the Child and Adolescent Mental Health Services (CAMHS).

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

Any parent wishing to contact support services can access contact details through the school SENCO. Alternatively, they can access information through the County’s Local Offer, through this link: www.nottinghamshire.sendlocaloffer.org.uk  

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

At Abbey Gates, we invite prospective parents and children to visit. Children, who join our school from nursery, are offered transition opportunities, allowing both parents and children to become familiar with members of staff.

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

The SENCO arranges transition opportunities, as required for pupils changing key stage or year group. In preparation for children moving to year 7, the SENCO and the year 6 team will meet and speak with staff from the secondary school to pass on information regarding specific learning needs.

iii) Prepare for adulthood and independent living?

The school offers visits to parents and children, who wish to join the school. Those children, who join our school from nursery, are offered a place at a transition group ran over several weeks. This allows children to become familiar with a member of staff and any concerns parents may have can be raised at these points. The school SENCO will arrange any additional transition arrangements required for any pupils leaving our school, including those moving to secondary school at Year 6. They will work with the parents and the SENCO from the receiving school to ensure smooth transition. Our school values, which are at the centre of our school ethos, give children the tools they need to become good citizens. We also run a school parliament, which give our children a voice and the capacity to make decisions. Our involvement within the school community and nurture and life skills sessions allows children to experience activities that are vital to adulthood.

13. Where can I access further information?

The Local Authority’s Local Offer can be found at www.nottinghamshire.sendlocaloffer.org.uk

 

SEN Information Last Updated On: 31/08/2023

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Related Services

  1. Abbey Gates Primary School Nursery Foundation Unit
  2. Step Ahead Kids Club - Abbey Gates Primary School
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