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Ormiston Horizon Academy

Who to contact

01782 883333

Where to go

Turnhurst Road
Stoke on Trent
Local Offer

Local Offer

Local Offer Age Bands
11-16 years

Schools Extended Local Offer Response 

How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

Ormiston Horizon Academy is a fully inclusive academy that ensures all students achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which all of our students are supported, including those with SEN, in order that they can realise their full potential. It may not list every skill, resource and technique employed in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual students. Children are identified as having SEN when their progress has slowed or stopped and the interventions and resources put in place do not enable improvement. Once this occurs, we have specific needs-based plans and student profiles which help support their development and accelerate progress. A student may be identified as having a Special Educational Need (SEN) at any stage during his/her education. This may be a long term difficulty requiring continuing support or a short term difficulty requiring a specific intervention.

How will the setting support my child/young person?

All students are entitled to a broad and balanced curriculum. The academy aims to make students requiring additional support as fully included as possible. This is done through: Having regard to the Statutory Inclusion Statement (setting suitable learning challenges; responding to pupils’ diverse learning needs; overcoming potential barriers to learning and assessment for individuals or groups of pupils), grouping mixed ability forms (and some subjects), promoting peer support through group work, providing in-class support, providing support for students at change over times, break times and lunch times, interventions aimed at narrowing gaps, appropriate differentiation of the curriculum (by input, outcome, resource, task), encouraging participation in extra-curricular activities and exploring option choices and planning for post 16 education, training or employment.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

Academy staff will support individuals at a level appropriate to their needs through effective differentiation in the classroom and with SEN support. The Success Centre team aims to ensure the fullest possible access to the curriculum for all students. The provision is reviewed every term with the assistance of the academy’s Lead Local Authority Advisor, Special Educational Needs & Disabilities (SEND) to ensure it addresses the needs of current students.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

Meetings take place with the Assistant Principal/SENCo, the Success Centre Manager and the Pastoral team regularly to review progress. Parents are regularly invited to attend meetings at the academy and to meet outside agency professionals who may be working with their child. All students in the academy have a personal tutor who meets the student on a regular basis. We consider that the parents’/carers’ views are a vital part of the review and therefore request your attendance and support for your child. Students with an ongoing Statement of Special Educational Needs or a new Education, Health and Care Plan will also have an Annual Review Meeting and outside agencies may be invited to attend.

What support will there be for my child's/young person's overall wellbeing?

All students are supported by their Head of Year, Assistant Head of Year and the Success Centre team. In addition, students with SEN or AEN may be included in social skills programmes and also offered break and lunchtime support. Other interventions include: Mentors Year 11, Clubs, Meditation, Rewards, Behaviour Plans, Celebration Assemblies, Liaison with outside Agencies, One to One Support, Small group withdrawals, Homework Clubs and School Counselling.

What specialist services and expertise are available at or accessed by the setting?

Multi-agency support from: The academy receives regular visits from the nominated Education Welfare Officer and Educational Psychologist for the area. There is also an SEND advisory teacher who delivers support as per the yearly service level agreement, In addition, the academy may seek advice from specialist advisory teaching services such as for children with sensory impairment or physical difficulties, Careers Service staff work with all students in preparation for transition to post-16 provision. They provide a vital link between the academy and post-16 destinations. The Assistant Principal/SENCo and SEN team liaise with the careers service to ensure that students needs are made known (with consent of the student) to providers and Where it is felt to be beneficial, the Assistant Principal/SENCo and/or the SEN team liaise with, and take advice from, special school colleagues in order to meet the needs of students with SEN.

What training are the staff supporting children and young people with SEND have had or are having?

The academy identifies training needs for all staff taking into account academy priorities as well as personal professional development: Subject departments can ask for INSET time to work with the SENCo/SEN team, The SENCo, Success Centre Manager and LSPs can ask to attend courses run by the LA, Courses run by other agencies may be attended if appropriate, Departments may attend courses run by the LA or other agencies, Opportunities for SEN Link Governor training and The Assistant Principal/SENCo delivers training to whole staff/ groups/individuals.

How will my child/young person be included in activities outside this classroom including school trips?

Inclusive support, Support from Assistant Head of Years/Pastoral Team, Robust risk assessment and Equal Opportunities for all students to take part in activities.

How accessible is the environment?

New build opened September 2013, Lift, Designated medical room, Colour coded corridors, Open plan and Adheres to Accessibility plan. The academy endeavours, wherever possible, to ensure that an interpreter is available for parent meetings. Any written communication is sent by email so that parents, for whom English is not their first language, may use a translation facility.

How will the setting prepare and support my child/young person to join the next stage of education and life?

We collate information about your child in order to make the best possible preparation to support your child in joining Ormiston Horizon Academy and their onward journey from the following sources: Close liaison with primary school during the Summer Term, Primary school records, Additional visits to the primary school from the academy in the Summer Term, Taster days for the more vulnerable students, Year 6 students joining the academy attend for one day induction, Discuss with Head of Year 7 class settings using information collated from primary, Summer School to enable students to familiarise themselves with the building/staff and to promote peer relationships, Reports from agencies that are already supporting your child, Contact with parents/carers and Students who are on the Special Educational Needs Register see the Careers Personal Advisor (PA) throughout Years 10 & 11 who guides them through the transition process. The Careers PA and the Success Centre Manager co-produce the Moving On Plan which provides the new setting with information about the student’s SEN requirements.

How are the setting's resources allocated and matched to children's/young people's special educational needs?

As an academy, we receive our SEN budget directly from the Local Authority. We allocate specific funding from this budget to cover the work of our inclusion team. The academy is allocated money for special educational provision. This money is used to fund the Learning Support Practitioners and to purchase resources to enable students to fully access the curriculum. Statemented students have extra delegated funding according to the number of hours awarded in the Statement above the 15 hours from the Notional budget.

How is the decision made about what type and how much support my child/young person will receive?

The decision making process is informed by the data and information received from the previous setting. This, alongside current assessments, is discussed with the student and parents at a meeting with the Assistant Principal/SENCo and Success Centre Manager. As a result of the meeting, a programme to address the child’s needs is agreed in conjunction with the Educational Psychologist (EP) and members of the SEND team. The programme will have targets specific to your child which are central to ensuring they progress and these targets will be reviewed and any future provision will depend upon attainment of these targets.

How are parents involved in the setting? How can I be involved?

Differentiation is seen as a priority in all lesson planning and in additional provision, and is supported by Inclusion staff who are working alongside their subject colleagues. Effective differentiation will enable your child to participate fully in all aspects of learning and to make the best possible progress. The needs of each student with a Statement of Special Educational Needs or a new Education, Health and Care Plan (EHC) or those requiring SEN support are very carefully reviewed and considered for the coming year. This information is placed on the Provision Map which informs our timetabling and budgeting. In this way, we endeavour to address the needs of each individual with a specific programme of support and teaching. All students in the academy have regular reports and an annual Parents’ Evening. There are also regular meetings for Parents to inform them about events for relevant Year groups. These include, for example: Parents’ Evening, Year 6 Transition Evening, Year 7 Pastoral/SEN Evening, Year 8 Options Evening and Year 10/11 Mentor Evenings/Study Skills . Meetings are encouraged at any time with parents/students being able to contact their Head/Assistant Head of Year to discuss any concerns. Parents may also contact any of their child’s teachers directly using the email address given on the academy website. In addition students with a statement of special Educational Needs, or an Education, Health and Care Plan will have an annual multi-agency review meeting. If your concern is about well-being, behaviour or a medical issue then you need to speak to your child’s Head of Year. If you wish to discuss any educational concerns then you should contact your child’s subject teacher who will then, if necessary speak to the Assistant Principal/SENCo or Success Centre Manager. What is the Role and Responsibility of the Governing Body In consultation with the Principal, to determine the academy’s general policy and approach to provision for children with SEND. To establish the appropriate staffing and funding. To report to parents annually on the academy’s SEN policy. To ensure that all Governors are up to date and knowledgeable about the academy’s SEN provision, including how funding, equipment and resources are deployed. The academy has a designated SEN Governor who meets regularly with the SENCo/Success Centre Manager to discuss progress and development within the faculty and any issues that may have arisen.


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