Skip to main content

Summerbank Primary Academy

Summerbank Primary Academy is a multi cultural school located in Tunstall in Stoke-on-Trent.  We serve a wide and diverse catchment area and there are presently approximately 460 children on roll, including a 52 place Nursery.

Who to contact

Contact Name
Kayla Shortt
Contact Position
SENCo
Telephone
01782 233611
E-mail
kayla.shortt@summerbank.co.uk
Secondary E-mail
office@summerbank.co.uk
Website
www.summerbank.co.uk

Where to go

Name
Summerbank Primary Academy
Address
Summerbank Road
Tunstall
Stoke on Trent
Postcode
ST6 5HA

Other Details

Availability

Other notes

 

 

Local Offer

Local Offer

Contact Name
Kayla Shortt
Contact Telephone
01782 233611
Contact Email
kayla.shortt@summerbank.co.uk
Secondary Contact Email
office@summerbank.co.uk
Links
Summerbank Primary Academy SEN section
Societas trust website
Local Offer Age Bands
0-4 years
4-11 years

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

As a fully inclusive school, Summerbank Primary Academy provides for a wide range of needs including:

  • Communication and interaction,
  • Cognition and learning, 
  • Social, emotional or mental health difficulties
  • Sensory and/or Physical difficulties.

 

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?

The school will identify pupils needing extra help as soon as possible so that support can be put in place.

Pupils’ skills and attainment are assessed on entry This assessment includes information from previous settings as well as the school’s own assessments. Teachers may also identify pupils who are having difficulties or are making less than expected progress through their ongoing monitoring and assessment.  Pupil progress is also assessed in areas such as speech and communication, physical skills and social skills.

Alongside this ongoing cycle progress is also tracked and monitored by senior leaders, Phase leaders and the SENCo. When progress continues to be less than expected, further  assessments are carried out by the SENCo.

Where it is decided that a child does have Special Educational Needs, parents/carers will be informed and the SENCo will put the child onto the school’s SEN register and record the SEN support that the child is having.

For some pupils, specialist advice may be asked for from outside agencies.  This may be an Educational Psychologist, Speech and Language therapists, Health professionals or the Local Authority support team.  Before any outside agency advice and support is requested the SENCo or class teacher will meet with parents and obtain written consent.

Education and Health Care Plans

Occasionally a child's special educational needs may require considerable support and advice from the school team and outside agencies.  Where this is the case, and in consultation with parents and other professionals, a request may be made to the local authority for an assessment to be carried out of the child's educational needs. Evidence will be gathered to support the request and will include reports from school, parents and other relevant professionals.

The Local Authority will then decide if a full assessment is needed and they may decide that the child needs an Education and Health Care Plan (this was previously called a Statement of Special Educational Needs). This will ensure that the child is given sufficient support to meet their long term needs. The EHC plan will give details of the support that must be put in place by the school and what strategies should be used.

If you have any concerns about your child’s progress you should first speak to your child’s class teacher.

If there are further concerns you can speak to the Special Educational Needs Co-ordinator (SENCo), Mrs Kayla Shortt, who will arrange a meeting with you to discuss your concerns.

How will the setting support my child/young person?

Class Teachers

Class teachers are responsible for the progress of all pupils in their class. They will provide high quality teaching for all the pupils so that fewer children will need extra support.  

In class, teachers identify and plan any additional help your child may need with the support of the SENCo.  The teacher and SENCo will look at all the information about your child’s progress and assessments that have been carried out and will then plan what support needs to be put in place.

Teachers will also meet with parents to find out more about the child’s strengths and difficulties.

They may decide that your child needs additional support in a small group within the class and will give this support themselves or will plan for it to be given by a Learning Support Assistant.  A Learning Support Assistant may also take your child out of class to give small group or one to one support. The progress of children withdrawn from class for intervention or support is still the responsibility of the Class Teacher.

Additional support given to children will be recorded on a class provision map.  Some children may also have their support recorded on a support plan.  

The Class teacher will meet with parents to discuss support given and will update them on the impact any support is having.

The SENCo will:

The SENCo will meet regularly with Class teachers to advise and support them with planning support for individual children. 

They will also:

  • regularly audit staff training needs to ensure that staff are knowledgeable in meeting the needs of the children. 
  • meet with parents (where appropriate) to discuss any concerns and  support that is needed.
  • ask for further specialist help and support if this is thought necessary.
  • carry out more detailed assessments to identify specific needs.
  • update the school’s SEN register and make sure that records of your child’s progress are kept.
  • record what support each child is having on a school Provision Map.
  • draw up a plan of provision and support for any child with an Education and Health Care Plan after meeting with parents and other professionals, including health professionals.
  • make sure that any child with an Education and Health Care Plan has this reviewed at an Annual Meeting.

Senior Management

The Head Teacher  has responsibility for management of all areas of the school, including the provision of support for children with SEN. He will ensure that the class teachers and SENCo are meeting the needs of children with SEN and those with an Education and Health Care Plan. The Head Teacher will make sure that the Governing Body is kept up to date about issues relating to SEN.

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

All teachers need to adapt the curriculum to meet the learning needs of all the children in their class.

Teachers use various strategies to adapt the curriculum to a child’s needs.

These might include:-

  • use of word mats to support the child with spelling
  • use of pictures or other visual clues to help with understanding
  • use of support staff to help with understanding and reinforcement of learning.
How will both you and I know how my child/young person is doing and how will you help me to support their learning?

The teacher continually gathers and monitors evidence about how each child is doing and what progress they are making against age related expectations.

Senior Management also monitor the progress of children across the school and hold regular pupil progress meetings with teachers to discuss the progress of individual children.

The SENCo monitors the progress of children who are receiving additional support or interventions and evaluates how effective the support or intervention is in helping the child to close the gap between them and other children of the same age.

Parents are welcome to make an appointment at any time to discuss how a child is doing, with either the class teacher or the SENCo.

Parents are informed about their child’s progress at regular parents meetings with the class teacher. More frequent meetings are held if there are particular concerns about a child’s progress.

A home/school diary may be put in place to keep parents informed on a regular basis or a teacher may arrange to tell parents how a child is doing on a weekly or daily basis, depending on concerns about the child.

The school runs a number of Family Learning courses throughout the year when parents are able to come into school to work alongside their child.

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

The school has a full time Safeguarding and Behaviour Manager and a part time Learning Mentor who are able to give emotional and social support.

A child with emotional or social difficulties may also have behavioural issues and the team is able to help support the child to access learning.

The school is also taking part in the Sandwell project which is being run in collaboration with the Educational Psychology Service.

The school runs an early morning Study Support Group, where children are given breakfast and provided with additional social and learning opportunities. The Group also aims to ensure more consistent attendance.

Medical advice and support is provided by the school nursing service. They provide training for staff on medical issues and providing personal care. A Health Care Plan is drawn up for any child who needs personal medical support in school.

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

The school works closely with a number of specialist services to ensure appropriate provision is given to a child.

These services include:-

  • Health - school nurses and Occupational Therapists
  • Speech and Language Therapy Services
  • SEND Services:- Hearing Impairment team, Visual Impairment team, Autistic Spectrum Disorder team, Speech, Lanuage and Communication team.
  • Educational Psychology Service
  • Outreach support.

 

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

The school ensures that all staff, including Learning Support Assistants, have training to improve the teaching and learning of children, including those with SEN. This is part of an ongoing programme of professional development of all teachers and support staff. Staff  have received training on the teaching of phonics, the teaching of reading, the use of IT packages to support children with SEN, such as Clicker and the use of maths interventions such as Numicon and Power of 2.  A number of staff are also trained to run Switch on Literacy and Catch up numeracy.

Staff also attend training provided by outside agencies such as SEND services. SEND services staff may also come into school to train staff if a child has a particular need, for example if a child has a Visual Impairment or Hearing Impairment a member of the team will come into school to train or advise staff on how best to meet the child’s needs.

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

Every child is entitled to be included in all parts of the school curriculum and we aim for all pupils to be included on school trips. We provide the necessary support and adjustments to make sure that this is successful.

A risk assessment is carried out before any school trip to make sure that any risks are identified and planned for to ensure safety.

Any particular needs are discussed with parents and appropriate adjustments made to make sure that the child can still be included.

How accessible is the environment?

Equipment is provided to make sure that all children are able to access activities, for example IT equipment,special pencils, scissors, use of dyslexia friendly texts and multi-sensory resources.

Support staff are deployed according to individual pupil’s needs.

Training is given to teachers and teaching assistants to teach and support pupils with a disability.

Handouts, information given in class, are enlarged to meet the needs of pupils with  visual impairment.

ICT is used to display written information in different formats and with different colour backgrounds and fonts.

The school is committed to providing an environment that enables full access and participation in the school community for all pupils, staff and visitors with a disability, regardless of their physical, sensory, social, spiritual, emotional and cultural needs.

Summerbank  School  was substantially remodelled in 2005 and now comprises of a Key Stage Two ‘wing’ , housed in the original Edwardian building, and a purpose built  Foundation/ Key Stage One section.  The design of the building interweaves the two sections seamlessly and includes disabled toilet facilities.

A new extension to the Foundation Stage/KS1 building was completed in September 2013 and the design has taken account of access, facilities and fittings to improve accessibility.

New outdoor play areas were also installed with the provision of artificial turf to improve access.

There are some steps to the higher level outdoor play area but a ramp is also provided.

Within the school buildings there are wide corridors providing good disabled access to all areas.  The entrance is approached by a ramp or steps with automatic electric doors into the reception area.  There is a low window in reception for visitors in wheelchairs.  The car park has a ramp access to the school, with disabled spaces marked out nearest to the school.

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

When a child is due to transfer to high school, transition visits are arranged, after discussion with the new school and parents.

For any child transferring to high school or another school, the SENCo passes on  SEN assessments and information to the new school. A meeting may also be held with the SENCo to discuss any particular needs.

 

 

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

The Head Teacher, in consultation with the school governors, allocates funding and resources matched to the needs of the children.

The Head Teacher and Deputy Head Teacher, discuss with the SENCo, children identified as needing extra support and children not making expected progress and then decide what support and resources are needed.

The school identifies the support/interventions given to pupils with SEN on a provision map, which is reviewed regularly.

This ensures that the needs of children across the school are met and that resources, including Learning Support Staff, are deployed effectively.

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

Support is planned to meet individual pupil’s needs. Different pupils need different levels of support in order to reach age expected attainment levels.

The SENCo discusses with teachers the needs of the pupils in their class and what level of support is needed. This may be in class support or an additional intervention delivered by a Learning Support Assistant who will provide the child with a specific programme, such as a reading intervention to support their reading skills or a maths intervention if they need to develop these skills.

There are ongoing discussions with parents for any child who needs additional support.

Interventions used in school are chosen because they have research evidence which has shown them to be effective in helping children to make accelerated progress. Assessment of the child is carried out before the start of the intervention/support and at the end. The data from these assessments is recorded for each child and the SENCo then analyses the data to find out if the intervention/support has been effective.

How will our child and young person be involved in the decisions about their learning?

Pupils on SEN support have regular opportunities to discuss their progress and their targets. Pupil passports are used to enable pupils to record their views. The passports enable adults who work with your child to know their likes and dislikes and most importantly it records what support works best from your child’s point of view. The passports are updated regularly with your child where appropriate. If a child is unable to contribute to the process teachers will discuss the contents with parents. If a child is put forward for an EHC plan, their views will be integral to the process. We will also involve the parents throughout. Where appropriate children are invited to reviews of their plan and their views are sought before the meeting. 

 

How will we be involved in the decisions about the learning of our children and young people?

At Summerbank we work in partnership with parents to support their child’s needs. Any decision about assessment or provision for a child is discussed with parents and where applicable the child. All information from outside professionals will be discussed with parents/carers. · Parents are welcome to contact their child’s teacher to discuss their child’s progress outside of regular parents’ meetings. Parents of children at SEN Support will be invited to meetings with the class teacher. Parents are invited to many activities through the school year. These include class assemblies, productions, sports days and book fairs. The Inclusion team arrange regular coffee mornings where parents can speak to all members of the team. 

 

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

Any decision about assessment or provision for a child is discussed with parents.  If school feels that the child needs additional support from outside agencies this is first discussed with parents and consent will be sought. 

If you wish to ask another agency for further advice or information you are able to contact SEND  Information and Advice Support Service (previously known as Parent Partnership), which is a statutory service that offers help to parents and carers of children with Special Educational Needs. They make sure that you receive accurate and neutral information to help you to make decisions. They also give practical help on writing letters or filling in forms.

What do I I do if I want to make a complaint?

If parents feel that they have a legitimate concern or complaint about the provision made for their child, then they should make an appointment to see the class teacher who will pass any relevant information to the SENC0 and Head Teacher. The school has a Complaints Policy which can be found on the school website (www.summerbank.co.uk) or a paper copy can be requested from the school office. 

 

What other support Is available to parents and how can I contact them?

The following links and numbers are for support organisations and websites that can provide advice and support for parents of children with additional needs.

Special Educational Needs and disability information, advice and support service - provide confidential, impartial information from education law on disability, health and social care to help parents/carers, children and young people in making informed choices enabling them to play an active role in relation to educational decisions. Tel - 01782 234701 / 01782 234847 Website - http://www.sendiassstoke.co.uk/

Parent Engagement Group in Stoke - The PEGiS group is a chance for parents/carers of children with special educational needs to meet together and discuss educational issues and concerns. Website - http://www.sendiassstoke.co.uk/peg

Action for Children - Action for Children is the lead provider for the Stoke-onTrent Aiming High for Disabled Children programme. We are a major national provider of Short Break services, with an excellent reputation of working with children and young people with disabilities and Special Eduational Needs. Website : http://services.actionforchildren.org.uk/stoke-aiming-high

North Staffs Asperger/Autism Association - The NSAAA provides support, help and advice to individuals with an Autistic Spectrum Condition, their parents and carers. Tel: 01782 627002 Website: http://www.nsaaa.org.uk/

Stoke Parent Carer Forum - Stoke Parent Carer Forum is available for parents and carers of children and young people aged 0-25 who have disabilities and/or additional needs. We meet monthly to discuss matters relating to children and young people with disabilities and their carers. Tel: 07952 767238 Website: http://www.ahtstokeparentforum.com/

Afasic - Afasic supports parents with children who have difficulties talking and understanding language. Other support available Tel: 0300 666 9410 Website : http://www.afasic.org.uk/

Dyslexia Association of Staffordshire –Enable people to achieve their full potential by providing support to those with dyslexia, or an interest in it. They provide: Information, advice, testing, tuition and training. Tel: 01782 848784 Website: http://www.dyslexiastaffordshire.co.uk/cms/

SCOPE about disability provides support through Face 2 Face – A free befriending service offering one to one emotional support for parents of disabled children or those with additional needs. Local Contact – Denise Deakin – Email - denise.deakin@scope.org.uk SCOPE Tel:0808 0800 3333 Website - http://www.scope.org.uk/support/service-directory/face-2-faceemotional-support-parents-stoke-on-trent

Reviews

Sign in to write a review

Back to top