We are a large friendly and caring school, where everyone works hard to develop or school "family". Learn, Achieve, Believe is our school motto. At Sneyd Academy we live this in everything we do and say.
Who to contact
Where to go
- Sneyd Academy
Stoke on Trent
- ST6 2NS
Sneyd Academy is a large inclusive primary school, including a nursery class, for pupils ages from 3 to 11 years.
- Contact Name
- Mrs K Tideswell
- Contact Telephone
- 01782 234460
- Contact Email
Sneyd Academy Web Site
- Local Offer Age Bands
- What kinds of SEND does the school provide for?
Sneyd Academy provides support for children with a variety of needs:
- Cognition and learning difficulties
- Communication and interaction difficulties
- Social, emotional and mental health difficulties
- Sensory and / or physical needs.
- 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?
Children new to Sneyd Academy
Children on entry to the academy in Nursery have a home visits, remote meeting or telephone call where the parent will inform staff of any external agencies who are or have been involved with their child. They will discuss any concerns that they may have about their child’s development, abilities and additional needs if appropriate.
The Early Years Forum contact the school and arrange a multi-agency transition meeting for any children known to them who have additional needs
Private day nurseries support the integration of children with additional needs into the academy.
Previous schools / settings pass on information for new children with additional needs in older age groups, meetings between the two settings are conducted if required.
Existing pupils at Sneyd Academy
All children have access to a full and differentiated wide reaching curriculum and good quality classroom teaching.
Progress is carefully monitored three times per year. If children are making little progress and not meeting the age related expectations (ARE) class teachers will inform parents and conduct class based interventions. They may also speak with the SEN team within school for advice. If progress and attainment continues to be a problem, a meeting is held between the class teacher, parent and / or SENCO to discuss the next steps for the child, which may result in forming an Intervention plan (containing individual targets for the child) and being placed on the academy register for children with SEND.
Children may have or develop additional needs which may impact on their ability to access daily activities. Each child is an individual and will be treated as such with Inclusion Plans and accessibility planning ensuring that the child is fully included in the life of the academy.
How to raise concerns about your child.
Parents may initially raise any concerns they have about their child’s progress or needs with their child’s class teacher.
Teachers will discuss concerns with the parent, Phase Leader and SENCO if it is appropriate.
Parents may request to meet with the SENCO to discuss their concerns.
- How will the setting support my child/young person?
If a child needs extra support because they are making less than expected progress you will have a meeting with your child’s teacher and they will be involved in some small group work (intervention group). They will be closely monitored, your child’s teacher will keep in touch with you to let you know how they are progressing and what the next steps will be when the course of intervention is finished. If your child needs more intensive support they will have an “Inclusion Plan” and a more finely tuned program with further specific targets. They will be involved in group work out of the classroom and will also often have extra support from other professionals such as Educational Psychology or Speech and Language Therapy etc. They will be on the school register for children with Special Educational Needs (SEN). You will be kept fully informed of your child’s progress and have frequent meetings in school with your child’s teacher and/or the SENCO (Special Educational Needs Coordinator) who will let you know what you can do at home to support your child.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Teachers plan an engaging and exciting curriculum. All lessons are differentiated to suit the needs and abilities of the children within the class. Practical resources to support the lesson are carefully selected and new vocabulary is discussed and displayed with visual prompts wherever possible. Individual differentiation may sometimes be required for some pupils.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
At Sneyd Academy children’s progress is comprehensively tracked three times per year. Parents are formally informed termly of progress and achievements by report. Individual long term targets are set for all children from their starting point.
Parents of children with Inclusion Plans have three meetings per year with staff as well as opportunities to attend a further 3 parents evenings. Parents are encouraged to speak with staff by appointment at any time should they feel the need. Individual arrangements are made for pupils when more parental contact is required.
School holds regular parent’s information evenings relating to the teaching strategies that are used in school, open lessons where parents are invited to experience sample lessons with their child and transition information evenings for all year groups in July in preparation for the next academic year. Staff are always willing to chat with parents about ways they can support their child at home and we hold a half term “parents’ forum” a consultation group regarding strategies and school issues.
- What support will there be for my child's/young person's overall wellbeing?
Sneyd Academy is a nurturing school, we have a strong and approachable Pastoral Team who have an open door policy and provide support to children and parents in a variety of circumstances. We work closely with other supportive agencies for example Educational Welfare Officer, Social Care and a variety of other professionals to support the well-being of our pupils and their families.
- Personal care plans and operational plans are formed through multi agency collaboration for children requiring medical intervention or support for personal care. Staff are trained according to need.
- Sneyd Academy has a clear behaviour management policy and anti-bullying policy for all children. High standards of behaviour and conduct supported by the schools S.A.F.E expectations are central to children feeling secure and happy in school. If required Individual Behaviour Plans (IBP’s) can be formed for individuals needing additional support. These are carefully tracked by the schools behaviour manager and parents, with all successes celebrated.
- Attendance at Sneyd Academy is good. The school uses a traffic light system in each classroom to highlight good attenders. Good attendance throughout the year is celebrated with bronze, silver and gold awards. Attendance is tracked for all pupils. Where necessary support meetings are held with parents, staff and Educational Welfare Officers.
- What specialist services and expertise are available at or accessed by the setting?
Sneyd Academy works closely with educational and health support services where appropriate to support children’s learning and wellbeing. Stakeholders include ILS (Inclusive Learning Service), Educational Psychology, CAMHS (Child and Adolescent Mental Health Service), Social Care, Health Services, Speech Therapy, Occupational Therapy, Physiotherapy, EWO etc.
- What training are the staff supporting children and young people with SEND have had or are having?
2017 - 2018
Stoke's Time to Talk. Early Bird Plus Program. Diabetes Awareness. Understanding and Managing Anger in young people. Understanding and Managing Self Harm. Safeguarding Level 1. Understanding Emotional Wellbeing and mental health of young people. EHC Hub. Closing the gap for pupil's with literacy difficulties.
SENCO Forum, Stoke Speaks Out Workshops, Multisensory teaching and learning strategies, Supporting children with little English, Inference training, Switch on to literacy, Talk Boost, DCD / Hypermobility training, Removing barriers to learning, making reasonable adjustments to ensure inclusive education, PECS.
Switch on to Literacy, Talk Boost, Language in the Classroom, Assessment Framework for Social and Emotional Skills, Epilepsy Awareness
- How will my child/young person be included in activities outside this classroom including school trips?
Risk assessment are compiled for all school activities off site. Reasonable adjustments are taken to ensure that children can participate in trips. Meetings with parents are held if appropriate to plan the trip and highlight any implications for their child and specific individual care plans are formed for these activities if appropriate.
- How accessible is the environment?
Sneyd Academy is made up of several buildings, all are wheelchair accessible. There is a disabled toilet available in the upper Key Stage 2 block.
The carpark has designated disabled parking bays.
Appropriate resources to support the additional needs of pupils are purchased in response to advice given by appropriate involved agencies on an individual basis.
When required to support families with English as an additional language interpreters may be invited to attend meetings and literature may be translated.
Visitors to the academy who made need additional adjustments to be made are encouraged to contact the school prior to their visit to discuss their individual requirements.
(Please also see the schools Accessibility Plan on the website)
- How will the setting prepare and support my child/young person to join the next stage of education and life?
- On entry to Nursery staff organise home visits (where possible), for the child to meet the teacher in their familiar environment. Stay and play sessions are offered during Summer Term before you child begins in the Nursery. Children will begin school in September with a suitable transition period. Individual plans will be made for children who find coming to school tricky.
- Transition is individually considered and carefully planned for each child throughout the school for transition to the next class or Key Stage - parents are invited to annual transition meetings to find out information regarding their child's next step, transition meetings have also been conducted virtually more recently
- We work closely with the local high schools to ensure a secure transition to Key Stage. Year 7 staff have historically come into the academy at various points during the school year to work with the children on various topics and give them a “taster” of what’s on offer at the various high schools. Formal transition arrangements led by the high schools are organised during summer term. Further transitional support packages are made according to the needs of individual pupils and groups with additional needs.
Where children are due to move to other educational settings eg Special Education - individual transition plans are made with the child, parents and both schools. Where children move schools, Sneyd Academy ensures that records are promptly provided for the receiving school.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
Resources are allocated to pupils following advice from involved agencies and attributed to need. Provision mapping ensures that children receive appropriate support and that staffing levels respond to the needs of the children. Accessibility planning ensures that children are fully included into school life and resources are purchased to support this at an individual level where appropriate. Staff training is matched to the needs of the children.
- How is the decision made about what type and how much support my child/young person will receive?
Sneyd Academy works closely with ILS services and Educational Psychology and NHS partners. We act on advice given according to programmes and support to be offered to children. This is personal to the child and support and time allocated will differ according to need.
- How will our child and young person be involved in the decisions about their learning?
Staff work closely with children at the end of the intervention period to evaluate their successes and identify their next steps. Children are involved in reviewing their Inclusion Plan in this way and this is also shared with parents. In class children are given constructive feedback (verbal and written) on their learning with opportunities to work further on areas which they find tricky.
- How will we be involved in the decisions about the learning of our children and young people?
Parents are involved in the learning plan for their child. The meet with the classteacher termly as part of the plan, do, review cycle.
Parents are consulted regarding any external agency involvement which may be required and the types of intervention programs which their child may benefit from.
- How are parents involved in the setting? How can I be involved?
Parents are encouraged to be fully involved in their child’s school experience, through attending meetings, supporting homework tasks, completing consultations and attending open days. Sneyd Academy also has an active parents forum and PTFA groups.
We use a system called "Class DoJo" which enables communication between parents and staff. We have an open door policy and are always willing to chat with parents on request at a mutually convenient time either by phone or in person.
- What do I I do if I want to make a complaint?
If there are any concerns we encourage parents to approach the class teacher in the first instance. A response from the class teacher, the SENCO or the head teacher (as appropriate) will be made as soon as possible. If a formal complaint to the Governors is needed correspondence should be addressed to Mr D Walley - Chair of Governors. Please see more details on the Complaints Policy which can be found on the Sneyd Academy website or available from the school office.
- What other support Is available to parents and how can I contact them?
Stoke on Trent Children's Safeguarding Board
Advice and Access Team - 01782 232200
Referral Team - 01782 235100
SENMAS (Special Educational Need Monitoring and Assessment Service)
ILS (Inclusive Learning Service)
Email - email@example.com
SENDIASS (Special Educational Needs Information Advice and Support Service)
Email - firstname.lastname@example.org