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 an inclusive primary school with a nursery class for pupils ages from 3 to 11 years.
- Contact Name
- Mrs K Tideswell
- Contact Telephone
- 01782 234460
- Contact Email
- 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 school in Nursery have home visits 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 school setting.
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 and appropriate individualised targets set for all children. If children are making little progress and not meeting their targets class teachers will inform parents and speak with the SEN team within school for advice. Children will be placed in intervention groups, within the classroom, to receive extra support for 6-12 weeks. If the child continues making less than expected progress a meeting is held between the class teacher, parent and SENCO to discuss the next steps for the child, which may result in forming an Inclusion Plan (containing individual SMART targets for the child) and being placed on the schools register for children with SEND.
Children may have or develop additional needs which may impact on their ability to access daily school 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 school life.
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 more intensive support, has an Inclusion Plan and is named on the SEN register observations and standardised assessments will be completed regularly. Their learning plan will be reviewed three times per year. They will be involved in specific programs of intervention to address their needs out of the classroom, whether individually or in pairs or small groups. At this stage children will often have additional support from supporting professionals eg Educational Psychology or Speech and Language Therapy etc. Parent's will be kept fully informed of their child's progress and have frequent meetings in school to review their outcomes.
- 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 lessons are carefully chosen 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 informed termly of progress and achievements by report. Individual long term aspirational targets are set for all children from their starting point. Parents of children with Inclusion Plans have 3 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 parents 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 ready for the next academic year.
- 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 for all children. When required Individual Behaviour Plans (IBP’s) are formed and carefully tracked by the schools behaviour manager and parents, with all successes celebrated.
- Attendance at Sneyd Academy is good. 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?
ASD Awareness. Nursery and Reception Nuffield Language Intervention. Stoke's Time to Talk. Numicon. CAMHS Health Watch. Introduction to teaching vocabulary. Supporting children with little English. Diabetes Awareness. Strategies to support children with SLCN. Comic strip conversations and Social Stories. Ensuring Inclusive Practice. Dyslexia and Quality First Teaching.
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.
- 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 care plans 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 are disabled toilets available in three of the four buildings. 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.
- 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, 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. In September there is a transition period where children build up their attendance to full time. Individual arrangements are made for children who may 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.
- We work closely with the local high schools to ensure a secure transition to Key Stage 3 by formulating personal packages to suit the child and their family if needed.
- When children move onto other settings Sneyd Academy ensures that records are promptly provided for the receiving school. Transition plans may be made for individuals needing more intensive transition over a longer period of time eg when the move is to a special education provider.
- 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 active parents forum and PTFA groups. School staff will always be willing to meet with parents on request at a mutually convenient time.
- What do I I do if I want to make a complaint?
If there are any concerns we encourage parents to approach the classteacher in the first instance. A response from the classteacher, SENCO or Senior Leadership Team (as appropriate) will be made as soon as possible. If a formal complaint to the Governors is required, correspondence should be addressed to Mr D Whalley, Chair or Governors.
More details can be found on the schools Complaints Policy which can be found on the school 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