Sneyd Academy is a large and diverse primary academy with happy children and staff and an exciting curriculum. Our aim is to enthuse our children to ‘Learn, Achieve, Believe’ in all that they do.
Our school is based on positive relationships. This is crucial to the development of every child in our school family. We ensure that children are shown compassion, understanding and care whilst also providing the very best teaching possible. We have excellent behaviour within the Academy and this is supported by Ofsted and other external visitors. All that we do is centred on the children and what would benefit each and every individual. As a result, our children enjoy school and make good progress academically, but also socially, morally and spiritually.
We have a highly skilled team of staff trained to get the best from our children. Every child is seen as a unique member of our school family and staff are skilled in personalising learning to ensure that it meets the needs of all children. Learning is fun and creative and provides a wealth of opportunities to inspire children to be the best that they can be. We aim for children to become confident independent learners to support them as they prepare for adulthood.
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.
School attends a transition meeting with the Early Years Inclusion Service (EYIS) and pre-school settings where children with identified needs are discussed. Information is passed from prior settings to school.
Private day nurseries support the integration of children with additional needs into the academy.
For new children with additional needs in older age groups, previous schools / settings pass on information and meetings between the two settings and parents are conducted if required.
Existing pupils at Sneyd Academy
All children have access to a full and scaffolded 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 SEND (Special Educational Needs and Disabilities) team within school for advice. If progress and attainment continues to be a problem, a meeting is held between the class teacher and parent in the first instance and a Cause for Concern is completed. The SENDCO (Special Educational Needs and Disabilities Coordinator) parents and staff would then discuss and agree the next steps for the child. This may result in the child’s name 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 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 often be involved in group work out of the classroom and will also often have extra support from other professionals such as Educational Psychology (EP) or Speech and Language Therapy (SALT) etc. They will be on the school register for children with Special Educational Needs and Disabilities (SEND). You will be kept fully informed of your child’s progress and their individual targets will be reviewed 3 times per year with your child’s teacher and/or the SENDCO (Special Educational Needs and Disabilities 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 scaffolded 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. An individual approach to learning may sometimes be required for some pupils with a high degree of need – this is often supported by an Education Health and Care Plan (EHCP).
- 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. 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 should they feel the need. Individual arrangements are made for pupils when more parental contact is required. School holds regular parent’s information sessions 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 all children and parents in a variety of circumstances. The emotional, mental and social development of children is central to the work of this team.
- Sneyd Academy has a clear behaviour management policy and anti-bullying policy. 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.
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.
Attendance at Sneyd Academy is good.Good attendance throughout the year is celebrated with bronze, silver and gold awards. Support is offered to children and parents if attendance falls below the expected level
- 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. Available services include: Inclusive Learning Service (ILS), Educational Psychology (EP), CAMHS (Child and Adolescent Mental Health Service), Social Care, Educational Welfare Officer (EWO), Health Services, Speech Therapy (SALT), Occupational Therapy (OT), Physiotherapy, School Counselling Service, School Nurse, Health Visitors etc.
Our Pastoral Team and SENDCO can signpost parents and children to these supportive partners if required.
- What training are the staff supporting children and young people with SEND have had or are having?
Switch on to Literacy, Talk Boost, Language in the Classroom, Assessment Framework for Social and Emotional Skills, Epilepsy Awareness
2020 – 2021
Epilepsy awareness, PECS training, Attachment and Trauma, Safeguarding, Ensuring the best possible outcomes for SEND pupils.
2021 - 2022
PEG feeding training, Sickle Cell Anaemia, Understanding and managing the behaviour of pupils with autism, Dyscalculia Training, Autism and Sensory Processing Difficulties, Structured teaching for pupils with Autism, Social stories and comic book conversations. MAPPA, Epilepsy Awareness
- How will my child/young person be included in activities outside this classroom including school trips?
All children have the opportunity to be involved in the school enrichment curriculum. Risk assessment are compiled for all activities off site. Reasonable adjustments are taken to ensure that children can participate in all activities both on and off site. Shared planning with parents ensures that any implications for their child are addressed in order for them to be able to experience all that the school has to offer.
- How accessible is the environment?
Sneyd Academy is made up of several buildings, all are wheelchair accessible.
There are disabled toilets available in the upper Key Stage 2 block and in the Lower School building.
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 - an interpreter 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 Foundation Stage (Nursery and Reception)
Home visits will be conducted – where possible, so that your child meets their teacher in their own environment. Carefully planned stay and play sessions will be offered to you the summer before your child starts in school. Children will begin school in September with a suitable transition period. Individual plans will be made for children who find coming to school tricky.
Each year in the summer term all children will spend time with their new teacher completing activities to prepare them for the start of the new school year. Wherever possible individual arrangement will be made for those children who find change difficult.
Key Stage 3 (Transition to High School)
Year 7 staff come into school 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 – including the transferral of SEND information. Further transitional support packages are made according to the needs of individual pupils and groups with additional needs.
Transition to other settings
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. 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, NHS partners and other supportive external agencies. 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?
Children are supported and encouraged to become independent learners - they offer opinions on what they feel that they need to achieve and how others can help and support them in this. Class work is scaffolded to ensure that all pupils are able to access learning opportunities alongside their peers. Staff work closely with children to evaluate their successes and identify their next steps for learning. Children are involved in reviewing their Inclusion Plan and co-production of plans with pupils and parents is championed.
- How will we be involved in the decisions about the learning of our children and young people?
Parents are involved in the learning and personal development opportunities for their child at all levels. The SEND and Pastoral Team have an open door policy and encourage dialogue between home and school.
Parents can communicate with their child's class teacher through a direct, personal messaging service. Parents are invited to meet with the class teacher termly to review their child's individual targets and have another further three opportunities annually to chat with staff at open evenings.
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 SENDCO or member of the Senior Leadership Team (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
Children's Advice and Duty Service (CHAD) - 01782 235100 (Monday - Friday 8.30am - 6.00pm
Out of hours Team: 01782 234234
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