North Road Academy
Our objective is to cultivate and educate Muslim children with the knowledge and life skills required to become positive contributors and examples of excellence in their communities and the society. It is also important for us that our school stands out by the standard of academic and social education it offers Learners.
Who to contact
Where to go
- Northroad Academy
- ST6 2BP
Northroad Academy is situated in the heart of the Muslim community.
At North Road we offer a child centred approach to all pupils, our ethos is Learn to Achieve, and we firmly believe that every child should be provided with the necessary support to enable this hence we have a purpose built centre for children who present with mild to moderate learning difficulties. We have acknowledged there is a lack of Islamic special needs provisions available therefore we have made a commitment to the community to provide those children with the support they desperately need. We aim to embed Islamic values and etiquette which may be otherwise missed and forgotten amongst mainstream education إن شاء الله تعالى.
In conjunction with the Local Authority, our 'Centre for Exceptional Children' will focus on supporting students with Educational, Health and Care Plans (EHCP), formerly known as a Statement of Special Educational Needs.
- Contact Name
- Diane Laing
- Contact Telephone
- 01782 829870
- Contact Email
- Local Offer Age Bands
- What kinds of SEND does the school provide for?
North Road Academy (Centre for Exceptional Children) accommodates all SEND in line with The Equality Act 2010 and provision is available for all four areas of need as outlined in the 2014 SEND Code of Practice:
We strive to support all children from 5 to 11 to enable them to achieve their full potential as we guide them through their learning journey. It is a generic alternative provision, which meets the needs of a range of learners with moderately special needs
Quality first teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve their personalised learning goals.
The types of SEN the school caters for are;
- Speech, Language, Communication
- Learning, cognition
- Social, Emotional, Mental Health Difficulties
- Physical, Sensory
Below is a glossary of the most common SEN terms.
ADD- Attention Deficit Disorder
ADHD- Attention Deficit & Hyperactivity Disorder
ASD - Autistic Spectrum Disorder
BESD - Behavioural Emotional & Social Difficulties
HI - Hearing Impairment
MLD - Moderate Learning Difficulty
PS - Physical, Sensory
SEMHD - Social, Emotional, Mental Health Difficulties
SEN - Special Educational Needs.
SEND - Special Educational Needs & Disability
SENCo - Special Educational Needs Co-ordinator
SLCN - Speech, Language, Communication Needs
SpLD - Specific Learning Difficulty
VI - Visual Impairment.
Polices for identifying children and young people with SEN and assessing their needs
A child has special educational needs and/or disability if he or she has a learning difficulty or disability which calls for special education provision to be made for him or her.
Children may have a specific learning difficulty in one or more area, or their needs may be more generalised. Their ability to learn at the ‘normal’ rate may also involve problems in the following categories:
- Speech, Language, Communication
- Learning, cognition
- Social, Emotional, Mental Health Difficulties
- Physical, Sensory.
There may be a variety of reasons for a child’s inability to progress, some of which we may need help from other professional agencies to deal with; it is our role as teachers to manage issues which present themselves to us in the classroom. Knowledge of a child’s background is imperative to ensure that we see the whole picture and this must be taken into account when identifying their primary need.
Communication and interaction - difficulty in communicating with others, including children with Autistic Spectrum Disorder (ASD) and Asperger’s Syndrome, who may have difficulties with social interaction, language, communication and imagination.
Cognition and learning - where children may learn at a slower pace than their peers. Children may also have a Specific Learning Difficulty (SpLD) such as dyslexia, dyscalculia or dyspraxia.
Social, emotional and mental health difficulties - children may display challenging, disruptive or disturbing behaviours, which may reflect underlying social, emotional and mental health issues. At Emerge we will seek to recognise and identify these underlying issues through our knowledge of the child. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder (ADHD) or attachment disorder and need external support.
Sensory and/or physical needs - where children have a disability which prevents them from making use of the educational facilities generally provided and includes children with visual impairment, hearing impairment or a multi-sensory impairment. They require specialist support and/or equipment to enable them to access learning and all the opportunities that are available to their peers.
- 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?
'A pupil has SEN where their learning difficulty or disability calls for special educational provision that is different from or additional to that normally available to pupils of the same age.’ (SEND Code of Practice, 2014)
Pupils are only identified as SEN if they do not make adequate progress once they have had intervention/reasonable adjustments and good quality personalised teaching. The purpose of identification is to work out what action Northroad needs to take to support the child. At Northroad Academy we identify the needs of pupils by considering the needs of the whole child, not just the special educational needs.
Assessment is a continual process that can identify pupils who may have special educational needs.
We measure pupils’ progress through:
- The use of Northroad's specific tracking system to track pupil progress
- Personalised learning plan
- Boxall Profile (behaviours)
- The use of school agreed assessments
- The use of standardised assessments
- Discussions amongst staff and pupil progress meetings
- Discussions between the class teacher and SENco
- The results of National Curriculum Tests
- Liaison and consultation with outside agencies
- Assessments carried out by outside agencies
- Termly pupil passports
- Pupil observations.
The SENCO team consider all the information about the pupil’s progress, as well as national data, expectations of progress and the child’s views. This includes accurate assessment using standardised tests and early assessment materials. This information is then used to decide whether special educational provision is needed. At Northroad, we may also ask for more specialised assessments from external agencies and professionals. If pupils are identified as having SEN they are placed on the Special Needs register at SEN Support with a primary need or a secondary need.
If a child continues to show significant cause for concern, the Educational Psychology service will be involved and asked for advice. A request for statutory assessment may be made to the Local Authority (LA) and a range of written evidence about the child will support the request. The LA will then decide whether to carry out a formal assessment of the pupil and will then decide if an Education, Health and Care (EHC) Plan is needed to enable the child to make progress and access learning. Parent/Carers will be consulted and asked for their views throughout the assessment process.
Half termly progress meetings with Northroad staff are used to explore barriers to learning and actions steps to support children facing difficulties. Any concerns are discussed with Parents/carers at an early stage so that they are involved and informed and continue to be so throughout. If concerns continue despite classroom intervention, staff will discuss next steps for the young person receiving School Support, meaning being entered on the Special Educational Needs (SEN) register. This means that they have needs that require intervention that is greater than or different from their peers.
- How will the setting support my child/young person?
Children who are identified as needing extra support will have access to quality first teaching as in-line with their peers with those reasonable adjustments, small group support and if needed specific interventions, which are personalised towards their needs, delivered either one to one or in small groups- graduated approach. Children on School Support will have their needs identified on a Pupil Passport to which will identify their strengths and areas needing development, along with specific targets and actions needed for success. If a child has an Education and Health Care Plan, they will receive additional support and specific interventions to match the outcomes stated on their plan.
Progress made is documented in each intervention session and overall progress is reviewed each half term by the SENco Team. This review may mean that interventions may change in order to achieve the best outcomes for the child.
- The school has an on-site Special Educational Needs Co-Ordinator (SENCO) at all times. She will oversee the child's individual Education Plan (IEP) and will work with staff providing training and support to ensure the child is fully supported.
- There will be ample opportunities for parents to meet with their child's teacher and the SENco team to discuss their child's progress alongside the 'pupils voice'.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
We aim to provide an inclusive, creative, child centred curriculum that will equip children to be successful in life. This means that all teaching will take into account the difficulties in which pupils’ may face and make reasonable adjustments with personalised learning for success. Staff have high expectations of all children. Their individual targets will be carefully planned for in lessons and tools of support or strategies of support will be in place to support achievement- positive outcomes. If a child is identified as needing School Support, the SENCO team may involve external agencies for further support.
- 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 Northroad, the SENCO Team will have a clear idea of how each child is achieving. All children have progress and attainment tracked through a school tracking system. This shows each child’s progress against their personal targets. Joint school/carers meetings (three times a year) enable parents/carers, child and staff to discuss together progress against the child’s personalised targets. Further evidence is logged on the school’s database called Target Tracker. The SENCO team will baseline each child on standardised tests as they enter the school and complete these each term as an additional evidence based system.
If your child is identified as having an SEN or Disability need, they will receive additional monitoring through the use of diagnostic and standardised assessments which give more detailed information about what support your child may need. Also children with Education and Health Care Plan will receive an annual review to enable all involved to be clear on progress, measured against their personalised targeted outcomes under section E in their plan. All children receiving SEN support will have a Pupil passport which outlines the child’s strengths and weaknesses and how to support them and what strategies are in place, with personalised targets to achieve the best outcomes.
An interim review can be called at any time if a child’s need changes.
- What support will there be for my child's/young person's overall wellbeing?
It is important to us that children feel safe and have good relationships with adults and their peers. We aim to promote a positive view on learning. All staff very much view each child as an individual and all staff care for and nurture all children in our care. All children will be greeted positively each day and directed towards a well-being scale to ensure that all staff capture their mood and address any needs imminently to support well-being and engagement and build on positive relationships.
If a child is valued, they are more likely to succeed.
At Northroad, all staff will:
- Welcome all children warmly at the start of each day, on entry to school grounds and to classrooms.
- Always identify when pupils/staff struggle to meet expectations and follow up each incident personally.
- Maintain consistent practice with adults establishing the same boundaries, always redirecting or encouraging children to be the best that they can be
- Deliberately and persistently catch children doing the right thing and praise them in front of others moving the attention from those who make poor choices
- Know their classes/ groups well and relentlessly develop positive relationships and mutual respect with all children.
- Carry out class coaching/mentoring to teach positive behaviours daily, this may be tailored for some individual needs.
- Communicate effectively on the individual needs of pupils, with regard to their difficulties and the strategies which work best to gain a deeper understanding of individuals.
- Remain calm and keep their emotion for when it is most appreciated by children.
- Demonstrate unconditional care and compassion.
- Give the children a voice.
- Give children a ‘fresh start’ after mistakes have been made.
- Remind children when they make mistakes, quietly and not in public.
Directly teach and celebrate good behaviour routines, for example, moving around the classroom, communicating effectively:
- lessons are risk assessed taking into account the child's needs), their basic needs are met (assisting to the bathroom and supporting with personal hygiene) and appropriate opportunities are available for the child's needs.
- Again dependent on the level of support required the child will be provided with a key worker who would provide one to one support on a daily basis ensuring the child's voice is recognised and taken into account throughout the school life.
- What specialist services and expertise are available at or accessed by the setting?
At Northroad we have access to a number of agencies and professionals who support the school in promoting achievement for children and young people with SEN. The school receives consultation, advice and guidance from the LA’s Inclusion Services (Educational Psychology Service and SEND services) or independent services.
The school receives additional support, where necessary, from:
- Social Care
- Safeguarding Board
- Specialists in social, emotional and mental health difficulties
- Hearing Impairment Service
- Specialists in cognitive and learning difficulties
- Speech and Language Therapy Service
- Visual Impairment Service
- Physical Impairment Service
- Specialists in Autistic Spectrum disorders
- Behaviour Support
- Occupational Therapists
- School Nursing Services
- Speech & Language Therapists
- The SENCO team is trained by the LA and is able to identify any additional needs early as well as implementing appropriate strategies to support the child. The SENCO is also aware of which agencies to contact for further support.
- All the above is in liaising with the parents and seeking their consent.
- What training are the staff supporting children and young people with SEND have had or are having?
The SENCO has attended various SEN training over the years and is confident in the role. She is also able to train staff regularly to ensure all staff are fully aware of their responsibilities and feel confident in the support they are providing. This can be done through appraisals, lesson observations, IEP meetings etc.
- How will my child/young person be included in activities outside this classroom including school trips?
At Northroad Academy, we ensure equal opportunities for all children, including access to all out of school clubs and activities. If a member of staff notices or a pupil highlights a particular talent, he/she will be encouraged to join groups that will nurture this. Risk assessments are carried out if health and safety issues could arise for some children. Staff to child ratios are adhered to. We will always aim to make reasonable adjustments to ensure inclusive practise is adhered to for all. As mentioned above the staff will adapt the learning environment to ensure the child is able to access all areas of learning and activities. Where physical support is required the child's one to one key worker would assist. Parents will be fully involved in the planning process and will be invited on trips and ‘party’ days to see how their child is progressing.
- How accessible is the environment?
North Road Academy is fully wheelchair accessible, including disabled changing and toilet facilities.
Every attempt at supporting children and parents with EAL is made. There are staff on-site who can translate the settings policies, meetings etc. with parents. In addition to this parents will always be given the opportunity to bring a third person to any meetings carried out to translate for them should they wish to.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
An induction process will be carried out. During this period parents and the child are able to visit their new school, meet their new teacher and peers. It also gives the child a feel for the environment and helps them in settling in.
When the child is ready to move onto the next stage the child will go through a transition process. Staff will pass on any IEP’s, development levels etc. onto the new teacher; this will help the new teacher to continue from the child's current level as opposed to starting over.
If an individual has a need around change, additional transition meeting will take place, alongside a social story
Parents will be welcomed into the setting to be a part of this process.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
When a child’s needs are assessed, resources are allocated on a priority needs basis. Children with an Education and Health Care Plan will have support commensurate with the outcomes stated on the plan by the local authority. Children identified as needing School Support, in addition to that provided in class, will receive support from within the school’s budget. The resources used will be at the discretion of the Head teacher and the SENco team, to best meet the needs of all learners. Resources may include use of iPads, computers, talking tins, additional adults, equipment and teaching arrangements.
- How is the decision made about what type and how much support my child/young person will receive?
Northroad Academy form a graduated approach and will provide SEN Support for children and make those reasonable adjustments (SEN Code of Practice 2014)
If the child/young person still needs further support the SENCO team will seek advice from an Educational Psychologist and they will be invited into school to offer advice and investigate if there is any specific learning need and support Emerge if we need to apply for additional funding/support through an Education and Health Care Plan.
It is then at the discretion of the SENCO team to decide how available resources are deployed to best meet the needs of all learners, taking account of advice from outside agencies pupils and parents/carers views.
- How will our child and young person be involved in the decisions about their learning?
At Northroad our vision is to give all young people a voice and have an say in what they aspire to be or achieve. Through each stage of any decision it will be completely centred around the young person and their specific needs.
Northroad also has an open-door policy, where pupils are free to communicate with all staff.
- How will we be involved in the decisions about the learning of our children and young people?
Here at Northroad Academy, parent/carers voice is very important and we aim to respond to all comments or concerns as soon as possible.
Throughout the SEN process parents/carers are asked their views and taken into account and permission is sort before actions are taken. We believe that an open and honest approach allows us to ensure a good outcome for the children/young people and a positive home/school relationship.
- How are parents involved in the setting? How can I be involved?
Parents will be fully involved throughout their child's time at the setting. The parent’s first point of contact would be the class teacher. Any day to day queries can be discussed with the teacher who could deal with these. Should the parent not feel satisfied or require a more in depth conversation about any worries or concerns they may have they could then make an appointment to see the teacher and the SENCO team to resolve these.
There are many external agencies that can also provide parents with information and advice regarding any issues they may have. These can be accessed on the Safeguarding Board website.
- What do I I do if I want to make a complaint?
Please refer to complaints policy on the school website.
- What other support Is available to parents and how can I contact them?
Parents are welcome to contact the class teacher/SENco team or the Head Teacher
Stoke-on-Trent Safeguarding Children Board Tel: (01782) 235100 E-mail: email@example.com Web: http://www.safeguardingchildren.stoke.gov.uk/ccm/portal/
Special Educational Needs Assessment and Monitoring Service (SENMAS) Tel: (01782) 231863.
SEND Information, Advice & Support Service (SENDIASS) Tel: (01782) 234701 or 234847 E-mail: firstname.lastname@example.org Web: www.sendiass-stoke.co.uk