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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

Telephone
01782 829870
E-mail
info@northroadacdemy.com
Website
www.northroadacademy.com/

Where to go

Address
North Road
Cobridge
Stoke-on-Trent
Staffordshire
Postcode
ST6 2BP
Local Offer

Local Offer

Local Offer Age Bands
0-4 years
11-16 years
4-11 years

Schools Extended Local Offer Response 

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?
  • Observe child within the Setting
  • Create an Individual Education Plan in partnership with Setting and Parents
  • Once all strategies have be exhausted – contact the District SENCO
  • Ask for external support
How will the setting support my child/young person?
  • 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 to discuss their child's progress.
How will teaching approaches and the curriculum be matched to my child or young person's needs?
  • Dependent upon the child’s needs – activities would be planned with differentiated learning, and 1 to 1 support where required. This will provide the child with a reachable goal. The curriculum would be adjusted support the child as opposed to giving them over ambitious goals.
How will both you and I know how my child/young person is doing and how will you help me to support their learning?
  • Regular meetings with parents to discuss the IEP and to identify which strategies have worked and which haven’t.
  • Identify any further strategies which can be implemented by the setting and parents at home to support the child.
  • All strategies, progress and meetings would be documented and a copy provided to parents to ensure full communication at all times.
  • If requested parent workshops will be provided where parents can be trained on the type of support they should be giving their child at home.
What support will there be for my child's/young person's overall wellbeing?
  • Dependent on the child's  needs the staff would adapt the learning environment and their practice to ensure the child is safe (ensuring all 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.
  • Staff have carried out behaviour management training and are able to tackle challenging behaviour avoiding exclusions.
  • 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?
  • The SENCO 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.
  • Where appropriate the SENCO will contact CAMHS and counselling support can be offered should the child require it. (ONLY with parental 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?
  • 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.
  • Parents will be welcomed into the setting to be a part of this process.
  • 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.
  • 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?
  • As we are an independent school funds are limited. The school has action plans in place where resources are identified and fundraisers are held to build up enough to purchase such resources.
How is the decision made about what type and how much support my child/young person will receive?
  • How much support is required is decided once the child's needs have been fully identified. Parents and teachers will arrange meetings with the SENCO where the level of support required. Based on this a mutual decision will be reached. This will be reviewed regularly to identify whether more or little support is required.
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 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.

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