Goldenhill Primary Academy
At Goldenhill Primary Academy we provide an excellent foundation for your children to develop as individuals and are committed to enabling all pupils to fulfil their potential. We hold dear important values such as outstanding behaviour and mutual respect for one another regardless of age, gender, religion and academic ability. At Goldenhill we ‘Develop the Individual’.
The aim of our provision is to encourage and foster a love for learning. We believe that this is the key to academic success and are continually striving to improve outcomes for our pupils. We are also a fully inclusive school and welcome applications from pupils with special educational needs or disabilities.
We are a busy but friendly school, with lots going on.
Who to contact
Where to go
- Goldenhill Primary Academy
Stoke on Trent
- ST6 4QE
- Contact Name
- Sarah Howson
- Contact Telephone
- 01782 235790
- Contact Email
- Local Offer Age Bands
- 4-11 years
- What kinds of SEND does the school provide for?
The school accomodates all SEND in line with the Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND Code of Practice:
Communication and Interaction Difficulties:
Autistic Spectrum conditions (ASD)
Speech, Language and Communication needs (SLCN)
Attention Hyperactivity Deficit Disorder (ADHD)
Attention Deficit Disorder (ADD)
Cognition and Learning:
Moderate Learning Difficulties (MLD)
Specific Learning Difficulties(SpLD):
Global Development Delay
Social, Emotional and Mental Health:
Attachment and loss
Sensory and / or Physical:
Hearing Impaired (HI)
Visual Impairment (VI)
- 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?
We know when children need help if:
- concerns are raised by parents/carers, teachers or the child’s previous school or pre-school
- the child’s progress and/or attainment is significantly below age related expectations
- there is a significant or prolonged change in the child’s behaviour
- a child asks for help.
If your child is not making expected progress or if there is another indicator of concern the Academy will discuss with you:
- any concerns you may have
- any further interventions or referrals to outside professionals to support your child’s learning
- how we can work together to support your child at home and at school.
Sometimes a child may need some short-term help if there is a change in circumstances e.g. a bereavement or family breakdown. Please talk to your child’s class teacher, the Special Educational Needs Coordinator (SENCO), or the Head Teacher. At Goldenhill, Mrs. Howson is the SENCO. Your concerns will always be taken seriously – your views on your child’s development and progress are always valuable.
- How will the setting support my child/young person?
All children have individual needs. Children in school with SEN will primarily recieve first quality teaching within the classroom from the class teacher. If your child's needs are not met through this then the school may provide boosters/interventions/small group or 1:1 support in order to meet individual needs. Further intervention may involve:
- working in collaboration with staff from dual placements where applicable
- working with staff who will visit the school from the Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
- working with staff who visit from outside agencies such as the Speech and Language therapy (SALT) Service or Occupational Therapists (OT)
- an assessment by an Educational Psychologist or other specialists
- working in 1:1 or small groups on a specific programme of work e.g. numeracy skills, literacy skills, nurture groups etc.
providing special equipment/resources as required to support your child’s learning and development
The class teacher (sometimes with the SENCO) will always explain to you what the concerns are and also explain to you what the plans for your child include. If outside agencies are used, we always ask your permission before making a referral. If you have any queries related to the interventions or support that your child receives, please contact the class teacher or the SENCO.
Regular reviews of a child’s progress are discussed at Pupil Passport meetings. The first part of this meeting is to look at the provision for the child and make decisions about the progress that the child is making. The second part is to make new plans and adjust the provision as necessary.
If a specialist professional works with your child, there may be recommendations that are made, which may include:
- making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better
- support to set targets which will include their specific professional expertise
- your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or sensory circuit
- a group or individual work with outside professionals.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
In order to monitor and evaluate your child's needs, the Academy holds regular pupil progress meetings, assesses the effectiveness of interventions, uses Standardised Scores and daily assessment records. This information is then used to inform parents' meetings. Teachers are happy to discuss how well your child is doing; these discussions do not need to be limited to the regular IEP review meetings. Annual reports and Parents evenings also provide information about academic progress. Some children may also have a home/school communication book so that parents/carers and teachers can monitor progress, record concerns or share achievements.
All reports from outside agencies are passed to you with their ideas for support or resources that may be used at home.
Our curriculum is designed to match your child’s needs by offering personalised learning which is differentiated according to their ability and their style of learning. This will develop their skills as learners and help them to become more independent, enabling them to progress and reach their full potential. The classroom environment may also be adapted to suit individual needs e.g. providing a workstation or a visual timetable. Where a child has been identified with SEN, their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
Regular parent’s evenings also provide opportunities for parents/carers to discuss the curriculum with the class teacher.
- What support will there be for my child's/young person's overall wellbeing?
The well-being of all of our pupils is our primary concern at Goldenhill. They are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. Personal, Social and Health Education (PSHE) and Social and Emotional Aspects of Learning (SEAL) are integral to our curriculum. In addition, we also provide:
- Counselling Service
- PSHE Lessons
- SEAL Lessons
- Class Circle Times
- Positive Reward System
- Learning Mentor
- Learning Support Assistants (LSAs)
- Playground Buddies
- School Council Representatives
- Anti-bullying policy
- Open door policy with Senior Leadership
- After school clubs
- Lunch time clubs
- School Nurse
- Care Plans
- Behaviour Diaries
- Home-school communication books
- Open communication with parents
- Whole school behaviour tracking system.
Additional support from specialist staff is arranged as needed for individual pupils, both in and out of the classroom; a tailored personal plan may be put in place for pupils with the highest need.
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.
We regularly monitor attendance, support pupils returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence.
Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Pupils’ views are sought through school council and other forums.
- What specialist services and expertise are available at or accessed by the setting?
We have access to a wide range of specialist services as follows:
- Autism Outreach Service
- Counselling Services
- Educational Psychologists
- Occupational Therapists
- School Nursing Team, Paediatricians and GPs
- Social Care teams
- Child Protection Officers
- Speech and Language Inclusion Partnership
- Children Missing Education Officers
- Sensory Support Services ( including hearing and visually impaired services. )
- Parent Partnership (SENDIASS)
- Ethnic Minority and Traveller Achievement Service.
- What training are the staff supporting children and young people with SEND have had or are having?
It is the Head Teacher or SENCO’s responsibility to support class teachers in planning for children with SEN and provide in-house training where possible and necessary. The Academy has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole Academy training on SEND issues or to support identified groups of learners in the Academy, such as ASD, dyslexia etc.
Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
- How will my child/young person be included in activities outside this classroom including school trips?
Activities and educational visits are available to all children. Financial assistance via the school’s Pupil Premium allocation is available to ensure access to all activities where payment is needed. Where a professional makes a recommendation for a child to receive additional support out of Academy hours, parents will be supported and signposted to the relevant service.
For activities out of hours, risk assessments are carried out, and procedures are put in place to enable all children’s participation. If it is decided that 1:1 support is required to support a child, an additional staff member or a parent may be asked to accompany a child during the activity/visit.
- How accessible is the environment?
We will always do our best to meet individual need, and we are always happy to discuss individual access requirements. We have toilet and changing facilities adapted for disabled users. As part of the annual review of Academy premises carried out by the LA, accessibility issues are always considered in light of any individual needs.
We have an Accessibility Plan in place and where feasible, make reasonable adjustments to improve the accessibility of our environment to meet individual needs. Our policy and practice adheres to The Equality Act 2010.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
Induction for all Early Years children usually takes place in at the end of the Summer Term, and includes visits to the Academy, and an induction meeting for parents. The Academy also offers optional Home Visits where the Early Years team will visit parents and their children in the home environment.
For children who transfer mid-year, LA procedures are followed. The LA’s ‘Local Offer’ is available on the Stoke City website. For children transferring at the end of Y6, additional transition visits are arranged with the secondary school, and additional meetings between parents and SENCOS are arranged as necessary. We will also make sure that all records about your child are passed on as soon as possible.
If a child has a current CAF (Common Assessment Framework), we ensure that all professionals are involved in supporting the transition process.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
The Academy budget received from the Local Authority, includes money for supporting children with SEN. The Senior Leadership Team, in conjunction with the Academy Business Manager, decide on the allocation of the total budget for Special Educational Needs in consultation with the school governors.
The Senior Leadership Team discuss all available information about SEN in the school, and decide what resources/training and support is needed. SEN funding is usually allocated to employ staff and outside specialists and to buy resources and equipment.
Where a child has significant needs that the Academy feels it cannot meet, or no longer meet, the it will apply for a statutory assessment of the child, which may lead to further support being provided by the LA. Parents can also request that the LA carry out a statutory assessment of their child’s needs.
- How is the decision made about what type and how much support my child/young person will receive?
Each child is assessed individually and a personalised package of support is provided dependent on need. If these needs change, support is adjusted as necessary. Additional assessments from outside agencies will sometimes mean an increase of support and / or resources. Regular review meetings are held between the class teacher and parents to discuss the child's progress and any additional needs which may require support. If a child joins from another school or Academy, information provided by the feeder school along with our own assessments will enable us to allocate resources / support for the child.
- How will our child and young person be involved in the decisions about their learning?
Pupils with SEN and / or disabilities at Goldenhill Primary Academy are able to voice their ideas and opinions about their learning in a variety of ways.
This may be through:
- Initial topic / learning journey assessments where children are asked what they already know and what they would like to learn about the topic. This then informs planning for future lessons.
- Termly attitude surveys,
- Input into their Provision map and IEP,
- Pupil contributions to Annual Review meetings,
- Meetings between children and SEN Link Governor,
- Daily opportunities to reflect on their work, self assess and respond to suggestions.
- How will we be involved in the decisions about the learning of our children and young people?
We work in partnership with parents to support each child/young person’s well-being, learning needs, progress and aspirations.
The Academy website contains information on what your child will be learning, celebrates achievements and supports parents in helping their child learn at home.
Regular curriculum information is sent to parents half termly including topic webs for the upcoming topic, targets, timetables and Assessment and Attitude information.
We operate an open-door policy to allow parents to contact their child’s class teacher with ease.
Parents are asked for their views / opinions and ideas about their child’s learning on a regular basis through termly IEP review meetings. At these meetings the children are asked to express their views and opinions about their learning and are involved in the decision making process.
Our Governing Body includes Parent Governors/representatives.
- How are parents involved in the setting? How can I be involved?
Parents are invited to become involved in Academy-life through a number of means e.g. the PTA (Helping Hands), The Family Forum, hearing children read and ongoing invitations to school events throughout the year.
Our Governing Body includes Parent Governor representatives.
- What do I I do if I want to make a complaint?
In the first instance, please make an appointment to see the SENCO or class teacher who will be happy to hear your complaint and will endeavour to resolve the issue as soon as possible.
If you wish to make a formal complaint, there are 3 main stages:
Stage one: complaint heard by staff member (though not the subject of the complaint); the member of staff will record the complaint and seek to resolve it immediately, including apologising where necessary. It is our intention to resolve difficulties at this stage within 10 working days.
Stage two: complaint heard by head teacher. If you are not satisfied with the previous outcome please speak to the Headteacher, who will record the complaint in writing including all detail. It would be useful if you could state what actions you feel might resolve the problem at this stage. You will then be issued with written confirmation that your complaint has been received and an acknowledgement sent within 5 working days. The complaint will be investigated and you will be written to, to outline the outcome of the enquiries the school proposes to take to resolve the complaint or if the complaint is not upheld, a full explanation as to why (this will be completed within five working days) and what action (if any), unless factors beyond our control make this impossible. In this case a letter will be sent to you explaining the reason for the delay and providing a revised target date.
- Stage three: complaint heard by Chair of Governing Body. If the issue is not resolved to your satisfaction then you should send your complaint in writing to the Chairperson of the Governing Body (Mrs C Derry) within 10 days of the written response from the school. Upon receipt, the Chair person will acknowledge the letter within 5 working days and arrange a meeting of the governor’s complaints committee within a further 20 working days. The complainant will be informed in writing of the committee’s decision this should be within ten working days, unless factors beyond our control should prevent this. The Headteacher will also be informed. The aim of the Chairperson will be to resolve the complaint and achieve reconciliation between the school and the complainant.
A copy of the Complaint Form is available on the school website or from the school office.
- What other support Is available to parents and how can I contact them?
SEND Information, Advice & Support Service (SENDIASS)
Tel: (01782) 234701 or 234847
Stoke-on-Trent Safeguarding Children Board
Tel: (01782) 235100
Special Educational Needs Assessment and Monitoring Service (SENMAS)
Tel: (01782) 232740