Gladstone Primary School
We are a mainstream Primary School and Nursery.
Who to contact
Where to go
- Gladstone Primary
Stoke on Trent
- ST3 5EW
- Local Offer Age Bands
- What kinds of SEND does the school provide for?
Gladstone Primary Academy is a mainstream academy and part of the Societas Trust. We do support children with a wide range of needs as in accordance with the Equality Act 2010. The main areas of need which we support are in line with the SEND Code of Practice 2015.
Special Educational Needs provided for are described in four broad areas:
Communication and Interaction
- Speech, Language and Communication Need
- Autistic Spectrum Disorder (ASD)
Cognition and Learning
- Moderate Learning Difficulty
- Specific Learning Difficulty including, dyspraxia, Dyslexia, Dyscalculia
Social, Emotional and Mental Health Difficulties
- Adjust Disorder
- Anxiety Disorder
- Obsessive Compulsive Disorder (OCD)
Sensory and Physical Needs
- Hearing Impairment
- Visual Impairment Physical Disability
Gladstone Primary has achieved the Boxall Quality Award for our Nurture Provision which supports children with a range of needs. We are now working towards the Whole School Nurture Award.
We are also working towards renewing our Stoke Speaks Out Level 5 award.
- 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?
At Gladstone, we use a range of assessment materials and observations to help us to identify if a child may need extra support. Our teaching staff make ongoing assessments of the children in their classes. If they feel a child may not be performing to the expected level they will then consult with the school’s SENCo- Mr S Stanford. He would carry out further tests and collect relevant evidence. Some children may also be identified because they show that they need support through their behaviours, speech or a physical disability.
We also hold half termly challenge meetings with the teaching staff. In these meetings staff discuss any children who they are concerned about or who are not making the expected progress. These are held with both the phase leaders, members of the SLT and the SENCo.
In some cases the child may feel that they need extra help and if so the school will talk through with the child their concerns and see what could be put in place.
If a parent/carer is concerned about the progress of their child they should talk to their child’s class teacher to see if these concerns have been noticed in class. This will then be shared with the SENCo for further advice.
Some children may join us with, or be referred by their Dr for, outside agency involvement and they may contact school to ask if we can provide further support for the child.
- How will the setting support my child/young person?
Class teacher input, via excellent targeted classroom teaching (Quality First Teaching)
For your child this would mean:
That the teacher has the highest possible expectations for your child and all pupils in their class.
That all teaching is built on what your child already knows, can do and can understand.
That different ways of teaching are in place, so that your child is fully involved in learning in class, this may involve things like using more practical learning.
That specific strategies (which may be suggested by the SENCo or other outside agency) are in place to support your child to learn.
Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
The teaching staff will discuss the progress of individual children with the SLT and the SENCo to review and monitor what progress has been put in place to support any learning needs.
If a child has been identified as having a need and they are on the Special Needs Register, the support the child would receive would be dependent on the child’s individual need. They may work within a smaller supported group for Literacy, Numeracy or Phonics with an adult.
Some children may be supported through our Nurture Groups. These groups work to support children who may be struggling with emotional or social difficulties. They may also need speech and language support and basic Numeracy and Literacy skills support.
We have also run small group and 1to1 support to enable individuals to close the gaps.
If a child has emotional needs, these could be addressed through our Learning Mentor who may work closely with the child. We also have rained members of staff who can provide counselling where appropriate.
The school would also consault with outside agencies who may offer further targets. These include, The SENDs Team, The Educational Psychologist, Speech and Language Therapists, Occupational Therapists and CAMHs. We may also consult with local Special Schools who can provide outreach support.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Our teaching staff differentiate their lessons to match the needs of all of the children within our school. In Year 6, Maths in Y5-Y1 and for phonics in KS1, the children are grouped into ability groups to ensure that the children can be targeted specifically on the areas where they have problems. We also group the children into smaller ability groups within our classes for Literacy, Phonics, Guided Reading and Maths. Those children needing further support then work with an adult who can guide them during the lessons.
Some children will also work on extra intervention programmes to support their needs. These interventions help the children to close the gaps they have in their knowledge and skills.
We aim to provide an inclusive, creative, child led curriculum that will equip the children to be successful in life. This is underpinned by the Special Educational Needs Code of Practice.
If a child is working in our KS1/FS Nurture Group, they will work on an adapted curriculum which has a focus on Emotional and Social aspects of learning as well as an academic curriculum matched to their ability level. We also have an afternoon KS2 Nurture Group which has it's own practical curriculum.
All teaching and planning is monitored regularly by the SENCo and Senior Leadership Team (SLT) and Phase leaders. Subject Leaders also monitor planning whilst monitoring, the subjects English, Maths, Science, The curriculum and the Foundation Stage curriculum. Staff at Gladstone have high expectations in teaching and learning for all children within the school.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
Children who are on the SEN register and are recognised as having a need, will have targets and a provision map. These will be reviewed during the year and new targets will be set.
Parents can talk to the class teachers about their child’s progress on appointment. The class teachers review the progress of all the children each half term and adapt their teaching accordingly. We also hold 2 parents’ evenings and the staff write a detailed progress report at the end of the year.
The SENCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have, by appointment.
All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
Homework will be adjusted as needed to your child’s individual requirements.
A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.
Achievement support diaries will also help to support home school communication where a child is struggling with school routines.
Every child has a home/school diary which we ask all parents to record in; any concerns or questions and that you have read with your child at least 5 times during the week. The diaries are checked daily by the classroom staff.
We can signpost you to SENDIASS if you feel you need further support with and SEND issues.
Parents will be invited in to review their children’s targets at the end of each term.
We send home a small amount of homework to aid you in supporting your child and we also ask that the children read at least 5 times a week at home.
- What support will there be for my child's/young person's overall wellbeing?
Gladstone Primary Academy has a firm commitment to the notion that we have both a responsibility and a desire to provide the best possible educational experience for all our pupils. Every child must be afforded an equality of provision and opportunity regardless of ability, such that each is enabled to take maximum advantage of, and play as full a part as possible in all respects of school life. Every child has a right to ‘quality first good teaching’ delivered by qualified and experienced staff.’
- What specialist services and expertise are available at or accessed by the setting?
The academy will ask for support from a range of services when it is felt that further support may be needed / beneficial. Some of these services have waiting lists and limited access so we do have to prioritise cases. This is done by the school SENCo.
Once a child has been referred to an agency, we don’t have any control of their waiting lists and are unable to get children to jump the cue.
Services include:- The SENDs team, The Educational Psychologist, CAMHs, School Counsellor, Speech and Language Therapists, Occupational Therapists, Child Development Centre, Etruscan Speech and Language School.
We also use alternative provision partners, OPUS and Inspire.
In school we have specialists who work with the children including:- The Learning Mentor, School Nurture Team and a School Counsellor.
- What training are the staff supporting children and young people with SEND have had or are having?
The academy will access relevant training when it is needed. We have a continuing skills and training program. This is usually delivered through the SENDs service.
The school have had training in:- Dyslexia awareness, ASD awareness, Down ’s syndrome awareness, Numicon (maths intervention), Trauma and Attachment training.
Our Educational Assistants also have a range of skills in individual support interventions which we use in school including:- Beat Dyslexia, Numicon, Catch Up Maths, Speech and Language interventions, Stoke Speaks Out and spelling interventions, Rapid Reading and Switch On.
- How will my child/young person be included in activities outside this classroom including school trips?
All children are included in out of school trips and activities. Relevant support is made if needed for specific children i.e smaller ratios of adult to child. We are an inclusive school so we expect that every child takes part in all activities which their class is undertaking. Children with specific medical needs will have a care plan in place. We may also ask for a parent to attend and support their child on some visits.
- How accessible is the environment?
Our academy is a newly built school and is fully accessible to all pupils. Reasonable adjustments are made in specific cases when needed. We have a hearing loop and audio equipment in classrooms and a lift and disabled toilets. Information about the academy can be found on our website and we use a text messaging service to update parents on important messages. If we are aware that a parent may themselves have difficulty accessing printed information or understanding the information then our 2 Home School Link Workers will work closely with the family to ensure that all information is given.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
The staff at our academy work closely on transitions between classes. Children get to meet their new teachers and work in their classes when it is close to the end of the year. We create transition for specific children to share with their new teachers/ settings.
If children are moving to another setting, staff visit the setting with the children on a number of occasions if this can be arranged between both settings. The SENCo will meet and discuss individual children with the receiving SENCo so that they are aware of the individual needs of the children.
If we know a child is joining our school and may need extra support, where possible a member of staff (usually the SENCo) will visit the child in their current setting. A transition time table will then be set up.
We expect all children to be as independent as possible. We will provide visual aids and timetables where appropriate and some children may have an allocated welfare support assistant. These children are still expected to be as independent and be responsible for their own learning.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
This is done on an individual basis, based on the child’s needs. The SENCo works on coordinating provision across the school. This may include:- providing specific equipment or resources, Educational Associate time, suggested interventions, or referrals to outside support agencies.
Each child on the SEN register will have an IEP and a Provision map which highlights the resources needed for each child.
- How is the decision made about what type and how much support my child/young person will receive?
Through conversations between the SENCo, class teachers, parents and outside agencies.
- How will our child and young person be involved in the decisions about their learning?
Parents are encouraged to talk to the class teachers. We also have parent groups which parents can be involved in. If you wish to become involved in school life please talk to the Home School Link Workers, Mrs Rammell and Mrs Rossen. We have an open door policy and our staff are always available for a ‘quick chat’ at the start and end of the school day. If you think the discussion would need to be longer then we ask that you make an appointment to see the relevant staff member.
We also use home/school diaries which parents are encouraged to write any concerns, questions or information in so that these can be addressed in school as quickly as possible.
- How will we be involved in the decisions about the learning of our children and young people?
Where possible and appropriate, staff will always seek to find the views of the children. This is done through questionnaire. When the IEPs are reviewed, the children are asked to contribute to this too.
We have a school council and a suggestion box which the children are encouraged to use to share their views.
We also encourage some children to talk to the Learning Mentor or another key member of staff if it is felt that this will benefit their learning.
- How are parents involved in the setting? How can I be involved?
Parents are encouraged to meet with class staff to review their child’s progress on a termly basis. If a parent feels that their child needs further support, they are encouraged to talk to the staff about their concerns.
- What do I I do if I want to make a complaint?
The school has a complaints procedure which can be found in the policy section on the school website or can be obtained in hardcopy from the school office. This details the steps that should be taken a parent wishes to make a complaint.
- What other support Is available to parents and how can I contact them?
If a parent would like to gain more insight in the support available to their child they can talk to the SENCo.
There is also the independent SENDIASS team who can offer alternative advice.
Parents can also consult the LA Local Offer which can be found on the Council website