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Newcastle-under-Lyme School

Who to contact

01782 631197

Where to go

Mount Pleasant
Newcastle Under Lyme
Local Offer

Local Offer

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

When the child starts with us in year 7, during the first half term they will sit a LUCID Rapid dyslexia screening test. If the results of this indicate that there may be a possibility of dyslexia, the Learning Support Coordinator (LSC) contacts parents to inform them of the result, what the implications of it mean and what the suggested next step would be. If a child arrives at the school with a report confirming e.g. dyslexia, the LSC completes a ‘Strategy Card’ which summarises a description of the SEN and strategies that staff should employ in their lessons to support the child. The strategy card is stored on a central file on the school network that all staff have access to. The support that we offer happens within each lesson, so children are not taken out of lessons for support. If a parent is concerned that their child has special educational needs they should contact the LSC, Jenny Cryer, or their child’s form teacher who would contact the LSC.

How will the setting support my child/young person?

We would create the strategy card, then invite the parents and the child into school to ask for their input into it. There is a Learning Support Assistant in the school, who can provide assistance to pupils in the classroom who need it, so her involvement would also be considered. All staff in the school respond to the strategies suggested on the strategy card, so there is continuity from lesson to lesson.

How will teaching approaches and the curriculum be matched to my child or young person's needs?

On some occasions we do allow students to perhaps drop the study of a language if we feel that they could use that time to support their other subjects. This is considered after consultation with the pupil, the subject staff, the LSC and the Deputy Head Academic. We do encourage the students to choose subjects that play to their strengths and will support the student as much as we possibly can so that they study the subjects that suit them and their learning style.

How will both you and I know how my child/young person is doing and how will you help me to support their learning?

We have progress grades every half term, full parents’ evenings once a year and 2 full reports over the course of the year. We encourage open communication with parents from the start, so if parents are concerned about any aspect of their child’s learning they know that they can contact us. We are more than willing to meet with parents if they have any concerns at all. The LSC meets with all parents of students on the school’s Learning Support Register, together with the student themselves during the second half of the summer term to review how the year has gone and to amend the strategy card ready for the next academic year. Parent’s are encouraged to contact the LSC if they have any concerns during the year.

What support will there be for my child's/young person's overall wellbeing?

The form tutor is the student’s first point of contact, followed by their Head of Year, but the LSC, the Learning Support Assistant, 2 Deputy Heads and the school PCT nurse (who is in school twice during the week) are also available. The PCT nurse can organise external agencies to come into school as necessary, as well as being available herself for the students to talk to. As necessary the Autism Outreach Team also come into school. Every student takes part in a weekly PSHE lesson, delivered by the form tutor.

What specialist services and expertise are available at or accessed by the setting?

We regularly use Sue Marsden, who is a specialist teacher holding an approved qualification as required by the JCQ, the school PCT nurse, Jayne Tointon, any outside agencies that she recommends and the Autism Outreach team.

What training are the staff supporting children and young people with SEND have had or are having?

We have termly INSET training and we attend training courses as appropriate. The AOT have also been into an inset day to provide specific autism training.

How will my child/young person be included in activities outside this classroom including school trips?

They will be fully included in all activities outside the classroom. We have had a number of children over the years with special needs and they have been able to attend and be involved in school trips.

How accessible is the environment?

Our school is spread across a large site, made up of old buildings. However we have made big improvements to the site over the last few years and there is now level access into the majority of the buildings on the site. We are just coming to the end of a huge new building project, in which there is a lift, level access and the new building conforms to the regulations as specified by the Equality Act 2010. We try to respond to any access needs that arise. Over the years we have installed ramps, handrails and relocated classes and teachers to allow students with special needs to be able to fully access the curriculum. We will make any reasonable adjustments that are required.

How will the setting prepare and support my child/young person to join the next stage of education and life?

The Head of Year 7 tries to visit each child in their primary school in the summer term before they are due to join us, and as necessary the LSC will also accompany them, so that we have an accurate picture of the child’s needs before they arrive. This also provides an opportunity to speak to the child’s current teacher so that as much continuity as possible happens. The LSC will then start to create the strategy card ready for the start of September. The child would also attend ‘New Pupil’s Day’ which takes place during the first week of July. In September the LSC will speak to the child and their parents to check that all strategies seemed appropriate and relevant and any changes would then be made. There will also be a parent’s evening during the first term where any concerns or observations could again be shared. Parents would be advised to contact the school if there were any concerns in the meantime. The weekly PSHE programme provides ongoing pastoral care, as well as offering advice re future study and careers. Careers guidance starts in year 7 and is returned to regularly throughout the child’s school life. If appropriate our students are encouraged to attend university open days to help them make the right decision about that stage of their education.

How are the setting's resources allocated and matched to children's/young people's special educational needs?

We have employed a Learning Support Assistant to provide specific help to the children who needs it. We invest in LUCID rapid, reading age and spelling age assessments and will provide physical aids such as handrails, ramps as the need arises.

How is the decision made about what type and how much support my child/young person will receive?

The support will reflect the needs of the child and we try to respond to that accordingly. If there is a history of need we aim to build on that and in consultation with the student and their parents we try to meet all needs. Any decisions made are after full consultation with parents, the student, the LSC, the Deputy Heads and often the Bursar.

How are parents involved in the setting? How can I be involved?

Parents are invited into school very regularly. There are Parent’s Evenings, Open Mornings, Concerts, School Plays and there is a PTA that parents can join.


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