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Glebe Academy

Who to contact

01782 234846

Where to go

Park Place
Stoke on Trent
Local Offer

Local Offer

Local Offer Age Bands
0-4 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?

At Glebe academy we have regular assessment updates as part of our practice every half term. Children can be tracked to ensure expected progress is being made by every individual. If it is noted that a child is not making expected progress then parents will be asked to come into school for an informal chat about this. As assessments are completed every half term this will allow early identification and intervention to commence. At this point your child would begin to receive some accelerated learning support within the classroom. If we continue to have these concerns about your child despite the additional support provided by the class teacher then we will ask you to come along to a meeting which may involve your child entering onto the Special Education Needs (SEN) register. This then means your child will receive learning support in addition to the class timetable to ensure progress is maintained at the same rate as his/ her peers. If your child has specialist needs the school can access a range of agencies for support, advice and guidance.

How will the setting support my child/young person?

Glebe Academy is an inclusive school with a strong commitment to meeting the needs of our pupils. We have high quality support for learning during lessons. We feel this is a very important factor in supporting children with a Special Educational Need to make good progress alongside their peers. Learning Support Practitioners support children within the classroom but will also withdraw pupils for 1:1 intervention time for more focused support. If your child has an Education Health and Care plan (formally known as a ‘statement’) then your child will receive personal learning support based around the information presented on their plan. If your child is in need of this extra support you will be informed and be able to give your input into the outcomes set for your child. The interventions carried out are usually based around recommendations from external agencies such as SENDs or the Educational Psychology Service. The interventions are monitored and reviewed regularly according to the progress that is made. The outcomes can then be maintained or adapted as required. The school produces a provision map each term that shows the additional support offered to children with specific needs. The governing body of Glebe Academy request an annual report on the provision for our SEN pupils and the effectiveness of our support in making a difference to these pupils.

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

Our school prides itself in being highly effective at differentiated teaching for all of our children. Our pupils access education at their own level which is challenging to the individual and helps them to reach their targets. Our teachers will ensure that strategies and resources that will ensure that pupils will enjoy and achieve within their classrooms. Any involvement from external agencies and the advice given will also be used in order to make sure your child’s needs are met. If your child is on the SEN register then the above information will be discussed with you in more detail at each review meeting.

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

Here at Glebe we have an open door policy whereby parents can pop in to speak to the class teacher. If they are not available then a meeting can be arranged for a more convenient time. If your child is on the SEN register then you will be invited into school at least 3 times each academic year to review progress and set new learning targets. If we have additional concerns during this time you may be asked to come in for a meeting to discuss our concerns. We also have parent conference meetings twice a year which all parents are encouraged to attend. During these meetings we can assist you in providing activities for your child to complete at home to continue our good practice in school.

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

We are committed to helping all children stay safe and healthy and enjoy their time at school. We endeavour to help them to grow into mature and caring young people who make a positive contribution to the school and the wider community. We are very concerned with children’s wellbeing. We have been awarded the Inclusion Quality Mark (IQM) to evaluate how successfully all learners, including those with SEND, are included. The IQM allows schools to show how they are benefitting different groups of learners, and how their outcomes are improving as a result of their work. At Glebe we have an assertive discipline policy for all pupils. We use a range of rewards to engage and motivate pupils. The pupils are actively involved in setting class rules at the beginning of each year so that there are clear, consistent expectations. Pupils also understand that there are consequences to not following the rules and there is clear pathway that is followed across the school. For pupils with more specific behavioural, social or emotional needs a more specific behavioural plan may be drawn up. We have a weekly celebration assembly to ‘celebrate’ good behaviour and recognise hard work, effort and attainment throughout the week. If a child needs an inhaler or an Epipen then training is given to staff for these medical needs when they arise. In this instance the school nurse will be contacted and a care plan drawn up. Administration of other medicine is usually coordinated by the school office, where medicines are kept. The appropriate paperwork would need to be completed before medication can be administered.

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

Glebe Academy has access to the full range of Local Authority specialist services; this is known as the SENDS team (Special Educational Needs and Disability Service). They can provide the school with support for any additional need. These may include Autistic Spectrum Disorder (ASD), Dyslexia, Speech, Language and Communication needs, as well as physical needs including those who have a visual or hearing impairment. We are also able to apply for outreach support from other specialist settings. We have close links with the Educational Psychology Service who will support school if a child’s needs are more complex. Our Educational Psychologist will provide us with strategies that we can implement within the classroom to support your child. If your child has a medical need we will usual involve our school nurse/ health visitor to ensure we have a care plan in place that is relevant to your child’s individual needs. We also have a family support worker who can give advice and make referrals for parental/ whole family support.

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

Staff at Glebe receive regular training. Those who work with a pupil with SEN in our school will receive training based on the needs of the individual child and any further advice we are given by external agencies. We are also able to seek training from our schools SENDS team.

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

All pupils at Glebe Academy have access to all activities offered by the school and, where necessary, additional adult support will be available to assist your child at after school activities and on school trips. Parents will be asked to meet with school staff to plan appropriate support where necessary. A risk assessment is carried out and adaptations put in place if necessary. We always do our very best to ensure every child can access a school trip.

How accessible is the environment?

Glebe Academy has recently undergone substantial building work where the whole of our Key Stage 2 unit has been rebuilt. The whole of the school grounds are completely accessible both on foot and via wheelchairs and the building has been designed on one-level. We also have a separate rear entrance for disabled students. We have 2 disabled toilets in school. These are located one at either side of our building so they are accessible whenever they are needed.

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

We have close links with the local day nurseries in the area and we make it a priority in the Summer term to engage in positive transition. The Nursery class teacher will come to visit you and your child at home in their most relaxed environment. There will be some stay and play sessions at the end of the summer term and then an induction period in the Autumn term tailored to meet the needs of your individual child. We have close links with secondary schools in the area. All children in Year 6 will be invited along to transition days at their chosen school, and visits are made into school by high school staff to meet individually with the children. Additional visits are set up for those children who may need it. High schools are invited to Annual reviews of children in Year 6 that have a statement in place. We can also support you and your child if a decision is made to transfer to a specialist setting. If your child is transferring to our school from a previous setting we will contact that setting for information, attend review meetings and set up transition day visits. If your child is leaving our school we will contact the new school with relevant information and if necessary set up a meeting to ensure a smooth transition.

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

At Glebe Academy we will discuss with you if we feel that something additional is needed to support your child because they have an additional need. This information will then be recorded in your child’s Individual Education Plan. It will also include details of the intended outcomes, the interventions and strategies being used for your child and the specific dates the outcomes were set and when they will be reviewed. The aim of additional support is to allow your child to make progress in line with their peers that they would not necessarily be able to make without that focused support. In relation to this learning support can then be planned for across each year group. Pupils can also be allocated resources based on their individual need; this can anything from a pencil grip to a specialist chair. Occasionally; there are circumstances where more specialist equipment is required. In this case we can apply to the local authority for more funding or we can look towards our SENDS team for support with allocating equipment. Resources will be allocated only when recommended by an external agency with a strong link to the educational benefits of the resource and the positive impact on pupil progress.

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

At Glebe academy, the progress of all our children is monitored very closely. If a child is falling behind or not making sustained progress then they will receive some additional interventions throughout the week. If we continue to have concerns then your child would be added to the Special Educational Needs register and a specific plan with learning outcomes will be written and you will be contacted to come into school to discuss the proposals. Depending on the depth of the need we may then seek some additional advice from specialists, e.g. speech and language, specialist settings, Occupational therapy, Educational Psychology etc. This advice would structure how often interventions will need to be made and how much in class support would also need to be allocated. If your child has an Education, Health and Care plan (statement) then the number of hours of support stated on the documentation will be provided through a mixture of 1:1 time, group work and in a shadowing role so as to develop and promote the child to be independent.

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

We always welcome parents into the setting and regularly invite parents across all year groups to come into school to observe learning time within the classroom. You will be asked to sit with your child and support them during these sessions. If you are interested in being involved in the wider aspects of school then feel free to come in for a chat about what you feel you could offer the school.


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