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Ormiston Meridian Academy

Vision

To create an inspirational community of learning and achievement with high expectations and high aspirations. This will be underpinned by a success culture that recognises, effort, hard work and practice. We are a forward looking academy aiming to combine the highest standards and traditional values with high quality, innovative learning and teaching.

Values

We have a commitment to achieving with honesty, integrity and independence ensuring that there is equality of opportunity for all. We aim to be a modern, innovative academy with traditional values of good behaviour and good manners.

Principles

At Ormiston Meridian Academy we put our students at the heart of our learning and teaching, developing a curriculum that engages and challenges whilst being forward-looking and inclusive.

Who to contact

Telephone
01782 377100
E-mail
info@omera.co.uk
Website
ormistonmeridianacademy.co.uk/

Where to go

Address
Sandon Road
Meir
Stoke on Trent
Staffordshire
Postcode
ST3 7DF
Local Offer

Local Offer

Local Offer Age Bands
11-16 years

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

Ormiston Meridian Academy provides support for pupils with a wide range of SEND including:

  • Cognition and learning difficulties (including specific learning difficulties and moderate learning difficulties)
  • Social emotional mental health difficulties
  • Communication and interaction difficulties (including autism)
  • Speech language communication difficulties
  • Sensory Difficulties (including visual and hearing impairments)
  • Physical difficulties
  • Medical difficulties (including ADHD).
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 identify children with special educational needs by gathering information from primary schools, analysing SAT results and carrying out our own base line assessments. Such testing includes reading and spelling assessments (Renaissance Learning - Accelerated Reading & Maths), Wide Achievement Testing (WRAT 5), British Picture Vocabulary Scale (BPVS) testing (to give a receptive vocabulary age) and a wide range of testing for Social, Emotional and Mental Health needs. We also offer dyslexia screening tests, learning walks, student voice and assessments take place regularly.

If you have any concerns about your child you can contact the SENCO, SENCO Admin, Pastoral Lead, form tutor or the child’s Learning Support Assistant. These can be contacted via telephone (01782 377100) or email General inquiries info@omera.co.uk. An individual meeting can also be arranged.

How will the setting support my child/young person?

The Academy will support your child by identifying their need and determining intervention needed, keeping you informed and involving you in the decision making progress at all times. Your child will be placed in the appropriate academic set and setting is reviewed twice a year. A Student Learning Passport (SLP) will be generated following consultation with parents/carers and the young person; this will detail areas of strengths, weakness and identify targets. The SLP will then be distributed to class teachers to ensure the support given is tailored to your child’s individual needs. The SLP will be reviewed with parents/carers and the young person three times a year, to ensure we work together to gather a detailed picture to support your child’s needs.

If a SEND need is identified your child may be supported in-class by a teaching assistant, who will along with the class teacher ensure that the curriculum is differentiated so that your child can fully access it and achieve their full potential. Your child may be identified as requiring a specialist programme and for this we offer a range of interventions to support student areas of need.

All interventions are carefully monitored and evaluated to secure they are effective and that your child is progressing. If appropriate, we may refer your child to an outside agency for specialist support if we feel this is necessary. At every stage you as a parent/carer will be informed and consulted to ensure a close working relationship is maintained.

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

Teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that your child’s needs are met. Support staff will support with your child’s learning in the classroom. Specific resources and strategies will be used to support your child individually and/or in groups. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs. During the Options process students will be interviewed.

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

In addition to the normal reporting arrangements, parents will be invited to parents’ evenings where you will have the chance to discuss your child’s/young person’s progress. Student Learning Passport (SLP) are coproduced with you and your child. The targets and actions will then be agreed. Regular communication will ensure your child’s needs and targets are reviewed and your views and the views of your child are recorded.

The completed SLP will be shared.

The Academy monitors pupil’s progress regularly through assessment rounds which take place 4 times a year. Following assessments areas for development are identified and addressed in class and by homework. This gives pupils the change to focus on gaps in their learning.

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

There is a wide range of pastoral and emotional support available within the Academy. This is provided by form tutors, heads of year, pastoral mangers, support staff, the SENCO and Learning Support centre. The SENCO liaises with the pastoral team to make appropriate referrals to outside agencies for specialist support if required (e.g. counselling). Medical support is available from the first aiders. The school nurse runs a drop in session once a week and when necessary referrals are made from the school to the school HUB (Ourhealth 5-19)

Social support is offered through nurture clubs which run before school, at break and at lunch time by the Learning support centre. Welfare concerns are referred to the Designated Safeguarding Lead or Deputy Safeguarding Lead and pastoral team. Our TAs attend careers interviews alongside your child to support decision making process for options and POST16 provision.

Careers staff work alongside the SEND department to ensure smooth transition to college placements and help arrange visits prior to college interviews. The administration of medicines is monitored by a first aid team. We have strong links with school nurse practitioners who ensure care plans are in place. Team around the Child meetings take place fortnightly to discuss behaviour management, avoiding exclusions and increasing attendance. The Academy also has a dedicated attendance team and our TAs make initial first day absence calls to support attendance and to ensure we are aware of any factors which may be a barrier to your child coming to school. Any behaviour concerns are closely monitored by our pastoral managers.

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

There are specialist staff that are highly skilled within their role. We have a broad range of experience within the SEND department, including individuals trained within specialist areas for example: SEMH, ASD, and Dyslexia. In addition, a member of the SEND team is fully qualified in accessing students for exam arrangements for special dispensation. This enables the Academy to make sure students receive extra time, reader, scribe and laptops to complete exams. Staff within the SEND department and the teachers, work together and strive to get the best help and support for all pupils who attend the Academy. We also work closely with a wide variety of outside agencies, including Educational Psychologist Services, Inclusive Learning Service (SEND), CAMHS and Younger Minds drawing from and utilizing their expertise to offer the best package of support possible for our students.

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

The SEND department constantly update and refresh their training. All staff in the Academy are directed to attend specific professional development sessions lead by experts in their field to ensure we provide the highest quality of support possible both in and out of the classroom.

Our SENCO is fully qualified and members of the team are qualified to NVQ3 or degree level.

All staff are invited to participate in teaching and learning sessions, safeguarding, behaviour management and progress tracking training events. An assistant principal overseas the SEND department and has completed a course in First Aid – Mental Health

Other training specific to the SEND team has included CAMHS training, Fresh Start and Precision teaching. Our SEND team are also encouraged to visit other settings to look at best practice.

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

All pupils will have full access to all the activities offered by the Academy. The Academy carries out risk assessments before any trip takes place to ensure the health and safety of all pupils involved. Checks are carried out to make sure that it is a suitable, safe environment for any pupil that may wish to attend. Members of the SEND team also attend trips as and when needed to ensure our SEND pupils are fully supported and have access to all activities offered during the trip. We ensure that all parents are contacted via letter and permission slips completed prior to any trips taking place. All medical information must be up to date and all staff on the trip are given the information. No students are disadvantaged as a result of their need.

How accessible is the environment?

The building is fully wheelchair accessible. There are two lifts that are situated at each end of the building. In all the toilet areas and changing rooms there are disabled toilets and changing areas. Also in the Academy there are Evac chairs in case of a fire, which designated staff have been trained to use. Sound boxes are available in classrooms for use with radio loops. The Academy has a three year rolling accessibility plan.

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

Before your child/young person joins our setting the Academy arranges regular transition days to enable the children to familiarise themselves with the building, staff members, subjects and the general ethos of our Academy. We have regular tours of the Academy for school groups or individuals. We offer transition days for all primary schools, however if we feel that a pupil would benefit from a more enhanced transition we create an individual package which is supported and closely monitored. This will help to prepare your child to move on to the next stage of their education. This approach can also be requested if you feel it would be useful.

Clubs and activities take place on a regular basis throughout the year and students have the opportunity to attend nurture clubs at break and lunch times. Our Academy liaises with primary schools on a regular basis and staff and SENCO visit to speak to the children involved in transition. Parents are invited to attend an open evening to meet their child’s form teacher and ask any questions they may have. Information is provided to the Academy from primary schools which give us levels and data to help us group your child/young person where we think they will be best placed.

For our students making the transition into higher education and college support is given via taster days. These can be supported by your child Teacher Assistant, who can also help them with transport issues, practicing/planning journeys to their new location, etc. Tours of their new setting are arranged by college/career staff and this link is supported by careers staff based in our Academy.

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

The SEND department has a specific budget, allowing the department to purchase any specialist equipment needed. We ensure resources are personalised to meet your child/young person’s needs. This could be exercise books with specific coloured paper and overlays. Needs can be discussed with the SENCO at their regular passport meeting and annual review meetings.

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

Your child/young person’s needs will be discussed along with the SENCO, it will involve the parents/carers and your child, decision making will be aided by the rigorous academic testing carried out within the Academy as well as specific SEND testing aimed to identify additional needs.

How will our child and young person be involved in the decisions about their learning?

Here at Ormiston Meridian Academy student involvement in decision making processes is of the upmost importance. Students are supported and encouraged to make decisions about their learning and support. Student Learning Passports are reviewed three times per year, ensuring their views are expressed and they are actively involved in making decisions regarding how they learn, which support strategies are most beneficial and target setting decisions. Student Voice interviews take place regularly to give your child the chance to express their views.

How will we be involved in the decisions about the learning of our children and young people?

In addition to the normal reporting arrangements and parents evenings, parents also have the chance to discuss their child’s/young person’s progress during Student Learning Passport conversations which happen termly. Regular phone calls between the TA and home take place throughout the school year and parents are invited to contact the school and be part of the decision making process whenever necessary. Our Academy has an open door policy to discuss any aspect of your child’s education.

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

Parents are regularly informed about what is happening within the Academy via:

Parents evenings, regular updates on the website, SEND Governor and Annual Review meetings and Student Learning passport conversations and when appropriate phone calls home to praise or pass on information.

What do I I do if I want to make a complaint?

As an Academy, we believe that the Special Educational Needs of pupils are best met when there is effective collaboration and communication between the Academy, Parent/Guardians, Pupils and Outside Agencies. Procedures at the Academy:

•If a parent is not satisfied with the Special Educational Needs arrangements for their child, the problem should first be discussed with the SENCO.

•If a satisfactory outcome is not achieved then a meeting is arranged between the parent, teacher, Head of Year and the SENCO at a mutually convenient time.

•If a satisfactory outcome is not achieved then a meeting is arranged between the parent, the SENCO and Assistant principal who line manages SEND at a mutually convenient time.

•If a satisfactory outcome in not achieved then a meeting is arranged between the parent and the Vice Principal/Principal of the Academy.

•Parents are given the opportunity to speak to the SEND Governor

What other support Is available to parents and how can I contact them?

Numeracy based websites:

Literacy based websites:

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