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St Nathaniel's Academy

"Everyone matters. Everyday counts."

St Nathaniel's Academy believes that education is preparation for life and we seek to prepare each child to face life beyond the school with confidence. We aspire to set high standards for personal behaviour and self-discipline, with consideration, courtesy and respect for other people of all ages, religions and cultures. We aim to deliver exciting and quality learning experiences in a safe, secure and happy environment. We endeavour to achieve high standards in every aspect of school life by making the most efficient use of all the resources available.

Who to contact

01782 234950

Where to go

Westport Road
Stoke on Trent
Local Offer

Local Offer

Local Offer Age Bands
0-4 years
4-11 years

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

St Nathaniel’s Academy accommodates all SEND in line with the Equality Act (2010) and provision is available for all four areas of need outlined in the 2015 SEND Code of Practice. These include:

  • Communication and interaction - e.g. speech and language & ASD
  • Cognition and learning - e.g. dyslexia and dyspraxia
  • Social, emotional and mental health difficulties - e.g. behaviours linked to attachment, anxiety and difficulties developing friendships
  • Sensory and/or physical needs - e.g. Hearing & visual impairments, Cerebral Palsy and Downs Syndrome.
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 St Nathaniel’s we identify children who need additional help through the graduated response. The academy has a rigorous system in place, these include:

  • Sharing of information from previous school or day nursery
  • Sharing of information with external agencies e.g. Speech and language, school nurse, health visitor, Educational Psychologist
  • Home visits prior to starting school
  • Ongoing assessments
  • Standardised testing
  • Observations of individual children/groups
  • Data tracking
  • Pupil Progress Meetings
  • Concerns raised by staff, parents and children
  • Support from SEND services.

If as a parent / carer you have concerns about your child’s progress your first action is to make an appointment with the class teacher via the office. If you would then like to speak to our SENCO (Special Educational Needs Coordinator) Miss Clarke or Assistant SENCO Miss Street, you can arrange an appointment in person (via the office), by phone (01782 528261) or email:

How will the setting support my child/young person?

Your child will be supported in a variety of ways including:

  • Differentiated quality first teaching
  • Inclusive learning environment
  • Access to both indoor and outdoor learning environments
  • Parental involvement
  • Pupil Passports give a profile of the child & set targets - parents and children are involved in this process
  • Additional support & small group work
  • Outside agency support
  • Specialist provision
  • Outreach – support from specialist schools
  • Evidence-based interventions
  • Individual risk assessments
  • Medical care plans
  • EHC (Education, Health and Care) Plans
  • Reasonable adjustments to enable all pupils to access the curriculum
  • The Inclusion Team is available to support children's Social, Emotional and mental health needs.
  • SEND Policy.
How will teaching approaches and the curriculum be matched to my child or young person's needs?

We aim to provide an inclusive curriculum that is differentiated to match the individual needs of our children.

All learners have access to high quality teaching. Class teachers will teach in a variety of styles, reflecting the abilities, aptitudes and interests of the child. The organisation of classes and the delivery of the curriculum will reflect what is appropriate to facilitate pupil learning at any given time, age or context, incorporating whole class teaching, group teaching or individual support.

Children are regularly assessed to ascertain their needs and next steps providing both support and challenge in order to enables children to achieve more. Learning is tailored to meet the needs of individual children.

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 will be aware of how your child is doing through:

  • Assessments & Standardised Testing
  • Data tracking
  • Pupil Progress meetings
  • Annual Reviews
  • Pupil Passport Reviews.

You will know how your child is doing through:

  • Termly Parents Evenings
  • Informal meetings with Class Teachers
  • Communication through Class Dojo
  • Pupil Passports
  • Annual Reviews
  • Meetings with SENCO/ External agencies
  • Written report at the end of the academic year
  • Certificates and praise postcards.

We will help you to support your child’s learning through all of the above plus:

  • Parent courses/workshops
  • Weekly homework
  • Target Setting
  • The school website
  • Signposting to support agencies.
What support will there be for my child's/young person's overall wellbeing?

We aim to ensure that all children feel safe and have good relationships with staff and their peers. We take a holistic approach to ensure that all children have a positive experience in school. We have many strategies to develop children’s overall wellbeing, including:

  • Daily Assemblies/ Worship time
  • PSHE Lessons
  • Class Circle Times
  • Positive Reward System
  • Learning Mentor
  • Inclusion Team
  • 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
  • PCSO
  • Care Plans
  • Behaviour Diaries
  • Home-school communication books
  • Open and positive communication with parents
  • Aiming High - Action for children 
  • Links with Port Vale FC.
  • My Happy Minds.
What specialist services and expertise are available at or accessed by the setting?

Saint Nathaniel’s Academy has highly trained teachers who are supported by specialist professionals. Within the academy we have access to:

  • Senior Leaders in Education 
  • Speech and Language Therapist
  • Learning Mentor
  • Bilingual Support Staff
  • School Nurses
  • Health Visitors
  • Hearing & Visual Impairment Support
  • Educational Psychologist
  • SEND Advisor
  • Young Minds 
  • CAMHs
  • Arch
  • Dove 
  • Occupational Therapy
  • Inspire
  • Specialist Schools Outreach
  • Yellow House.
What training are the staff supporting children and young people with SEND have had or are having?

Staff at Saint Nathaniel's receive regular and ongoing staff training. All staff have received training on the new Code of Practice, Quality First Teaching, Attachment, Improving Speech & Language, My Happy Minds, Wellbeing, Forest Schools and Dyslexia Awareness.

Some staff receive specialised training dependent on their role and the children they are supporting. This training has included,

  • Mental Health First Aid
  • SENCO Award
  • MAPA
  • Forest Schools.
How will my child/young person be included in activities outside this classroom including school trips?

All children are given equal opportunities to access and enjoy activities outside the classroom including school trips.

Parents, teachers, SENCOs, child and provider work together to ensure equal access. Risk assessments are completed, appropriate staffing ratios and reasonable adjustments are made.

How accessible is the environment?

Access to the curriculum is ensured through:

  • Differentiation: different ways of recording, alternative success criteria, learning outcomes
  • Use of IPads - Each child has their own IPad that they use to complete work and as a resource to support them in lessons
  • Use of other technology, induction loop
  • Visual Timetables
  • TEACH Stations
  • Sand timers
  • Sound Minimising Headphones
  • Pencil Grips, Tripod Pencils.

Reasonable adjustments are made to allow all children to access all parts of school life.

Access to the building:

  • Wheelchair ramps
  • Disabled toilets and showers
  • Single level building
  • Height adjustable tables, chairs
  • Sloping desks
  • Specialist seats.

Access to the school community:

  • School’s website, school app, twitter
  • Text message system
  • Letters in alternative format available on request
  • Bilingual translators
  • ESOL
  • Parent Learning Courses.
  • Translation tool on Class Dojo.
How will the setting prepare and support my child/young person to join the next stage of education and life?

Transition arrangements are made when starting school, and moving on from the school. These include:

  • Home visits
  • Stay & Play sessions (Foundation Stage)
  • Visits to the school before starting (at any age)
  • Buddy system for children new to the school
  • Planned transitions between key stages
  • Transition days between classes
  • Meet the teacher meetings for parents/Induction meetings
  • Transition events arranged by local high schools
  • Circle times/Assemblies at transition times
  • Sharing of information between teachers/settings
  • Close links & regular communication with local high schools
  • Enhanced transition is provided as required.
  • Structured Transition Programme for children going from Year 6 to Year 7
  • Encouraging independence in Year 6, for example walking to/from school.
How are the setting's resources allocated and matched to children's/young people's special educational needs?

At Saint Nathaniel’s resources are allocated based on the needs of individuals/groups. The audit of need is used to match the needs of the children.

Resources are allocated to classes following Pupil Progress meetings and children are given interventions based on assessments of need.

Additional adults may be provided where there is an immediate need or where an EHC Plan is in place for a child. 

Resources and equipment may be provided by the school or specialist providers such as Health Care. Resources are often recommended to us by our SEND advisor.

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

Concerns raised by staff, parents and pupils support decision making around the provision for each child.

Decisions are made about how much support will be received based on need. The school is required to provide 15 hours of targeted support before applying for an EHC Plan. Decisions are supported by our SEND advisor.

An EHC Plan will recommend what support a child should receive.

Interventions state a required time and duration. 

Following the 'Assess, Plan, Do, Review' cycle, the support may be removed, changed or additional support may be provided.

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

Children are involved in their own learning journey:

  • Children are asked to contribute to their own Pupil Passport and are aware of their targets.
  • Children are involved in review meetings wherever possible
  • Children in Care are involved in their EPEP Reviews
  • We have a strong school council
  • Children assess their own learning against the success criteria 
  • Pupil voice is used through questionnaires.
How will we be involved in the decisions about the learning of our children and young people?

We build positive relationships with Parents and have an open door policy.

  • Parents are invited to regular review meetings
  • Parents evenings are held three times a year
  • Communication with the class teacher at the door or through Class Dojo
  • Parent Forum group 
  • Parents are invited to contribute to target setting and the writing of Pupil Passports.
How are parents involved in the setting? How can I be involved?
  • Stay and Play sessions
  • ESOL courses
  • Parent Volunteers
  • Parent Learning Courses
  • Parent/Child After School Clubs
  • Parent Forum.
What do I I do if I want to make a complaint?

The academy’s full complaints procedure is on our website.


Complaints need to follow the following route:

Level 1 - Meet with child’s class teacher

Level 2 - Meet with Principal (Mrs Patrick) or Deputy (Mrs Wright)

Level 3 - Formal complaint in writing to the Principal (Mrs Patrick) 

Level 4 - Request a review from the Board of Governors.

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

We help parents complete DLA forms (with a charge of £10). We also support health appointments and referrals with translation in various languages (with a charge of £35). For either of these, contact the School Office.

Early Help is available for families experiencing difficulties (financial, health, relationships, children). Contact Tracey Robinson via the School Office, phone: 01782 528261 or email:

  • SENDIASS - SEND Information, Advice & Support Service 

            Telephone: 01782 234701 or 01782 234847 E-mail:


  • Safeguarding Board
  • Children’s Centres

           Burslem: 01782 236655

           Tunstall: 01782 234357

Children’s Support/Agencies

  • Action for Children Stoke-on-Trent Aiming High for Disabled Children’s Programme

           Telephone: 01782 683051 E-mail:


  • Saint Pauls Messy Church -
  • NSPCC -
  • Dyslexia Action -
  • Dyspraxia Foundation -
  • Autism -
  • ADHD -
  • Hearing Impaired -
  • Visual Impairment -
  • Changes (Hanley) Mental Health for children and young adults  -
  • Newcastle Special Adventure Playground -
  • Young People’s Drugs Project - Email:

Adult Support/Agencies


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