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Weston Infant Academy

Weston Infant Academy recognises that every child is different. We have an inclusive ethos and are proud to have achieved the Nationally acclaimed ‘Inclusion Quality Award’ in recognition of this. This award places great emphasis on working in partnership with children, parents and other agencies to provide the best possible educational outcomes for children.

The school works closely with Weston Junior Academy and has an Executive Headteacher, Mr S Thomson over both sites. Mrs J Birchall is the Head of School and Mrs K Procter is the SENCO.

Who to contact

Contact Name
Mrs K Procter
Contact Position
SENCO
Telephone
01782 319607
E-mail
westoncoyneyi@wcinfants.co.uk
Website
www.westonfederation.co.uk/

Where to go

Name
Weston Infant Academy
Address
West Street
Weston Coyney
Stoke on Trent
Staffordshire
Postcode
ST3 6PT

Other Details

Availability

Other notes

At Weston Infant Academy we have experience in many specific learning needs and can cater for pupils that have difficulties associated with:

  • Cognition and Learning
  • Communication and Interaction
  • Sensory and/or physical needs
  • Social, Emotional and Mental Health.
Local Offer

Local Offer

Description

The Government’s new reforms for Special Educational Needs (SEN) came into force in 2014. In response to these reforms, Stoke-on-Trent Local Authority have produced a ‘Local Offer’. This Local Offer gives information for families to help them to understand the various services they can expect from a range of local agencies as well as statutory entitlements. These include education, health and social care. Knowing what is offered gives more choice and therefore more control over what support is right for families. The ‘Local Offer’ for SEND at Weston Infant Academy forms part of our School SEND Information Report.

 

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

Schools Extended Local Offer Response 

What kinds of SEND does the school provide for?

At Weston Infant Academy we have experience in many specific learning needs and can cater for pupils that have difficulties associated with:

  • Cognition and Learning
  • Communication and Interaction
  • Sensory and/or physical needs
  • Social, Emotional and Mental Health.

We have well qualified Learning Support Practitioners available to support pupils who have EHC Plans.

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 have high expectations of all our children and prior to their start in our Nursery/Reception, home/school visits are carried out  to ensure any  difficulties that your child may have are initially discussed and support is put in place at the earliest possible stage where required. Close liaison with any setting that your child currently attends and any agencies already involved with them is carried out. This ensures that their transition into our school is carefully planned and adapted as required. 

Rigorous monitoring and assessment throughout each year group ensures that any difficulties your child may experience which may indicate a special educational need are identified promptly and discussed with the SENCO (Special Educational Needs Coordinator). If you have a concern regarding your child’s progress or think that your child may require extra support, please discuss this initially with your child’s class teacher. The SENCO (Mrs Procter) will be happy to discuss any concerns that you may have. The SEND policy and other relevant documents can be found on the school website.

How will the setting support my child/young person?

All our children are treated as individuals. In the first instance, class teachers are responsible for planning appropriate interventions to support any children experiencing difficulties or making below expected progress.This is carefully monitored and if it is felt that your child will benefit from additional interventions or support, a discussion between the class teacher and SENCO will take place. If necessary, you will then be consulted and a ‘SEND Support Plan’ created to identify clear and measurable targets for your child. This support plan will also outline the frequency and duration and nature of support that your child will receive as well as the person responsible for it’s delivery. This support will be regularly reviewed and progress shared with you termly.

Sometimes, despite high quality school based interventions, you child’s progress may continue to be below what is expected. With your permission, advice will then be sought from external agencies to ensure that your child’s specific needs are met. For a small number of pupils, a request may be made to the Local Authority for an Education, Health and Care Assessment to be carried out. Parents will be fully consulted if this is thought necessary.

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

In our school, children with Special Educational Needs and Disabilities make good progress, through a curriculum modified to suit their particular need ‘Disabled pupils and those with special educational needs make good progress across the school. Teachers plan well for their needs and they receive good support from teaching assistants. By the end of Year 2 they reach standards in reading, writing and mathematics that are sometimes strongly above similar pupils nationally.’ OFSTED 2014.

Within each class all work is differentiated by the teacher to match children’s differing needs and abilities. This enables all children to access tasks with an appropriate level of challenge, ensuring that no child finds work too easy or too challenging. Each class has access to up to date technology such as Interactive Whiteboards, computers and ipads, which may be used to support children with SEND.The provision of specialist equipment e.g specially designed chairs, caring cutlery, specialist scissors and pencils, workstations and physical adaptation of the classrooms, promotes the independence and integration of pupils with SEND.

If your child has a SEND Support Plan, this will be taken into account during the course of daily lessons. This may involve the use of specialised equipment and resources or 1:1 and small group support. In addition to usual monitoring of progress by teachers and the Senior Leadership Team, all children with Special Educational Needs and Disabilities are also closely monitored by the SENCO.

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 acknowledge parents as vital partners in a child’s journey throughout our school. You will be regularly informed of your child’s progress and encouraged to be involved in supporting this.

Termly reviews of SEND Support Plans with you and your child (where appropriate) enable targets to be evaluated and reviewed. There is also opportunity for a review of your child’s progress at termly Parent’s Evenings/Afternoons where the SENCO is also available for appointments. New targets and further strategies will be identified and agreed if necessary. Regular dialogue between parents and staff is encouraged and appointments can be made with the SENCO or Assistant SENCO at any time.

The SENCO is always happy to talk to you about any concerns that you may have. She can also discuss your child’s progress, offer advice and share tips and strategies that are used in school or have been recommended by outside agencies. The SENCO can also direct you to other services that may be able to support you and your child as well as accessing specialist advice within school.

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

At Weston Infant Academy we provide care and support for children with social, emotional and medical requirements. Mrs Underwood, our Home/ School Link Worker works across both schools and can provide advice and support to families. We are also involved in the 'Better Together' project which gives the school access to advice and support from a social worker.

If your child has medical needs we liaise carefully with yourself and Health Care Professionals to develop individual Care Plans ensuring that any effect upon your child's academic progress is also catered for.. These ensure that all staff in school are able to fully support your child’s needs with regard to their medical condition.

If your child has social and emotional needs we are able to provide flexible arrangements as well as necessary support. We recognise that there are rare occasions when children may display challenging behaviour and may not respond to usual measures put in place to support this. In these instances our Deputy Headteacher and Behaviour Support specialist, Mrs Brown will work closely with parents to develop a ‘Behaviour Plan’. This will support the child and ensure consistency between home and school when managing behaviour. The school nurse and Health Visitor can be contacted through the school to discuss any health related concerns that you may have and the Assistant SENCO regularly liaises with parents of pupils with medical needs.

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

At our school we are able to access support from a range of specialist services including:

  • Educational Psychology
  • Stoke on Trent Special Educational Needs and Disability Service (SENDS)
  • Inclusion Services for Hearing Impairment
  • Inclusion services for Visual Impairment
  • Inclusion Services for Autistic Spectrum Disorder
  • Occupational Therapy
  • Physiotherapy
  • Child and Adolescent Mental Health Services (CAMHS)
  • Educational Welfare Officer
  • School Nurse
  • Health Visitor
  • Special School Outreach services.
What training are the staff supporting children and young people with SEND have had or are having?

At Weston Infant Academy we have experience in many specific learning needs. Learning Support Practitioners support children with Statements and EHC plans and are trained accordingly.

All staff regularly attend ‘whole staff training’ in relation to Safeguarding and First Aid. Certain members of staff are also trained in the delivery of specific interventions, for example; Makaton, ASD awareness and Precision Teaching.

There are also staff who have accessed training from ‘Stoke Speaks Out’ in relation to speech and language difficulties and from the Educational Psychology Department regarding Attachment Disorder.The Senior Leadership Team attend extended training in relation to pupils with SEND and Disabilities.

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

All children with SEND are fully included in all aspects of school life and are well supported to reach their potential by dedicated and experienced staff.

When Educational trips/visits outside school are made, we will liaise carefully with parents to assess the child’s needs and discuss any adjustments that may need to be made. As every child is seen as an individual we are very flexible with arrangements and encourage parents to be fully involved in these. All school trips are fully risk assessed with extra consideration for pupils with additional needs and requirements.

Please speak to the SENCO or Headteacher if you have any concerns regarding visits and activities outside the school grounds.We have a fully trained Educational Visit lead in school who liaises with the SENCO and Headteacher.

 

How accessible is the environment?

The school building is easily accessible, being primarily on one level. Ramps and a lift are provided where steps and changes of ground level are located.

Toilets have disabled facilities and adjustments are made where required for children with medical needs. Children with visual or auditory difficulties are well supported through Professional outside agencies and adjustments are made within school under their guidance.

We monitor languages in addition to English that may be spoken by our children and/or families. We can then offer translation of documents and key language displayed in school where necessary.

Our Accessibility plan can be found on our website.

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

Transition into Weston Infant Academy from either home, our Little Acorns 2 year old Provision or from other early years providers is carefully managed for your child. Children with SEND may need different or extended arrangements which will be carefully planned with you, involving other settings where necessary.

Your child will be supported with transition when they leave our school at the end of Key Stage 1. Children with SEND are given extra consideration at this time and will access extended transition as necessary. Some children with SEND may leave our school to access alternative provision, for example special school. Again this transition is carefully managed in close liaison with parents/carers and the setting involved. Special arrangements for children with SEND may involve for example: meetings with parents and agencies already involved, meetings between schools and settings, extra visits, photo books/ social stories to enable familiarity with the new setting/classroom. As every child is different the amount of support and intervention around transition is personalised for each child as necessary following meetings with parents and advice from any outside agencies involved.

 

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

Resources and interventions are allocated according to need, either from the school’s allocated funds, through Pupil Premium funding (where eligible) or through additional educational needs funding for children with more complex needs (statements and EHC’s) Numerous resources and materials for interventions and assessments are purchased. For example; Specialist support, class support staff, support for small groups, 1:1 support.

We work in partnership with parents and carers to support children with SEND through

  • Discussions with class teachers, SENCO or Headteacher
  • Parents evenings/afternoons
  • SEN support Plan Reviews
  • Annual Reviews of Statements and EHC Plans.
How is the decision made about what type and how much support my child/young person will receive?

We have high expectations of all our children, and prior to their start in our Nursery/Reception, home/school visits are carried out  to ensure any  difficulties that your child may have are initially discussed and support is put in place at the earliest possible stage where required.

Close liaison with any setting that your child currently attends and any agencies already involved with them is carried out. This ensures that their transition into our school is carefully planned and adapted as required. Rigorous monitoring and assessment throughout each year group ensures that any difficulties your child may experience which may indicate a special educational need are identified promptly and discussed with the SENCO (Special Educational Needs Coordinator).

 

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

Within school, children's views are regularly sought by means of questionnaires and the school council. Due to the young age of the children in our school their views are often sought via pictorial responses to questions.

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

We work in partnership with parents and carers to support children with SEND through:

  • Discussions with class teachers, SENCO or Headteacher
  • Parents evenings/afternoons where appointments to speak to the SENCO are also available
  • SEN support Plan reviews
  • Annual Reviews of  Education Health and Care (EHC) Plans.
How are parents involved in the setting? How can I be involved?

Parents are welcome to speak to class teachers at a convenient time with regards to their child's progress and provision. Appointments to see the SENCO and Headteacher are also available upon request. The Assistant SENCO is available each day should you wish to discuss any medical matters. Termly consultations are held to review the progress of children with Special Educational Needs with parents. Where appropriate, home school diaries are set up to ensure close liaison with parents in certain situations.

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

If your child has a Special Educational Need or Disability and you are unhappy with any aspect of their care, support or provision in school:

  • Please ask for a meeting to speak to the school’s SENCO (Mrs K. Procter) in the first instance.
  • The Headteacher may also be involved in this meeting depending upon the nature of the case.

Every effort will be made to resolve the situation and ensure that you are happy with our response. However, should you continue to be unhappy with the situation you are welcome to:

  • Refer to the school's ‘Complaints Policy’. This provides details as to the official school procedure for complaints.
  • Contact SENDIASS (SEND Information, Advice & Support Service) for impartial and confidential advice. Website https://www.sendiass-stoke.co.uk/          Telephone   01782 234701

The fundamental objective of our school is to create and maintain a safe, happy and healthy learning environment where every pupil can achieve their full potential. Our ethos is to work in a spirit of co-operation between parents, carers, staff and governors.

It is recognised that from time to time parents or carers may have issues with the way the school discharges its responsibilities to meet its obligations, and these issues may be raised as complaints directly with the school. In line with the requirements of the Education Act 2002, Weston Infant Academy will:-

  • Have a complaints procedure that is easily accessible, simple to use and easy to understand.
  • Promote an open door policy where every parent can express their concerns to any member of staff.
  • Encourage resolution of problems by informal means wherever possible.
  • Resolve all issues swiftly to established timescales, impartially and in a spirit of co-operation.
  • Ensure a full and fair investigation by an independent person where necessary.
  • Respect people's desire for confidentiality.
  • Provide an effective response and appropriate redress where necessary.
  • Ensure that the Governing Body regularly monitors complaints received by the school.

Weston Infant  Academy prides itself on the quality of the teaching and the pastoral care provided for its pupils. However if parents do have concerns, they can expect any issues raised to be treated seriously by the school in accordance with this policy document.

The Complaints Procedure:

Informal Stage 1 - Review by Class Teacher /SENCO - Parent/carer discuss their concerns with child’s class teacher or SENCO. If a resolution cannot be sought at this level or the complainant is dissatisfied at the outcome of these initial discussions then the parent/carer may wish to escalate the complaint to the next level of the procedure.

Informal Stage 2 - Review by Headteacher - The parent/carer should request an appointment to see the Headteacher. This should be as soon as reasonably practical to avoid any possible worsening of the issue. The Headteacher will investigate fully and communicate findings and/or resolution to the complainant(s) verbally or in writing depending on the nature of the issue. If the parent/carer is not satisfied with the outcome at this stage then the complaint can be moved to the next level for an independent review by the Governing body Panel.

Formal Stage 3 - Review Governing Body Panel - The complainant should write to the Clerk of the Governing body clearly stating their complaint* and why they feel the matter has not been resolved. The process will follow the time scales:

  1. Letter acknowledged and Governing Body Panel informed within 5 school days on receipt.
  2. The Panel sets a date to meet as soon as reasonably practical but no longer than 15 school days from the acknowledgement date of the letter.
  3. Governors Panel obtains a reports from the Headteacher and any further information/documentation required within 5 school days before the meeting.
  4. If the Panel cannot meet because the end of term is less than 15 days from the date of acknowledgement of the letter of complaint, it must meet within 10 days of the start of the new term.
  5. The Governing Body Panel will communicate their findings to all parties concerned within 10 school days.

After the Panel has met, the Governing Panel will write to all concerned explaining their decision and may suggest a resolution if appropriate. The decision of the Panel is final.

If the Complainant feels that the School or Governors have not followed the School’s procedures correctly, then they may request the Local Education Authority  to look at the issue and see whether the School and Governors have acted within the terms of their agreed procedures.

In extreme circumstances, the complainant may refer the issue to the Secretary of State for Education under the Education Act 1996 on the grounds that the Governing Body and/or the Local Education Authority is acting or proposing to act unreasonably or has failed to discharge its duties under the Act.

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

The school has a Home School Link Worker - Mrs L Underwood who is available for help and advice and can be contacted on the school telephone 01782 319607 or by calling into the school Office. She can support with directing parents to relevant outside agencies and also support to make referrals to these where necessary. She also arranges and attends meetings to support parents and liaises with other members of school staff.

Further advice with regards to SEND can be sought from:

SENDIASS - SEND Information, Advice & Support Service

Telephone - 01782 234701

Website  - www.sendiass-stoke.co.uk/

 

Stoke on Trent Safeguarding Children Board

http://www.safeguardingchildren.stoke.gov.uk/ccm/portal/

 

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