Sutherland Primary Academy
OFSTED rating | |
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We are a mainstream primary school which accommodates all areas of SEND in line with the Equality Act 2010 and provision is available for all 4 areas of need outlined in the 2014 SEND Code of Practice. |
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Contact name | Miss D Worthington/ Mrs S Nadin |
Contact position | SENCO |
Contact telephone | 01782 594133 |
Contact email | sutherland@sutherlandacademy.co.uk |
Venue name | Sutherland Primary Academy |
Beaconsfield Drive | |
Blurton | |
Stoke on Trent | |
Staffordshire | |
ST3 3DY | |
Venue notes |
Link to Sutherland Primary Academy website for further information and to view the SEN Information Report. http://www.sutherlandprimary.co.uk/send/
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Website | https://www.sutherlandprimary.co.uk/send/ |
School's extended local offer response |
What kinds of SEND does the school provide for?Sutherland Primary Academy is a mainstream primary school catering for all four areas of need outlined in the 2014 SEND Code of Practice. These areas are; Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health difficulties and Sensory and/or Physical difficulties. 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?Sutherland has a programme of continual assessment and the progress of all pupils is monitored regularly by class teachers and the senior leadership team, so that when a child is not making expected progress the school can quickly identify the need for additional support. This will then be discussed with parents/carers and the pupil. The SEN coordinator will be informed and will discuss possible strategies and additional support with the class teacher. Children who have been identified as having SEN before joining the school will continue to have additional support at Sutherland. Information from the previous school will be passed on.
How will the setting support my child/young person?We provide quality first teaching to support all children within the classroom but, where necessary, extra support may be provided in a small group or one to one basis. How will teaching approaches and the curriculum be matched to my child or young person's needs?All teachers are provided with information on the needs of individual pupils so that a plan of support can be drawn up that will enable children to access the curriculum within the classroom. How will both you and I know how my child/young person is doing and how will you help me to support their learning?Teachers continually assess how their pupils are doing and Parents’ Evenings and annual reports give all parents and carers regular feedback. Children receiving additional support will be assessed using checklists and tests related to the interventions they have taken part in. Notes will also be kept on observations of changes and improvements made; these will be fed back to parents and carers at termly meetings where new targets will also be discussed. Parents are encouraged to keep in touch with class teachers and are welcome to make arrangements to meet them at any time. What support will there be for my child's/young person's overall wellbeing?The well being of all our pupils is of the utmost importance to Sutherland. All children are supported in their social and emotional development through curricula and extra-curricula activities. Personal, Social and Health Education lessons take place every week and include Circle Time discussions, where children are encouraged to examine beliefs and feelings. Children each belong to a team named after birds of prey and can collect team points for good work. Each week the winning team is rewarded with the opportunity to wear their own clothes on the following Monday, including an item of clothing in their team colour. What specialist services and expertise are available at or accessed by the setting?The school has access to a number of services and organisations including:
Sutherland also has an Inclusion Team to support families. What training are the staff supporting children and young people with SEND have had or are having?The SENCO and Inclusion Leader have been involved in training regarding the new legislation for special educational needs. They are both qualified and experienced teachers. How will my child/young person be included in activities outside this classroom including school trips?We aim to include all children in all school activities, both inside and outside school. In order for this to happen we may sometimes need extra adult support and may also invite a parent or carer to join us. How accessible is the environment?The school has a lift to allow access to the second floor. How will the setting prepare and support my child/young person to join the next stage of education and life?All parents are offered a home visit when a child joins Foundation Stage 1. Staff from school will also visit nurseries and pre-school settings to meet the children and staff who have been working with them. There are also links with the Child Development Centre, Early Years Forum, Health Visitor and School Nurse. Children are invited to Play and Stay sessions in the summer term before they join the school. Information meetings are also held for parents during the summer term. How are the setting's resources allocated and matched to children's/young people's special educational needs?We aim to match support, interventions and physical resources to the level of each child’s need. This may increase or decrease over time as needs change. Pupil Premium funding, which is allocated for pupils entitled to free school meals, may also be used to support pupils with special educational needs. How is the decision made about what type and how much support my child/young person will receive?When class teachers have concerns about a child they will discuss these concerns with parents/carers and the SENCo. Progress data and the results of standardised tests may be used to decide which areas of learning need to be targeted. How will our child and young person be involved in the decisions about their learning?At the beginning of each new topic children are involved in discussions as to what they would like to learn and, in English and Maths lessons are involved in self assessment against differentiated targets set by teachers. They respond to marking and are given opportunities to discuss their work with their teacher. Children who are on the SEN Register at SEN Support level are involved in reviewing and setting targets for their Pupil Passport. Pupil Passports are reviewed and written termly. They include a photograph of the pupil and record the pupil's ideas about what they are good at and what they would like help with. Pupil Passports are made available to all adults working with specific children. Pupils can be invited to review meetings with parents if they wish. Children are involved in setting and reviewing their targets each term with their teacher. They have the opportunity to discuss what they feel they are good at and which areas they need support in. How will we be involved in the decisions about the learning of our children and young people?Parents are informed as soon as the teacher feels there are any grounds for concern and discussions are held to decide what action may be needed. If the decision is made to add the child to the register of Special Educational Needs, parents will be invited to contribute to a Pupil Passport which will set short term targets for the pupil. A termly meeting is offered to parents to discuss and review the targets with the class teacher and/or SENCO. Parents are also invited to consultation meetings with staff during the Autumn and Spring terms. Parents are welcome to contact the class teacher or SENCO at any time to discuss concerns regarding their child. How are parents involved in the setting? How can I be involved?We work in partnership with parents to support each child’s needs. Who can I contact for further information? In the first instance parents are encouraged to talk to their child’s class teacher. When appropriate the SENCO may also be involved. If further action or discussion is necessary further meetings can be arranged. The SENCO is Mrs Nicholls who can be contacted through the school office on Mondays. Other members of the Inclusion Team are:
What do I do if I want to make a complaint?Sutherland Primary Academy believes that concerns should be handled, if at all possible, without the need for formal procedures. However, if informal attempts to resolve a concern are unsuccessful, complaints should be presented to the Head of Academy using the Formal Complaints form available from the academy website. The Head of Academy will investigate the complaint and try to find ways to resolve the complaint. If the complaint cannot be resolved at this level then it will be heard by the Governing Body Complaints Panel. As a final stage, the Governing Body Complaints Appeal panel will hear the complaint and notify the complainant of the decision. The full Complaints Policy can be found on the school website at http://www.sutherlandprimary.co.uk/ What other support Is available to parents and how can I contact them?The Inclusion team can signpost parents to other agencies. These include: Send Information Advice and Support Service SENDIASS: Tel:(01782) 234701 or 234847 Email: iass@stoke.gov.uk http://www.sendiass-stoke.co.uk/ Stoke-on-Trent Safeguarding Children Board Tel: (01782) 235100 E-mail: co-operativeworking.enquiries@stoke.gov.uk Web: http://www.safeguardingchildren.stoke.gov.uk/ccm/portal/ Special Educational Needs Assessment and Monitoring Service (SENMAS) Tel: (01782) 232740 or email: SENMAS@stoke.gov.uk
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