Stoke Minster CE Primary Academy - Organisations

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Our academy celebrates the diversity of its pupils and we pride ourselves in our inclusive and nurturing ethos. As a church of England school, through the teachings of Jesus, we are committed to helping our children grow and flourish through our key values of Faith, Hope and Love. We celebrate and appreciate the richness and diversity of our school and global community through our teaching of other faiths, traditions and cultures. We aim to give all the children in our care, the skills and knowledge necessary for lifelong learning, to provide opportunities to encourage them to develop their potential and to grow as balanced individuals.

What kinds of SEND does the school provide for?

Stoke Minster Primary Academy supports pupils with Special Educational Needs and Disabilities (SEND) across all four broad areas of need, in line with the Equality Act 2010 and the SEND Code of Practice (2015).

The four broad areas of need are:

Communication and Interaction – for example, where children and young people have speech, language and communication difficulties which make it difficult to understand or use language effectively, or to communicate appropriately with others.

Cognition and Learning – for example, where children and young people learn at a slower pace than others of the same age, have difficulty understanding parts of the curriculum, experience difficulties with organisation or memory skills, or have a specific learning difficulty affecting an area such as literacy or numeracy.

Social, Emotional and Mental Health (SEMH) – for example, where children and young people experience difficulties managing relationships, are withdrawn, or behave in ways that may affect their own learning or that of others, or have an impact on their health and well-being.

Sensory and/or Physical Needs – for example, where children and young people have visual or hearing impairments, or physical disabilities that require additional ongoing support, specialist equipment, or adaptations to enable them to access learning.

How does the school know if my child needs extra help, and what should I do if I think they may have special educational needs?

The SEND Code of Practice (2015) states that a child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which requires special educational provision to be made for them.

At Stoke Minster Primary Academy, we aim to identify pupils who may need additional support as early as possible so that appropriate provision and interventions can be put in place to help them achieve their full potential.

We may identify that a pupil needs additional support if:

• concerns are raised by parents or carers, teachers, teaching assistants, or a previous educational setting;
• a pupil is making less than expected progress despite high-quality teaching;
• there are concerns about a pupil's attainment;
• there is a noticeable change in a pupil's behaviour, emotional well-being, or engagement with learning;
• a pupil expresses that they are finding learning difficult or asks for help.

In the Early Years Foundation Stage, we use baseline assessments alongside ongoing observations and assessments to monitor each child's progress and identify any additional needs at the earliest opportunity.

Throughout Key Stage 1 and Key Stage 2, we use a range of assessments to monitor pupils' progress and attainment. These include standardised assessments in areas such as reading, spelling, receptive language and reading decoding, alongside ongoing teacher assessments and our whole-school tracking system for reading, writing and mathematics. This enables us to identify pupils who may benefit from additional support or intervention.

If you have concerns that your child may have special educational needs, your first point of contact should be your child's class teacher. They will discuss your concerns with you and explain the support currently in place. If further advice is needed, you are also welcome to contact Mrs Ratcliffe (SENCo), who will be happy to discuss your child's needs and the support available.

How will the school support my child or young person?

All pupils receive high-quality, inclusive teaching from their class teacher. This is known as Quality First Teaching and is the first step in supporting all learners to make good progress.

Each pupil's learning is carefully planned by the class teacher and reviewed regularly. Teaching is adapted to meet individual needs through appropriate differentiation, resources and teaching strategies. This may include additional support from the class teacher or a teaching assistant within the classroom.

Where a pupil has identified needs in specific areas, such as reading, spelling, handwriting, literacy or mathematics, targeted interventions may be provided either individually or in small groups. These interventions are carefully planned, monitored and reviewed by the SENCo and teaching staff to evaluate their effectiveness and ensure that support continues to meet the pupil's needs.

Some pupils may require additional advice or support from external professionals. These may include services such as Speech and Language Therapy, the Educational Psychology Service, Occupational Therapy, the Hearing Impairment Service, the Visual Impairment Service, or Child and Adolescent Mental Health Services (CAMHS). With parental consent, referrals will be made where appropriate. Following assessment, recommendations from these professionals will be incorporated into the support provided in school.

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

At Stoke Minster Primary Academy, we believe that every child should have access to a broad, balanced and ambitious curriculum.

Teaching is adapted to meet the needs of individual pupils so that everyone can access learning and make progress. Where a pupil has been identified as having Special Educational Needs (SEN), reasonable adjustments and appropriate adaptations will be made to teaching, learning activities, resources and the curriculum to enable them to achieve their potential.

Teaching assistants may provide additional support within lessons or deliver targeted interventions to individuals or small groups where appropriate. The level and type of support provided will always be based on the individual needs of the pupil and will be reviewed regularly.

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

We monitor the progress of all pupils regularly and have high expectations for every child, regardless of their starting point.

Parents and carers are kept informed of their child's progress through parents' evenings, annual reports and regular communication with the class teacher. Where a pupil receives SEN Support, additional review meetings will take place to discuss progress, evaluate the effectiveness of support and agree next steps.

An Individual Learning Plan (ILP) is developed collaboratively with parents or carers, the pupil (where appropriate) and school staff. The ILP outlines the pupil's strengths, areas of need, agreed targets, the support that will be provided in school and ways that families can support learning at home. ILPs are reviewed regularly to ensure that support remains effective and appropriate.

What support will there be for my child or young person's overall well-being?

The well-being of every pupil is a priority at Stoke Minster Primary Academy.

If concerns arise regarding a child's emotional, social or mental well-being, the class teacher may work alongside our Home School Link Workers, who can provide support for both pupils and families. Where appropriate, the school can also seek advice from health professionals or make referrals to external services, including counselling and mental health support, with parental consent.

We have a strong PSHE curriculum and a caring Christian ethos that promotes respect, kindness and inclusion. All adults encourage pupils to share their worries and know that they will be listened to and supported. We celebrate pupils' achievements in many ways, including their effort, kindness, attendance, positive attitudes to learning and personal successes, helping every child to feel valued as part of our school community.

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

Staff at Stoke Minster Primary Academy have experience of supporting pupils with a wide range of Special Educational Needs and Disabilities (SEND). They are skilled in identifying when a pupil may require additional support and work closely with the SENCo to ensure that appropriate provision is put in place at the earliest opportunity.

Our Early Years practitioners are trained to deliver speech, language and communication interventions, including programmes such as Time to Listen and Time to Talk, to support the development of communication and interaction skills.

Where additional specialist advice is required, we work in partnership with a range of external agencies. These may include the Special Educational Needs and Disabilities (SEND) Service, Educational Psychology, Speech and Language Therapy, Occupational Therapy, the Hearing and Visual Impairment Services, health professionals and Child and Adolescent Mental Health Services (CAMHS). These professionals can provide specialist assessments, advice and recommendations to support pupils with a range of needs, including communication and interaction, cognition and learning, social, emotional and mental health, and sensory or physical needs.

Referrals to external agencies are always discussed with, and made in partnership with, parents or carers.

What training have the staff supporting children and young people with SEND received?

Professional development is a key priority at Stoke Minster Primary Academy. All staff receive regular training to develop their knowledge and understanding of SEND and inclusive practice.

Training is delivered through staff meetings, professional development sessions and specialist external providers. Areas of training include, where appropriate:

• autism and inclusive classroom practice;
• speech, language and communication needs;
• social, emotional and mental health (SEMH);
• adaptive teaching and inclusive strategies;
• the graduated approach to SEND;
• Little Wandle Phonics, including the Keep-up, Rapid Catch-up and SEND Programme;
• Attention Autism;
• Emotional Literacy Support (ELSA).

The SENCo regularly attends local authority and St Bart's Multi Academy Trust SEND network meetings and continuing professional development (CPD) opportunities to ensure that the school's practice remains current and reflects national guidance and best practice. Knowledge and expertise gained through this training are shared with staff across the school.

How will my child or young person be included in activities outside the classroom, including school trips?

We are committed to ensuring that all pupils are fully included in every aspect of school life, including educational visits, residential experiences, clubs and enrichment activities.

Reasonable adjustments are made wherever necessary to enable all pupils to participate safely and successfully. This may include additional adult support, adapted activities or specialist equipment. In some circumstances, parents or carers may be invited to support their child on a visit where this is considered to be in the child's best interests.

Comprehensive risk assessments are completed before educational visits to ensure that appropriate support and reasonable adjustments are in place.

How accessible is the school environment?

Stoke Minster Primary Academy is committed to providing an accessible learning environment for all pupils.

Our school includes:

• wheelchair-accessible entrances, ramps and a lift providing access between Key Stage 1 and Key Stage 2;
• interactive whiteboards with tinted displays to help reduce glare and visual stress where appropriate;
• individual iPads for all pupils in Key Stage 1 and Key Stage 2 to support teaching, learning and accessibility;
• access to class sets of iPads within the Early Years Foundation Stage to enhance learning and communication.

Where appropriate, additional resources, specialist equipment and reasonable adjustments are provided to enable pupils with SEND to access all aspects of school life.

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

We recognise that successful transitions are important for all pupils, particularly those with SEND, and we work closely with families and receiving settings to ensure that these transitions are carefully planned and well supported.

Transition arrangements may include:

• a whole-school transition programme, enabling pupils to spend time with their new class teacher before the start of the new academic year;
• meetings between class teachers and the SENCo to share information about pupils' needs and effective strategies;
• visits from staff from receiving secondary schools;
• meetings between the primary and secondary SENCos to ensure that appropriate information and support strategies are shared;
• additional transition visits, personalised transition plans, social stories or enhanced transition arrangements for pupils who would benefit from extra preparation;
• transition meetings involving parents or carers, school staff, the receiving setting and, where appropriate, the pupil.

Our aim is to ensure that every pupil feels confident, prepared and supported as they move to the next stage of their education.

How are the school's resources allocated and matched to pupils' special educational needs?

The school uses its delegated funding, including the notional SEND budget, to provide appropriate support for pupils with Special Educational Needs and Disabilities (SEND).

Resources are allocated according to individual need and may include:

• high-quality teaching and adaptive classroom practice;
• additional support from teachers and teaching assistants within the classroom;
• targeted interventions delivered individually or in small groups;
• specialist programmes and interventions;
• specialist equipment, resources and assessment materials;
• staff training and continuing professional development to ensure high-quality SEND provision;
• advice and support from external professionals where appropriate.

The SENCo regularly reviews the effectiveness of SEND provision to ensure that resources are used efficiently and have a positive impact on pupils' progress and well-being.

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

Decisions about the support a pupil receives are based on their individual needs and follow the graduated approach described in the SEND Code of Practice: Assess, Plan, Do, Review.

Support is agreed through discussions involving the class teacher, the SENCo, parents or carers and, where appropriate, the pupil.

For pupils receiving SEN Support, the level and type of provision is reviewed regularly through Individual Learning Plan (ILP) review meetings. Decisions are informed by:

• ongoing teacher assessment;
• pupil progress and attainment;
• observations;
• the views of parents or carers and the pupil;
• advice from external professionals, where appropriate.

For pupils with an Education, Health and Care (EHC) Plan, the provision is determined through the EHC Plan and reviewed annually as part of the statutory Annual Review process.

How will my child or young person be involved in decisions about their learning?

We believe that pupils should be actively involved in decisions about their learning wherever possible.

Where appropriate, pupils contribute to their Individual Learning Plan (ILP) by sharing what they enjoy, what they find difficult and the strategies they feel help them to learn successfully.

Pupils are encouraged to understand their learning targets and are supported to recognise the progress they are making. They are also encouraged to share any worries or concerns with trusted adults, so that support can be adapted to meet their changing needs.

How will we be involved in decisions about our child's learning?

We recognise that parents and carers know their child best and are valued partners in planning and reviewing support.

If your child has Special Educational Needs or Disabilities (SEND), we will:

• listen to your views and discuss your child's strengths, needs and aspirations;
• work in partnership with you to agree appropriate support and targets;
• keep you informed about your child's progress and the impact of any interventions;
• invite you to review meetings and provide opportunities to contribute to future planning;
• discuss any referrals to external professionals before they are made.

How are parents involved in the life of the school? How can I get involved?

We value the important role that parents and carers play in school life and encourage families to be actively involved in their child's education.

Throughout the year we offer opportunities for parents to visit school, including parents' evenings, open events, class assemblies and other school activities. We also welcome regular communication between home and school to ensure that we work together to support every child's learning and well-being.

Where appropriate, we also provide opportunities for parents and carers of pupils with SEND to attend information sessions or workshops.

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

We hope that any concerns can be resolved quickly through open communication.

If you have a concern about the support or provision for your child, you should first discuss this with your child's class teacher. Most concerns can be resolved at this stage through discussion and collaborative working.

If your concern remains unresolved, you should arrange to speak with the SENCo or the Principal.

If, after following these steps, you remain dissatisfied, you may make a formal complaint in accordance with the school's Complaints Policy. Details of the complaints procedure are available on the school website or from the school office.

The complaints process explains how concerns are investigated, the timescales involved and the options available should you wish to take your complaint further.

What other support is available for parents and carers, and how can I contact them?

There are a number of organisations that provide advice, information and support for children and young people with Special Educational Needs and Disabilities (SEND), and their families.

Special Educational Needs Monitoring and Assessment Service (SENMAS)

SENMAS is responsible for coordinating Education, Health and Care (EHC) needs assessments and maintaining Education, Health and Care (EHC) Plans for children and young people in Stoke-on-Trent.

Telephone: 01782 231863

Email: SENMAS@stoke.gov.uk

SEND Information, Advice and Support Service (SENDIASS)

SENDIASS provides free, impartial and confidential information, advice and support to children and young people with SEND, and to their parents and carers.

Telephone: 01782 234701

Email: iass@stoke.gov.uk

Website: www.sendiass-stoke.co.uk

Stoke-on-Trent Safeguarding Children Partnership (SoTSCP)

The Stoke-on-Trent Safeguarding Children Partnership works with local organisations to help keep children and young people safe.

Telephone: 01782 235100

Email: co-operativeworking.enquiries@stoke.gov.uk

Website: safeguardingchildren.stoke.gov.uk