Priory CE Academy
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Priory CE Primary School is a large two form entry primary school situated on the outskirts of the City of Stoke-on-Trent. It serves a mixed catchment area of Hanford and Trentham. Pupils come from a wide range of socio-economic backgrounds. The immediate area consists mainly of relatively affluent private housing, especially in Trentham, and local authority housing (mainly Hanford and some pupils from Trent Vale). The school is Voluntary Controlled Church of England. From Priory website: Our children are very happy and enjoy coming to school because it is a safe and exciting place to be. Behaviour is exemplary and our children take pride in their work and their school. We are a Rights Respecting school and our children are fully involved in the designing and implementing of our school’s vision. We believe that all children have the right to learn and achieve in a safe, caring environment and that it is everybody’s collective responsibility to respect this right. We have a distinctive Christian character which can be seen in our values based ethos of love and respect. Priory has close links with the local churches and Reverend Shaun leads weekly worship. Prayer and worship are integral parts of the school day. Our children enjoy opportunities for discussing faith and quiet reflection. Our staff are fully committed to ensuring all children are well supported and make good progress across the curriculum. Priory has adopted the ‘Learning Challenge Curriculum’ and we aim to provide creative and inspiring lessons. Staff take into account the ideas and interests of our children so that they are fully engaged and motivated to learn. We ensure that speaking, listening and thinking skills are at the heart of all we do as we strive to develop confident, independent learners. We are a rapidly improving school and our expectations are exceptionally high. Our mission is to be the best that we can be in all areas. Our over-arching aim is to ensure that every child’s experience at Priory has a positive and lasting impact on the rest of their lives. |
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| Contact name | Emily Woodroffe |
| Contact position | SENCO |
| Contact telephone | 01782 234953 |
| Contact email | ewoodroffe@prioryce.sbmat.org |
| Second email | priory@prioryce.sbmat.org |
| Venue name | Priory CE Primary School |
| Venue address | Jubilee Road |
| Trentham | |
| Trentham | |
| Stoke-on-Trent | |
| Staffordshire | |
| ST4 8EF | |
| Date | Monday to Friday from 8:45 - 3:15 |
| Time of day | MorningAfternoon |
| Referral type |
Priory CE Primary School offers a full, broad, balanced and relevant differentiated curriculum, where opportunities to be the best that they can be, are provided for all children. We believe that a child with SEND should have their needs identified and an education provided that affords them the opportunity to achieve their personal potential. We ensure that all staff working with children value and respect the diversity within our school and community. We are proud of our stimulating and inclusive environment, where we aim to provide every child with access to a quality education. This includes the statutory aims of the National Curriculum (2014) and the SEND Code of Practice (2014). We firmly believe that we are the educators of all children in our care, including those who are identified as having Special Educational Needs, and that through our quality first teaching and effective differentiation, all the children in our school will be able to access and enjoy the curriculum that we provide. |
| Website | http://www.prioryceprimary.org.uk |
| School's extended local offer response |
What kinds of SEND does the school provide for?A child has special educational needs if he or she has difficulties with learning which require support that is different from and additional to that provided through quality first teaching. A child has learning difficulties if he or she:
Special educational provision is matched to the child’s identified SEND. Children’s SEND are generally thought of in the following four broad areas of need and support:
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 know when pupils need help if :
If you think your child may have Special Needs the class teacher is the initial point of contact for responding to parental concerns. Further to this an appointment can be made with Mrs Washington who is the SENCO (Special Needs Co-ordinator). How will the setting support my child/young person?Our approach is totally inclusive – pupils are provided with additional support to ensure that they can access the curriculum that is being delivered in the classroom through a wide range of reasonable adjustments. Class support is characterised by interventions and actions that are different or additional to the normal differentiated curriculum. Class support intervention can be triggered through concern, supplemented by evidence and despite receiving differentiated teaching pupils continue to:
School Support is characterised by the involvement of external services or confirmed diagnosis of need. External support services can be consulted to advise on targets for Pupil Passport and providing specialist inputs to the process. School Support intervention can be triggered through concern, supplemented by evidence and despite receiving differentiated teaching and support within the classroom the pupil is still not making satisfactory progress. Triggers may include:
When external support services are approached they will require access to pupil's records in order to understand the strategies employed to date and targets set and achieved. The external specialist could provide specialist assessments and advice and possibly work directly with the pupil. The Pupil Passport that follows will, by necessity, incorporate specialist strategies whilst continuing to be implemented by the class teacher. How will teaching approaches and the curriculum be matched to my child or young person's needs?A range of reasonable adjustments are made to ensure that all pupils have an inclusive learning experience (see the Accessibility Plan for further detail), they include but are not limited to:
How will both you and I know how my child/young person is doing and how will you help me to support their learning?Parents have a vital role to play in supporting their child’s education and their views will always be sought. The knowledge and experience they have of their child will be used to support him/her. By working in partnership with the parents we can ensure that the child’s voice is heard in all that we do in school to support them. If a child needs additional support, then an Initial SEND consultation will take place to gather the child’s history and to give everyone a chance to voice any concerns that they may have – a plan for provision will be agreed by all parties in the meeting. Parents will be informed at the start of any SEND procedure/provision and of any changes or amendments. They will meet regularly with school staff and outside agencies involved, working in partnership with them to address the needs of their child.
What support will there be for my child's/young person's overall wellbeing?Our Inclusion Hub supports SEND learners’ social and emotional development. A collaborative and holistic approach ensures that learners’ well-being is supported as much as their academic skills. As an Trauma sensitive school; emotional literacy, emotion coaching and bespoke therapeutic behaviour support are at the heart of our practice. Inclusion Assistants provide rigorously monitored evidence-based interventions to support learners in their main area of need. Inclusion Leads work closely with families and a range of agencies to provide SEMH support for pupils and parents through 1:1 coaching sessions, peer support, health and well-being events. What specialist services and expertise are available at or accessed by the setting?At Priory CE Primary, we collaborate with a wide range of agencies to ensure the best possible support for learners:
This is facilitated by the Inclusion Hub. What training are the staff supporting children and young people with SEND have had or are having?Our Inclusion Hub includes 10 members of staff with wide range of skills including, but not limited to:
How will my child/young person be included in activities outside this classroom including school trips?Activities and school trips are available to all.
How accessible is the environment?
How will the setting prepare and support my child/young person to join the next stage of education and life?Many strategies are in place to enable the pupil's transition to be as smooth as possible. These include:
How are the setting's resources allocated and matched to children's/young people's special educational needs?The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual's needs.
How is the decision made about what type and how much support my child/young person will receive?
How will our child and young person be involved in the decisions about their learning?Pupils are involved in reviewing their targets on their Pupil Passport and are consulted on what helps them to learn on a day to day basis as well as for specific reviews. Pupils are consulted and asked for their views as part of the Annual Review process if they have an EHCP. These responses are recorded in a written format and kept on record. Pupils contribute ideas and say what they would like to find out about when planning the learning of a new topic in their class. How will we be involved in the decisions about the learning of our children and young people?This may be through:
How are parents involved in the setting? How can I be involved?Parents/carers are positively are encouraged to contribute to their child's education. This may be through:
What do I do if I want to make a complaint?At Priory C of E Primary School we encourage parents and others connected with the school to discuss any concerns or complaints with the member of staff giving rise to the concern. We take informal complaints and concerns seriously and staff are eager to resolve concerns swiftly. Complaints can be made in person, by telephone or in writing. Our aim is always to maintain an environment where concerns can be settled directly amongst those concerned without the need for formal procedures. We will deal with complaints in a courteous and respectful way and expect that complaints are made in this way. Complaints can be directed to Mrs. Jennifer Cunliffe is Co Headteacher & the Inclusion Lead: she can be contacted by email on jcunliffe@priorycacademy.org , on the Inclusion Hub line 01782 234953 or via the school office. Our formal complaints procedure is followed on the rare occasions that all initial attempts to resolve the issue are unsuccessful with the person raising the concern remaining dissatisfied and wishing to take the matter further. Further details of this can be found on our website: www.prioryceprimary.org.uk/ What other support Is available to parents and how can I contact them?You might also wish to visit the following websites:
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