St Peter's CofE Academy

OFSTED rating

St Peter's CofE Academy offers education for students aged 11-16 years. Built in 2013 it is accessible to all and we aim to provide the very best education for all of our students. All staff are committed to working in partnership with parents/carers to support and develop the skills required by students to become active citizens of the future.


Contact name Michael Astley
Contact position Principal
Contact telephone 01782 882500
Contact email
Venue address Fenton Manor
Off Victoria Road
Stoke on Trent
School's extended local offer response

What kinds of SEND does the school provide for?

Children and young people’s SEND are generally thought of in the following four broad areas of need and support:

  1. Communication and Interaction: ASD, SLCN
  2. Cognition and Learning: MLD, SpLD
  3. Social, Emotional and Mental Health: SEMH, ADHD, ADD
  4. Sensory and/or Physical needs: HI, VI, PD.

The areas of SEND the Academy makes provision for are; Hearing impairment- HI, Visual Impairment- VI, Physical disability- PD, Attention Deficit Hyperactivity Disorder- ADHD, Attention Deficit Disorder- ADD, Autism Spectrum Disorder- ASD, Speech, Language and Communication Needs- SLCN, Specific Learning Difficulty- SpLD, Moderate Learning Difficulty- MLD and Social, Emotional and Mental Health- SEMH.

The Academy accommodates all SEND in line with the Equality Act 2010. Any area of Special educational need with which the Academy is less familiar, we can access training and advice so that these needs can be met.

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?

Identification of special needs will be initially through primary liaison for Year 6 into Year 7 students. 

On entry all students are screened using baseline assessments: Access Reading Test (ART), TOWRE (Phonemic decoding and sight words), Language skills (BPVS), Dyslexia/dyscalculia screener, Mathematics Assessment Test (MAT) and Graded word Spelling test (GWST). Students will be placed on the SEND register according to the criteria outlined in the SEND Code of Practice for 0 to 25 Year olds, where inadequate progress is being made. A student passport will be drawn up in conjunction with the student and parents/carers. A support programme will be put into place as appropriate to the needs of the student. The Student Passport and support will be reviewed termly in accordance with the procedure of: assess, plan, do and review as outlined in the code.

The SEN Code of Practice (2014, 6.17) describes inadequate progress as:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between rate of progress
  • Widens the attainment gap.

The main criterion for identification of a child’s needs in the Academy, will be that they have difficulties, which have not improved, despite intervention at First Wave Teaching (FWT), or that cannot be met by intervention at FWT, in one or more of the following categories:

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

Identification of need may arise through staff observations; initiating a referral, academic tracking records, working alongside external professionals, through parental concerns and student self-referral. If it is perceived that there is evidence that the student meets the criteria for requesting an Education and Health Care Plan (EHCP) the appropriate paper work will be completed and submitted to the Local Authority within the statutory deadlines.

If parents/carers have concerns about their child, contact the Academy, liaising with subject teachers, Heads of Faculty, Head of year, and the SENCO. Contact details are as follows: 01782 882500 for the main reception and 01782 882560 for the SENCO. SENCO email:

If a student is able to make good progress using the additional and different resources (but would not be able to maintain this good progress without it) we will continue to identify the student as having a special educational need. If the student is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. When any change in identification of SEN is reviewed parents/carers will be notified.

How will the setting support my child/young person?

The SENCO will oversee and plan for: intervention programmes, in class support, the provision of a safe haven for our most vulnerable students and for socialising activities for those who need to improve in these skills. The Academy offers a provision during all unstructured times and there are opportunities after school where students can receive additional support.

Intervention Programmes will be based on an audit of need in consultation with the student and parents/carers. Additional support can include: one to one tutoring, precision teaching, mentoring, small group teaching, adapting of resources and the use of ICT software learning packages.

Intervention Programmes and in class support will be delivered by Higher Learning Teaching Assistants (HLTAs) / Learning and Teaching Assistants (LTAs) at a frequency determined by the level of need. All interventions will be evaluated for impact, with pre and post data. Where possible evidence based programmes will be delivered by trained LTA/HLTA’s.

A named HLTA/ LTA may be involved in the gathering of information for the collaboration of the Student Passport with students and parents/carers. All staff have access to the student passport and are aware of the needs of the student, where necessary additional staff training will take place.

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

All SEND students have the same access to the curriculum as students with no SEND. The Academy endeavours to remove all barriers, for example students are in mixed groups, and have access to homework clubs and after school activities. Where it is necessary, the Academy will use the resources available to it to provide additional adult support to enable the safe participation of the student in an activity.

Heads of Faculty will ensure that the curriculum will be differentiated to meet the needs of groups of students and there is a clear expectation that first wave teachers will differentiate for the needs of individual students.  This will support lesson planning and thus facilitate a more multi-sensory/differentiated approach to learning.

Curriculum tasks and activities will be matched to students’ differing paces and styles of learning. If necessary they will be broken down into a series of small and achievable steps for students. Teaching approaches for students with specific learning difficulties will capitalise on their oral strengths, use of ICT or specialist equipment.

As part of our requirement to keep the appropriateness of our curriculum and learning environment, the curriculum is regularly reviewed to ensure that it meets the needs of all our students. Staff have regular training on the SEND Code of Practice to support teaching SEND students and the Academy uses programmes for example ‘accelerated reader’ to collect information.

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

The Academy monitors and tracks the progress of all students. Every term assessment data is sent home to parents/carers. This will identify students’ knowledge and understanding of the curriculum and MADS (Motivation, Ambitious, Dedication, Self-discipline) scores. First wave teachers are responsible for tracking the progress of students in their classes and identifying any gaps in the students’ knowledge or misconceptions. Heads of Faculty also review the progress of students in their subject areas and intervene as required.

In addition, for SEND students the SENCO reviews the data and will initiate additional interventions and support, liaising with subject teachers and Heads of Faculty. To monitor the progress of students, tracking records will be kept including those for reading and spelling tests.

Interventions will be evaluated and reviewed to assess the impact in order to:

  1. Measure individual student progress to plan the next steps
  2. To decide if the intervention is having an impact.

Having consulted with children, young people and their parents/carers, all our additional provision (internal or external) is based on an agreed outcomes approach.  

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

At the Academy we understand the importance for all students to develop emotional resilience and social skills. Opportunities take place during assemblies, tutor time, in lessons, within the PSHE (Personal Social Health Education) curriculum and with every conversation adults have with students throughout the day.

For students with social, emotional and mental health difficulties, there is a close liaison with specialist agencies for example CAMHS. Within the Academy the Designated Safeguarding Lead has overall responsibility for pastoral care, working closely with other members of the pastoral team. There are Heads of Year and Student Development Officers, enabling each student to be individually known and nurtured.

For students who need additional help we provide the following;

  • Pastoral support which includes a time out space
  • Tutor time with a member of staff
  • Key worker support
  • External referrals to outside agencies
  • Referral to the Academy student welfare officer

Bullying within the Academy is taken seriously and the Academy has a designated anti-bullying coordinator; questionnaires and student voice are carried out and an email address accessible to students to report bullying. 

As an Academy we recognise that some students may be especially vulnerable, for example looked after children, children with disabilities, children who have been neglected or abused.  There is an embedded whole school approach to promoting and supporting the inclusion and wellbeing of all students and especially for those who have experienced trauma and adverse experiences.  The Academy considers carefully any additional support that maybe required, taking into account the advice from all agencies.

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

When it is considered necessary and with parent/carer contributions, colleagues from the following support services can become involved with SEND students:

  • Educational Psychologists
  • Speech and Language Therapists
  • Physiotherapists
  • Occupational Therapists
  • School Nurse
  • Hearing Impairment Services
  • Visual Impairment Services
  • Inclusive Learning Services
  • External Advisors
  • Children & Young People’s Service
  • Health Services
  • Education Welfare Service
  • Staffordshire Police
  • Careers Services
  • The Local Authority
  • Social services / Early Help
  • Family support workers
  • Learning Pathway placements
  • Smart Moves
  • MHST
  • Want2achieve
  • Peak education
  • Intuition
  • Phoenix
  • CreatEd
  • Merit- Medical Pru
  • Outreach
  • Port Vale mentoring
  • Engage
  • Virtual schools

In addition, important links are in place with the following organisations:

  • YOT
  • CDAS
  • Parent Partnership
  • Barnados
  • Savanah]
  • Staffordshire Police Prevent team
  • I.O.M Integrated Offender Management
  • Catch 22
  • Princes Trust
  • Caudwell children’s centre
  • Other groups or organisations it may be appropriate to refer to

What training are the staff supporting children and young people with SEND have had or are having?

The team that supports young people with SEND have accessed various aspects of the following:

  • NVQ Level 3 Teaching Assistant
  • BPVS
  • SOS
  • SULP
  • Precision Teaching
  • ASD Awareness
  • ADHD awareness
  • Better Reading
  • Alpha-to-Omega
  • Level 1 Child Protection
  • Level 2 Child protection (as appropriate )
  • Awareness of the changes outlined in the new Code of Practice
  • Literacy training 
  • Role and responsibilities of LTA/HLTA lead by SENCO
  • Strategies for first wave teaching to support SEND students
  • Identifying the barriers to learning of SEND students 
  • Baseline assessments using data 
  • Effective deployment of (H)LTA's 
  • Inclusion
  • Inference training 
  • Dyslexia and Dyspraxia awareness 
  • Reading comprehension programmes led by SEND services 
  • Talking maths/ Maths mastery
  • Intervention planning and recording led by SEND
  • Building positive relationships, participation for learners with SEND, active engagement with learning and developing resourcefulness, responsibility and resilience 
  • Exam access arrangements
  • Running record
  • Dyslexia support and strategies update
  • The ART of being brilliant with Kids
  • Teaching assistants in action 
  • DCD/Dyspraxia awareness 
  • Radicalisation, Prevent and safeguarding 
  • Attachment
  • Deaf awareness
  • VI awareness
  • Mental Health in Young people
  • Evac chair training
  • Identification and assessment of children with speech, language and communication needs
  • Child psychology
  • Emotions and emotional disorders
  • Preparing and responding to the Covid lockdown and transition back to school
  • Coping with Teen anxiety
  • Tourettes in action online course
  • CAMHS training supporting students with ASD
  • Reasonable adjustments
  • Assessing and supporting students with SEMH

We are committed to developing the ongoing expertise of our staff.  We work closely with Inclusive Learning Services (ILS). For students with specific medical conditions staff are trained and advised by NHS staff.

The SEND faculty comprises of a SENDCo, an Assistant SENDC0, 13 LTA’s, 2 HLTA’s and a Care practitioner who endeavour to support students with SEND. The sharing of knowledge and expertise within the faculty is encouraged and opportunities provided. All staff receive SEND training termly through planned CPD at the Academy and briefings. When more specialist support is needed over and above what the Academy can offer we seek support from outside agencies as previously mentioned.

The Academy has:

  • Dyslexia Friendly Status
  • ASD Friendly Status
  • Contribute to SEND Gateway
  • Access National Association for Special Educational Needs (NASEN)

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

The Academy is inclusive and caters for the needs of all students. The central importance of its Christian foundation is the driving force of the Academy’s ethos and its approach is focused on the whole child so that every student is given opportunities to develop. The Academy has the moto ‘every life enriched’, seven Christian core values; Service, Thankfulness, Peace, Empathy, Trust, Endurance, Reverence, and use MADS to drive students learning.  These are incorporated into staff mentor sessions, intervention sessions, in reviews of SEND provisions with parents/carers and a daily reference by support staff.  

SEND students have access to all clubs, trips and activities offered. The Academy endeavours to remove all barriers, for example students are in mixed groups, and have access to homework clubs and enrichment activities. Where it is necessary, the Academy will use the resources available to it to provide additional adult support to enable the safe participation of the student in an activity.

How accessible is the environment?

The Academy fully complies with all Disability Access requirements (The Equality Act 2010). The Academy was built in 2013. The building is accessible for wheelchairs, there are multiple disabled toilets situated on every floor in the building. Guidance for specialist equipment is sought if required and there are personal evacuation plans for students with specific needs. English as an Additional Language (EAL) is catered for, with use of a translator for some languages and the Academy provides dictionaries, conversion documents, books, posters, cultural appropriate items whenever possible, access to IT facilities and a designated EAL teacher.

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

For Year 6 to Year 7 (Lower school):

We work closely with the educational settings used by the students before they transfer to the Academy in order to seek information that will support the students in the transfer. Contact with year 6 teachers, primary school SENDCo’s and parents during our annual summer transition evening enables our Academy to be fully aware of any additional needs and put provisions in place if required.  If appropriate / necessary, a member of the Academy SEND Team will visit the student in the primary setting so that a process of familiarisation can take place. Also additional visits can be arranged to the Academy site at appropriate times for vulnerable students. Members of the Academy SEND team are available, if invited for annual reviews.

For Year 8 to Year 9 (Middle school):

Students are supported when making chooses to specialise in subjects. Middle school opportunities allow students to deepen their knowledge in subjects they have already studied or broaden their curriculum with exposure to subjects and disciplines which otherwise would not be available to them.  

For Year 11 to Year 12:

The Academy liaises closely with the Careers Service and the setting that the young person wishes to move onto, ensuring a smooth transition. For some students a process of familiarisation can start with the next institution visiting the student here in the Academy before the student begins a series of supported visits to the new placement. The SENDCo and SEND staff supports students in completing college applications.

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

The Academy is allocated a budget for SEND, which includes the funding for HLTA/LTA’s. The Principal allocates funding to the SEND and Inclusion Team to buy specialist resources and equipment for individual students. This ensures that all students have access to the curriculum and any resources advised by external agencies. It is also used to purchase intervention programmes and to support good quality first wave teaching. The Academy has the capacity to purchase resources for the majority of students within its own budget, for students with high needs the Local Authority provides additional funding.

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

Decisions are made through consultation with all parties involved with the child’s care: This includes the student themselves, parents/carers, specialists, SENCO and key staff. Through a record of observations and data collated for the student, a discussion about the support required is initiated. The amount of support awarded is dependent upon the individual student and their needs.

A student passport will be drawn up in collaboration with parents/carers, the student and key staff. Where external agencies are involved the Academy will act on their recommendations and incorporate their advice onto the Student Passport. The Academy will also draw on its own expertise and collaborate with parents/carers and the students to best allocate resources. Student passports will be reviewed and opportunities are available for parents/carers to provide feedback through either visits into the Academy, telephone consulations or written communication. The monitoring of progress is carried out termly and recorded, to ensure that the curriculum is appropriate. 

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

All students in the Academy are encouraged to voice their opinions. Students actively participate in student voice across all faculties in the Academy. When a student has been identified to have SEND, they will also be consulted about and involved in the arrangements made for them as part of ‘person centred planning’. Students have opportunity to discuss what support works well, what has not worked well and what additional support they would like. Staff communicate regularly with students about the information on their passport and their overall development.

The Academy appoints SEND Ambassadors who take on a role to listen and to support each other. Ambassadors are confident to feedback student voice to the SENCO and actively participate in staff interviews and discussions with other professionals.

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

Involving parents/carers and students in decision making is central to our approach and we do this through:

  • Parent/carer progress events; these are an opportunity for valuable discussions with subject teachers, SENDCo, Heads of Year, the pastoral team and support staff. Following the Code of Practice the Academy completes student passports with a focus on assess, plan, do and review.
  • Separate SEND parent/carer event opportunities, throughout the year, to review student passport targets which are arranged as and when necessary, taking place at least three times annually.
  • Informal SEND parent/carer forum meetings where a member of the SEND team will be available, creating further opportunities for valuable discussions with staff, students and parents/carers.
  • Arranging additional meetings or telephone appointments at the request of parents/carers to discuss student progress.
  • Students with an EHCP will have this reviewed annually. Parent/carers and the student will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the student.

How are parents involved in the setting? How can I be involved?

There are several ways parents can be involved:

  • Attend our SEND parent/carer forum
  • The parents of students with SEND will be invited to be part of SEND parent/carer events
  • The parents of students from year 6 will be invited to attend a welcome meeting in the summer term
  • Parents, the Academy staff and student will collaborate on the Student Passport
  • A parent can contact the SENCO, Heads of Year, Heads of Faculty, Senior Leadership Team via email, telephone, written communication
  • The Academy has a PTA / Active fundraising committee
  • Parent/carers can communicate through St Peter’s CofE Academy Facebook page/social media
  • Academy Council
  • Parents evening events

Questionnaires are distributed to parents and carers, giving you the opportunity to evaluate and comment on any aspect of the Academy.

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

The normal arrangements for the treatment of complaints are used for complaints about provision made for special educational needs. We encourage parents/carers to discuss their concerns with their child’s subject teachers, Heads of Faculty, SENCO, Head of Year, Senior leadership team, Vice Principal and Principal to resolve the issue before making the complaint formal.

There are some circumstances, usually for children who have an EHC Plan where there is a statutory right for parents/carers to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the Academy.

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

SENMAS Telephone number Replace the whole section:01782231863 or email

SENDIASS- Home – SENDIASS ( number: 01782 234701 / 01782 234847

Inclusive Learning Services- Telephone number: 01782 232538

Education Psychologist- Telephone number: 01782 234700

Department for Education-

Social services- Telephone number: 01782 235 100 option 3

CAMHS-Telephone number: 0300 1230 987

Changes-  Telephone number 01782 418518 or email  

School nurse-Email-