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Leverton C of E Academy

At Leverton Church of England Academy we provide a happy, safe and caring Christian environment. We develop well rounded, resilient individuals who have a lifelong love for learning - all nurtured in a place where all are valued, respected and encouraged to be the best they can be. 

We provide our children with the opportunities to flourish spiritually, academically and as confident individuals. We want our school community to be inspired and motivated, through the Christian ethos, to have the knowledge, skills and experiences that enables them to live a life in all its fullness. 

Who to contact

Contact Name
Rebecca Chadwick
Contact Position

Where to go

Main Street, North Leverton
North Leverton
Retford Notts
DN22 0AD

Time / Date Details

When is it on
Open Monday to Friday 8.00am until 4.15pm.
Session Information
Monday to Friday term time only

Other Details


Table of costs
Table of costs
AmountCost Type
£12 Morning Session
£12 Afternoon Session
£2 After School
We offer provision for 2-4 year olds. Sessions may be funded, others can be booked at the costs provided. Please contact the school for more information. After school and Breakfast provision is available for children in full time school.


Referral Details

In order to access the 2-4 year old provision an application must be completed, contact the office for more details.

Local Offer Localoffer flash icon


Education of children aged 4 - 11

EYFS provision of children aged 2-4

Contact Name
Jennie Bailey
Contact Telephone
Contact Email
Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

Leverton Academy is an inclusive mainstream school catering for pupils with a wide range of needs who are able to access a mainstream curriculum with differentiation and support.

All pupils at our school have the right to a rich and broad high quality education regardless of gender, disability, race, culture and age. Our aim is to make provision for any child irrespective of their special educational need to enable them to succeed in all areas.


2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

We use a wealth of information about our pupils to identify if there are any areas of concern that we should pursue. Listed below are some of the methods we use to identify these pupils.

  • Assessments
  • Concerns raised by parents
  • Concerns raised by class teachers or support staff
  • Consultations between class teachers and the Senior Management Team where progress data is discussed
  • Liaison with external agencies e.g. Schools and Families Specialist Services (SFSS)
  • Health diagnosis through a paediatrician
  • Liaison with previous school or setting

Teachers/Parents with concerns about their child can raise these concerns with the Special Educational Needs Co-ordinator (SENCO) Mrs Jennie Bailey who will undertake any additional assessments or observations that may be required to determine further action.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

The school monitor the progress of pupils with SEND carefully by the class teacher & the SENCO to ensure effective provision is being put in place to support the child's specific needs.

This is carried out through regular progress meetings, review meetings with parents and other agencies where necessary. At all time the focus is to ensure effective provision is put in place to allow the child to progress and develop.


3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

All school staff have high expectations for all children. Monitoring of progress takes place on a day to day basis by class teachers and teaching assistants, and they are often best placed to identify where progress is falling or excelling. For children with the most significant needs, regular contact with families takes place, for example through informal conversation at the end of the school day or sometimes in home-school books.

Information about pupil progress is shared with parents through SEN review meetings, which take place half termly, and parents evenings which are held termly.

3.c) What is the school's approach to teaching pupils with special educational needs?

It is our aim that all children are given the opportunity to access appropriate learning opportunities in an inclusive manner. Our priority is the provision of high quality class teaching which is differentiated to meet the needs of all our children. In some cases specific intervention schemes are used to support the individual or small group. These include 5 minute Literacy & Number box, Toe by Toe Dyslexia  programme, one to one Read, Write Inc sessions, Speech & Language programmes and specific small group nurture activities etc.

3.d) How will the curriculum and learning be matched to my child/young person's needs?

Where appropriate children with Special Educational needs will have specific, measurable targets that are regularly assessed and reviewed by the teacher, SENCO and parents. This is carried out through the Assess, Plan, Do, Review process which forms the basis for termly review meetings. There is an emphasis to ensure children have access to all the curriculum as their peers with some additional support on key skills as needed for the individual.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

When children’s needs are initially identified a discussion takes place between teachers and, parents. At this meeting desired outcomes for the pupil will be discussed and the provision or support the child needs to meet those outcomes will be discussed. School staff are usually best placed to advise on the nature of the support / provision needed, but occasionally the school seeks the support of other agencies to advise on this.


3.f) How will my child/young person be included in activities outside the classroom, including school trips?

As a school we aim to include all children in all areas of the curriculum. Pre-visit risk assessments are carried out prior to all trips and children's specific needs are identified with provision being modified, as necessary, through this process.

3.g) What support will there be for my child/young person's overall well-being?

Leverton Academy is an inclusive school where we aim to meet the needs of all children. We have a friendly, caring, Christian environment where children feel safe, secure and happy.

We have skilled support staff in school who can provide extra nurture, support and guidance.

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Mrs Jennie Bailey is the SENCO and can be contacted via the school office.

Further information can be found in our SEND policy on the school website.

5. a) What training have staff supporting special educational needs had and what is planned?

Our SENCOhas completed the National Award for Special Educational Needs. Staff training takes place both within school and externally based on an audit of skills and needs. 

Many of our staff have undertaken specific training to meet the needs of children such as: manual handling training, specific medical training, speech & language and nuture.

5.b) What specialist services and expertise are available or accessed by the setting/school?

The school works with a wide range of services. We have close links with health professionals, for example, Schools and families support services, Speech and Language Therapy & healthy family team. We work closely with social care teams.

The Local authority provides specialist advice and support for children within school.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school seeks advice from external agencies, via the Local Authority, to provide specialist support and equipment.

The building has disabled access and toilet facilities in school.

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

Parents will be invited to attend half termly SEND review meetings for their child where there progress and targets will be reviewed under the Assess, Plan, Do, Review cycle. Children who are accessing intervention programmes are invited to take part in conversations with class teachers termly.

If external agencies need to become involved this will be done in consultation with the parents/carers and the child, where appropriate.

8. What are the arrangements for consulting young people with SEN and involving them in their education?

Children are encouraged to participate in their review meetings, as appropriate, to reflect on their own learning and the progress they have made. Pupil's opinion about their education are sought yearly through pupil questionnaires.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

As a school we encourage parents to address any worries or concerns promptly initially with the class teacher, and then if they are unable to help, with a senior member of staff or the SENCO. In the vast majority of cases we find that by talking things through we are able to find solutions to most problems. However, if after discussing your concerns with these people, you remain unhappy the school complaints procedure can be found on the school website.

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The school governors have a statutory responsibility for ensuring the quality of provision across the school. There is a designated governor for SEND, and regular meetings between the SEND governor and SENCO take place to ensure that all pupils including those who are looked after make progress.

The governors ensure appropriate SEND policies are in place, alongside appointing staff with the experience and qualifications to support children with SEND.


11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

The class teacher or SENCO will signpost families to additional support services including family support, children's centre, health services etc. as required.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

Before starting school the class teacher & SENCO will discuss specific needs with the early years setting. Additional visits, meetings with parents, discussions with early years support service can be accessed to support transition into school.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

When children are transfering between classes we arrange extra visits for individual children who need extra support.

There are transition arrangements for Year 6 children with SEND prior to them moving onto their secondary school.

iii) Prepare for adulthood and independent living?

We support children to develop independence, communication and basic skills throughout their time at Leverton Academy.

13. Where can I access further information?

Further information can be found in the school SEND policy on the website or by contacting the school.


All information updated 10/10/20

SEN Information Last Updated On: 10/10/2020
Record Last Updated On: 12/10/2020

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