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Redgate Primary Academy

Redgate Primary Academy is a primary special school based in Mansfield for children with moderate, severe and complex learning difficulties, predominantly with Autistic Spectrum Disorder (ASD).  The age range of pupils is from 3 -11 years of age and there are currently 56 pupils on roll.

Redgate Primary Academy is part of the Diverse Academies Trust.

The academy provides a stimulating, challenging and safe learning environment where individuals are valued and nurtured and access a curriculum which meets their needs.

We are ambitious for all our learners through our values:

  • To inspire
  • To raise aspirations
  • To create brighter tomorrows 

We encourage all our children to follow the Redgate Ways:

  • Care
  • Share 
  • Learn together

Please visit our website for more information 

Who to contact

Contact Name
Claire Gouthwaite
Contact Position
Head of Academy
01623 455944
01623 455955

Where to go

Redgate Primary Academy
Somersall Street
NG19 6EL

Other Details


Age Ranges
3 - 11 years

Local Offer Localoffer flash icon




Contact Name
Claire Gouthwaite
Contact Telephone
01623 455944
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?

Redgate Primary Academy caters for a wide range of disabilities, including:

  • severe and complex learning difficulties
  • moderate learning difficulties
  • autism with associated learning difficulties
  • visual impairment
  • hearing impairment
  • multi–sensory impairment
  • social, emotional and mental health needs
  • speech, language and communication needs
  • physical disability with associated learning difficulties.


3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • Internal quality assurance which informs the academy self-evaluation (SEF) and areas for improvement
  • External moderation with other local special schools
  • MAT Academy Inspection Reviews which checks the academy's SEF judgement
  • Academy Review Meetings and Educational Review Meetings where the Principal and Head of Academy meet with the Executive Principal and Chief Education Officer for the MAT 
  • Collaborative working with other academies in the trust and local special schools
  • Analysis of progress made towards EHCP outcomes, assessment data and pupil progress Meetings
  • Analysis of attendance data



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 children have an Education Health Care Plan on entry that provides a multidisciplinary assessment of their learning strengths/needs
  • All children have an Individual Learning Plan which has their individual targets linked to their EHCP Outcomes and Curriculum needs
  • All children are assessed using appropriate assessment tool based on Engagement Steps and Progression Steps (B Squared)
3.c) What is the school's approach to teaching pupils with special educational needs?
  • We provide a curriculum that is relevant and meaningful for all of our children and we work hard to ensure it is developmental and progressive in nature; reflecting areas which are important to each cohort of children in our Academy.
  • Whilst our curriculum is developmental and progressive in nature, we ensure that our teaching and learning practices enable our children to be active learners.
  • We aim to teach skills and then provide opportunities for children to use these skills in a variety of contexts
  • Our enabling environments are designed to encourage children to use their skills in a variety of contexts. 
  • We embed specific approaches and programmes including:
    • Safe environments with structure and routine
    • Tailored communication: objects, photographs, symbols, token and or symbol exchange, Makaton signing
    • A Sensory Diet Indoor and outdoor enabling environments
    • Intensive Interaction
    • Forest Schools
    • Access to offsite educational visits, both day and residential, local and national
    • Specialist support from Physiotherapists, Occupational Therapists, Speech and Language Therapists
3.d) How will the curriculum and learning be matched to my child/young person's needs?
  • Flexible curriculum model with three learner pathways (pre-formal, semi-formal & formal) to meet the needs of all children
  • Core curriculum offer to develop the child's communication, thinking & problem solving, social skills and their independence.
  • Our curriculum is designed to provide opportunities for pupils to develop the skills, knowledge and understanding that will enable them to be successful lifelong learners, with an appropriate balance between the academic and personal aspects of development
  • More information can be found on our website 
3.e) How are decisions made about the type and amount of support my child/young person will receive?
  • All children have an individual learning programme that provides a holistic approach to their learning needs.  This programme is constructed around the child rather than them having to fit into a school curriculum.
  • This personalised learning approach is supported by varying levels of support according to the individual activities and the needs of the child.
  • The academy has a typical staff to child ratio of 1:3 which enables each class to have the flexibility to respond effectively to the children's changing needs. 



3.f) How will my child/young person be included in activities outside the classroom, including school trips?
  • Children have access to on site facilities outside of the classroom which includes different outdoor learning (play) environments, a sensory garden, a trampoline area, a Forest School area and large playing field.
  • Children have access to a multi-media learning environments using sound, projection and computer generated images.
  • Redgate Primary has established extensive links within the local community over many years and is able to access the wider community through the use of a mini bus and a people carrier.
  • Children have access to residential field study trip during Year 6. 
3.g) What support will there be for my child/young person's overall well-being?
  • We are committed to supporting the emotional wellbeing and safety of each child. As many of our children have a range of personal and medical needs, plans are drawn up in consultation with parents and carers, the child and other professionals. These plans are then integrated within the Academy day in order to support rather than detract from a child’s learning opportunity
  • Staff work tirelessly to connect and engage children through a playful approach promoting each child’s ability to self-regulate their emotions and behaviour. When necessary staff help children through co-regulation
  • We pay great attention to personal development and weave this into our curriculum
  • Children are encouraged to be as independent as possible, to emotionally regulate and develop their communication skills.
  • We encourage a respectful relationship between staff and children so that children feel comfortable to express their feelings or concerns with staff of their choosing
  • We have an established School Council which gives children the opportunities to give their views and ideas regarding the organisation of the Academy
  • Each class in Academy has its own staff team who get to know the needs of each child in the group very well and build up close, yet professional relationships
  • Children are always encouraged to be as independent as possible in their learning and personal skills for example personal care and eating
  • Pastoral support is offered by all members of staff
  • Staff are trained to a high standard of safeguarding. There are five designated safeguarding leads within the Academy (See Child Protection Policy)
  • There are clear behaviour and anti-bullying policies that are used consistently within the Academy
5. a) What training have staff supporting special educational needs had and what is planned?
  • Staff are trained in how best to teach and support the children who attend Redgate Primary Academy including communication approaches and sensory diets.
  • Staff training and development features consistently in the Academy improvement plan and annual schedule of continuous professional development
  • Specific training needs are identified and met through the appraisal process
  • As a minimum requirement we train all our staff (with regular refreshers):
    • Fire Safety
    • Safeguarding: Child Protection and On-line safety
    • GDPR
    • Epilepsy
  • Some staff have received training (with regular refreshers) for the specific medical needs of children including:
    • CRB (Coping with risky behaviours)
    • Administering emergency medication
    • Managing asthma
    • Administering an EpiPen 
    • First Aid at Work
    • Paediatric First Aid
5.b) What specialist services and expertise are available or accessed by the setting/school?
  • We use the outreach services for speech and language, physiotherapy and occupational therapy provision. Therapies are mainly carried out in class and are integrated into learning
  • We work closely with other agencies including:
    • Early Help Team
    • CAMHS
    • Specialist services for visual and hearing impairment
    • Educational Psychologist
    • Social Care Children’s Disability Team-social workers 
  • We forge new relationships with agencies as needed to meet a child's needs
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
  • Redgate Academy is a purpose-built special school and is therefore fully accessible to all pupils.
  • The budget that the academy receives through special school formula funding includes an allowance for the specialist equipment associated with the child's additional needs.
  • Home to school transport is provided by the Local Authority for all those pupils who meet the appropriate criteria. 
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?
  • All pupils have a home/school diary which is completed on a daily basis. This ongoing dialogue is supplemented when required with telephone conversations and, if necessary, informal discussions in school
  • The academy uses the Weduc online platform to communicate with parents
  • Weekly newsletters shared electronically
  • Parents’ afternoons / evenings to discuss targets and progress
  • Annual Review process
  • Records of Achievement
8. What are the arrangements for consulting young people with SEN and involving them in their education?
  • Consultation with children at Redgate Primary Academy is predominantly based on effective advocacy
  • The academy has a child centred culture that is supported through distributed leadership and effective communication – everyone has a voice and can be heard
  • There are a small number of children for whom it is possible to ascertain their views in order to enhance and develop our provision
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
  • Contact the class teacher or their team leader at the earliest opportunity in order that we can respond to your concerns and, hopefully, find a resolution
  • Members of the Senior Leadership Team are also available should you wish to talk to them about your concerns
  • If we cannot resolve your concerns to your satisfaction through this informal process, please refer to the complaints procedure which is available from the school office or 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 academy has a Local Academy Board (LAB) who are robust in their challenge of senior leaders to ensure that the children in the academy receive what they need and are entitled to, to ensure they make progress towards their learning outcomes.
11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
  • Parents/carers can contact their child's class teacher, the senior leadership team or the academy office with their queries and will be signposted to organisations who can support them and their child
  • The academy website has a number of links to organisations, services, etc. who can provide additional support to parents/carers and children       
12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
iii) Prepare for adulthood and independent living?
  • Redgate Primary Academy caters for primary aged children and through our curriculum offer we ensure that the children develop their life skills to be able to move onto their next stage of education successfully
13. Where can I access further information?

Visits to Redgate Primary Academy for prospective children and their families are welcome, please contact the academy office on 01623 455944 to book a visit or email

Please note – to book a visit, your child must have an EHCP or be in the process of applying for one

The school website can be found at 

Nottinghamshire County Council SEND Local Offer


SEN Information Last Updated On: 18/02/2022

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