Arnold Hill Academy (part of Spencer Academies Trust)

Arnold Hill Academy

Mixed Academy school for 11-18 year olds.  

Arnold Hill Academy is a large academy in Arnold, just outside the City of Nottingham. With almost 1,600 students on roll we are one of the largest secondary academies in the county. Our academic standards are high and students are challenged to stretch themselves and achieve the very best they can.

Our school buildings, extensive grounds and facilities are of a very high standard. Our students benefit from learning in modern, purpose-built classrooms which include: a separate Sixth Form building, extensive provision for Food Education and Design & Technology, Computing, Science, Drama, a Dance studio with sprung floor and mirrors and fantastic indoor sports facilities as well as numerous outdoor grass pitches and all-weather rubber crumb pitches.

When you choose Arnold Hill, you choose to be part of something special.

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Mr Matt Robertson
Contact Position
Principal
Telephone
0115 955 4804 0115 955 4804
E-mail
schooloffice@arnoldhillacademy.co.uk
Website
Arnold Hill Academy
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Where to go

Name
Arnold Hill Academy
Address
Gedling Road
Arnold
Nottingham
Nottinghamshire
Postcode
NG5 6NZ
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Additional Local Offer Information

Local Offer

Description

The school SEND offer is the inclusive, accessible provision which supports children with special educational needs and disability to thrive.

As a fully inclusive school, Arnold Hill Academy is committed to identifying and providing for the needs of all students. Pupils with Special Educational Needs and Disabilities (SEND) are best supported through quality first teaching. Every teacher is a teacher of every child or young person including those with SEND; and all staff are trained in and adhere to our model of good practice.

Students are recognised as individuals, with abilities and development needs which will vary across the curriculum. Class teachers and support staff are able to identify individual development requirements, and to provide lessons and activities which ensure progress at all levels of ability.

Contact Name
Georgina Turgoose SENCO
Contact Telephone
0115 9554804
Contact Email
schooloffice@arnoldhillacademy.co.uk
Links
SEN-Information-Report

Schools Extended Local Offer Response

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

Arnold Hill Academy supports pupils with a wide range of needs including: ASD, Physical and Sensory needs including visual and hearing impairments, Specific Learning Difficulties including dyslexia and dyspraxia, Global Learning Difficulties, ADHD and pupils with social, emotional and mental health needs.

 

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?

Pupils who may need extra help are identified by gathering information from parents and the pupils, education, health and care services and working closely with our feeder primary schools to build a full picture of the pupil’s needs prior to their entry into the academy.

During the course of their time in Arnold Hill we continue to monitor the progress of all pupils in order to aid the identification of pupils with SEND as they may arise through the school year. Continuous monitoring of those pupils with SEND by their teachers, house leaders and progress leaders will help to ensure that they are able to reach their full potential, and enable the academy to put in appropriate support and review its effectiveness. This is done every half-term through grades week reports and by teachers liaising with the SENCO and SEN team through the school year to raise concerns.

If parents are concerned about their child then they can contact the SENCO on 0115 9554804.

 

 

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

The provision for pupils with SEND is evaluated through tracking progress. Progress is monitored through half-termly reports and this will help us evaluate the effectiveness of the provision. The academy also takes feedback from staff, parents and pupils throughout the year for their views on how effective the provision is.

 

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?

Teaching staff report every half-term to parents about the progress their child is making and each child receives an annual report. If a pupil is receiving SEN support then they will also have at least two reviews a year with a member of the Inclusion Faculty, to discuss how the needs of the pupil are being met within school.

 

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

Arnold Hill Academy’s approach to teaching pupils with SEND is to follow the graduated response outlined in the new Code of Practice. Details can be found in the academy SEND policy and here: 

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Wherever possible the child’s needs will be met within the classroom with differentiation and high quality teaching. The child’s subject teachers will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression, and enable the teacher to better understand the provision and teaching style that needs to be applied.

 

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

The academy will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum programmes of study are flexible enough to meet every child’s needs. No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion. The curriculum will be reviewed by Curriculum Leaders and the Senior Leadership Team.

 

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

If it is decided that a pupil is not making progress through classroom differentiation and adaptation of teaching style then in discussion with the parent, we will look at how the pupil can best be supported within the academy. There will be a discussion around support with the parent, the pupil and a member of the Inclusion Faculty. The pupil’s Progress Leader will also be included in any discussions regarding additional interventions to support progress.

 

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

Staff at Arnold Hill Academy value pupils of different abilities and support inclusion. Within the academy, staff and pupils will be constantly involved in the best ways to support all pupils’ needs. The school curriculum is regularly reviewed by the Curriculum Leaders together with the Senior Leadership team, to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom.

 

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

At Arnold Hill Academy there is a very strong house and pastoral structure and each year group has a Progress Leader who is responsible for monitoring the progress of individual pupils. The Inclusion Faculty works closely with House and Progress Leaders to ensure there is support for the pupils’ well-being. A pupil with SEN support will additionally have a keyworker within the Inclusion Faculty who will be the key contact.

 

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.

The SENCO, Mel Loyeau, is the person responsible for overseeing the provision for children with SEN. Kelly Kirk is the Deputy SENCO. A pupil with SEN support will additionally have a keyworker who will be an additional support for pupils.

All the above can be contacted on the school number 0115 9554804

 

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

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. This is done through a programme of staff development sessions throughout the school year. Members of the Inclusion Faculty meet regularly for staff training.

The SENCO and Deputy SENCO attend regular Family of Schools meetings to update and revise developments in SEND and Inclusion. The SENCO and Deputy SENCO will attend the annual SENCO conference organised by the Local Authority. TAs can access LA training put in place to develop their training needs and that of the school which is disseminated through the Springboard meeting.

 

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

Termly Springboard meetings will be held at which requests for involvement with pupils from the Educational Psychologist Service (EPS) and Schools and Family Specialist Services (SFSS) including the Communication and Interaction Team, the Cognition and Learning Team and the Sensory Impairment team are made. These requests for referrals are taken back to the teams and decisions are made by the services as to how best to support the school / pupil.

The following services will be involved as and when is necessary:

  • Social Care
  • School Nurse
  • Community Paediatrician
  • Physiotherapy
  • Occupational Therapy
  • Physical Disability Support Service – Fountaindale
  • Health Related Education Team
  • Supporting Families Team
  • Child and Adolescent Mental Health Team (CAMHS)
  • Parents/carers are part of the discussion around referring for additional support from other agencies and are kept informed about the outcomes of that involvement.
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Arnold Hill Academy is a split site school and pupils are required to move between buildings throughout the school day. This can involve significant movement and navigation of stairs and steps. The current upper school site, which includes several 2 or 3 storey buildings, is not easily accessible to wheelchair users, but is due to be replaced in 2016 by a new building. This will improve accessibility to many areas of the site for children and adults with mobility difficulties.

There are 3 disabled toilets at Arnold Hill Academy, two at lower school and one at upper.We have made sure that there are good lighting and safety arrangements (for example, markings on steps) for all visually impaired pupils, and handrails on steps.

The academy has a Nurture Unit with a Sensory Room and a Learning Support Area (Base.).

The academy has a designated disabled parking areas at both upper and lower school buildings. This allows safe access to the school to taxis and parents/carers bringing pupils to school.

We work closely with health professionals, including occupational therapists, physiotherapists and the Physical Disability Support Team.

Children requiring specialist equipment due to an impairment will be assessed in order to gain the support and equipment that they require by the appropriate agency.

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?

Arnold Hill Academy believes that a close working relationship with parents is vital to enable early and accurate identification and assessment of SEND leading to the correct intervention and provision.

Parents are kept up to date with their child’s progress through SEN reviews, annual reviews, parents’ evenings, half-termly grades week reports and an annual full school report.

In cases where more frequent regular contact with parents/carers is necessary, this will be arranged based on the individual pupil’s needs.

 

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

At Arnold Hill Academy we believe it is important to involve pupils themselves in planning and in any decision making that affects them. This will be part of the review process, giving the pupils the time to share their views about their progress and the provision in place to meet their needs. We encourage the inclusion of all children in the School Council and other consultation groups.

Tutors review progress with all pupils after each grades week or full report.

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

If a parent or carer wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.

If the issue cannot be resolved within 10 working days, the parent can submit a formal complaint to the Principal through the Complaints Policy. 

 

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?

Staff in the academy regularly consult health service professionals.  Concerns are initially brought to the attention of the school nurse by the SENCO, Designated Safeguarding Officer, House Leader or tutor and referrals will be made as appropriate.

Targeted Support and Social Care will be accessed by the Inclusion Team or Designated Safeguarding Officer.

 

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

The SENCO and Inclusion Team will give advice to parents and signpost to Nottinghamshire’s SEND Local Offer: 

www.nottinghamshire.sendlocaloffer.org.uk

There are many voluntary organisations supporting SEND. The SENCO and staff in the Inclusion Faculty will pass on details of these groups to parents/carers on request or as appropriate.

 

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

KS2 – KS3

A member of the Inclusion Faculty, usually Julia Adamson, Assistant SENCO with responsibility for transition, will meet with the SENCO from the family primary schools prior to pupils starting school.  Concerns about particular needs will be brought to our attention at this meeting.  Where necessary we will arrange a further meeting and a transition programme will be put in place, where appropriate, to ensure a smooth transition from KS2 to KS3.

Subject teachers of pupils joining from other schools during the year will receive information from the previous school from the Progress Leader. If there is a SEND issue the SENCO, or a member of the Inclusion Faculty, will contact the school to further discuss the pupil’s needs, and to find out about strategies to work with the pupil.

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

KS3 – KS4

A member of the Inclusion Faculty will work with parents and pupils on the transition from KS3 to KS4, supporting pupils to understand the option process. Some Year 9 pupils will require a formal transition review and plan to be put in place.

 

iii) Prepare for adulthood and independent living?

KS4 – Post 16

During Year 10 we will begin the process of discussing with parents and pupils the transition to Post 16. This will involve any agencies that may be involved for their input. The SENCO or a member of the Inclusion Faculty will liaise with the receiving school, college or provision to share information.

 

13. Where can I access further information?

Further information can be accessed from the SEN Policy on the academy website.

 

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