Skip to main content
Accessibility

Bilsthorpe Flying High Academy

We are a Primary School and Nursery Academy, providing education for children aged 3-11 years.

Who to contact

Contact Name
Anne Ingle
Contact Position
Headteacher
Telephone
01623 870772
Fax: 01623 870 511
E-mail
office@bilsthorpefha.org
Website
www.bilsthorpeflyinghighacademy.co.uk/

Where to go

Address
Bilsthorpe Flying High Academy
Crompton Road
Bilsthorpe
Newark
Nottinghamshire
Postcode
NG22 8PS

Time / Date Details

When is it on
Open Term Time Monday - Friday

Other Details

Availability

Age Ranges
3 - 11 years

Local Offer Localoffer flash icon

Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)

Schools Extended Local Offer Response

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?

At Bilsthorpe Flying High Academy, children are identified as having SEND through a variety of ways, (usually a combination), which may include some of the following:

  • Liaison with previous school or any pre-school setting
  • Child performing below ‘age expected’ levels (or equivalent e.g. percentile rankings)
  • Concerns raised by a parent
  • Concerns raised by a teacher: for example, if behaviour or self esteem is affecting performance
  • Liaison with external agencies e.g. a physical/ sensory issue
  • Use of tools for standardised assessment such as: LUCID, Sandwell Numeracy, DEST
  • Children with a Statement / EHC Plan already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.

What should I do if I think my child has SEND??

Talk to us – contact your child’s class teacher about your concerns initially. If you feel that you would like to speak to a senior member of staff, ask to arrange an appointment with the SENCo (Miss Newman). Appointments can be arranged in person, by phone or by email.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • As a school we track and analyse the children’s’ progress in learning against national expectations and age related expectations on a half-termly basis.
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s’ progress from entry at FSU through to Year 6, using a variety of different methods. Please ask the school if you require any further details
  • Progress Dialogue Meetings are held each half term between each class teacher and the Head teacher . In these meetings, a discussion takes place concerning children who are not making expected progress and possible actions are discussed. Interventions are then put into place as appropriate.
  • Where specific needs are apparent, the school has a range of assessments which can be used to explore a child’s strengths and difficulties in more depth..
  • The Headteacher and SENCO report regularly to the Governing Body. We have a governor who is responsible for SEN, who meets regularly with the SENCO and attends briefing sessions They also report back to the Governing Body

 

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?
  • We hold parents’ evenings twice a year where your child’s progress will discussed and there are regula eetings held for those pupils on the SEND register
  • You are welcome to make an appointment to meet with either the class teacher or SENCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
  • Every child has a reading diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
  • Your child may have a Provision Map with their own individual targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home.
  • When the child’s targets reviewed, comments are made against each target to show what aprogress the child has made
  • If your child has complex SEND they may have an Education, Health and Care Plan (EHCP). In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.
3.c) What is the school's approach to teaching pupils with special educational needs?
  • Our curriculum plans are available to parents on the school website, alongside ideas for how parents can support their child’s learning outside of school.
  • All learning activities within class are planned and differentiated at an appropriate level, so that all children are able to access learning according to their specific needs. Typically, this might mean that in a lesson there would be different levels of work set for the class, however on occasions this might be individually differentiated
  • The class teacher, alongside the SENCO will discuss a child’s needs and what support will be appropriate
  • Additional interventions will be put in place to accelerate learning/emotional needs when required
  • Children with SEND will have access to the appropriate resources needed in order to help them to make progress e.g. visual aids, coloured overlays etc
  • The SENCO reports to the Head teacher and Governors regularly to inform them about the progress of children with SEND and how resources are being used.
  • The governor responsible for SEND also meets regularly with the SENCO. They report on their visit to the governors to keep them all informed with school or LA information.
  • The governors are kept fully aware of priorities for spending within the SEN budget, including the Pupil Premium, with the overall aim that all children receive the support that they need in order to make progress. This will include resourcing appropriate equipment and facilities.
3.d) How will the curriculum and learning be matched to my child/young person's needs?

Please see the section above.

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

This will vary, depending upon the needs of the child. Sometimes the class teacher will adapt provision within the classroon or provide extra interventions.  Sometimes the SENCO and headteacher, along with outside agencies may work together to plan support.  As a parent, you are always made part of the discussions and decisions that are made for your child.

3.f) How will my child/young person be included in activities outside the classroom, including school trips?
  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents. It might be appropriate for a parent/carer to accompany a child on a school trip, depending upon the child’s individual needs
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities that will cover the same curriculum areas will be provided within the school environment, wherever possible.
  • A variety of breakfast and after school clubs are provided. We aim for these to be as inclusive as possible and may provide additional staff or sessions in order to achieve this. Some children find the lunchtime period challenging. Depending upon their needs, it might not be appropriate for them to eat in the dining hall with a large number of children or spend long periods of time outside.  Each child’s needs will be considered on an individual basis.
3.g) What support will there be for my child/young person's overall well-being?

PASTORAL SUPPORT

  • We are an inclusive school that holds a child’s emotional and spiritual development as a priority
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class.
  • The school currently has a member of staff undertaking Emotional Literacy Support Assistant
  • We have 1:1 art/play therapy available for children who would benefit from this.

MEDICINES

  • The school has a policy regarding the administration and managing of medicines, which is available on the policy page of the school website. Parents can request a ‘hard copy’ of this policy from the school office
  • Parents need to contact the school office if prescribed medication is recommended by healthcare professionals and needs to be taken during the school day. Any medication must be given to the school in the packaging that it was dispensed in by the pharmacy, with the child’s name and administration information clearly shown. A form must also be completed by the parent and medicines handed into and collected from the school office.
  • On a day-to-day basis, first aid trained members of staff generally oversee the administration of any medicines. Another member of staff will always witness any administration.
  • As a staff we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations
  •  A large amount of of staff hold first aid qualifications, which are updated regularly.

  BEHAVIOUR, AVOIDING EXCLUSION AND INCREASING ATTENDANCE

  • The school has a clear behaviour policy. (This is available on our website)
  • If a child has significant behaviour or emotional difficulties, an Individual Behaviour Management Plan (IBMP) is written to identify the specific issues, put relevant support in place and set targets with a view to identifying and addressing the underlying reasons behind the behaviour.
  • The school has an adopted attendance policy. Attendance of every child is monitored on a daily basis by the school. Lateness and absence are recorded and reported to the Headteacher who may involve the Early Help Assessment Team or Targeted Support.
  • Various incentive schemes are used to promote positive attendance throughout the school including the presentation of certificates individually for good attendance and whole class rewards for high attendance on a weekly basis.
  • The school are also able to support families in making contact with other agencies who can provide appropriate support.

 HOW WILL MY CHILD BE ABLE TO CONTRIBUTE THEIR VIEWS?

  • Children who have Individual Provision Plans or IBMPs have the opportunity to discuss their progress and targets during their reviewed, as well as on a day to day basis within the class.
  • If your child has an EHCP, their views will be sought before any review meetings.
  • Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey
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.

Our Special Needs Co-ordinator (SENCo) is Andrea Newman.  Her contact details are:

01623 870772

 

5. a) What training have staff supporting special educational needs had and what is planned?
  • Within the school we have a culture of sharing good practice and expertise; this enables us to ensure our staff have as much knowledge as possible within the field of supporting children with SEND
  • We have an ELSA trained member of staff who is able to offer a range of interventions 
  • The environment is designed to support children with individual needs e.g. visual timetables,individual workstations etc as required
5.b) What specialist services and expertise are available or accessed by the setting/school?

As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including:  Health services including: GPs, school nurse, CAMHS, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Years team, social workers; educational psychologists and specialist advisory teachers. We work closely within our Family of schools to share best practice and use expertise from other schools.

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
  • Our school has an adopted accessibility plan.
  • All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas.
  • We have a disabled toilet with changing facilities and accessible shower.
  • Many of our classrooms have lowered ceilings
  • As a school we are always happy to discuss individual access arrangements.
    We work alognside specialist agencies in the county to access specialist equipment, such as CCTV, visual aids, as required by individual children.
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?
  • We hold termly meetings to review Provision Plans and parents’ evenings twice a year where your child’s progress will discussed.
  • You are welcome to make an appointment to meet with either the class teacher or SENCO at any time throughout the year and discuss how your child is getting on. We can offer advice and practical ways that you can help to support your child at home
  • Every child has a reading diary where parents and school can communicate in ‘informal’ written form. These books are checked by school staff as often as possible
  • Your child may have a Provision Plan that will have individual/group targets. This is discussed with you on at least a termly basis and parents are provided with a copy. The conversation will also provide suggestions as to how you can support your child’s learning at home.
  • When the child’s targets are reviewed, comments are made against each target to show what progress the child has made
  • If your child has complex SEND they may have an Education, Health and Care Plan (EHCP). In such instances a formal meeting will take place to discuss your child’s progress and a report will be written at least annually.
8. What are the arrangements for consulting young people with SEN and involving them in their education?
  • Children who have structured conversations or IBMPs have the opportunity to discuss their progress and targets during their review, as well as on a day to day basis within the class.
  • If your child has Statement or EHCP, their views will be sought before any review meetings.
  • Children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
  • Please speak to the class teacher in the first instance
  • General information relating to SEND can be found on the school website, including within the SEND policy. This can be found on the policy page of the school website.
  • If you are still concerned then please contact the SENCO (Andrea Newman) or the Head teacher (Anne Ingle).
  • The school has a complaints policy, which is available on the policy page of the school website

You might also wish to visit the following websites:

www.nottinghamshire.sendlocaloffer.org.uk

www.ppsnotts.org.uk

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?

As a school we work closely with any external agencies that we feel are relevant to supporting individual children’s’ needs within our school including:  Health services including: GPs, school nurse, CAMHS, paediatricians, speech and language therapists, occupational and physiotherapists; Children’s Services including: Early Years team, social workers; educational psychologists and specialist advisory teachers, family Support workers and voluntary organisations such as WAM. We work closely within our Family of schools to share best practice and use expertise from other schools.  

We always follow Nottinghamshire's Pathway to Provision and will work with agencies to support a family and provide 'Early Help'.              

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

As a school we will always signpost parents to any services that we feel they may benefit from and will support in the referral process if appropriate.

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
  • We encourage all new children to visit the school prior to starting
  • We can create ‘social stories’ with/for the children if transition is likely to prove challenging
  • For children starting in Foundation Stage we run a ‘Step Up’ programme to help children, parents and staff get to know each other.
  • We liaise closely with the staff when receiving and transferring children to and from different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood. We will visit your child in another setting if this will be valuable in their transition.
  • If your child has complex needs, then an EHCP review will be used as a
    transition planning meeting to which we will invite staff from both schools
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

At any point where a child with SEND is preparing to leave our school, we seek to arrange additional visits for the child in question to support smooth transition. Our feeder  secondary school (the Dukeries) also run programmes specifically tailored to aid transition for the more vulnerable pupilsat the end of the primary stage of education.

Transition between year groups and key stages within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher

iii) Prepare for adulthood and independent living?

We provide all of our children with a broad and balanced curriculum.  This includes developing their independence and life skills at an age appropriate level for them.

13. Where can I access further information?
SEN Information Last Updated On: 30/09/2019

Find Us on Facebook

Facebook is monitored during office hours Monday - Friday, however if your enquiry is serious, urgent or involves personal details, we advise you to contact the team on 0300 500 80 80 or email: enquiries@nottscc.gov.uk

Follow Us @NottsCC

News

Back to top Powered by Open Objects © Open Objects Software Limited