A single form entry Church of England Primary linked to the Diocese of Southwell and Nottingham Multi Academy Trust
Worksop Priory C of E Primary Academy
Who to contact
Where to go
Worksop Priory C of E Primary Academy
- S80 2LJ
Time / Date Details
- When is it on
- Weekdays: Breakfast Club from 7.45am After school Provision until 5.30pm
- Time of day
- Referral required
- 3 & 4 year old funding
- 2 year old funding
SEN report for Worksop Priory C of E Primary Academy - updated March 2020
- Contact Name
- Mrs S Rawson or Mrs K Slater
- Contact Telephone
- 01909 478886
- Contact Email
- Local Offer Age Bands
Primary (4-10 years)
Early Years (0-4 years)
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
Worksop Priory Academy has a number of pupils with an identified special educational need or disability.
We have a well trained staff team, who have a range of knowledge in SEN provision and support. We work with pupils with a wide range of needs including autism, emotional needs, physical disabilities and ADHD. We have a well-trained, highly respected pastoral care team.
We are committed to whole school inclusion. We fully understand that Special Educational Needs are diverse in nature and in the case of pupils experiencing learning difficulties, we recognise that these may be:
- Sensory, Medical and/or Physical
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
The school has a range of specialist SEN facilities in place. These are:
- Physical environment - the school site is all situated at ground level, and also benefits from window blinds and disabled parking
- Assistive technology
- Increased access to the curriculum and assistance during tests
- School transport – the school owns a minibus
- 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?
Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014: A child or young person has special education needs if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
- a) Have a significantly greater difficulty in learning than the majority of others of the same age; or
- b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
- c) A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
- d) Receive additional input because they have exceptional ability in any area – please refer to the schools Gifted and Talented Policy
Children are not regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Assessment at Worksop Priory Academy is not a single event but a planned, continuous process, which parents are actively encouraged to be involved with.
Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
- Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
- The child’s class teacher 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.
- The Inclusion Lead will be consulted for support and advice and may wish to observe the pupil in class.
- Through this monitoring and assessment it is determined which level of provision the child will need in order to move forward.
- If a pupil has recently been removed from the SEN list they may also fall into this category as continued monitoring will be necessary.
- Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
- The child is formally recorded by the school as being monitored under observation due to concern by parent or teacher but this does not place the child on the school’s SEN list.
- Pupil progress meetings are used to monitor and assess the progress being made by the child. The frequency of these meetings is dependent on the individual child’s needs and progress being made. Regular reviews identify whether a child needs to be placed on the SEN list and have a specific Individual Education Plan.
If a parent/carer believes that their child may have special educational needs, they are encouraged to speak with the class teacher or SENCo (Mrs Rawson or Mrs Slater).
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
In order to make consistent continuous progress in relation to SEN provision, the school encourages feedback from staff, parents and pupils throughout the year. This provision is made through one to one meetings (both formal and informal), multi-agency support and collaborative planning between the Inclusion lead, staff and parents.
The Head of School and Inclusion Lead/SENCo review this policy annually and share the document with all staff. However, if there are national directives or developmental suggestions from parents, pupils or outside agencies, these may be piloted during the year and built into the policy at the following review. There is an annual formal evaluation of the effectiveness of the school SEN provision and policy.
- 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?
Parents/Carers of children who have an Individual Educational Plan will be invited to meet on agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and their parents. The class teacher, in conjunction with the Inclusion Lead, will revise the support and provision based on the pupil’s progress and development. This will be done in consultation with the parents, the pupil and any agencies that are involved.
Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.
Advice and support on how parents can help children at home is available at any time via class teachers and the Wider Learning Mentor within school.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
We provide quality first teaching where the needs of the child are met, wherever possible, within the classroom setting. Specific learning needs e.g. dyslexia, visual/hearing impairments, ADHD, and developmental co-ordination difficulty etc. are catered for on an individual basis and are adapted to meet the needs of individual children.
There are some children who, because of their significant needs, access a personalised curriculum. Where this is the case, advice is sought from outside agencies and a personal plan put together, targets are set and reviewed at least termly.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school . This is adapted to the needs of the specific child.
Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the Inclusion Lead will consult with the child’s parents for other flexible arrangements to be made.
Quality first teaching and clear differentiation is the key. Children’s areas of need are identified and work is planned to address their needs.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
All pupils with SEND will have access to Element 1 and 2 of a school’s budget which equates to £6,000. Some pupils with SEND may access additional funding. This additional funding might be from a budget which is devolved to and moderated by the Family of Schools. For those with the most complex needs, additional funding is allocated by the local authority. The Family SENCO will refer individual applications to a multi-agency panel, which is administered by the Local Authority, who will determine whether the level and complexity of need meets the threshold for this funding.
Children are monitored carefully and if they are displaying significant difficulties the class teacher has an initial meeting with the Inclusion Lead. In the first instance they look at the provision and environment that the child accesses to identify adjustments that could make a difference to outcomes. After a graduated response has been considered, including consultation with parents, a support package is arranged. This may include support in the classroom, an intervention programme, a referral to Springboard or an application for additional funding.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
Worksop Priory C of E Primary Academy is fully inclusive and no child is prevented from taking part in the full life of the school. Where necessary, following teacher/parent discussions, additional support or adjustments can be put in place to attend clubs, competitions and school trips etc.
Child specific risk assessments are included, where appropriate and personnel at visit sites are made aware of any children with additional needs.
- 3.g) What support will there be for my child/young person's overall well-being?
Every child’s well-being is our priority at Priory. All children with additional needs are allocated a staff buddy, and are supported to access the highly skilled and trained pastoral care team. Should a higher level of support be required then parents and the child (if appropriate) are involved the discussion. We are able to offer a specialist counselling service, ‘Think Children’, and make referrals to others.
All children, including those with SEN, access training on mindfulness, resilience and managing emotions. Each class uses Take 5 breathing several times daily to promote well being and readiness for learning.
- 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.
- 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 SEN.
The Inclusion Lead attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.
We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development. The SENCo/Inclusion Lead and other members of the Senior Leadership Team, ensures that training opportunities are matched to school development priorities and those identified through the needs of the children and staff. Staff have had training on the following recently:
- Working memory
- Precision teaching
- Autism Education Trust Progression Framework
- Graduated Behaviour Response
- Big Maths
- Controlling Risky Behaviours
- Lifting and Handling
- Penn Resilience
- Paediatric First Aid
- Boxall Profile
- Every Breath You Take
- Attachment and Trauma
- Foetal Alcohol Syndrome
- Lego Therapy
- Guide to different interventions
- Reciprocal Reading and Paired Reading
- Self Harming
- Emotion Coaching
- Switch On Reading
- Accelerated Reading
- Assessment using Pre-Key Stage Standards
- Whole Word Approach to Reading
- Strengths and Difficulties Questionnaire
- Speech and Language Therapy Training
- ADHD Kitemark awarded
- Time to Talk
- Bubble Gum Guy
- Giant's Desk
- Nurture through Books
- Conflict Resolution
- PIVATs updates
- B Squared updates
- Phonics sessions
- Big Maths training
Future planned training includes:
- Dyslexia - work towards Dyslexia Friendly Award
- Precision Teaching
- Tracking mental health
- Further SEMH interventions
- ICT solutions for reluctant readers and writers
- Using Numicon
- Emotional Literacy Support Assistants
All staff have a pro active and positive approach to professional development and are keen to draw on local expertise (both from within school and from within the family of schools). They often conduct their own research and take responsibility for increasing their own skill set and knowledge base. Many members of staff use their expertise to support and train colleagues in other schools.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
- School and Family Specialist Support Services Teams to support in a number of areas - Early Years, Hearing Impaired, Visually Impaired, Cognition and Learning, Communication and Interaction, specialist ICT, Dyslexia support.
- Educational Psychologists
- Speech Therapists
- Physiotherapists and Occupational therapists
- NHS Public Health Practitioners and Healthy Family Team
- Occupational Health Services
- Social Services and Social Care
- Family Support Services
- Children’s Centres
- Physical Disability Support Services
- Think Children
- Bereavement Counseling /support
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
A referral to the Physical Disability Service can be made for any equipment that the child may need whilst in school, such as plinths, walking aids, personal care requirements etc. The service also provide training for staff and support in writing health care plans, risk assessments and intimate care plans etc.
A referral for inclusive technology can also be made if the school feels that they cannot meet the needs of the child with the technology already available in school.
The school has a range of specialist SEN facilities in place. These are:
- Wheelchair access
- Increased access to the curriculum and assistance during examinations
- Highly qualified staff
- High level of TA support
- Disabled Toilet
For more information please read the schools Accessibility Plan and SEN Policy
- 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?
Worksop Priory C of E Academy believes that a close working relationship with parents is vital in order to ensure early and accurate identification and assessment of SEN. This is to ensure the correct intervention and provision is in place in order to continue to increase both the social and academic progress of children with SEN, ensuring personal and academic targets are set and met effectively.
Parents are kept up to date with their child’s progress through progress reports, parents' evenings, provision reviews and end of year reports.
In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. The Inclusion Lead may also signpost parents of pupils with SEN to the Local Authority Ask Us service where specific advice, guidance and support may be required.
If an assessment or referral indicates that a pupil has additional support needs, the parents and the pupil will always be consulted with regards to future provision. Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
As they get older, the children increasingly consult on setting their own targets and identifying their own areas of need. They also attend meetings if appropriate. The views of the child are always sought when preparing for a review and feedback is given to them afterwards.
- 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 has any concerns or complaints regarding the education, care or welfare of their child, an appointment can be made to speak to the Class Teacher, Inclusion Lead, or Senior Leadership Team. Advice can be given on the formal procedures for complaint.
- 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 invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, pupils with SEN. The Inclusion Lead or SENCO are the designated people responsible for liaising with the following:
Schools and Families Support Services SFSS or Early Years SFSS
Education Psychology Service EPS
Behaviour Support Service BPBP
Speech and Language Service
NHS Public Health Practitioner or Healthy Family Team
Specialist Outreach Services
Plus any other relevant outside agencies
Representatives from voluntary organisations and other external agencies are invited to liaison meetings throughout the year to discuss SEN provision and progress and keep staff up to date with legislation.
In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents will normally be invited to any meetings held concerning their child unless there are over-riding safeguarding issues.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
The academy works with a number of external organisations.
The Inclusion Lead/SENCo meets regularly with the Wider Learning Mentor and Multi Agency support staff to update and discuss support and provision within the local area. This is also raised in IEP meetings. The Inclusion Lead shares this knowledge with parents directly via personal leaflets, and discussions. The Wider Learning Mentor further supports parents by referring and signposting to services/groups that are relevant for their child’s needs.
Alternatively parents can access Nottinghamshire’s Local Offer website which contains information about services available to families. This can be found at:
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
Extra visits to familiarise children with the setting and with staff can be arranged. Discussions with previous settings and parents form a clear picture of the child’s needs. Transition books/pictures/film clips can be arranged so that the children can continue to familiarise themselves at home and share with key family members. Occasionally additional funding maybe applied for to support this work.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
Meetings between key staff, parents and Inclusion Lead/SENCo are held to discuss needs and provision. Extra transition visits to new classes/staff can be arranged and booklets of photos put together for children to keep at home over the holidays. These can be used as a discussion/preparation for moving up. Some pupils are supported to make a 'Ready to Move On' book.
There is an extended secondary transition package in place which begins in Year 5, with further bespoke transition arranged depending on how complex the child’s needs are. Staff at the chosen secondary school may visit the child at school and will attend all review meetings leading up to transition.
- iii) Prepare for adulthood and independent living?
Life skills are taught to all children in school as part of our PSHE curriculum, which is differentiated and personalised for children with SEN. Financial Education is taught through the Life Savers programme.
Specific individual children may have targets set on their IEP that relate to increasing independence or to mastering/practising a life skill e.g crossing roads, brushing teeth, shopping etc.
- 13. Where can I access further information?