Thrumpton Primary Academy

Thrumpton Primary Academy

Single form entry maintained community primary school with 26 part time Foundation 1 places.

Offering the 30 Hours Funding

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Rebecca Hurley
Contact Position
01777 702092 01777 702092
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Where to go

Whinney Moor Lane
DN22 7AF
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Time, Costs and Availability

Time / Date Details

When is it on
Monday to Friday
Session Information
9:00a.m. to 3:30p.m.


Age Ranges
4 - 11 years
Referral Required?
Referral not required
Additional Local Offer Information

Local Offer


Primary Education for pupils from 3 to 11 years of age organised in a Foundation Unit consisting of F1 with 26 part time places (morning or afternoon) and F2 of 30 along with 6 further classes organised in year groups of 30.

Contact Name
Mrs Helen Crampton
Contact Email
SEND Information on School Website
Download more Local Offer details for Thrumpton Primary Academy here...

Schools Extended Local Offer Response

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

At Thrumpton Primary Academy we will provide ‘additional to and different from support based on the four primary SEND needs: 

        Cognition and Learning needs 

  • Cognitive development where or when attainment / progress is at a lower level than the majority of their peers 
  • Communication and participation where or when language and communication 
  • Curriculum access/Student participation where or when concentration and retention 
  • Social Development when difficulties in making and maintaining friendships and relationships. 
  • Motor Skills when some delay in fine and gross motor 
  • Self Help Skills where needed to support to develop independence in organisational skills and personal care 

       Communication and Interaction needs 

  • Speech, Language and Communication 
  • Social interactions. 
  • Curriculum access/student participation when there are difficulties following instructions and accepting adult 
  • Unusual response to sensory 
  • Flexibility of thought when some support is needed to manage change in every day school situations. 
  • Uneven developmental 

        Social, Emotional and Mental Health Needs 

  • Difficulty in understanding and participating in classroom activities resulting in limited 
  • Disruption in emotional health and wellbeing impacting on 
  • Unpredictable responses to learning tasks resulting in being uncooperative and/or emotional withdrawal. 
  • Some behaviour which may be injurious or endanger self/others. 
  • Difficulties making and maintaining friendships. 

Sensory, Medical and/or Physical needs: 

  • Has mobility needs or personal and intimate care plans 
  • Has a health care plan 
  • Has difficulty forming and maintaining friendships 
  • Communication and language difficulties which require specialist support 
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 Thrumpton Primary Academy we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states: 

Special Educational Needs: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. 

  • A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.
  • Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England


Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer 


  • If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s class teacher/subject teacher/ form tutor. This then may result in a referral to the school SENDCo whose name is: Helen Crampton.


  • Parents may also contact the SENDCo or the Principal directly if they feel this is more appropriate but are encouraged to communicate with teachers in the first instance.


  • All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

Thrumpton Primary Academy believes that each child and their parents have a right to be involved in making decisions and exercising choices. 

At Thrumpton Primary Academy SEND Support pupils are involved in the creation of their own One Page Profile by identifying their abilities strengths, their personal aims and the actions they require are to be taken by the school to reduce barriers to learning and social success. 

The Graduated Approach will be recorded and monitored by the class teacher using Provision Map in the form of a learning plan where achievements and progress will be recorded. This will allow the school to monitor the impact of any provisions, evaluate effectiveness and assess how to move a child or young person forward in their learning. 

Pupil progress of children identified as SEND and those identified as vulnerable to SEND will be monitored by the SLT and SENDCo on a termly basis in line with the SEND Code of Practice. Strategic meetings with class teachers are arranged to discuss and implement relevant intervention/support for those individuals or groups of children who are not meeting expectations. 

Learning Plans are updated termly to reflect the above so that all staff are aware of the priorities for these children.  These will be discussed with parents on a termly basis to identify and inform the main concerns for these children. 

We are continuing to develop an annual formal evaluation of the effectiveness of the school SEND provision and policy through our SEND Reviews. The evaluation will be carried out by the Head Teacher, SENDCo, and Strategic SENDCo for the trust. Information will be gathered from different sources such as child and parent surveys, teacher and staff surveys, parent consultation meetings, Academy Improvement Reviews and School Council feedback. This will be collated and published by the governing body of a maintained school on an annual basis in accordance with section 69 of the Children and Families Act 2014. 

Evidence collected will help inform Thrumpton Primary Academy’s development and improvement planning. 

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?

If an assessment or referral indicates that a student has additional learning 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. The school’s SEND Governor can also be contacted in relation to SEND matters. 

Parents/carers are invited to review meetings/ parents’ evenings to contribute to their child’s Profile and Learning Plan. Information on support agencies outside of school are available from the SENDCo and Family Support Advisor. Parents/carers can contact their class teacher using WEDUC and parents are kept up to date with their child’s progress through parents’ evenings, reviews meetings and reports three times a year. 

 In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual student’s needs. The SENDCo may also signpost parents of students with SEND concerns to the local authority Parent Partnership service when specific advice, guidance and support may be required. 

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

Our vision at Thrumpton Primary Academy, is embedded within our three core principles for SEND:  

  • The Diverse Academy Trust emphasises a child centred approach, ‘nothing about us, without us’, which supports the resilience and well-being of our children. We value both children and parental engagement thereby sustaining a welcoming, effective and inclusive culture in our academies. 
  • Our academies aim to provide an inclusive, supportive and positive learning environment where the child is at the centre. We aim to support all children with SEND to have the confidence and self-esteem to aim high, achieve their aspirations and maximise their full potential based on their strengths. We aim to encourage imagination, resourcefulness and responsibility. 
  • Our teachers have high expectations of all children and seek to be fully equipped with the skills, enthusiasm and supportive attitude allowing our children to overcome any barriers to learning. We believe that additional intervention and support cannot compensate for a lack of inclusive ‘high quality’ teaching, which is enabled and adapted for individual children is the first step in responding to all children including those that have SEND.  

Children and young people with SEND have different needs, if a place is available at Thrumpton Primary Academy, we will undertake to use our best endeavours, in partnership with parents, to create the provision required to meet the SEND needs of pupils at this school. 


For children with an EHCP, parents have the right to request a particular school and the local authority must comply with that preference and name the school or college in the EHC plan unless: 


  • it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or 
  • the attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources. 
  • Before making the decision to name our school in a child’s EHCP, the local authority will send the governing body a copy of the EHCP and then consider their comments very carefully before a final decision on placement is made. 


 In addition, the local authority must also seek the agreement of school where the draft EHCP sets out any provision to be delivered on their premises that have been secured through a direct payment (personal budget). 


  • Parents of a child with an EHCP also have the right to seek a place at a special school if it they consider that their child’s needs can be better met in specialist provision



All students at Thrumpton Primary Academy have access to: 

  • Quality first teaching 
  • Adaptation of the curriculum within the classroom
  • Visual Timetables
  • Adaptation of communication and use of technological resources
  • Reasonable environmental adaptations
  • Intervention groups
  • Progress tracking and monitoring

Further support for some students at Thrumpton Primary Academy may include: 

  • Precision teaching , Whole word reading strategies
  • Seating and accessibility arrangements
  • In class support for medical needs (including rescue medication)
  • Personalised interventions groups for specific areas of the curriculum and where necessary bespoke adaptation of the curriculum
  • Nuture/play therapy Groups
  • Speech and Language interventions (NELI)
  • BLAST (Boosting Language Auditory Skills and Talking)
  • Plus one and Power of Two: Maths Support
  • Toe by Toe
  • Gross and fine motor exercise support (Clever Fingers)
  • Sensory Circuits
  • Parental meetings to discuss concerns
  • Regulation Plans and energy accounting plans to support ASD
  • Progress tracking and monitoring alongside external agencies and specialists (Pupil Profiles and learning plans)
  • Individualised assessment tools to support provisions e.g. dyslexia screening, Boxall profiles, AET (Autism Education Trust Trackers) and dyscalculia screening.


Targeted individual support may include all of the above strategies plus: 

  • Outcome-focussed directed use of Teacher/ Teaching Assistant support
  • Regular planned meetings as part of the provision assessment review during parent’s evenings.
  • Outside agency referrals to SEND specialists teachers within Nottinghamshire and application for AFN/HLN funding.
  • Educational Psychologist support
  • CAMHS Referrals and BPBP (Bassetlaw behaviour partnership) 
  • Occupational therapy and Physio support
  • Personalised behaviour support Plans
  • Bespoke provision for Social, Emotional and Mental Health
  • 1-1 Key workers including lunchtime
  • Transition support for progression within school and on transition into Secondary.
  • Medical agency support to review healthcare plans from Nursing Teams


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

When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily. 


These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENDCo) and/or external specialists. 


 In addition if it is considered appropriate, children may be provided with specialised equipment or resources such as ICT and/or such as large font size or additional adult help.  All teachers are active to enable and adapt the learning in school to match individual needs. A team of Teaching Assistants provide additional support across all years to ensure students’ progress well. 


Further strategies to ensure children can access the curriculum include: 


  • Keeping staff fully informed of the special educational needs of any students in their charge including sharing pupil progress reports, medical reports and teacher feedback 
  • Providing regular CPD opportunities for staff in all departments on the subject of SEND and SEND teaching. School staff should be up to date with teaching methods which will aid the progress of all students including those with SEND 
  • Ensure that the curriculum allows all pupils to make progress and that a bespoke curriculum is introduced where appropriate for children to make progress and is appropriate to their primary needs. This is done with full parental support. 
  • Using in-class provisions and TA support effectively to ensure that the curriculum is adapted and enables all children to progress where necessary. 
  • Implementing Individual access arrangements for informal and external examinations 


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

All pupils identified with SEND will have access to resources, both physical and environmental supplied by the school, which equates to £6000.  Some pupils with SEND may access additional funding.  This additional funding may be from a budget which is devolved to and moderated by Tuxford Family.  The Tuxford Family of Schools comprises of 15 primary schools and 1 secondary school. 

For those with the most complex needs, additional funding is retained by the local authority, which is accessed through the Family of Schools. 

The Family SENDCo 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 in school and if they are displaying significant difficulties that are impacting on their education then the class teacher initially will meet with the SENDCo.  Together they look at the provision and environment that the child accesses and look for things that may be changed to see if this has an impact.  After a graduated response has been considered, including consultation with parents, a support package is arranged.  This may include support in the classroom, a referral to Springboard (a multi-agency support forum) or an application for extra funding. 

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

Thrumpton Primary Academy is an inclusive school; no child is excluded from any part of school life. Where necessary, for example, on a school trip, specific travel arrangements may be made or parents may be invited to support their children where necessary. 

Child specific risk assessments are rigorously followed through the EVOLVE (Nottinghamshire County Councils online visit approval system).  Any personnel at the visit site are made aware of any children with SEND. The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity where reasonable adjustments can be made. 

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

The school offers a wide variety of pastoral support for pupils. This includes: 

An evaluated Personal, Social, Health and Economic (PSHE) and (RSHE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum. 

Pupil and Parent voice mechanisms are in place and are monitored for effectiveness by the Senior Leadership Team. 

Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups. We have trained staff who may support pupils by delivering nurture groups. 

Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills. 

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 Helen Crampton –

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

School staff have received a range of training at two levels; awareness and specialist. Awareness training has been provided to all staff on: 


Awareness training has been provided to all staff on: 

  • How to support pupils with speech, language and communication difficulties.
  • Understanding Autism (Supporting Pupils with ASD
  • Clicker (Literacy Software for SEND Learners)
  • The Inclusive Classroom -Daniel Sobel
  • Whole Word Approach
  • How to support pupils using the Graduated Response and recording this through Edu key Provision Map
  • How to support all learners through adaptations to the curriculum and the classroom
  • Every Teacher is a Teacher of SEND- Jane Starbuck
  • Lego Therapy


Further Training for staff for the academic year 22-23 has been timetabled as follows: 

  • Scaffolding and Cognitive Capacity Load 
  • SEND in EYFS 
  • Inclusive Strategies 
  • Preparation for adulthood, adapting the provision for SEND Teams 
  • Inclusive Reading 
  • Visualisers 
  • Maths supporting children with SEND 


Specialist training has been provided on: 

  • The school has regular visits from SEND specialist teachers from the local authority and the Behaviour Support Team (BPBP) who provide advice to staff support the success and progress of individual pupils.
  • The NHS Speech Language Therapist visits to assess and plan support for targeted pupils. These programmes are then delivered by a trained Teaching Assistant if they are not seen in clinic.

How to support pupils with behavioural difficulties and where needed are trained in coping with risky behaviours by the local authority 

  • The Governor with specific responsibility for SEND has completed the SEND Governor training.
5.b) What specialist services and expertise are available or accessed by the setting/school?
  • Educational Psychologists 
  • School and Family Support Service 
  • Speech Therapists 
  • Physiotherapists 
  • Occupational Therapists 
  • Hearing Impairment Services 
  • Visual Impairment Services 
  • Social Services 
  • School Nursing (Healthy Families Team) 
  • Children’s Centres 
  • Early health team 
  • Schools and Families Specialist Support (SFSS) 
  • Bassetlaw Primary Behaviour Partnership (BPBP) 
  • Family Service 
  • Early Help Unit 
  • Child & Adolescent Mental Health Services (CAMHS) 
  • Integrated Children’s Disability Service (ICDS) 
  • Family SENDCo support 
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Referrals are made for any equipment that the child may need whilst in school, such as plinths and personal care requirements etc. Healthcare Services also provide training for staff and support in writing health care plans, risk assessments and intimate care plans amongst other types of paperwork as required. 

Referrals for inclusive technology can also be made if the school feels we cannot meet the needs of the child with the existing school technology. 

The school has the following specialist SEN facilities in place: 

  • Wheelchair access 
  • Increased access to the curriculum and assistance during examinations 
  • Highly qualified staff 
  • High level of TA and care assistant support 

Further information can be found in the Accessibility Plan available on the school website, written in compliance with paragraph 3 of schedule 10 to the Equality Act 2010. 

The SENDCo and the Principal will allocate the funding in the best way they believe necessary to support. 

 The school has the following specialist SEND facilities in place: 

  • Wheelchair access
  • Disabled toilet and changing table
  • Medical room and hygiene suites for personal care
  • Increased access to the curriculum and assistance during examinations
  • Highly qualified staff
  • High level of TA and care assistant support individual children’s needs.


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 are kept up to date with their child’s progress through parent consultation meetings, provision reviews, reports and regular conversations with their child’s class teacher. 

 In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs.  The SENDCo may also signpost parents of pupils with SEND 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 learning 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?

Thrumpton Primary Academy attempts to ensure that all children, where possible and appropriate, are consulted on setting their targets and identifying their own areas of need.  They are also welcome to attend meetings if they and their parents wish them to do so.  The views of the children are sought, again where possible and appropriate, when preparing for reviews with parents and other agencies. 

Where appropriate all children and or parents will be involved in the creation of each SEND child's One Page Profile and Learning Plan targets. These will be shared with the child by their class teacher and for some key person. 

We ensure that our school community is inclusive and all children have a voice within our pupil leadership team. 

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 care or welfare of their child, an appointment can be made for them to speak to the Principal or SENDCo in the first instance who will be able to advise on 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 school invites and seeks advice and support from external agencies in the identification and assessment of and provision for SEND.  The SENDCo is the designated person responsible for liaising with the following: 

  • Education Psychology Service 
  • Behaviour Support Service 
  • Speech & Language Service 
  • Language and Learning Support Service 
  • Specialist Outreach Services 

The SENDCo will liaise with the school’s Designated Person for Safeguarding when social care concerns are raised. 

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 cause for concern, focused meetings will be arranged with the appropriate agency.  Parents will normally be invited to and informed about 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?

Regular meetings attended by the SENDCo provides knowledge to refer to or signpost parents to services/groups that are relevant for their child’s needs. 

Review meetings and Parents Evenings held at school provide opportunities for parents and school to discuss the needs of the child. 

Parents can also 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?

Transition into school can be supported through: 

  • Extra visits for the child to familiarise themselves with the setting and staff can be arranged. 
  • The school will consult with parents and previous teachers (where appropriate) to collect a clear picture of the child’s needs.  
  • Transition books/pictures/videos can be arranged so that the children can continue to familiarise themselves at home and share with key family members. 
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Extended transition visits to new classrooms and meeting with their new class teacher will be organised. 

The school will arrange meetings between key staff, parents and the Inclusion Leader to discuss the needs and provision that needs to be made. 

The school will arrange, in conjunction with SEND officers at secondary school, extended transition programmes, which can take place over a number of weeks or months depending on how complex the needs of the child are.  Secondary school staff will be invited to visit the child at school and will also be invited to attend review meetings leading up to transition 

iii) Prepare for adulthood and independent living?

The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND 

 The annual review in Y5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.  

Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible. Accompanied visits to other providers may be arranged as appropriate. For pupils transferring to local schools, the SENDCos of both schools will meet to discuss the needs of pupils with SEND in order to ensure a smooth transition. 

13. Where can I access further information?

The school website at  or alternatively contact the SENDCo.  We encourage and welcome visits to our school by prospective parents and families.  Please contact the school office at the above number to make an appointment to meet with the school leaders and see our school at work. 

The above report has been written in compliance with: 

  • Section 69(2) of the Children and Families Act 2014 
  • Regulation 51 and Schedule 1 of the Special Educational Needs and Disability regulations 2014 
  • Section 6 of the “Special Educational Needs and Disability Code of Practice: 0-25 years” 
SEN Information Last Updated On: 12/10/2023


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