Junior school for boys and girls aged 7 - 11 years.
The Carlton Junior Academy
Who to contact
Where to go
- The Carlton Junior Academy
Garden Avenue, Foxhill Rd
- NG4 1QT
- Contact Name
- Rachel Clarke
- Contact Telephone
- 0115 9110402
- 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?
Within our school community, we have supported pupils with a wide variety of special education needs and disabilities such as Autism, ADHD, Asperger's Syndrome, Cerebral Palsy, genetic disorders, hearing loss, sight loss, FASD, Speech, Language and Communication difficulties, Dyslexia, Dyscalculia and Dyspraxia. Some pupils have a clear diagnosis and others do not but all pupils receive the support they require to make good progress and do not require an EHC plan to access support. All children are welcome to attend The Carlton Junior Academy and if there is a Special Educational Need or Disability, we will endeavour to acquire the skills and knowledge to support the child and their family to the best of our ability, making reasonable adjustments that are supported by the Local Authority.
- 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?
We adopt the legal definitions of Special Educational Needs (SEN) taken from section 20 of the Children and Families Act 2014.
A child or young person has SEND 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.
A child is not regarded as having learning difficulties solely because their home language is different from the language in which he/she will be taught.
All teachers are responsible for identifying pupils with SEND and, in collaboration with the SENCO and outside agencies when appropriate, will ensure that those pupils requiring different or additional support are identified at the earliest opportunity.
The school adopts a graduated approach to this process based on excellent teaching. A child will be recognised as a ‘School Support' pupil when they require a level of intervention or adaption to basic teaching approaches in order to maintain rates of progress, which may also be slower than peers and minimise gaps with their non-SEND peers, which are beyond the provision for the majority of the class. At this stage, provision is funded by the school.
Further to this, pupils may be supported through ‘SEND Support’ when a greater level or more specialised/bespoke programmes are required. Progress gaps with peers may be more profound due to slower rates of progress, even with clear learning support. Provision is more likely to be maintained with additional funding applied for by the SENCO from the ‘Additional Family Needs’ funding stream. At this level, intervention strategies are bespoke to the child’s specific needs and the provision pathway may be supported by outside agencies.
Should a parent/carer have concerns about their child in relation to SEND, they may either contact the class teacher, who will discuss concerns and possible strategies with the SENDCo or the SENDCo directly, Rachel Clarke (0115 9110402). We would then devise a strategy of support/monitoring in partnership with the parent/carer and the pupil.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
In order to ensure the best outcomes for SEND pupils, the school undertakes a programme of monitoring and evaluation.
Monitoring will focus on:
- Attainment of age related expectations
- Progress from baseline assessment data
- Quality of teaching
- Record keeping
- Appropriate Target Setting
- Relationships with parent/carers and their involvement in provision
- Involvement of the child in learning pathway
- Effectiveness of intervention
Monitoring will inform future planning for improvement and CPD for staff.
Successful provision aims to:
- Narrow the attainment gap between pupils with SEND and their peers
- Prevent the attainment gap widening
- Be on a par with pupils starting from similar base line but less than most of their peers
- Equal or improve upon the pupil’s previous rate of progress
- Ensure that a child enjoys full curricular access
- Show an improvement in a child’s social/life skills
- Show improvement in a pupil’s behaviour/attendance
- Be satisfactory to the pupil and parents/carers
Monitoring will take place at least termly through a variety of pathways such as: lesson observations, work/planning/record keeping scrutiny, pupil interviews, learning walks, target monitoring and governor visits. The SENDCo will undertake monitoring of SEND pupils and report to Headteacher and Governors at least annually.
This information is collated and published by the Governing Body on an annual basis in accordance with section 69 of the Children and Families Act 2014. The evidence collected informs school development and improvement planning.
The SENCO encourages feedback from staff, parents/carers and pupils throughout the year in the form of an annual governor questionnaire and feedback at parents’ evenings, Achievement for All questionnaires to parents/carers and a pupil voice survey. At least one School Council member is chosen to represent the voice of SEND pupils within the school.
Pupil progress is monitored on a termly basis in line with the SEN Code of Practice 2014 supported by the Assessment Leader, Pupil Premium (PP) Leader, SENDCo and Subject Leaders. Teachers have a termly data discussion with the Assessment and PP Leaders (also Governor for SEND, Mrs Hunter). At the meeting, the impact of intervention is monitored, possible barriers to progress are highlighted and pupils’ pathways are agreed. The level of need is also considered e.g. School Support/ SEN Support. The impact of shorter intervention programmes including support for social and emotional needs and the acquisition of life-skills, are reviewed more regularly, at least every half term and will not be continued unless there is clear impact.
We enlist Specialist Family Services to moderate assessment for individual pupils working towards National Curriculum expectations and work closely with our feeder and family of schools to ensure consistency in assessment judgements.
- 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?
Instead of the shorter Parents’ Evening consultations, we offer parents of SEND pupils termly meetings with the teacher which last around 45 minutes to 1 hour. There are opportunities for the pupils to share their success and offer opinions about further areas for development and strategies for support. Parents/Carers are given support with understanding the progress and attainment expectations for their child. There are opportunities to discuss and clarify any barriers to learning both inside and outside school and to make valuable contributions to future targets and strategies for support. The aim is to develop a shared vision of achievement for the pupil with a clear framework to scaffold success. The Parent/Carer is given a copy of the ‘Achievement for All Target Sheet’ at the end of each meeting, which details the child’s primary need, attainment data, targets and an outline of support agreed for the next term. The school completes a target evidence book with the pupil to share at future meetings.
Alongside the ongoing dialogue, an end of year report is also provided giving detailed information about progress and attainment.
Discussions with the teacher, around progress and attainment can be facilitated at any point should a Parent/Carer have concerns or require information.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
Pupils identified as having SEND are, as far as is practical, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum at their level and are integrated into all aspects of the school. The SEN Code of Practice 2014 makes it clear that all teachers are teachers of pupils with special educational needs.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
The school provides a differentiated curriculum as part of the quality first teaching strategy. This encompasses planning and organising tasks, support and resources. It also includes differentiating assessment and how feedback is given to the pupil about progress and steps to improvement. Other assessment tools such as B squared are also used to track smaller steps of progress.
Teachers consider the three principles for inclusion when differentiating learning:
- Setting suitable learning challenges
- Responding to pupils’ diverse learning needs
- Overcoming potential barriers to learning and assessment for individuals and groups of pupils.
The Headteacher oversees the school’s policy for inclusion and is responsible for ensuring that it is implemented effectively throughout the school.
Curriculum differentiation is the responsibility of every teacher, supported by the Curriculum Leaders. The curriculum is reviewed annually and adjusted by the Curriculum Leaders with the SENDCo to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
The SENDCo, in collaboration with the class teacher, TA, pupil, parents/carers and where appropriate outside agencies, will decide the actions required to help the pupil progress. Based on the results of previous assessments of ability and attainment the actions might be:
- Full-time education in classes, with additional help and support from class teacher/TA through a differentiated curriculum
- Deployment of TA to work with the pupil 1:1 or in small groups
- Provision of alternative learning materials/special equipment including ICT
- Bespoke programmes of work implemented by the teacher
- Staff development/training to undertake more effective strategies
- Access to Local Authority (LA) support services for advice on strategies, equipment, staff training, carrying out specific assessments and report to parents/carers
- Programmes of work advised by outside agencies to support whole child development such as Occupational Therapy and Speech and Language Therapy
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
When planning for activities outside the classroom, teachers will give due thought to the needs of SEND pupils. Venues for school visits are carefully chosen to ensure that all pupils, including those with physical disabilities, can attend. A risk assessment will be undertaken and reasonable adjustments made in relation to transport arrangements, toileting facilities, medical/sensory needs and other access arrangements. There will be a pre-visit made by teaching staff/SENDCo to ensure arrangements will meet the needs of the young person and parent/carers will be consulted.
- 3.g) What support will there be for my child/young person's overall well-being?
As part of the target setting process during the termly ‘Structured Conversations’ with parents/carers, there will be up to 3 SMART (Small, Measurable, Achievable, Relevant and Time limited) targets agreed. These will encompass not only academic expectations but take into account the needs of the ‘whole child’ and reflect the identified barriers to learning, including social and emotional aspects.
Examples of targets:
Academic Progress Goal
Specific to the pupil’s gaps in knowledge and understanding and reflecting differentiated curriculum where possible e.g. to be able to read 5 key words (listed) when reading at home and school. These will reflect curriculum targets where appropriate.
Long term goals
An action towards a long term goal which can be achieved over a term but considering the future of the child such as aspirations for work, school placements, academic achievement, sporting or social achievements e.g. ‘investigate becoming a Police Officer’, ‘investigate my next school so that I don’t worry about getting lost,’ ‘achieve brown belt at Karate.’
This includes the need for life skills such as social and emotional development, relationships, communication needs, attendance, participation in wider life of school and the community. e.g. ‘to be able to join a club after school;’ ‘to be able to use managing emotions strategies A, B and C;’ ‘to be able to cross a road safely without an adult;’ ‘to become a school councillor.’
- 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 Clarke – firstname.lastname@example.org
Available in school Monday and Tuesday 0115 9110402.
If you require support on other days please contact Mrs Wood the Head teacher on 0115 9110402.
Governor for SEND – Mrs Hunter
Available via the school office 0115 9110402
- 5. a) What training have staff supporting special educational needs had and what is planned?
Training completed by staff:
Supporting parents/carers and carrying out ‘Structured Conversations’
Supporting pupils with ASD
Supporting pupils with ADHD
Supporting pupils with FASD
Supporting pupils with Dyslexia
Supporting pupils with Dyscalculia
Supporting pupils with Attachment and Trauma difficulties
Supporting pupils with Challenging Behaviour difficulties
Understanding SEND support and the teacher’s role in this
Switch-on Reading/Writing Programme
Supporting Speech, Language and Communications through the Gedling Talk to learn Pilot
Teaching Assistants are also trained in:
Supporting pupils with Bereavement
Specific Teaching programmes such as Toe by Toe, Better Reading Partnerships, Switch-on Reading/Writing Programme, SALT programmes
Using IT to support SEND pupils- Using iPads
Supporting children with SEND in PE
Supporting Speech, Language and Communications through intensive training received during the Talk to learn pilot project
Boxall Profile Training
Bespoke training programmes are implemented and monitored for Teaching Assistants working with challenging behaviour through the Gedling Area Partnership. All staff have received CRB training.
We also have medical training specific to identified pupils’ needs such as diabetes, anaphylaxis and managing allergies, serious bowel and toileting issues and epilepsy.
Teaching Assistants attend the Redhill Teaching School Alliance TA Network and other training opportunities.
Sarah Lawson (Teaching Assistant) has been trained to support Dyslexic learners and screen for dyslexic tendencies – she is our Dyslexia Champion.
The SENDCo attends cluster meetings with other SENDCo's across the Trust.
The school is to receive a programme of training 'Academic Resilience Awareness' to support children's mental health this year.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
The school recognises and values the importance of ‘working together’.
The SENDCo attends the family of schools’ Springboard meetings three times a year to request support for specific pupils from outside agencies. The SENDCo is also able to make emergency/additional requests outside Springboard although the outside agencies apply their own criteria for access to support.
We have numerous partnerships such as:
School Nursing and Paediatrics, Education Psychologist, Cognition and Learning Team, Speech and Language Team, Communication and Interaction Team, Specialist Teachers for Deaf and Visually Impaired Learners, PSED Team, CAMHs, Early Support Team, Children’s Centre Services, Flexible Short Breaks, MASH, Family SENDCo, Redhill Teaching Alliance, Achievement for All, Nottinghamshire, Nottingham and Derby LAC Teams and Women’s Aid, ‘What About Me? and the Gedling Area Partnership.
Mrs Wood (HT) represents The Carlton Academy Family of schools on the Gedling Area Partnership. The partnership is responsible for developing provision for pupils with severe social, emotional and mental health needs who are vulnerable to permanent exclusion.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
The school is on a challenging site at the top of a steep hill with a number of steps leading to the entrance. However, there is slope access and improvements to the building have been made to make it more wheel chair friendly. We have disabled toilet facilities and a shower room. There is a sun shelter in the playground. We have accommodated a number of physically disabled pupils in the past and endeavour to make appropriate adjustments and arrangements.
Advice and funding to support pupils with physical needs is gained from the Local Authority.
- 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?
See Question 3b,e and g
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Children are invited to attend the termly structured conversation with their parent/carer. They are asked to share their completed target work and given the opportunity to talk about their learning experiences. The child will be asked to contribute their ideas and opinions about barriers to learning and how best to support teaching and learning strategies.
Pupils are also asked to contribute to pupil voice questionnaires and are represented by the school council.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
In the first instance, it is important to contact the SENDCo as she has overall responsibility for provision of the SEND pupils. Mrs Clarke is always willing to listen and support issues, making amendments where possible to ensure the very best outcomes for pupils and their families. Should a resolution not be found, the Headteacher can be contacted through the school office. If no resolution is found after following this pathway, it is recommended that parents/carers follow the school’s complaints procedures, set out in the policy available directly from the school, or on the 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 governing body has appointed a SEND Governor, Mrs Hunter who works closely with the SENDCo, to support her role and relationships with outside agencies. The SENDCo summarises her work with outside agencies and reports key information to this governor and on a termly basis through the Headteacher’s Report to Governors.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Teachers and the SENDCo have both formal and informal meetings with parents/carers on a regular basis. We have an open door policy which encourages parents/carers to talk to the SENDCo, teacher or SENDCo Administrator about issues arising both at school and in the home. As far as is reasonable, we seek to support families at home through the Early Help Unit and sign post to supporting agencies such as Flexible Short Breaks, Autism East Midlands, Ask us Notts, the Children’s Centre, Specialist Supporting Families Services etc.
We also sign post to the Nottinghamshire Local Offer website.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
We have very strong links with our feeder schools, The Carlton Academy and The Carlton Infant Academy. All schools attend the SENDCo Family meetings so we all have a good working knowledge of pupils in our family who may move between schools. The SENDCo for our school is also the SENDCo for The Carlton Infant Academy.
We have a sound transition plan for pupils both leaving and joining our school which involves hand-over meetings between professionals and parents/carers to ensure barriers to learning are clear and understood and that successful approaches to remove/reduce barriers continue. There are opportunities to tailor transition plans for individual pupil needs which may involve a number of extra visits, creating photograph books, introducing a buddy system, short-term TA support, opportunities to discuss worries and ask questions. Over the last few years, we have sign-posted a number of families with Y6 SEND pupils to the Family SEAL transition programme at The Carlton Academy during the summer term. The feedback from this programme has been excellent and both pupils and parents/carers have increased confidence in moving schools.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
See Questions 12 i)
- iii) Prepare for adulthood and independent living?
See Question 12 i)
- 13. Where can I access further information?
By contacting the SENDCo, Mrs Clarke-
0115 9110402 or accessing the SEND policy on line at the Website: