Sunnyside Spencer Academy

At Sunnyside Primary Academy, we are committed to the equal inclusion of all pupils in all areas of school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND).

Sunnyside Primary Academy is a mainstream Primary school we value the abilities and achievements of all pupils and we are committed to providing the best possible environment for learning for each pupil. All pupils follow the National Curriculum at a level and pace that is appropriate to their abilities. We believe in personalised learning and our curriculum is tailored to meet individual pupils’ needs. At times, and when it is felt appropriate, interventions and modifications to the curriculum may be implemented.

Special Educational Needs and Disability

Our SEND philosophy places SEND children at the heart of personalised learning and our curriculum is tailored to meet individual pupils needs. To successfully match pupil ability to the curriculum Sunnyside Spencer Academy School remains committed to:

• A range of teaching and learning styles
• Differentiated learning materials
• Access to ICT and technology
• Additional in class support
• Additional out of class support
• Targeted interventions
• Flexible groupings – including small group support work
• Innovative and supportive curriculum
• The appropriate use of rewards and sanctions
• A broad range of extra-curricular activities.
• Assessment procedures that emphasise pupils’ strengths and achievements
• Applications during national testing at Key Stage 2 to obtain access arrangements

    as appropriate.

There is a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue through a child’s school life and some children may have a specific diagnosis. The needs generally fall into one or more of the following categories:

Cognition and Learning; Communication and Interaction; Behaviour, Social and Emotional; Sensory and Physical.

Within our school community, we have pupils with a wide variety of special education needs and disabilities such as Autism, ADHD, Speech, Language and Communication difficulties, Dyslexia, Dyscalculia and Dyspraxia. 

Pupil Progress for all children at Sunnyside Spencer Academy is monitored with great rigour and is monitored by us and the Trust on a weekly basis. In evaluating the success of provision the careful tracking of data identifies those children making progress and those who are not. Success will be evident if:

• Progress is made by all pupils in all areas of learning, self-esteem and skills levels.
• We receive positive responses from pupils, parents, staff, governors, ‘The Trust’, Challenge Partners and Ofsted Inspectors.
• We can demonstrate effective use of resources.
• Self-evaluation of our SEND provision and inclusive policies is continuous and assessment results in improved practice and innovative initiatives for the benefit of pupils and staff.
• Recognition and value is given to all forms of achievement including personal development and well-being.
• Each child’s progress is continually monitored by his/her class teacher.
• His/her progress will be reviewed formally by Senior Leaders in reading, writing, numeracy and for some children personal and social development.
• If your child is in F2 or far behind their peers, a more sensitive assessment tool can be used, which shows their attainment in more detail – breaking learning into smaller steps (BSquared).
• At the end of each Key Stage (i.e. at the end of Year 2 & 6) all children are required to be formally assessed using Standard Assessment Tests (SATs). This is something the Government requires all schools to do and the results are published nationally.
• Each SEND child will be included on our weekly RAG meetings and records, highlighting the impact of personalised provision which is designed to accelerate learning and wherever possible close the progress gap.
• The school will use the graduated response strategy of; Asses, Plan, Do, Review.
• The progress of children with an EHC Plan will be formally reviewed at an annual review with all adults involved with the child’s education. The child is also involved in their review as much as possible, a variety of creative strategies are employed to ensure accessibility.
• The SENDCo will also check that your child is making good progress with any individual work and within any group that they take part in.
• Regular book scrutiny, lesson observations, learning walks etc are carried out by the SENDCo team along with members of the Senior Management Team to ensure that the needs of all children are met and that the quality of teaching and learning is high.

The class teacher, with support from the SENDCo and SLT team, will decide the action required to help a pupil progress. These actions might include:

• Use of different teaching and learning styles.
• Deployment of extra staff to work with the pupil.
• Provision of alternative learning materials/special equipment.
• Group Support.
• Different groupings.
• Provision of additional adult time in devising interventions and monitoring their effectiveness.
• Staff development/training to undertake more effective strategies.
• Access to outside agency support services for advice on strategies, equipment or staff training.
• Implementing programmes supplied by other agencies e.g. the speech and language therapist (SALT) or occupational therapist (OT).

These interventions are recorded and monitored through the use of provision maps and alongside individual and class timetables. Outcomes of support are monitored each half term, if not sooner, by the SENDCo, SEND to inform future practice. P scale and B Squared records may be appropriate for children who have achieved age related targets (ARE) in year 1 but continue to make small, slow steps progress.  

Pupil Profiles

• Every child who has additional needs will have a Pupil Profile. The Pupil Profile will record only that which is different from or additional to the normal differentiated curriculum, and will state individual outcomes and targets with measurable success criteria. These should match the pupil’s needs as well as
  • Personal details.
  • The pupil’s strengths and difficulties.
  • Teaching strategies and resources that support the pupil.
  • Listed interventions used each half term.
  • Progress data.
• Evaluations on the impact of any input from the teaching team, parents/carers and, most importantly, the child. The Pupil Profile will be developed and discussed with the pupil and the parents/carers and should be written in plain language on the child friendly pro-forma. Each party should then sign the pupil profile and keep copies in their SEND files.
• Pupil Profiles should be written and passed on to the new class teacher ready for the new academic year. There is an annual formal evaluation of the effectiveness of the SEND provision and policy. The evaluation is carried out by the SEND Governor. The information collected will help inform our school development and improvement plan.

At Sunnyside Spencer Academy the teachers are incredibly effective at assessing and evaluation both themselves and the provision given to all children. All lessons are evaluated including assessing how particular groups or individual children do.

All our extra provision such as English / Maths intervention and speech and language programmes are all progress based – whereby the children child is base-lined before the provision starts and again afterwards to accurately measure progress made by all the children.

The class teacher is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.. The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. Personal Provision Review meetings plans will be reviewed with your involvement every term. These meetings are in addition to Parent’s Evenings times.

Once your child has been identified with SEND then the teacher will adapt the curriculum and may make extra provision for your child and set targets. Parents are always consulted where a child has been identified with SEND and feedback from yourself is important to us as we understand that you know your children best.  

Any targets will be sent  home and at any point you can meet with the teacher or SENDCo to look at the targets set and help in the reviewing process.

We may also provide all children with home-school diaries – any messages or concerns you have can be noted into the diary and the teacher will respond with any information they can provide either by telephone, in person or by writing a message back in the home-school diary.

Where appropriate we also try and include the children in the target setting process and consult them on their progress and what help they would like to have next. We take into consideration the child’s strengths and try and build on these to increase confidence and self-esteem.

The Graduated Response 

Quality First Teaching

1. a) All teaching staff at Sunnyside Spencer Academy are expected to have knowledge of high incidence needs that apply quality first teaching strategies in line with school and cohort needs.
2. b) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators will be monitored.
3. c) Once a pupil has been identified as possibly having SEND they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
4. d) 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.
5. e) The SENDCo will be consulted as needed for support and advice and may wish to observe the pupil in class.
6. f) Through (b) and (d) it can be determined which level of provision the child will need going forward.
7. g) If a pupil has recently been removed from the SEND list they may also fall into this category as continued monitoring will be necessary.
8. h) A personal provision plan will be written to provide small achievable targets for the child.
9. i) 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.
10. j) The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the school’s SEND list. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.
11. k) 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.

SEND Support

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the pupil’s school file. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. 

Referral for an Education, Health and Care Plan

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make an EHC Plan will be taken at a progress meeting. The application for an Education, Health and Care Plan will combine information from a variety of sources including:

• Parents
• Teachers
• SENDCo
• Social Care
• Educational Psychologist
• SFSS

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or not the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Sunnyside Spencer Academy is an inclusive school where all children regardless of their abilities are engaged and able to partake in all activities we offer. Where appropriate we will make reasonable adjustments to the curriculum, environment and activities so all children can access them.

SEND Support

Where it is determined that a pupil does have SEND, parents will be formally advised of this and the decision will be added to the pupil’s school file. The aim of formally identifying a pupil with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:

• Assess
• Plan
• Do
• Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess

This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing.

This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

Plan

Planning will involve consultation between the teacher, SENDCo and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.

All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

Do

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class /subject teacher. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENDCo.

Review

Reviews will be undertaken in line with 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 SENDCo will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil. Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.

The school funding formula is generated to include financial provision to specifically support pupils individual special needs.

This funding is prioritised to enhance learning to ensure that small steps of progress are continually made by all SEND learners.

At Sunnyside Spencer Academy, for those pupils with AFN – additional funded needs COSTED PROVISION MAPS are created with detailed evidence of supporting resources provided in school. This builds a portfolio of the support each child receives and the progress each child makes. Additional funding and financial support can be applied for from the Local Authority.

Detailed assessments and data tracking insure that all learners achieve and make progress at Sunnyside Spencer Academy.

Sunnyside Spencer Academy is an inclusive school where all children regardless of their abilities are engaged and able to partake in all activities we offer. Where appropriate we will make reasonable adjustments to the curriculum, environment and activities so all children can access them.

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative. If a child has a specific need such as low self-esteem they may also access the Nest, positive play or nurture support groups.

Some children will be supported by TA’s at Lunchtime and playtimes. These sessions are supported through planned activities and spaces. If a parent or teacher has concerns that a child is being bullied because of an identified need, the anti-bullying policy would come into force and procedures would be followed.

The school continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid school inclusion.

Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENDCo who will then inform the child’s parents. The following services will be involved as and when is necessary:

• School, families and Support Services (SFSS)
• School, families and Support Services (SFSS)
• Physical Disability Support Services (PDSS)
• Children and Adolescent Mental Health Services (CAMHs)
• Early Help Team; Personal, Social and Emotional Development Team (PSED)
• School Health; Speech and Language Therapists (SALT)
• Physiotherapists
• Occupational Therapists (OT)
• Paediatricians

Looked After Children Team

• The Educational Psychologist (EPS). In order for this to happen:
  • If the specialist professional will work with the child to understand their needs and make recommendations as to the ways the child is given support. This will then lead to specific group or individual work being carried out.

Refer to schools Local Offer for more information

• Parents will be asked to give permission for the school to refer their child t the specialist professional e.g. SALT or EPS. This will then be taken to ‘Springboard’ where it will be discussed and taken to a panel. From here the chosen agency will decide on what support is needed and feedback.

School Name: Sunnyside Spencer Academy

Executive Principal: Angela O’Brien

Head of School: Laurie Baczynski 

SENDCo: Alexandra Edwards

Associate SENDCo: Sophie Bayliss

Trust SENDCo: Sal Mitchell

Email: office@sunnysidespenceracademy.co.uk  

Tel- 0115 9179266

SENDCO: aedwards@sunnysidespenceracademy.co.uk

Asscociate SENDCO: sbayliss@sunnysidespenceracademy.co.uk 

Trust SENDCo: sallyann.mitchell@fairfield.notts.sch.uk

Contact details:

Sunnyside Spencer Academy, Great Hoggett Drive, Chilwell, Notts. NG9 4HQ

Email: office@sunnysidespenceracademy.co.uk

Telephone: 0115 9174310

Age Range: 3-11yrs

Number on Roll: 198

Funding provision: Local Authority and Academy

Accessibility of Building: Fully wheelchair accessible

The SENDCo’s job is to support the class teacher in planning for children with SEND. Our aim to train staff and ensure that training opportunities are matched to the school development priorities.

It provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND; Nurture, Autism Spectrum Disorder (ASD), Attachment Disorder, Speech and Language Difficulties, Cognitive Behaviour Therapy (CBT), Physiotherapy, Dyslexia, Mental Health (the role of CAMHs). In addition there is also further training specifically for personal care, booster groups, more able pupils, and phonics, literacy and maths intervention.

Support from all outside agencies who will advise teachers on how best to support the child in class and to help ensure they meet their targets.

Both our SENDCo Mrs Edwards and the Associate SENDCo Miss Bayliss, hold the National SENDCo award. This is a statutory requirement for all SENDCOs appointed new to role from September 2008.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. Our school operates the following training programmes:

• The Spencer Trust Academies Alliance - all staff attend a variety of training through the Alliance.
• The George Spencer family of schools and The Spencer Trust Academies Alliance will also support and use expertise within the schools to train each other where possible.
• Pilot AET Progression Framework- Trust SENDCo is involved in delivering two SEND training courses, to the NPQML leaders and NQT’s.
• The trust SENDCo has supported three newly qualified SENDCo’s who have shadowed her role in school.
• The SENDCo will attend specific SEN training events termly with Family SENDCo. Support is given from all outside agencies who will advise teachers on how best to support the child in class and to help ensure they meet their targets.

Each year the needs of children within our school are carefully considered and training organised to build on the individual skills sets of our staff. So far this year, all staff have had the following training; 

- Safeguarding

- KCSIE Update

- The Role of the Adult

- Showbie and Apple Classroom

- RWI Phonics

- Restorative Practise - Managing Behaviour 

This year the following members of staff took part in the following training courses:

• BSquared - 7 members of staff
• Personal Emergency Egress Planning for the Emergency Evacuation of People with Physical Disability – 2 members of staff
• Building Relational Schools – Being Trauma and Attachment Informed – 1 member of staff
• Manual Handling for Physical Disability – 2 members of staff

This academic year, we have the intention of providing training for specific staff on; Dyscalculia, SALT specific interventions, PEG feeding, Catheterisation.

The Local Authority can support and provide provision to be delivered in school including;

• Educational Psychology Service
• Parent Partnership
• SALT (Speech and Language Therapy)

Health provision delivered in school includes;

• Additional SALT input to provide a higher level of service to the school
• School Nurse
• Occupational Therapy
• Physiotherapy
• CAMHS

If your child still needs extra support, with your permission the SENDCo will access extra support through the family SENDCo springboard or SBAP.

Funding provision: Local Authority and Academy

Accessibility of Building: Fully wheelchair accessible

The school funding formula is generated to include financial provision to specifically support pupils individual special needs.

This funding is prioritised to enhance learning to ensure that small steps of progress are continually made by all SEND learners.

At Sunnyside Spencer Academy, for those pupils with AFN – additional funded needs COSTED PROVISION MAPS are created with detailed evidence of supporting resources provided in school. This builds a portfolio of the support each child receives and the progress each child makes. Additional funding and financial support can be applied for from the Local Authority.

Detailed assessments and data tracking insure that all learners achieve and make progress at Sunnyside Spencer Academy.

Education, Health and Care Plans [EHC Plan]

1. Following Statutory Assessment, an EHC Plan will be provided by Nottinghamshire County Council, if it is decided that the child’s needs are not being met by the support that is ordinarily available. The school and the child’s parents will be involved developing and producing the plan.
2. Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice.
3. Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.

The class teacher is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.. The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.

All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. Personal Provision Review meetings plans will be reviewed with your involvement every term. These meetings are in addition to Parent’s Evenings times.

Once your child has been identified with SEND then the teacher will adapt the curriculum and may make extra provision for your child and set targets. Parents are always consulted where a child has been identified with SEND and feedback from yourself is important to us as we understand that you know your children best.  

Any targets will be sent  home and at any point you can meet with the teacher or SENDCo to look at the targets set and help in the reviewing process.

We may also provide all children with home-school diaries – any messages or concerns you have can be noted into the diary and the teacher will respond with any information they can provide either by telephone, in person or by writing a message back in the home-school diary.

Where appropriate we also try and include the children in the target setting process and consult them on their progress and what help they would like to have next. We take into consideration the child’s strengths and try and build on these to increase confidence and self-esteem.

Where appropriate we include the children in the target setting process and consult them on their progress and what help they would like to have next. We take into consideration the child’s strengths and try and build on these to increase confidence and self-esteem.

The education of all pupils that attend Sunnyside Spencer Academy is very important to us and therefore the school is open to comments, questions, compliments and complaints.

Compliments are always greatly received and can be passed on either directly to staff and the SENC.

We endeavour to deliver an individualised programme of provision for children within the school. However, if you were to become unhappy with the provision your child is receiving the first person to speak to would be the class teacher who may involve the SENDCo – who will try to resolve any concerns and work with parents to adapt to change provision. If the matter was not resolved satisfactorily, the Head of School and SEND Governor would listen to your concerns and together find an amicable solution. If again, it was not resolved to your satisfaction you may follow the school’s Complaints Procedure. For further information please view our Complaints Policy located in the school policy section of our website.

The SEND Governor: TBC is responsible for:

• Making sure that the necessary support is given for any child with SEND who attends the school.
• Monitoring the attainment of SEND pupils.

The Following people also work with children At Sunnyside Academy School

Zena Argent

Specialist teacher for Primary Social and Emotional Development (PSED) Team. Working in conjunction with South Broxtowe Partnership in the prevention of exclusions.

Family SENCo for the George Spencer family of schools.

zargent@george-spencer.notts.sch.uk

Janet Rigby

Specialist Dyslexia teacher and Alderman White Family of schools SENDCo.

janet.rigby@whpfederation.org

Suzie Wood

Educational Psychologist - Offers a range of interventions, such as learning programmes and work with teachers or parents/carers for students who are experiencing difficulties in school.

suzie.wood@nottscc.gov.uk

Carol Ward

SFSS Schools & Family Specialist Services - A group of specialist teachers and learning support staff employed by the local Education Authority. KS1 for Communication and Interaction.

Carol.ward@nottscc.gov.uk

Wendy Kozakis

SFSS Schools & Family Specialist Services - A group of specialist teachers and learning support staff employed by the local Education Authority. KS2 for Communication and Interaction.

Wendy.kozakis@nottscc.gov.uk  

Gemma Wright and Fleur Lakin

School Nurse

Nottinghamshire Healthcare NHS

Dovecote House, Wollaton Road,

Beeston, Nottingham, NG9 2NR

0115 8835573

Julie Stephens  

Fountaindale Sensory Team – Help and advice to school staff for students with sensory difficulties.

jstephens@fountaindale.notts.sch.uk  

Sue Denholm

Virtual School for Looked After Children - Education staff liaise with schools to meet the specific needs of looked after children. This service extends to adopted children with the permission of their parents.

sue.denholm@nottscc.gov.uk  

Linsey Atkins

NORSACA (Nottingham regional society for adults and children with Autism) – Advice & support for parents/carers of students on the autistic spectrum.

linsey.atkins@norsaca.org.uk

Fleur Delaney

Talking Time – Private SALT (Speech and Language Therapy) service.

enquiries@talkingtime.uk

If your child is joining us from another school into EYFS:

• The EYFS team will speak to the previous school where appropriate.
• Your child will visit the school with you and your family and meet the staff.
• You will be shown around the school and introduced to key staff, class teacher and teaching teams who will be working closely with you.
• If your child would be helped by a book/passport to support them, then one will be made with them to include pictures of their new classroom, school and staff. 

Transition Weeks

• Supporting children in moving to their new year groups before the summer term, allows all children to; build relationships with their teacher, settle into their new classroom, set expectations for the year ahead, continue working at high expectations, receive homework projects for the summer holiday, have in place reading books over the holiday and a reduction in any anxiety or worry about moving into an unknown classroom with a new teacher following the prolonged summer break.
• Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss personal provision plans, positive handing plans etc.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
• The SENDCo and SEND Team will ensure that training needs are planned for and that information regarding needs is passed to the new teachers through the class SEND files.
• When pupils move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000.

When moving classes in school:

• Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss personal provision plans, positive handing plans etc.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

In light of the Coronavirus Pandemic: Staff will be led by the schools Senior Leadership Team. Once staffing and classes have been decided for the next academic year, conference calling will be used to share information and teaching assistants (Key workers for 1:1 children) will produce transitional materials to use at home such as pupil profiles to share with the new teacher, a letter from the new class teacher and teaching assistant, photographs of the new classroom and staff will also be shared when required.

When moving classes in school:

• Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss Pupil Profile, positive handing plans etc.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them. 
• ng to be registered, as required under the Education (Pupil Information) Regulations 2000.   

If your child is moving to another school:

• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child, where possible a planning meeting will take place with the SENDCo from the new school.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
• We will make sure that all records about your child are passed on as soon as possible.

In Year 6:

• Advanced planning for pupils in Year 6 is essential to allow appropriate options to be considered. The SENDCo will liaise with the SENDCo’s of the secondary schools serving the area to ensure that effective arrangements are in place to support pupils at the time of transfer.
• The SENDCo will discuss the specific needs of your child with the SENDCo of your child’s secondary school. In some cases, a transition review meeting, to which you will be invited, will take place with the SENDCo from the new school. During the transition meeting a transition plan will be developed.
• Your child will be participating in focussed learning related aspects of transition to support their understanding of the changes ahead.
• Where possible, your child will visit their new school on several occasions and in some cases, staff from their new school will visit your child in this school.
• If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

http://sunnysidespenceracademy.co.uk/send/ 

School Name: Sunnyside Spencer Academy

Executive Principal: Angela O’Brien

Head of School: Laurie Baczynski 

SENDCo: Alexandra Edwards

Associate SENDCo: Sophie Bayliss

Trust SENDCo: Sal Mitchell

Email: office@sunnysidespenceracademy.co.uk  

Tel- 0115 9179266

SENDCO: aedwards@sunnysidespenceracademy.co.uk

Associate SENDCO: sbayliss@sunnysidespenceracademy.co.uk 

Trust SENDCo: sallyann.mitchell@fairfield.notts.sch.uk

Contact details:

Sunnyside Spencer Academy, Great Hoggett Drive, Chilwell, Notts. NG9 4HQ

Email: office@sunnysidespenceracademy.co.uk

Telephone: 0115 9174310