Ashfield School

Ashfield School

At Ashfield School, we are very proud of our reputation for the high standard of teaching, behaviour and academic achievement. We have high expectations and encourage all students to meet them. As a school, we aspire to ensure that all of our students develop their full range of talents and fulfil their academic potential. 

Specialising in Technology, Languages and Applied Learning. The school is a high performing secondary school with over 2600 students on roll from years 7 - 14.

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Mr J Maher
Contact Position
Headteacher
Telephone
01623 455000 01623 455000
E-mail
admin@ashfield.notts.sch.uk
Website
www.ashfield.notts.sch.uk
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Where to go

Name
Ashfield School
Address
Ashfield School
Sutton Road
Kirkby-in-Ashfield
Nottingham
Nottinghamshire
Postcode
NG17 8HP
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Time, Costs and Availability

Time / Date Details

When is it on
Open Monday to Friday term time
Time of day
Afternoon
Morning
Session Information
08.00 until 16.45

Availability

Referral Required?
Referral not required
Other notes

Able to cater for additional needs.

Additional Local Offer Information

Local Offer

Description

A large, inclusive mainstream secondary school setting. 

Contact Name
Sharon McAra SENCo and Head of Inclusion or Karen Braithwaite Head of SEN
Contact Telephone
01623 455000 ext 791
Contact Email
sharon.mcara@ashfield.ttct.co.uk

Schools Extended Local Offer Response

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

The school makes reasonable adjustments for all 4 Broad areas of need:

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Needs
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 Ashfield School students are identified as having SEND through a variety of ways including the following:

  • Close liaison with primary school, including written reports and observations.

  • Student performing below age related expected levels

  • Concerns raised by Parent

  • Concerns raised by teacher

  • Liaison with external agencies

  • Health diagnosis through paediatrician

HOW WILL I RAISE CONCERNS IF I NEED TO?

  • Talk to us- contact the Head of SEN – Karen Braithwaite or SENCo- Sharon McAra.

  • We pride ourselves on building positive relationships with parents. We are open and honest with parents and aim to maintain excellent communication links.

     

     

     

     

     

     

     

 

 

 

 

 

 

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • As a school we measure ALL students’ progress in learning against national expectations and age related expectations.
  • Subject teachers continually assess each student and ensure the students are made aware of their targets and what they need to do to improve.

SEND provision follows the Assess, Plan, Do , Review process. Interventions and SEND provision is reviewed termly by Inclusion staff through liaison with the leadership team and class teachers, meeting with parents and discussions with pupils. 

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?

Formal grade runs are published twice  a year and students who are not making expected progress are highlighted by the tutor and Pastoral team. Any concerns arising from this are referred to the Head of SEN and the SENCo to determine what interventions may be required in order to improve progress and achievement.  Parents/carers are informed at each stage.

Classroom teachers, tutors and support staff make regular phone calls home to outline rewards, sanctions and progress.

3.c) What is the school's approach to teaching pupils with special educational needs?
  •  We are an inclusive school; we welcome and celebrate diversity. Each year group is split into tutor groups of approximately 22 students and assigned to a tutor who they meet with every morning. This includes the children with SEND. The tutor has overall responsibility for the pastoral and social care of every student in their group, therefore, this would be the parent/carer’s initial point of contact.  If further support is required the class teachers and tutors liaise with the Inclusion team for further advice and support. This may also involve working alongside outside agencies if necessary.
  • If a child requires SEND support due to their individual needs and/or a diagnosis they are assigned a key worker who will meet with the young person and parents on a termly basis to assess progress and address any concerns or celebrate successes.
3.d) How will the curriculum and learning be matched to my child/young person's needs?
  • The Achievement Leader alongside the Head of SEN and SENCo will discuss the student’s needs and what interventions will be appropriate for each child.
  • In class observations are carried out by experienced staff.
  • Different students will require different levels of intervention in order to close the gap to achieve age related expectations. Parents will be informed of all appropriate interventions and progress will be reviewed.
  • Options for curriculum content are made by the pupil in years 8 and 9 for non-core subjects. Open evenings and interviews are conducted by the Leadership Team for all Key Stage 4 courses.

 

 

3.e) How are decisions made about the type and amount of support my child/young person will receive?
  • We ensure that all students who have Special Educational Needs or Disabilities are supported to the best of school’s ability. Additional Needs Funding is allocated based on information supplied by school and decisions are made by an external panel of professionals.
  • We have a dedicated team of Learning Progress Assistants and Learning Mentors who deliver interventions and in class support. Interventions are delivered to small groups designed to meet student’s needs.
  • Support is allocated on a needs basis. Students who have the most complex needs are encouraged to access a full curriculum where possible. All pupils work towards independence and aspire to achieve the best that they can offer.

 

3.f) How will my child/young person be included in activities outside the classroom, including school trips?
  • All students are included in all parts of the school curriculum and we aim for all students to be included on school trips where possible. We aim to provide the necessary support during school hours to ensure this is successful.
  • Extra-curricular after school activities take place within the inclusion and intervention faculty on a weekly basis.
  • We offer break and lunch clubs to our vulnerable learners in a room within our inclusion and intervention facilities.
  • A risk assessment is carried out prior to any off site activity to ensure health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.

 

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

 The tutor has overall responsibility for the pastoral and social care of every student in their group, therefore, this would be the parent/carer’s initial point of contact.

  • Ashfield School also have a full time First Aider available at all times situated in Student Services. With appropriate consent she is able to store and administer medication.
  • The school employs a full time qualified Counsellor.  Referrals can be made to the Counsellor by the Pastoral team linked to each year group.  Work undertaken is always treated confidentially.
  • There is an Achievement Leader, Assistant Achievement Leader and Pastoral Support Officer for each year group who are responsible for the welfare and progress of the students.
  • Pupils with SEND are allocated a key worker who will oversee their well being and progress.
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.
  • SENCo - Sharon McAra, sharon.mcara@ashfield.notts.sch.uk
  • Head of SEN - Karen Braithwaite, Karen.braithwaite@ashfield.notts.sch.uk

      01623 455000 ext 791 or ext 792

 

5.a) What training have staff supporting special educational needs had and what is planned?
  • All school staff attend staff training events throughout the year.
  • Regular twilight sessions take place to futher enhance knowledge and embed specialist understanding of special educational needs.
  • A full training calendar of events is planned for the next academic year.
  • Inclusion staff attend SEND training as part of their CPD. In the last academic year training was delivered by a range of agencies on a variety of needs including Working with the Visually Impaired, Braille, ASD, Anxiety Related None Attendance, brain injuries and Access Arrangements and Mental Health difficulties.
5.b) What specialist services and expertise are available or accessed by the setting/school?

Our Inclusion and Intervention Faculty is situated within the heart of the school site and Inclusion staff liaise very closely with all staff and parents.

  • Sharon McAra - SENCo and Head of Inclusion - overall responsibility for pupils with SEND, Access Arrangements and tracking provision.
  • Head of SEN Karen Braithwaite - responsible for transition, medical concerns and EHCPs  
  • Within the faculty structure are 4 main areas:

Individual Needs Coordinator : A variety of specific interventions are delivered to students depending on their individual need either 1:1 or in small groups. Assessments are carried out for dyslexia tendencies, dyscalculia tendencies, Moderate Learning Difficulties and pupils with EAL; reports and records are disseminated and updated on a regular basis.

Bridging Room Coordinator : Students may sometimes be unable to access particular mainstream lessons due to a variety of issues such as anxiety or SEMH difficulties.  In the Bridging Room they are able to carry out the work in a smaller environment for a few hours per week with the help and support from the team of learning mentors. 

Autism Coordinator : Students who have autism are offered a key worker in school if necessary. Support can include 1:1 specifically devised programmes or group work. Our autism coordinator liaises closely with external agencies to ensure that the school is fully inclusive.

Physical Disability Coordinator: Physically Disabled students are also offered extra support and a key worker depending on their need.  The coordinator works closely with outside agencies to ensure students receive the type of support that they most require.

Social, Emotional, Mental Health Coordinator :  Pupils who have a diagnosis of a conduct disorder are assigned a key worker to liaise with the teaching staff to help implement strategies in lessons to support the pupils to manage their learning.

 

Also employed within the faculty is a Looked After Children’s Welfare Officer who works with the students who are in care. An Enrichment coordinator and an Alternative Provision Manager plus Learning and Progress Assistants and Learning Mentors.

As a school we work closely with any external agencies relevant to individual student’s needs which include:-

  • Health - GP’s, school nurse, paediatricians, occupational therapists and Child and Adolescent Mental Health Services.  
  • Social Care
  • Family Services through the Early Help Unit
  • Communication and Interaction Team
  • Cognition and Learning Team
  • Educational Psychology Team

 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

The school site is wheelchair accessible with a disabled toilet large enough to facilitate changing.  All relevant staff receive regular manual handling training.

Facilities and equipment to support SEND are the responsibility of each Inclusion & Intervention Faculty coordinator.

The Physical and Sensory Team at Ashfield School work with a large variety of students. They work closely with the Physiotherapist, Occupational therapist and outside agency specialist workers to ensure students’ needs are being met in their studies and school life.

 

 

 

 

 

 

 

7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

We offer an open door policy where you are welcome to make an appointment to meet with class teachers, the tutor, the Pastoral Team, the Head of SEN or the SENCo and discuss how your child is progressing.

  • We believe that your child’s education should be a partnership between parents and teachers; therefore we aim to keep communication channels open between school and home.
  • Comments and concerns can be shared between school and home through contact with tutors or inclusion staff.
  • If your child has an Education Health and Care Plan a formal meeting will take place annually to discuss your child’s progress and all records will be updated.
  • All students who are on the SEND register have a key worker who will meet on a termly basis with parents and pupils to discuss progress and individual needs.

 

 

8. What are the arrangements for consulting young people with SEN and involving them in their education?
  • Consultation of all children takes place through the tutorial system, student representatives from each year group attend meetings to discuss their opinions with the Leadership Team and School Governors.
  • Each year group has it's own Student Management Team who gather views from all pupils and meet with their pastoral team on a termly basis.
  • Regular contact and discussions with key workers of children with SEND take place termly.
  • After school clubs such as ASD Voice and Dyslexia Clinic gain regular feedback from learners regarding their thoughts and views.
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
  • Arrange to meet the school SENCo Sharon McAra or the Head of SEN – Karen Braithwaite.
  • Contact the Achievement Leader for your childs year group.
  • Contact Ask Us Nottingham (formerly the Parent Partnership) on  0800 121 7772 or by email - enquiries@askusnotts.org.uk

 

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
  • The SENCo reports to the Governors every year to inform them of progress of students with SEND, this report does not refer to individual children and confidentiality is maintained at all times.
  • Safeguarding Governor Mr Shaun Pollard meets regularly with the SENCo.
  • The Governors agree priorities for spending within the SEND budget with the overall aim that all students receive the interventions and support that they need in order to make progress.

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
  • As a school we work closely with any external agencies relevant to individual student’s needs which include:-
  • Health- GP’s, school nurse, paediatricians, occupational therapists and Child and Adolescent Mental Health Services.  
  • Social Care
  • Communication and Interaction Team
  • Cognition and Learning Team
  • Educational Psychology Team
  • Family Services

In addition, the local offer is linked to our website. 

 

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
  • Pupil and parents/carers visit the school setting for a tour of the site.
  • Initially students are linked to a 'buddy' student and will mirror their timetable for the first few weeks in order to get used to the school system.
  • Formal assessments are carried out to ensure the correct interventions are in place and that students are in the correct class groups.

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
  • For students with SEND the  Head of SEN Mrs Karen Braithwaite - works closely with primary schools in the area.  A transition profile is completed by primary school staff and sent to Ashfield at the beginning of March. These are used to identify vulnerable students to ascertain what interventions may be needed and what extra visits need to be planned. Key staff then visit the primary schools to meet the children.
  • Extra transition visits are arranged during June and July, supported by a member of staff from the primary setting,  to enable the students to feel more secure and comfortable before they enter the school in year 7.
  • Inclusion staff liaise closely with primary staff to ensure all needs are discussed and understood and all necessary paperwork is passed on.
iii) Prepare for adulthood and independent living?
  • All students access Personal Development Education throughout Key Stage 3 and the tutor programme in Key Stage 4 is designed to prepare learners for further study, adulthood and independence.
  • Visits to external educational settings.
  • Work experience in year 10 for 2 weeks.
  • Residential opportunities take place within each year group.
  • Work placements are an integral part of the vocational pathway for post 16 learners.
  • Presentations and workshops are delivered by external speakers covering a variety of topics such as cultural diversity.
  • Full time on site Careers advisor is available for KS 4 & 5 students.

 

 

13. Where can I access further information?

By accessing the school website, emailing admin@ashfield.notts.sch.uk  or contacting jane.kirchin@ashfield.notts.sch.uk for admissions or karen.braithwaite@ashfield.notts.sch.uk or sharon.mcara@ashfield.notts.sch.uk for SEND information.

SEN Information Last Updated On: 17/04/2023

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