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Ash Lea Special School - Nottinghamshire Local Authority School

Ash Lea School is a day, community Special School for students between the ages of three and nineteen who experience complex learning difficulties.

Who to contact

Contact Name
Dawn Wigley
Contact Position
Head Teacher
Telephone
0115 989 2744
E-mail
office@ashlea.notts.sch.uk
Website
www.ashlea.notts.sch.uk

Where to go

Name
Ash Lea School
Address
Owthorpe Road
Cotgrave
Nottingham
Nottinghamshire
Postcode
NG12 3PA

Other Details

Availability

Age Ranges
3 - 19 years
Referral required
Yes
Referral Details

Admission to the school is usually through the Education, Health and Care Plan Pathway and is agreed with the Local Authority.

Local Offer Localoffer flash icon

Description

Ash Lea School is a community where everyone is valued, celebrated and works to their full potential. Both staff and students have high expectations of every aspect of school life from the curriculum to our extensive range of extended services.

It is very proud of its achievements and the external recognition from OFSTED, but the school continues to strive for excellence in all that it does.

Through the differentiated and personalised curriculum each students has the opportunity to reach their full potential. This is achieved through positive partnerships with other professionals, other schools and the local community

Local Offer Age Bands
Secondary (11-16 years)
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?
  • Ash Lea is an area special school for the Rushcliffe Borough area
  • We have expertise in working with pupils with severe and complex needs
  • We cater for pupils with severe learning difficulties, those with complex physical needs and those with learning difficulties with associated autism
  • We cater for pupils aged 3 through to 19 years

 

 

 

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?

Not applicable to special schools.

3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
  • All pupils at Ash Lea have significant special needs therefore the schools Quality Assurance programme regularly ensures provision meets needs. Teaching and Learning is monitored at least termly and reports are monitored by the school governing body.

 

 

 

 

 

 

 

 

 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
  •  Parents have the opportunity to meet teaching staff at least 3 times a year to discuss their child’s progress set against their individual learning objectives. An annual written report also supports this process. Parent workshops offering information or training are also available across the school year.
3.c) What is the school's approach to teaching pupils with special educational needs?
  • The school is divided into 3 phases; primary, secondary and Post 16. In each phase the pupils work in appropriate peer groups where the staff tailor the teaching to needs individual need.
3.d) How will the curriculum and learning be matched to my child/young person's needs?
  • All the classes at Ash Lea are small and have a high staff to pupil ratio. The pupil have the opportunity to work as a whole class, small group and individually. When required some pupils have a personalised programmes.
3.e) How are decisions made about the type and amount of support my child/young person will receive?
  • Decisions around provision are made initially at the time of entry into school through consultation with parents and other professionals. Then regular review meetings are held to review progress and provision with both the local authority and with parents.
3.f) How will my child/young person be included in activities outside the classroom, including school trips?
  • All pupils have access to after school clubs, extended school visits and an opportunity to attend a residential visit at the end of each key stage. The school has mini-buses and school cars to enable these visits to happen. Staff are fully trained to support pupil’s medical needs while off-site and a thorough risk assessment process undertaken.
3.g) What support will there be for my child/young person's overall well-being?
  • Ash Lea recognises the individual needs of all the pupils and for their needs to be respected. We have an advocacy system where pupils support each other and a school council. The school supports pupil centred reviews and undertakes a review of pupils views at least once a year. The school also runs a health and well being group which supports the well being of staff and pupils. All pupils have access to a programme of Personal, Social and Health Education which is adapted to ensure to meets need.
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.

Not applicable to special schools.

5. a) What training have staff supporting special educational needs had and what is planned?
  • All staff receive training on an annual basis to support pupil’s health and safety needs as well as more specialists training around specific conditions. We have trainers for Makaton, Picture Exchange System, safe moving and handling and MAPA. Staff are kept up to date with new development and Continuing Professional Development (CPD) is strength of the school with a dedicated working group to monitor its effectiveness.

 

5.b) What specialist services and expertise are available or accessed by the setting/school?
  • An effective multi-professional approach is the key to supporting the pupil’s best needs atAshLeaSchool. We have weekly access to Physiotherapy, school nurses, Speech and Language Therapist, occupational therapists and an occupational therapist who has a specialism in sensory processing needs. Other professional who come into school on a termly basis included: Paediatricians, Child and Adolescence Mental Health Service (CAMHS), educational psychologist service and transition workers.

 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
  • Ash Lea is a single storey building which allows access for all pupils. Access to the building and grounds is through a secure gate and a double door in the main foyer. There are also internal fences which allow the pupils to move freely and safely through the grounds and to the mobile buildings. The school has a range of specialist equipment including sensory areas, ball pool and soft play area and adapted outdoor play areas. All equipment is modified to meet the needs of pupils.

 

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 vital in the education of their child and the school regularly involves them in this process. There are 3 formal meeting; parents evenings / review meetings where progress and target setting is discussed. There are also more informal opportunities like open afternoons, daily diaries (where appropriate) weekly class newsletter, termly whole school newsletter and Fronter which is an online facility. Parents have access to class teachers e-mail and phone calls also support the partnership.

 

8. What are the arrangements for consulting young people with SEN and involving them in their education?
  • Ash Lea School covers a wide range of ages and abilities and consulting with pupils is based on these factors. Pupils formally input into their annual review and their views are sought (where appropriate) and many of our reviews are pupil centred. The school has a school council and we have pupil advocacy scheme that provide support in other classes. The school runs an advocacy training scheme.

 

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
  • The school has a formal complaints procedure but in the first instance getting in touch with the school and discussing the issue with class teacher or the senior leadership team normally resolves any issues. Parents can also get in touch with the Local Authority.

 

 

 

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 main responsibility for involving other organisations has been delegated to the head teacher. The governing body regularly monitors all aspects of school life through it two working committees and regular full governing body meetings.

 

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
  • Signposting parents to information is usually undertaken on an individual basis at review meeting or from individually arranged meetings.
  • The school holds some information on targeted support, short break services etc. However if the school is unable to sign post then they will support by setting up multi-agency meeting.
  • The school also hold parent workshops and parent drop in sessions to share relevant information.
  • The Nottinghamshire County Council Local Offer web site is also extremely useful. www.nottinghamshire.sendlocaloffer.org.uk

 

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
  • Individual transition programmes are prepared with involves visits, spending time in class, transition book with photographs visual timetable, and phased entry, if needed.

 

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
  • Transfer between different phases within school is usually only a morning where all classes move to their new classes, however if more detailed transition was needed this would be arranged.
  • Teachers spend time with previous teachers to ensure a smooth handover and some staff move classes to ensure appropriate support in a new environment.

 

iii) Prepare for adulthood and independent living?
  • Pupils in the Post 16 phase have a tailored independence life skills programme including independent travel programme, functional maths and English, cookery, shopping, cleaning, access to community facilities and work experience. In their final year they will also be offered support into their next placement.

 

13. Where can I access further information?

 

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