Co-op Academy Glebe: Local Offer

How will teaching approaches and the curriculum be matched to my child’s/young person’s needs?

Our curriculum is broad and balanced and is differentiated so all can succeed. We believe in a creative approach to teaching and learning.

• All learning is carefully planned to take account of individual needs.
• All children are entitled to have access to high quality learning opportunities and appropriate resources according to their individual needs.
• Those who need extra help will be placed at School Support and given support from within our school expertise or from specialist services.

How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

We encourage an active partnership between school and home. We aim to provide an inclusive, creative, child led curriculum that will equip children to be successful in life. We have high expectations of all pupils and of staff and this ensures that every pupil reaches what they are capable of.

• On our website we regularly share information about the curriculum and we provide regular newsletters for each class, setting out the learning for each half term.
• We hold regular meetings with parents to discuss their child’s progress.
• Home reading books enable parents to support their child’s learning.
• Home learning enables parents to support their child’s learning weekly.
•  Children’s targets are discussed regularly with parents.
• Any child with a statement/EHCP will have an annual review where a member of staff from the LA will attend and progress is monitored.

What support will there be for my child’s/young person’s overall well-being?

We encourage children to talk about their overall wellbeing through play times, lunchtimes, assemblies and informal conversations. We want every child to feel safe and have good relationships with their staff. All children are encouraged to get on well and enjoy the positive ethos in the school.

• Individual health care and dietary plans are in place where needed and are shared and reviewed regularly.
• Support staff are all first aid trained.
• Risk assessments are updated regularly.
• The Principal/Family Support Worker works closely with the Educational Welfare Officer to monitor attendance.
• Our school council gives children the opportunity to contribute their views and concerns.
• Children take part in pupil interviews and complete questionnaires and their views and opinions are considered.

What specialist services and expertise are available at or accessed by the setting/school/ college?

Our staff receive regular training and our teachers all hold qualified teacher status. We consult with parents before involving any specialist outside support.

• Intervention groups are run by staff who have had the necessary training.
• The school has links with key professionals such as occupational therapists, physiotherapists, speech and language therapists, educational psychologist, behaviour and language support and SEND services.

What training are the staff supporting children and young people with SEND had or are having?

We have a highly trained staff and are always looking to update and widen our skills.

• Our SENCo is undertaking mandatory SENCo qualification.
• Staff have been trained in Precision Teaching, speech and language programme and social skills groups.
• Support staff have received training for carrying out standardised assessments.

How will my child/young person be included in activities outside the classroom including school trips?

Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child.

Our special needs and inclusion policies are on the website.

All children are included in all aspects of school life wherever possible by careful risk assessment, making reasonable adjustments or putting extra support in place as appropriate.

How accessible is the school environment?

Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all out learners.

• Part of our school is a new build, all on one level and is accessible to all.
• Our school has a wide entrance door with press button doors.
• Risk assessments are carried out if a child has specific needs.
• We work hard to build dialogue with parents through face to face meetings.
• We have two disabled toilets located throughout the school.

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

We believe that the needs of our pupils are best served by smooth and co-ordinated transfer and transition systems. To that end we co-operate with all schools to ensure relationships and dialogue are developed and sustained at all levels.

• Before starting school, children and parents visit the Nursery setting on a series of induction afternoons.
• Foundation Stage staff complete home visits in the July before the children are due to start with them in the September. Children also stay for stay and play sessions in the nursery during transition arrangements.
• We prepare children well for transition to High School by encouraging high standards and independence.
• Children are given the opportunity to visit their chosen High School.
• Enhanced transition in the form of extra meetings and visits are arranged for children who have additional needs.

We work closely with our main High School, St Peters Academy and have many joint policies and procedures to aid continuity.

How are the schools resources allocated and matched to children’s special educational needs?

Budgets are closely monitored and aligned to the school improvement plan. Regular reviews take place to ensure funds and staffing are best allocated to meet the needs of all children.

• We use our Special needs and our pupil premium funding to target vulnerable children.
• Provision is reviewed regularly to ensure there has been an impact on pupil progress and that funding is spent to benefit the children.

How is the decision made about what type and how much support my child/young person will receive?

We ensure all pupils can access the curriculum by carefully planning learning according to individual children’s needs.

• Tracking of progress and analysing individual pupil data highlights children who are not making expected progress. Interventions are then put in place to support their learning.
• If interventions are not having the expected impact then the SENCo may refer to external professionals in discussion with parents.

How will our child be involved in the decisions about their learning?

We ensure that children have the opportunity to talk about their targets and share their experiences with the staff who work with them. Children have the opportunity to complete a questionnaire about their learning at the end of each term to express what they have enjoyed and to discuss any further help that they may need.

How will we be involved in the decisions about the learning of our children and young people?

Parents views are collected each term by the SENCo when pupil passport meetings are done. A copy of the targets are shared with the parents and progress towards these targets is shared by the class teacher.

How are parents involved in the school?

How can I be involved?

We believe in building strong partnerships with parents.

• The school involves parents in their child’s learning through meetings, workshops, newsletters, assemblies and information on the website.
• We encourage parents to support their child’s learning through reading books and other home learning activities.
• Parents attend meetings with their child’s class teacher and also the SENCo if they have additional needs.
• Class teachers are usually available at the beginning and end of the day to address any concerns. Parents can leave a message for any member of staff to contact them through the main school office.
• Children can be given a home/school diary where comments can be recorded by either party.

What do I do if I want to make a complaint?

If you would like to make a complaint in the first instance you should contact your class teacher. You can also contact the SENCo if you wish to make a complaint. If the school is unable to meet parent’s needs following discussions, a parent may feel the need to complain.

If a parent would like to make a complaint, they should request the School’s complaints policy from the school office.

What other support is available to parents and how can I contact them?

For further information about Glebe Academy School please contact the school office in the first instance on 01782 234868.

The Principal is Mrs Suzanne Oakes-Smith. The Vice Principal is Mrs Kirsty Suleman and the strategic lead for SEND at the school is Mrs Holly Green.

All class teachers will be happy to meet with parents to discuss any concerns.

The Local Authority’s Local Offer for SEND services is available on their website: