Local Offer – Nunthorpe Academy.
Senior Leadership Team Responsible for SEND: Mrs Kate Kell (Vice Principal)
(kkell@nunthorpe.co.uk)
Director of Inclusion and SENCO: Mrs Benita Shaw
(bshaw@nunthorpe.co.uk)
Intervention Specialist Teacher and SENCO: Miss Natasha Pearson
(npearson@nunthorpe.co.uk)
Director responsibility for SEND: Mr Malcolm Robinson.
In line with the Special Educational Needs Code of Practice (2014) Nunthorpe Academy
outlines how we contribute to Redcar and Cleveland Local Authority Offer in detailing the
support and provision you and your child can expect to receive at the Academy if they have
Special Education Needs.
IDENTIFICATION OF NEEDS.
1a) How does the Academy identify students with special educational needs?
At transition point from primary to secondary school:
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Information gathered from the Year 5 Nunthorpe Open Evening from parents.
Further meetings are arranged between parents and Mrs Shaw (SENCO) or other
appropriate member of staff.
Information gathered from the work of the Director of Primary Liaison (Mrs Deen)
from the Primary Heads meetings held every term.
Data collection from the primary schools held between Year 6 teacher/Senco and
Nunthorpe Academy.
Information from the Inclusion Faculty Y6 Parents evening for students with
Additional Needs held in June.
Attendance at Year 6 Review meetings for students with EHC (Statements).
Mid Term Admission students:
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Every student joining Nunthorpe Academy Mid Term has an individual meeting
between the student/parent and the Assistant Vice Principal who has responsibility
for all student admissions. Information is shared regarding any SEN requirements.
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Information and data is requested from all previous schools.
Provision is organised where required.
As students of Nunthorpe Academy:
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Monitoring from the Progress Data Collection reports.
After each Progress Data collection (5 times per year) a meeting is held between the
core subjects and Nunthorpe SENCO to monitor students’ progress and to identify
any concerns.
Teachers (in liaison with parents) inform their SENCOF (SEN Lead in each faculty)
who shares their concern with the SENCO.
SENCO will investigate further and may carry out more in depth assessments of
needs either in response to data or staff concerns.
If required the Academy will bring in external professionals to further assess and give
recommendations for appropriate provision.
1b. How do we involve parents in planning for those needs?
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Attendance at any Year 5/ Year 6 Annual Review of an EHCP (Statement).
All students placed on the Special Educational Needs Digest are invited to a Termly
Progress Day meeting with the Inclusion Faculty to discuss progress and provision.
The SENCO will be available at all Parents Evenings to discuss any student’s needs.
Selected students are given a Key Worker to provide additional support if required.
Parents will be informed by the relevant staff member (classroom
teacher/SENCO/form tutor/Pastoral manager/Head of House) with any concerns
regarding progress.
Parents will be informed if the SENCO advises any support from external
professionals.
Further information is available in the parental involvement section found within
point 5.
2a. Who in the Academy will support my child and how will this be monitored and
evaluated?
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The Vice Principal (Mrs Kate Kell) with responsibility for the Inclusion Faculty and the
Academy’s Head of Inclusion who is the main Academy SENCO have overall charge of
all students on the SEND register and oversees the monitoring and evaluation of
progress and provision.
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All teachers at Nunthorpe have a responsibility for the
teaching, monitoring and evaluating of students identified
with SEND. They will provide and plan Quality First teaching
to allow all individuals to progress and access the curriculum.
A team of Learning Support Assistants who are specialists in a curriculum area
support the teachers in breaking down barriers to learning and assisting SEN
students to progress.
All students will be part of the House system led by a Head of House and Pastoral
Manager within the Academy and be placed in a form group. The form tutor will play
an integral part of the students’ life at Nunthorpe.
All Faculties have a SENCOF (lead SEN teacher); they will hold responsibility for
tracking and monitoring the SEN Students within their faculty.
2b. How are decisions made about the type and amount of provision a young person will
need?
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Decisions are based on quality evidence the Academy has collected; both quantative
evidence and qualitative that from talking to everyone involved in teaching the
student.
From liaising with parents and the student to understand and establish the priority
of need.
Advice and feedback from other professionals will support any decisions made
regarding provision.
The amount and type of provision is decided in line with the needs of the student.
Provision could be short or long term.
Effectiveness of the intervention will be monitored after each programme or at the
SEN Progress Meetings with the core subjects.
Provision and progress is the main priority at the SEN Progress Days held between
the student/parent and the Inclusion Faculty.
3. Curriculum.
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Overall curriculum structure is directed by the government and the National
Curriculum.
All students attending the Academy have an entitlement to study a full curriculum.
All teachers are responsible for delivering Quality First Teaching and ensuring the
progress of all groups of students, particularly those with special educational needs
and those who speak English as an additional language, match those of their peers.
Teachers have an accurate knowledge of their needs to ensure each individual
makes the best progress they can. Differentiation is the responsibility of all teachers.
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The Academy has a support base for students who require
additional support in literacy and numeracy. The programmes
are run by the Learning Support Assistants in liaison with the
Core subjects.
At the Academy’s discretion the curriculum can be varied to meet the needs of the
individual student.
Students and parents will be given advice and guidance within Year 9 for option
choices for KS4.
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4. Accessibility.
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Nunthorpe Academy main building was built in 1964. The main building is over three
levels with no lift available. Ramps have been added to allow access to the ground
floor of the main academy.
Nunthorpe 6th Form was built in 2009 and has full wheelchair accessibility with
disabled toilets on both floors.
Communications with parents whose first language is not English is put in place to
respond to need. The Academy’s English Additional Language teacher (EAL) has
access to interpreters if required.
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5. Parental Involvement.
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Daily monitoring of progress, rewards and behaviour through SIMS Learning
Gateway.
Parental access to the Academy’s data management system; SIMS. Allowing
parents to see their child’s attendance, timetable, reports, interim data, rewards
and behaviour log and further attached documents.
Interim Progress Reports to all parents through 5 data capture points and by
opportunities to meet with the students form tutor at the parents’ consultation
evenings.
SEND students will have termly meetings between parents, students and a member
of the Inclusion Faculty. Progress and provision will be the main focus of these
meetings.
Students with an EHCP will have the termly meetings as well as the formal Annual
review of the EHCP Plan.
In line with the Academy’s parental communication Policy (Link to Policy) all
teachers will reply to parents’ emails and telephone calls within the designated 48
hours.
6. Overall Well-being.
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All students belong to one of Nunthorpe’s five houses. (Valiant, Triumph, Victory,
Endeavour and Invincible).
Each house is led by a Head of House and a Pastoral Manager who have overall
responsibility of the house and in particular students’ progress and wellbeing.
Every student is placed in a form which is led by a form tutor. They are the students
and parent’s first point of contact for sharing information as they see the students
daily. At Nunthorpe the form groups are vertically organised therefore there are
students from all Year groups 7-11 within one form. This allows peer mentoring and
buddy support to occur naturally within the form group.
The Inclusion Faculty supports the Houses within the Academy. Within the faculty
there are specialised support staffs available that students can be referred to such as
Inclusion Counsellors and Behaviour Specialists. These offer both 1:2:1 support and
group work on areas such behavioural support, parent support, raising self esteem,
building friendships and bereavement support.
The Inclusion Faculty has links with many outside agencies who they can refer
students too if required. (Please see section 7 for more details)
The school nurse is in the Academy every Monday lunchtimes for students to drop in
and discuss any concerns they may have. She will support parents and does
complete home visits if necessary.
The Attendance Officer monitors daily attendance and addresses with parents any
concerns or issues relating to attendance via the Pastoral Systems.
The Academy has two Inclusion Officers who support the Pastoral System and Senior
Leadership Team in investigating any incidents that may have happened both in the
Academy and within the community.
Peer mentoring occurs regularly within the House system. All mentors are trained
and complete a course to ensure they provide high quality support.
Nunthorpe has a full medical Policy. First Aiders are available throughout the
Academy Day from 8.15am till 4.00pm. Any student requiring ongoing medication
throughout the Academy Day will have a Health Care Plan provided in liaison with
the parents, students, medical service and Head of Inclusion.
Student Leadership allows students to take responsibility for areas within the
Academy such as student voice, specialist initiatives, KS3 Prefects, KS4 Prefects and
mentoring. Students can volunteer to be on the student voice committee or they can
contribute their views to their house prefects within form time. Committees within
student leadership meet with Senior Leaders of the Academy to ensure that the
student’s views are heard.
7. What specialist services and expertise are available at or
accessed by the Academy?
Nunthorpe Academy has a wealth of expertise from its staff over and above the
qualifications required for their roles.
Specialist services are often used when the need arises and the Academy feels it needs
more support and advice to ensure the students make best progress with their attainment
or well being.
Below is a snapshot of the services that Nunthorpe uses but it is not an exhaustive list. The
Inclusion Faculty will source specific support where necessary.
Expertise Within Nunthorpe Academy.
National Award for Special Educational
Needs Co-ordinator held by 2 staff.
Level 1 / 2 Supporting students with Autism.
Miskin Reading Programme Tutors
Inclusion Sports Club ran by the SPORT
Faculty
Child Psychology and Education Studies
Child and Adolescent Group Work Therapy
Counselling Support
Mental Health Education and Health
Promotion Services
Bereavement Counselling.
Expertise/Specialist Service accessed by the
Academy.
Educational Psychologist
Speech and Language Therapists
Specialist Teaching Service – Dyslexia
Specialist Teaching Service – Numeracy
Specialist Teaching Service – Autism
Child and Adolescent Mental Health Service
(CAMHS)
Hearing Impaired Service and teachers of the
Deaf
Targeted Youth Support
The Junction – therapeutic support for
Young Carers
School Nurse
The Link – Therapeutic Support
CREST – Dependency Support
Barnardos/ SECOS
Fairbridge and the Princes Trust for
disaffected young people.
Social Care and Outreach
Forget me not – bereavement support
0-19 LEA service for children and young
adults
Daisy Chain – Autism support
Main - Autism support
Integrated Youth Support Service
Redcar and Cleveland and Middlesbrough
Special Education Needs Advisors
Redcar and Cleveland Child Protection
Education Officers
Multi Cultural Service – English as an
Additional Language teacher
(3 days per week)
Access arrangements Specialist
Connexions Careers Advice
My Sisters Place – Domestic Violence
support for adults and children
8. Staff Training Priorities within the Academy:
All staff are either teachers of, or are supporting students with SEND.
Nunthorpe values staff development and all staff follow a full training programme led by a
member of Senior Leadership. Whole Academy training and training for individuals is
paramount to the needs of the students.
The table summarises the most recent staff training in respect of SEND.
Full Staff Training
Annual Child Protection Training
Dyslexia Training for all Teaching Staff
Awareness of SEND and ways to support the
students in a classroom – led by the Learning
Support Staff
Raising boys achievement
Implementation of the Code of Practice 2014
Raising attainment of LAC Students
ADHD Awareness Training – supporting
students in the classroom.
Individual Staff Training
Child Protection Officers Training
National Award – SEND
New SEN Code of Practice Training
NASEN SEN Leaders Conference
Miskin Tutor Reading Recovery Programme
Teaching Lower Level Maths
Raising the attainment of LAC (Looked after
children) students
Autism awareness and support.
Supporting students in the classroom
Awareness of Self harm
9. Activities Outside of the Academy:
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Nunthorpe is a fully inclusive Academy and will put in place the support a student
needs in order for them to join in with their peers in a chosen activity.
There are a large and varied number of extracurricular activities for all students to
participate in before, during and after the school day.
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The Academy will not stop any students from going on a trip
due to their special educational need and or disability if the
trip is suitable for the child and their safety and the safety of
others is not compromised (Equality Act 2012).
A member of the Senior Leadership Team oversees all trips, all paperwork must be
completed before any trip can take place taking into account all students needs. The
staff who are leading the trip will discuss with parents and the Inclusion Faculty if
additional support is required.
10. How is Transition planned and managed by the Academy?
Transition from Primary to Secondary:
 Year 5/6 Parents and students are invited to ‘Welcome to Nunthorpe’ evening held
in July.
 Parents meetings are held in several Primary Schools led by the Principal of
Nunthorpe and the Director of Transition.
 Primary schools are involved with different activities throughout the academic year
held at the Academy such as sporting events, science and enterprise activities,
enrichment programmes. Many Primary students are taught maths and a foreign
language by Nunthorpe Academy teachers in their Primary School.
 The designated Academy Sport Co-ordinator works predominately in the Primary
schools. One of her key roles is providing the link between KS2 and KS3.
 The Academy SENCO will attend all year 6 Annual Reviews for students with an EHC.
 Information is gathered by the Director of Transition and the Year 6 teachers and key
students will be highlighted to the SENCO. Communication regarding the student’s
needs and the students SEN file will occur during the Spring and Summer Term.
 There is an Additional Needs Parents Evening held in June for parents. This enables
communication between parents and the Inclusion Faculty to happen.
 A transition plan for all students on an EHC plan and other identified students will be
invited to extra transition sessions based in the Inclusion Faculty within the Summer
Term.
 All students will be invited Induction Transition held in July.
 Selected students will be identified and highlighted for an invitation to Nunthorpe’s
Summer School held in August.
 A key worker may be put in place as a familiar adult to support the transition.
Transition from Nunthorpe Academy to a College or Training Provider:
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Work experience is available for all year 10 students.
We have close links with all of the college providers in the area.
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The Careers Advisory Service (Routes to Employment) works
within the Academy. They meet with all KS4 students to
create pathways for the students to consider for when they
are in Year 11. The pathways will consider 6th form, college, apprenticeship or other
training providers. (This includes Nunthorpe Academy 6th form)
The Careers Advisory Service meets with the SENCO throughout the Year to share
information regarding the students’ needs and what support they may require in
their post16 choices.
All students study Careers and Post 16 study as part of the Life and/or weekly
tutorial programme of study.
KS4 Students with SEND have regular meetings with a member of the Inclusion
Faculty to ensure they have transition plan in place.
Meetings, open days and events are organised between the Academy and Providers
for SEND students.
The Academy holds an Annual Careers Conference for all students.
Any student with an EHCP plan will have a careers advisor attend their Year 9 Annual
Review to ensure early planning and identification occurs.
The Inclusion Faculty will liaise with parents and students to ensure that provision is
available if required.
11. How are the Academy’s resources allocated and matched to the young person’s
special educational needs?
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All resources are allocated to and matched using the extensive data that the
Academy holds about each student.
The Academy receives the AWPU (Annual Weight Pupil Unit) funding for every
student, and in addition may receive additional funding depending on students’
individual needs.
The Academy Senior Leadership Team and SENCO in liaison with the Director of
Business and Finance will use this funding appropriately in improving outcomes for
students.
Service Level Agreements are in place with all additional services used by the
Academy to raise the level of support offered. This is reviewed annually based on
impact and effectiveness of cost.
All students with an EHCP will have a Provision Map to track the interventions for
that individual student to ensure they are improving the outcomes for the student
and that interventions are cost effectiveness.
How is the SEND budget allocated?
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Nunthorpe has a number of different SEND Provisions and
interventions which are matched to the students Special Education Needs and
financed through the SEND budget, and more general funding allocations such as
Pupil Premium.
Provision
Nurture Group Year 7
Nurture Group Year 8
Targeted Literacy Year 9
Targeted Numeracy Year 9
Learning Support Assistants
Miskin Reading Scheme
Rainbow Reading Scheme
Reading for Dogs
Toe by Toe
Morning Maths
Inclusion 2
KS4 Study Support Group
Alternative Education
Small group teaching
Specialist Literacy
Workshops
Literacy 1:2:1 support
Additional Notes
Students in Year 7 with significant SEND who need small
group teaching and a high level of support. They are
taught by a Nurture Specialist for Core subjects. This is to
support the transition between Primary and Secondary.
As above in Year 8
Supporting students with their Literacy understanding.
Supporting students with their understanding of the four
operations of mathematics.
Team of 10 Learning Support Assistants who work within
the classroom and with small groups to support students
with SEND.
Small group Reading Scheme to raise reading ages and
comprehension levels.
Individual reading scheme to raise reading ages and
working memory.
A small reading group focusing on reading out loud and
improving reading confidence.
1:2:1 reading Intervention
1:2:1 maths recall and recap.
A base for students with social and emotional concerns.
This can be full time or on a part time bases. Students can
follow modified timetables. Students follow individual
programmes of study. Vocational Qualifications are
offered throughout the Academic year.
One option block for targeted support for students
requiring support and intervention within their core
subjects and additional options. Information, support and
guidance
Using the services of other providers to better meet the
needs of SEND students. This is both available on a full or
part time basis.
Core Faculties teach in adapted small groups to aid
confidence and self esteem.
Small group workshops targeting students with Specific
Literacy Learning Difficulties.
1:2:1 specialist sessions to aid individual strategies to
improve confidence.
Cool it workshops
Self Esteem Workshops
Break and Lunch Club
ICT
Small Targeted group working with students with
emotional and behavioural difficulties.
Small Targeted group working with students to raise their
self esteem and confidence.
Safe base for break and lunch for a small group of students
who require this support. This build social and
communication skills between students.
The Academy will provide ICT support if felt appropriate to
enable the students to progress.
Glossary
SEND
EHCP
SEN Support
SENCO
LSA
SLT
Special Education Needs and Disability
Education Health and Care Plan (replacing Statements)
The group name of students who require additional support.
This can be attained in various ways.
Special Educational Needs Co-ordinator
Learning Support Assistants.
Senior Leadership Team