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Eaton Park Academy

SEND Information


SEND @ EatonContact DetailsSEND ReportAccessibility PlanAreas of Need

At Eaton Park Academy, we pride ourselves on developing the individual. This includes all children, especially those with special educational needs (SEN).

As a parent, you can click the SEND report tab above, which details what to do should you feel your child has special educational needs, what we will do if we feel your child has SEN, and how we support all children with SEN at Eaton Park.

Our Special Educational Needs Coordinator is Mrs K Smith, who can be contacted via the school office or via a phone on: 01782 234760, or via email sent to: office@eatonparkacademy.co.uk

What kinds of SEND does the academy provide for?

Eaton Park Academy is an inclusive school that welcomes all who wish to attend. We offer all children, regardless of their needs, inclusive teaching which will enable them to make the best possible progress in school. The school accommodates all SEND needs in line with the Equality Act 2010, and provision is available for all areas of need outlined in the SEND code of practise. These areas include: communication and interaction, cognition and learning, social, emotional, mental health difficulties, and sensory and physical needs.

A child has learning difficulty or disability if they:

1. Have a significantly greater difficulty with learning than the majority of others of the same age.

Or

2. Have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in a mainstream school.

(SEND Code of Practise, 2014, page 285).

Alongside our own experienced staff, the school works with a range of professionals to support the individual needs of our pupils. These may include an educational psychologist, speech therapist, or SEND specialist adviser.

How does the school know if their children need extra help, and what should I do if I think my child may have special educational needs?

At Eaton Park Academy we recognise the importance of early identification of SEN needs, and use a range of methods and assessments to achieve this.

These Include:

  • All children entering the nursery will have a home visit before their first term
  • Liaison with previous school and nurseries
  • Concerns raised by parents
  • Assessment on entry to the early years
  • Ongoing, half-termly teacher assessments
  • Advice given by external professionals 

If you do have any concerns about your child and believe they may have a special educational need, the please talk to your child’s class teacher, or contact Mrs K Smith on: 01782 234760, or at: office@eatonparkacademy.co.uk.

How will the Academy setting support my child?

All pupils will be provided with quality first teaching that is differentiated to meet the diverse needs of all learners. Children identified as having special educational needs will also receive additional support and interventions targeted for their individual needs. Outside agency support will be sought where necessary, and the school will put in place any advice or strategies that are created. Each child identified as having special educational needs will be greatly involved in creating their own pupil passport which identifies individual targets, strengths, difficulties and the support the child will receive both at home and at school.

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

Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure your child’s needs are met through differentiation. Specific resources and strategies will be used to support children individually, or in groups. All teaching and planning is monitored regularly by the Senior Leadership Team.

How will the Academy know how my child is doing, and how can it help me to support their learning?

At Eaton Park, the children’s attainment and progress is monitored and reviewed every half term. This information is then shared with parents.

Parents will also be invited into school three times a year to contribute to their childs’s individual pupil passport. At this meeting, the child’s specific targets will be discussed and the class teacher will be able to suggest how parents can support their child at home.

A termly parent conference meeting also takes place, where the children’s attainment and progress is discussed with the class teacher.

Children which have an EHC plan will have an annual review where targets and progress against these targets are discussed.

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

Eaton Park offers a wide variety of pastoral support for pupils. These include:

  • A broad curriculum that aims to provide pupils with the knowledge, understanding, and skills they need to enhance and develop their emotional and social well-being.
  • Pupil voice is an important part of school. Children are asked their opinions and have opportunities to make decisions on many aspects of school life.
  • The school delivers a curriculum that supports and promotes a healthy lifestyle.
  • All pupils receive quality physical education sessions that are led by experienced, qualified sports coaches. These sessions are differentiated to meet the needs of all pupils.
What specialist services and expertise are available at, or accessed by, the Academy?

At Eaton Park we are fortunate to have many skilled and experienced practitioners that are able to support children with SEND.

We also seek support from external professionals who can offer expert advice in supporting children with specific special educational needs.

These may include: an educational psychologist, SEND advisers, and speech and language therapists. We also have specialist teachers who come into school to support children with visual and hearing impairments.

What training have the staff supporting children with SEND had, or are having?

All staff at Eaton Park have had basic training necessitating working with children with ASD and Downs Syndrome. Staff have received professional training to enable them to support children with additional medical needs, such as diabetes and allergies. We also invite a nurse into school to help write care plans for individual medical needs. We have staff trained in specific speech and language programs such as SULP (social use of language), Talking Partners, and AMSQ (asking more specific questions).

Staff are carefully placed to support individual children, and in delivering interventions, depending on their skills and strengths.

How will my child be included in activities outside of the classroom, including school trips?

All children will be fully included in all aspects of school life, including school trips and after school clubs. If necessary, we will ensure that additional staff or resources are present to support individual pupil’s needs.

Risk assessments are carried out before all school visits, and adjustments to activities will be made where necessary.

How accessible is the Academy?
How will the Academy prepare and support my child to join the next stage of education and life?

All children in each class are prepared for the next class, key stage, or school, through organised transition activities.

Information regarding individual children’s needs will be passed on to new class teachers, and a meeting will be held in school to discuss the support and interventions that are in place.

The transition programme in place for pupils in year 6 provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with special educational needs.

The annual review in year 5 for pupils with a statement / EHC plan begins the process where parents are supported to make decisions regarding secondary education.

The SENCOs from both schools will meet to discuss the needs of the individual pupils to ensure a smooth transition.

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

We endeavour to meet every child’s needs through a quality, well differentiated, creative curriculum. For children who need additional support, this is delivered either on a one to one basis, or as part of a small group intervention with skilled practitioners. For children with an EHC plan or statement, they will receive a support assistant for the number of hours they have been allocated.

The school will provide any additional resources that the child needs to support their learning.

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

Decisions about how to best support a child are always based on the child’s individual needs. When making decisions, consideration is given to the thoughts and feelings of the child, the views of their family, and the advice given by any professionals working with the child.

How will my child be involved in the decisions about their learning?
How are parents involved in the decisions about the learning of our children?

Parents are invited into school three times a year, in addition to parent’s conferences, to contribute to and discuss their child’s pupil passport, as well as the support their children will be receiving in school. During this meeting, teachers will offer advice on how to support your child at home.

Parents are welcome to contact the school to talk about their children. Parents can meet with class teachers or the SENCO if they have any questions regarding their child.

How can I be involved?

We have lots of opportunities for families to be involved in school life. We frequently organise craft events, where parents and grandparents can come into school and work with their child. We have family educational visits where parents and grandparents can accompany their child on various visits.

We also organise and run family learning opportunities, where parents can come into school and complete activities to help them to support their child.

If parents are interested in volunteering in school then they can talk to the class teacher or school office to arrange this.

Parents are encouraged to read with their children frequently at home and return their reading diary.

Homework activities are provided for each topic, and parents are encouraged to support their children in completing these activities.

What is the Academy’s complaints procedure?

If you feel you need to make a complaint then the school’s policy is that you should put your complaint in writing and for the attention of the Chair of Governors, the letter of complaint should then be passed to the school office.

What other support is available to parents?

You can contact the SEND Information, Advice, and Support Service at: 01782 234701. Alternatively you can email them at: iass@stoke.gov.uk.

Eaton Park Academy
Accessibility Policy and Plan 2016-2019

This policy is drawn up in accordance with current legislation and requirements as specified in Schedule 10, relating to Disability, of the Equality Act 2010. Eaton Park Academy governors, along with the Inclusion leader, are accountable for ensuring the implementation, review and reporting on progress of this policy and plan over a prescribed period.

As an academy, we are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless their educational, physical, social, emotional, cultural and sensory needs. We are committed to challenging negative and prejudice attitudes towards and about disability and accessibility and to developing a culture of awareness, inclusion and tolerance.

Eaton Park Academy ensures the accessibility of provision for all pupils, staff and visitors. This accessibility plan covers a three year period and is updated and amended annually to reflect current practice.

The accessibility plan contains action to:

  • Improve access to the physical environment at Eaton Park Academy adding specialist facilities as necessary. This includes reasonable adjustments to the physical environment at Eaton Park and physical aids to access education.
  • Increase access to the curriculum for pupils with a disability, expanding and making reasonable adjustments to the curriculum as necessary to ensure that pupils with a disability are as equally prepared for life as their able-bodied peers. This includes teaching and learning and the wider curriculum at Eaton Park including participation in after school clubs, leisure and cultural activities and school trips. It also covers the provision of specialise aids and equipment which may be used to assist pupils in accessing the curriculum.
  • Improve and make reasonable adjustments to the delivery of the written information to staff, parents, pupils and visitors with disabilities. Examples of this include letters, information leaflets, handouts, timetables etc. about Eaton Park Academy and events. The information should be made available in required formats within a reasonable time frame.

The action plan for physical accessibility relates to access audits undertaken at Eaton Park Academy. The plan will be monitored through the Inclusion leader and Health and Safety officer, along with governors. All staff and governors are aware of the matter of disability discrimination and on-going awareness training is provided.

Access to the Physical Environment including physical aids to access the curriculum
TargetActionsOutcomesTime frame

Special Educational Needs and Disability Code of Practice

Broad areas of need

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Cognition and learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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