Rose Wood Academy
Here at Rose Wood we believe in achievement for all and it is our aim to provide an engaging and stimulating education for all.
Who to contact
Where to go
Rose Wood Primary School
- TS8 0UG
The school employs a specialist teacher (Mrs Croft) who provides assessment for pupils with specific needs. We have access to an Educational Psychologist (who provides advice and assessment) and other specialist schools e.g. Beverley School and Holmwood School.
We identify any difficulties as early as possible through our pupil tracking and assessment system, and we fully involve parents, welcoming their support.
We aim to offer pupils appropriate opportunities to develop their abilities. This is done through the curriculum, clubs and liaison with other schools.
- Contact Name
- Mrs Michela Shields
- Contact Telephone
- 01642 595353
- Contact Email
- Local Offer Age Bands
- 5 -11 Years
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Rose Wood Academy formally assesses pupils termly, and tracks their progress against national expectations. Pupils not meeting these expectations are flagged by teachers as needing extra support. They may receive this help within the classroom setting through differentiated work, or may receive small group or individual support through focussed interventions. Where teachers continue to have concerns, or where pupils are not making progress despite interventions, they may be assessed by the school’s Learning and Language teacher.
- How will early years setting/school/college staff support my child/young person?
The main support of pupils with SEND will be given by the child’s class teacher, along with Teaching Assistants, who take small groups of pupils for Literacy and Maths. In Key Stage 2, there is a teacher dedicated to teaching pupils with SEND. Some pupils with high levels of need have an individual support assistant.
Teachers must report on every pupil’s progress (including those with SEND) termly. This is monitored by the SLT. The progress made by pupils receiving specific interventions is analysed separately so that those interventions can be evaluated.
Pupils with social and emotional (or behavioural) needs may be supported by The Bungalow, which offers pupil and family support. Staff from The Bungalow liaise with school staff regarding the progress of pupils they are working with.
- How will the curriculum be matched to my child's/young person's needs?
Teachers plan the curriculum so that all pupils can be involved. This may involve some differentiation, for example, resources that are needed or scaffolds which may support the child.
Where pupils would benefit from it, aids such as visual timetables will be supplied. The school has a good range of ICT devices to support learning.
The curriculum is engaging and features much practical, hands – on activity
- 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?
Pupil progress is tracked carefully. Teachers report twice annually to parents at Consultation meetings in the Autumn and Spring terms. Pupils with SEND may discuss their child’s needs at additional meetings. They may also discuss assessment findings with the Learning and Language teacher, if involved.
The school does, from time to time, offer parents training opportunities such as “Reading at home with your child”. Parents involved with The Bungalow may also be offered parenting courses.
The school’s Parent Support Adviser works closely with The Bungalow, and with parents, to support them and their children.
The school has a “Virtual Learning Environment”, which provides information about the curriculum and activities undertaken by each year group. Pupils have homework weekly and Key Stage 2 pupils have a home/school diary which parents can access.
Pupils with behavioural difficulties may be given a Behaviour Report, which is taken home weekly so that parents can support targets set by school
- What support will there be for my child's/young person's overall well being?
- 1. What support will there be for the young person’s well-being?
The school offers a range of pastoral support, through the Parent Support Adviser, and The Bungalow, which has access to a range of services such as domestic violence counselling, bereavement counselling, play therapy and links with CAMHS.
The school has a clear policy for medicines, and has trained staff who administer First Aid. Medicines are stored carefully, and pupils needing medicines such as insulin or inhalers are given privacy to administer their own medicines. Staff are regularly trained in the use of epi pens, and basic first aid.
All educational visits have a First Aider accompanying the visit.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
- 1. What specialist services and expertise are available at or are accessed by the school?
The school’s links with The Bungalow provides access to a range of services such as play therapists, counsellors and other specialist staff.
There are links with the school nursing service and the services of an Educational Psychologist.
The schools’ Head Teacher is the Child Protection lead, and there is a SENCo who has achieved the nationally recognised SENCo qualification. All staff have bi-annual Child Protection training.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
- 1. What training are the staff supporting children and young people with SEND had or are having?
All staff have received Safeguarding and First Aid training, including the use of epi – pens, dealing with diabetes, and the use of inhalers.
The staff have been trained in teaching pupils on the Autistic Spectrum, and those with Dyslexia.
- How will my child/young person be included in activities outside this classroom including school trips?
- 1. How will the young person be included in activities outside of the classroom including school trips?
All pupils can access school educational visits. Where the child has a specific need, parents may be asked to accompany them on the visit.
- How accessible is the setting/school/college enviroment?
The school and grounds are accessible to all, being single storey. There is a disabled toilet.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
Visits to the school prior to enrolment are welcomed. All parents are invited to a welcome meeting before entry to Nursery or Reception.
The school has close links with the main secondary feeder, being part of the Academy Discovery Alliance. Pupils take part in a transition week before moving to the school, and staff from both schools discuss individual needs at pre-meetings.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
- 1. How are the school’s resources allocated and matched to the young person’s special educational needs?
The school tries to accommodate every child’s individual needs, no matter how diverse.
The SEND budget is used to provide extra staffing and resources for pupils. This includes:
Well trained Teaching Assistants who provide individual and small group support
A part time teacher working specifically with SEND pupils
Training for staff
Resources such as large print books and Alphasmarts
The school’s SENCo, sometimes in collaboration with the Learning and Language teacher and/or Educational Psychologist, makes decisions about the type and extent of support and deployment of staff.
- How is the decision made about what type and how much support my child/young person will receive?
The school’s SENCo, working with the class teacher, will suggest ways in which the pupil should be supported, and the level of support which should be received. Some children may receive short term interventions, some may require longer periods of support. Support may be within a small group or offered on an individual basis. If the intervention has not resulted in progress, the length may be extended, or a different intervention may be tried.
The school’s Learning and Language teacher will make detailed suggestions following an assessment, and these are followed by the class teacher. This advice may relate to details about gaps in learning, or to specific provision which is needed, eg coloured overlays in reading.
The progress made by each child is tracked carefully, and the SENCo will decide whether the intervention has been effective by analysing the progress data. Parents are informed about progress at the Parent Consultation meetings and SEND meetings.
- How are parents involved in the setting/school/college? How can I be involved?
Teachers meet with parents/carers twice each year to discuss their child’s progress, and either party may request a meeting at any time if there are concerns. Parents are given their child’s targets at these meetings, and ways in which they can support them. The meeting is always relaxed, informal and non-judgemental. Parents of children assessed by the Learning and Language teacher may meet with her following an assessment.
Parents can discuss any concerns relating to SEND with the Head Teacher, or with the SENCo (Mrs Shields). Both can be contacted by ringing 01642 595353.
Alternatively, the school’s Parent Support Adviser or class teachers are available for discussions with parents. They may suggest further discussions with Bungalow staff.