Rose Wood Academy

School Logo

Through our graduated response, the school identifies any special educational needs promptly, ensuring children receive the necessary provision needed in order to make progress. To support this, we engage with a range of professionals, including:

  • SEN support from Middlesbrough SEND team, including Inclusion and Outreach
  • Specialist learning and language teacher
  • Educational Psychologist
  • Speech and language
  • Specialist schools (e.g. Beverley, Holmwood, RTMAT, Beverley Park and the Cleveland Unit)

We are an inclusive school and provide all children with appropriate opportunities to develop their abilities. This includes access to the curriculum, after-school clubs and out of school visits.

 

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?

At Rose Wood Academy, we pride ourselves on the relationships we have with children and parents. At any point of the year, children may be identified as having a special educational need and will be added to our graduated approach system. There are four areas of special educational needs that we identify. They are cognition and learning, communication and interaction, social, emotional and mental health needs or sensory, physical and medical needs. We ensure that parents/carers are involved in each part of the process, including conversations with professionals to ensure we meet each child’s individual need.

In relation to children who may have cognition and learning 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 English and Maths. 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 Project, which offers pupil and family support. Staff from The Bungalow Project liaise with school staff regarding the progress of pupils they are working with. Rose Wood Academy also engages with the Inclusion and Outreach team to support children presenting with those needs.

 

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. Tasks are designed to be accessible by all, where possible, and to ensure challenge at every level.

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 activities.

 

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 any professionals, if involved.

The school’s Parent Support Adviser works closely with The Bungalow Project, and with parents, to support them and their children.

The school has a website and Class Dojo, which provides information about the curriculum and activities undertaken by each year group.

Pupils with behavioural difficulties may be given a Behaviour Report, which is taken home weekly so that parents can support targets set by school. Further detail can be found on our website and in our behaviour policy.

 

 

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

The school offers a range of pastoral support, through the Parent Support Adviser, and The Bungalow Project, 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 available at or accessed by the setting/school/college?

The school’s links with The Bungalow Project 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. Rose Wood Academy also works closely with the Local Authority SEND team and with local special schools to ensure the correct services are offered to pupils when needed.

The schools’ Deputy 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?

All staff have received Safeguarding and First Aid training, including the use of epi – pens, dealing with diabetes, and the use of inhalers.

Staff receive regular CPD, focused around all special educational needs e.g. SEMH training, ASD training, dyslexia training etc. Additional bespoke training is always provided to allow us to meet a child’s needs where possible.

 

How will my child/young person be included in activities outside this 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 environment?

The school and grounds are accessible to all, being single storey. There is a disabled toilet. Visits to the school prior to enrolment are welcomed. All parents are invited to a welcome meeting before entry to Nursery or Reception. Additional transition sessions are provided for children that need any additional support.

 

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?

The school has close links with the local secondary schools. 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?

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
  • Training for staff
  • Resources

The school’s SENCo, sometimes in collaboration with professionals, 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. We regularly consult with external professions and the Local Authority Outreach and Inclusion team to ensure the most appropriate support or interventions are in place.

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?

Parents and carers have regular contact with their child’s class teacher via Class Dojo. Where needed, parents are also able to request meetings with the SENCo, Deputy Head Teacher or Head Teacher to discuss their child.

Regular updates of activities in school are provided on Class Dojo. Parents are also invited to exhibitions of beautiful work each term.

Further information

Parents can discuss any concerns relating to SEND with the Head Teacher, or with the SENCo (Miss Tyerman).  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 Project staff.

Who to contact

Contact Name
Paul Cowley
Contact Position
Headteacher
Telephone
01642 595353 01642 595353
E-mail
contact@rosewoodacademy.co.uk
Website
Rosewood Academy Website
Scan to visit this website

Where to go

Address
Rose Wood Primary School
The Garth
Coulby Newham
Middlesbrough
Postcode
TS8 0UG
View TS8 0UG on a map

Costs

£2.00  Before School
£6  After School

Availability

Age Ranges
5-11

Local Offer

Description

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.

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
contact@rosewoodacademy.co.uk
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. 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. 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. 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. 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. 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.

 

Further information

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.

 

Page last reviewed: 16/08/2023

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