Haywood Academy

Local Offer Information

Teaching & Learning – What does Haywood Academy and Haywood Sixth Form Academy Offer?
  1. What additional support can be provided in the classroom?
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  • One-to-one Teaching Assistant work(all years)
  • Group work with Teaching Assistant(all years)
  • Differentiated Worksheets/Resources(all years)
  • Differentiated lessons to students’ abilities (all years)
  • Interventions for English/Maths/Speech & Language, where applicable (all years, where applicable)

  1. What provision do you offer to facilitate access to the curriculum and to develop independent learning?
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  • Use of Laptops for classwork/coursework and for external examinations(all years)
  • Coloured overlays/worksheets/exercise books for students that require them(all years)
  • Individual one-to-one support in the classroom(all years)
  • Specialised support and guidance in choosing subjects for Key Stage Four (GCSE subjects), Key Stage Five and options for post-18. (years 8, 11 and 13)
  • Individual curriculum/subjects that cater for individual students’ needs(all years)
  • Withdrawal sessions to support with Speech & Language difficulties, where applicable(all years)
  • Subject specific withdrawal sessions, where applicable(all years)
  • Individual support to focus on social skills(all years)
  • Advice from Educational Psychologist (all years)
  • Alternative activities to focus on social and emotional wellbeing(all years)

  1. Staff specialism/expertise around SEN or disabilities
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  • All members of the learning support team have obtained, or are working towards, NVQ level 3 in Supporting Teaching & Learning in Schools (or equivalent)
  • Members of the team have specialist knowledge in many areas of SEND via CPD
  • Experienced Learning Support Manager/Assistant SENCO
  • Some members of the team have degree-level subject knowledge
  • All members of staff are equipped to deal with any Special Educational Need in their lessons and are able to differentiate accordingly

  1. What ongoing support and development is in place for all staff regards supporting children and young people with Special Educational Needs?
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  • Regular CPD with all members of teaching and non-teaching staff
  • All teaching assistants have, or are working towards, an NVQ Level 3 in Supporting Teaching and Learning in Schools

  1. What arrangements are made for reasonable adjustments in curriculum and support to the pupil during examinations?
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  • Access arrangements which include readers, scribes, prompts, extra time(all years)
  • Examinations can be taken in a smaller, less daunting environment(all years)
  • Use of a laptop(all years)
  • Access arrangements training for all members of the learning support team(all years)

  1. How do you share educational progress and outcomes with parents?
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  • Academic Progress Days (twice per year)
  • Annual parents evening for all regardless of Special Educational Need status
  • Data checks – once every term sent home to parents
  • Full academy report – annually
  • Meetings with parents/carers with Learning Support Manager & team at a mutually agreed time
  • Annual statement/EHC Plan reviews

  1. What external teaching and learning do you offer
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  • Before & After academy homework clubs
  • Saturday sessions, when appropriate

  1. What arrangements are in place to ensure that support is maintained in “off-site provision”
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  • Data-sharing with external agencies/provision

  1. What work experience opportunities do you offer
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  • A week-long work experience residential where work skills, life skills and social skills are covered in Year Ten
  • An opportunity to engage in a work experience placement either supported or unsupported (in Year Ten and Years Twelve and Thirteen)

Annual Reviews
  1. What arrangements are in place for review meetings for students with Statements or Education, Health and Care (EHC) Plans?
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  • An invite to all parties involved with the students (Learning Support Manager, Inclusion Manager, Assistant SENCO, parents, carers, teaching assistant, careers advisors, social workers, educational psychologist)
  • Review of the Statement/EHC Plan annually, as a minimum
  • Review meeting held in a convenient location at a mutually convenient time
  • Ensuring parents/carers are aware of support available to them

  1. What arrangements are in place for students with other Special Educational Needs support needs?
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  • In-class support from a teaching assistant
  • Interventions and small group work according to need
  • Smaller class sizes
  • Additional reading sessions
  • Academic mentoring via form tutor
  • Educational psychologist support

Keeping Children Safe
  1. What handover arrangements will be made at the start and end of the academy day?
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  • Main and student reception at separate areas of the academy where parents/carers can wait for students if this is appropriate(all years)
  • Learning support staff/teaching assistant meet/greet(all years)

  1. What support is being offered during breaktimes and lunchtimes?
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  • A staffed, Learning Support Centre where students can eat, sit with their friends or interact with other students. Staff can pick up and drop off here should a student require support/supervision on the corridors (years 7 – 11)
  • A library area/break out area where homework can be completed(all years)

  1. How do you ensure my son/daughter says safe outside of the classroom (PE lessons, on the corridors and during academy trips)
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  • Staff members on duty before/after academy on the corridors and externally in and around the local area
  • Learning support staff meet/greet(all years)
  • Personal fire evacuation plans for students with a physical disability/impairment(all years)
  • Full extensive risk assessments are undertaken for external trips and visits(all years)
  • One-on-one support is offered where appropriate
  • PE Lessons are fully supervised by teaching staff and support staff (all years)
  • Disabled changing facilities are available for students who require additional support and space(all years)

  1. What are the arrangements for undertaking risk assessments?
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  • Risk assessments are completed in line with the Stoke-on-Trent local authority. All risk assessments are approved by the Headteacher before the trip can take place. In some cases, the risk assessments need to be approved by the local authority. (all years)

  1. Where can parents find details of policies on bullying
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  • All policies are available via the academy website. A hard-copy of the bullying policy (or any other policy) can be requested by telephoning the academy. It can also be requested in an alternative format(all years)
  • The Haywood Academy website has the CEOP logo, where students can find information on and report online bullying

Health (Including Emotional Health and Wellbeing)
  1. What is the academy’s policy on administering medication?
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  • Medication is all signed for by the student and by the member of staff who gives it to the student. This is then countersigned by another staff member who witnessed this.
  • Administering of medication policy found within the first aid policy. This can be requested.

  1. What would the academy do in case of a medical emergency
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  • The academy has 7 qualified first aiders
  • The academywill contact 999 and inform parents

  1. How do you ensure that all staff are trained/qualified to deal with a child’s particular needs?
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  • All staff are trained to at least a level one in Safeguarding/child protection
  • Dedicated member of the Senior Leadership team who is qualified in Safeguarding/child protection
  • First aid policy
  • Asthma policy
  • Epipen

  1. Which health and therapy services can children access on the academy premises?
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  • External agencies via MACS place
  • School nurse ‘drop in’ sessions
  • Educational psychologist
  • Hearing/Sight specialists
  • B-clear

Communication with Parents
  1. How do you ensure that parents know “who’s who” and who they contact if they have concerns about their child?
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  • ‘Key staff’ section on the academy websites
  • On entry to the academy parents/carers will have the opportunity to meet form tutor/head of house/performance leader(all years)
  • Regular contact via telephone calls/letter(all years)
  • Learning Support Manager/Assistant SENCO meet parents (all years)
  • Parents evenings(all years)

  1. Do parents have to make an appointment to meet with staff or do you have an open door policy?
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  • Academywill endeavour to meet with parents – open door policy
  • Appointments can be made at a mutually agreed time

  1. What opportunities are there for parents to have their say about their son/daughter’s education?
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  • Parents evenings(all years)
  • Parent questionnaires(all years)
  • Annual review meetings(all years)
  • Open door policy(all years)
  • Arranging a meeting with middle leaders/senior leadership team(all years)
  • Via the academy website(all years)

  1. What opportunities are there for parents to get involved with the academy or become academy governors?
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  • Application to be a governor when parent governor position becomes available
  • Volunteering via ‘Friends of Haywood’

  1. How does the governing body involve other agencies in meeting the needs of pupils with Special Educational Needs and supporting their families?
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  • Special Educational Needs link governor
  • Standards and Progress Governing committee
  • Governors attend data reviews
  • Governors ratify Learning Support policy and accessibility plan

What Help and Support is available for the Family?
  1. Do you offer help with completing forms and paperwork? If yes, who normally provides this help?
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  • The Learning Support Manager/Assistant SENCO can arrange this support

  1. What careers information, advice and guidance can parents and students access in the academy? Who normally provides this help and how would they access this?
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  • A member of the Learning Support team meets on a one-to-one basis to talk through choices at GCSE (post 14) and post 16 transition. Visits can be organised to post 16 and post 18 establishments
  • Haywood Academy Sixth Form will offer lower-level supported courses – Employability and Life Skills.
  • Careers evening (members of the Learning Support Team attend)(years 8 and 11)
  • Options evening (members of the Learning Support Team attend)(year 8)
  • Sixth form open evening (members of the Learning Support Team attend)
  • Local authority careers advisors meet one-on-one either alone, with the student or with a member of the Learning Support Team
  • A specialist post 16 SEN careers event(year 11)

Transition from Primary School and Transition for School Leavers
  1. What support does the academy offer for Year Six students coming to the academy
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  • The Learning Support Manager/Assistant SENCO meets with Primary SENCO’s to transfer information
  • Main transition day visit – opportunity to meet other students and form tutor/head of house
  • Year 5 Transition day
  • Specialist transition visits can be requested for students with Special Educational Needs or vulnerable students and students can visit as many times as possible
  • The Learning Support Manager/Assistant SENCO attend Year Five and Year Six Annual Reviews/EHC reviews

  1. What support is offered for students who are leaving academy?
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  • Member of the Learning Support Team meet students to discuss transition options
  • College visits and taster days
  • Meetings with careers advisors
  • Specialist SEN careers event
  • Haywood Academy SEN Offer at the Haywood Academy Sixth Form (Employability and Life Skills)
  • Advice from the Learning Support Team during GCSE and A Level results day

  1. What advice/support do you offer young people and their parents about preparing for adulthood?
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  • The Prince’s Trust qualification offered at Key Stage Four
  • The travel training programme
  • Work based learning with intu potteries
  • Residential
  • Positive academy ethos