SEN & Pupil Premium
At Newbold Church School, we believe that every child is unique in their journey to flourishing as successful learners. We aim to give children the knowledge and skills required to help them become creative, critical thinkers and lifelong, independent learners. We do this by building on prior knowledge, from a range of starting points, and ensuring that every child fully develops their talents and fulfil their own aspirational, personal and academic potential.
However, we recognise that some children require more support than others. Within a safe and nurturing environment, we offer children the opportunity to develop their true potential through inclusive practice and removing barriers to learning. The school's vision of Nurture, Cherish, Succeed focuses on the right of every child to receive an education that enables them to make progress so that they achieve their best, become confident individuals leading fulfilling lives and make a successful transition into adulthood.
SENDCo- Mrs K Passarelli
Headteacher- Mrs K Marsh
School telephone number: 01246 232370
SENDCo e mail address: email@example.com
SEND governor: Mr B Smith
Catering for different types of SEND
Our school currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
- Cognition and learning, for example, dyslexia, dyspraxia,
- Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
- Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
- Moderate/severe and multiple learning difficulties
How does our school know if children need extra help?
At Newbold Church School, we become aware of pupils needing help when concerns are raised by parents/carers, teachers, or the pupil’s previous school
In usual circumstances we will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
- This may include progress in areas other than attainment, for example, social needs.
- Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
What specialist services and expertise are available at or accessed by the school?
All of our staff are trained to meet the needs of children with SEND, but occasionally a pupil may need more expert support form an outside agency. Newbold Church School has links with the following external agencies:
- Support Services for Special Educational Needs (SSSEN)
- Behaviour Support Service
- Autism Outreach Team
- Hearing Impairment Team
- Visual Impairment Team
- Educational Psychologist Service
- Physical and Disability Support Service
- Social Services
- School Nurse
- School Health (school doctor referrals can result in links with different paediatricians/physiotherapy/occupational therapy etc).
- Speech and Language Therapy
- CAMHS (Child & Adolescent Mental Health Service)
- The school also has staff trained in administering Dyslexia screening tests.
Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. We offer a wide range of interventions across the school to children who are identified with SEND delivered by teachers and TA’s. These are closely monitored by the SENDCo, subject leaders, class teachers and TAs and if necessary are adapted to meet the needs of the individual children who are taking part. Interventions currently on offer include but are not limited to:
- Time to Talk
- Socially Speaking
- LEAP (Language acquisition programme)
- Beat Dyslexia
- Jungle Journey
- Precision teaching
- Phonics groups
- SOS time (pre-teach/post-teach sessions for Maths and English)
- Nurture Group
For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be provided from within the school’s own resources, a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
Alternately, the SENDCo may apply for GRIP funding (Gradual Response for Individual Pupils) for a pupil for whom standard interventions are not having the desired level of success. This funding is provided on a yearly basis and is intended to support children in closing the gap between themselves and their peers.
Further SEND information can be found by accessing the school's SEND policy and SEN information report, using the links below.
Pupil Premium Strategy Statement
When making decisions about how to use pupil premium to improve disadvantaged pupils’ attainment, the needs of all pupils in the school are evaluated. The funding is then allocated with the aim of making maximum impact in the school, supporting our vision ‘Nurture, Cherish, Succeed’. Every decision made has the child at the heart of it.
An analysis of our school context shows that although pupil premium does represent a need to improve attainment of the majority of our disadvantaged pupils, not all disadvantaged pupils are underachieving in attainment. Therefore, our focus is to fulfil the highest aspirations in progress to achieve their full potential both academically and personally. Our focus is in developing the whole child so that they become well rounded individuals, preparing them for the next stage in their education. In line with the DfE guidance the funding is not only spent on eligible pupils.
Research suggests that some of the most effective spending will be on whole school strategies, including improving the quality of teaching, this has been highlighted by the Sutton Trust, whose report on improving the impact of teachers on pupil achievement in the UK revealed that the effects of high-quality teaching are especially significant for pupils from a disadvantaged background – evidence demonstrated the equivalent of 1.5 years worth of learning. Our pupil premium strategy is rooted in our whole-school ethos. We know that if you provide high-quality teaching that is effective for disadvantaged learners, then you are providing effective teaching for all.
At Newbold Church school the Pupil Premium Tiered model balances spending across:
Continuous Professional Development to improve the quality of teaching Sources of evidence on effective delivery of CPD (such as The Teacher Development Trust’s report ‘Developing Great Teaching’ and the Department for Education ‘Standards for teachers’ professional development’) underline the importance of having sequential CPD opportunities, which are planned through needs of the school. The culture of improvement is planned through the Derby Diocesan Academy Trust where pupil premium leaders network to maximise knowledge, skills and wisdom including sharing good practise of provision and interventions to support raising standards.
Targeting support for disadvantaged pupils through research based evidence Decisions about how to achieve the maximum impact in the school are informed by research carried out by the Education Endowment Foundation and the National Foundation for Educational Research. The EEF Guide to the Pupil Premium June 2019, support schools in spending their Pupil Premium to maximise the benefit for their students. The report recommends school take a tiered approach to Pupil Premium spending. Teaching should be the top priority, including professional development, training and support for early career teachers and recruitment and retention. This will enable staff to facilitate additional provision including:
- Personalised interventions
- Small group tuition
- 1:1 support
- Nurture Group
Supporting whole school strategies (linked to our school action plan) Targeted support for struggling pupils should also be a key component of an effective Pupil Premium strategy; as well as strategies that relate to non-academic factors, including improving attendance, behaviour and social and emotional support.
Please click here to view the Pupil Premium Strategy Statement for 2021 - 2022
Please click here to view the Pupil Premium Strategy / Self evaluation for 2021 - 2022
Please click here to view Newbold Church School's Pupil Premium Strategy 2020 - 2021
Please click here to view the DFE Strategy Statement for NCS 2020 - 2021
Please click here to view the Derbyshire SEND Local offer
Please click here to view SEN information Report 2020 - reviewed April 2020, Next review data April 2021.
Please click here to view SEN information Report 2019
Please click here to view SEN Information Report 2018
Please click here to view SEN Information Report 2017