Our Vision
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.
SEND
SEND contacts
SENDCo- Mrs K Passarelli
Headteacher- Mrs K Marsh
School telephone number: 01246 232370
SENDCo e mail address: kim.passarelli@newbold-pri.derbyshire.sch.uk
SEND governor: Mrs S Barden
How will the school support my child and who will explain this to me?
The level of support your child receives will depend on their needs which we know can change over time. It is our aim to be responsive to any developing and emerging needs
- Many children will have their additional needs met through excellent targeted classroom teaching also known as Quality First Teaching (Universal Support). This means teaching where:
- the teacher has the highest possible expectations for all pupils
- teaching is carefully planned to build on to what the child can already do and understand so as to accelerate progress
- different ways of teaching are put in place so the child is fully involved in learning
- specific strategies (which may have been suggested by the SENCO or another professional) are put into place to support the child’s learning
- Some children may take part in specific group work with a smaller group of children. Such groups are put together to address specific gaps that have been identified in a child’s learning and will be closely monitored to ensure that they are resulting in good progress for the child (Targeted Support). These groups may be:
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- run in the classroom or outside the classroom
- run by a teacher or teaching assistant who has had training to run these groups (usually school staff but sometimes from an approved outside agency which would only be done with a parent’s permission)
- Academic (such as Rapid writing / Fun Phonics / Early Risers) or social / emotional ( see NCS Emerging Needs processes overview)
- Some children may have needs that require one to one support (Specialist Support). This support may be:
- to deliver a specialist package (for example a programme devised by a speech therapist, occupational therapist, physiotherapist)
- to access certain parts of the curriculum
- individual teaching programmes to improve literacy or maths skills
- support with medical/physical needs
- support to manage social situations and emotional needs
It is at this stage that the child’s name will be officially added to the school’s Special Needs register and more individualised targets put in place through an Individual Education Plan.
For children whose needs are severe, complex and lifelong the school (or you) can request that the local Authority carry out a request for an EHCP (Educational Health Care Plan)
After a request has been made to the Local Authority they will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a EHCP. If they do they will ask you and all professionals involved with the child to write a report outlining the child’s needs. If they do not think this is necessary, they will ask the school to continue with the support they are providing and may make suggestions as to how this can be further improved.
If they do decide to carry out statutory assessment the reports requested by the Local Authority will be carefully collated and they will write an Education, Health and Care Plan. The Education, Health and Care Plan will outline the support the child will receive from school and any other agencies involved in their care and what strategies must be put in place. It will also have long and short term goals for the child. It will then be regularly reviewed, with you and the child providing input as to how well it is meeting their needs.
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.
Interventions
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. The school's SEND policy can be found by clicking here.
Please click here to view the SEND Information Report 2023
Please click here to view the School's Supporting Children with Medical Conditions Policy
The Impact of our SEND work
Following our recent round of parents' evenings, Mrs Passarelli (SENDCO) devised and shared a questionnaire with the parents of all children currently in receipt of SEND support in school. Here are the results:
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Question
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Strongly agree
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Agree
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Not Sure
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Disagree
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Strongly disagree
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Not Applicable
|
|
I have had opportunities during the year to discuss my child’s progress with their class teacher
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67%
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33%
|
|
|
|
|
|
When I have had concerns about my child’s progress or personal development, I have been able to arrange to discuss these with the class teacher promptly
|
67%
|
33%
|
|
|
|
|
|
I am aware that my child has received extra support with their learning/personal development this year
|
78%
|
22%
|
|
|
|
|
|
I am informed about the support and interventions my child is accessing within school.
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56%
|
33%
|
11%
|
|
|
|
|
I receive feedback on how my child is progressing with interventions and in class.
|
78%
|
|
11%
|
11%
|
|
|
|
I know who I can contact in school if I have concerns over my child’s learning or personal development.
|
78%
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22%
|
|
|
|
|
|
Where an outside agency is involved in supporting my child I am informed of any visits
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56%
|
|
|
11%
|
|
33%
|
|
I have received copies of any reports or support strategies provided by outside agencies.
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56%
|
11%
|
|
11%
|
|
22%
|
|
If my child has an IEP, it has been shared with me and I have had the opportunity to contribute to it.
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67%
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33%
|
|
|
|
|
|
If my child has an Education Health and Care Plan (EHCP), I am confident that the school is providing the support outlined in the plan.
.
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56%
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11%
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11%
|
|
|
22%
|
|
If my child receives GRIP funding, I have been involved in the application process/the review process.
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78%
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22%
|
|
|
|
|
|
The school website contains useful information about how we support individual children, including those with Special Educational Needs and Disabilities (SEND).
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44%
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11%
|
33%
|
|
|
11%
|
Useful Websites
Please see the following links for additional information on SEND
Government guidance on SEND
Derbyshire Local Offer
DIASS (Derbyshire Information, Advice and Support Service for SEND)
National Autistic Society
SEND Code of Practice
A guide to Dyslexia (By Nessy)
Pupil Premium
What is it?
The Pupil Premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from low-income families.
The premium was introduced in April 2011 with the aim of narrowing the attainment gap between children eligible for free school meals (FSM) and those who are not by ensuring that funding to tackle disadvantage reaches the pupils who need it most. It also includes Looked After Children and Services Children.
Funding is based on: children who have registered for a free school meal at any point in the last 6 years (Ever 6); children that are in care or adopted, or were previously (LAC/PLAC); and children whose parents are currently serving in the armed forces (children of service personnel).
To check to see if your child is eligible for Pupil Premium funding (Free School Meals), click on the following link here to apply.
Purpose
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between disadvantaged children, and their peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
Whilst schools are free to spend the Pupil Premium as they see fit, we are required to publish this online along with the impact. Our school's documentation can be found below.
Accountability
The Government believes that Headteachers and school leaders should decide how to use the Pupil Premium funding.
They are held accountable for the decisions they make through:
- the performance tables which show the performance of disadvantaged pupils compared with their peers
- the Ofsted inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium
- the reports for parents that schools now have to publish online
Further information about how schools are held accountable can be found here: https://www.gov.uk/guidance/pupil-premium-effective-use-and-accountability
Funding
In most cases, the Pupil Premium is paid direct to schools, allocated to them for every pupil who is eligible. Schools decide how to use the funding, as they are best placed to assess what additional provision their pupils need.
For pupils from low-income families in non-mainstream settings, the local authority decides how to allocate the Pupil Premium. The authority must consult non-mainstream settings about how the premium for these pupils should be used.
Further information about the Pupil Premium funding can be found on the Department for Education website here: https://www.gov.uk/government/publications/pupil-premium/pupil-premium
The government has announced that, for the academic year of 2023-24, the pupil premium and service premium rates will increase in line with inflation. The allocated amounts for the different types of pupils eligible can be found here.
Pupil premium at Newbold Church School
For the academic year 2023-24, our school will receive £TBC of Pupil Premium funding based on numbers in October 2022. The current percentage of our pupils known to be eligible for the pupil premium funding is 47% as of October 2022 (above the national percentage). Therefore, we have a higher than national number of disadvantaged pupils within school.
DDAT's Expectations of it's schools:
Consistent with our academy's vision of 'Offering our children and young people life in all its fullness’, Derby Diocesan Academy Trust (DDAT) aims to maximise the impact of pupil premium funding, while ensuring that we adhere to the government guidance.
- Have a senior leader that takes responsibility for the strategic use of the pupil premium funding, evaluation, and the reporting to accountable bodies.
- Produce a 3-year strategy for the use of the pupil premium funding. This must:
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- adhere to the guiding principles within this document (see next section)
- have a clear rationale for the school’s spending of the Pupil Premium funding
- include a section that identifies the school’s Intent to Spend the pupil premium
- have carefully targeted activities that enable good learning and readiness
- demonstrate how their spending decisions are informed by research evidence, making reference to a range of sources including the Education Endowment Foundation’s (EEF) toolkit
- clearly evaluate the school’s action on an annual basis
- Us to publish information in our Strategy Statement on our website, using either the DfE, trust template or an approved alternative.
- To facilitate training for all staff, so they understand the causes of underachieve, barriers to learning and strategies which help improve the outcomes for disadvantaged pupils.
- To robustly monitor and analyse the academic outcomes, attendance, persistent absence, exclusions, rewards and sanctions and extra-curricular engagement to identify priority areas to address.
- Ensure all local governing bodies to have a link governor for ‘pupil premium’ who has received appropriate training. This link governor acts as a conduit between the school and the local governing body to ensure there is clear oversight of the spending. However, the whole governing body has accountability for the education of disadvantaged pupils.
- To plan a broad, deep, and relevant curriculum that actively seeks to reduce disadvantage with a strong focus on reading, the development of vocabulary, strong careers advice and guidance, social and emotional development, and enrichment.
- Ensure extra-curricular activities are accessible to all pupils and expense must not be a barrier for disadvantaged pupils.
Main Barriers to closing the Gap
Most pupils begin their Learning Journey at Newbold Church School below the national expectations of Reception age children
Lack of high quality early education and experiences results in poor language skills and poor concentration levels
Many pupils have social and emotional needs that impact on relationships, learning and progress
Low levels of resilience, leading to low expectations, poor independence skills and inability to problem solve / connect areas of learning
Some of our pupils live in areas where high percentages of children are living in poverty. This means that children often come to school without having had a full nights rest, a full evening meal or breakfast and are living in damp and unhygienic homes. Ensuring daily survival is higher on their priorities than concentrating in lesson, and many cannot as they are worried about what that evening will look like at home.
For some pupils their complex family circumstances can also be considered a barrier. At Newbold there are 2 nurture groups catering for an array of children who have emotional attachment issues due to complicated blended families and unusual parenting techniques. There is a waiting list for this service. Children with such background have social and emotional developments to make before they can begin to access the educational and academic requirements that school makes of them.
How it is used
At Newbold Church School, along with other strategies, we use a large portion of our pupil premium to fund additional adults to work in school and support children. This support may be through one-to-one, or small group intervention, in reading, writing and maths. We make use of this extra support for SOS time in an afternoon. (Pre/Post Teaching Time).
By using pupil premium we are able to ensure that pupils reach their potential and meet their targets. Additionally, we also use the funding to develop cultural capital in all our pupils to ensure those who are disadvantaged do not miss out - this is used by funding of trips and residentials or the participation in after school clubs.
The social and emotional needs of our pupils are met by using a proportion of Pupil Premium funding for provision such as Nurture, Art and Play Therapy, Forest Schools and ELSA. The pupil premium also allows us to fund two Family Resource Workers, who provide parents and families with support at home and into school, attendance monitoring and support and Early Help advice and signposting.
To find out more about Newbold Church School spending of Pupil Premium funding, please reference the documents listed below.
Our work in school around the allocation of the Pupil Premium grant follows the following research and government guidance:
Newbold Church School 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:
Tier 1:
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.
Tier 2:
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
Tier 3:
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.
Further Information:
Our Pupil Premium Leader in school is Mrs Kerry Marsh (Headteacher), who is also our named member of staff for Looked after Children (LAC) and Previously Looked after Children (PLAC)
She can be contacted, via the school office, on 01246 232370 or, alternatively, by email at headteacher@newbold-pri.derbyshire.sch.uk
.
Our nominated Pupil Premium governor and governor responsible for overseeing the Looked After Children in school is Mrs S Barden.. He can be contacted via the school office 01246 232370, or info@newbold-pri.derbyshire.sch.uk
Catch up Premium Grant - The government announced funding to support children and young people to catch up lost time after school closure. This is especially important for the most vulnerable and disadvantaged backgrounds. School allocations will be calculated on a per pupil basis. Schools should use this funding for specific activities to support their pupils to catch up for lost teaching.
While schools can use their funding in a way that suits their cohort and circumstances, they are expected to use this funding for specific activities which will help pupils catch up on missed education.
Please click here to view the Pupil Premium Strategy Statement for 2023 - 2024
Please click here to view the school's Pupil Premium Policy
High expectations for behaviour and attendance
We consistently implement our policy for behaviour. Our ‘behaviour grid outlines easy to follow expectations for our pupils, ensuring that it is easy to understand for all ages how to conduct themselves at school.
Nurture, play and Art Therapy, alongside ELSA and Time to Talk, are used to support children in developing strategies in managing their emotions and behaviours and develop their self regulation.
Clear and fair rewards and sanctions system. Children are rewarded for their good behaviour, efforts, successes and attitudes using a range of systems to praise.
Other praise and reward systems include lunchtime tokens, awarded for good behaviour during lunchtimes, star readers, entry into the gold book, gold / VIP awards, awarded for consistently high standards of behaviour and effort during the school term to selected individuals and
extra play court playtime is awarded to classes who have the least 'late' marks.
Sanction system is clear and effective. Children will receive a ‘fair warning’ if they are not demonstrating appropriate behaviours, after which a reflection time is given. We work in partnership with families to support children to make better choices with their behaviour. We have high expectations for behaviour therefore we do not see reflection times.
Family Support Workers and Attendance Lead work to monitor attendance daily. Any children absent from school are contacted on the morning of their absence to ascertain the reason for their absence. Persistence absences are addressed by the Family Support Worker. Any ‘dips’ in attendance are closely monitored and families are offered support when needed.
If any families are having difficulties bringing their children to school, the school supports them in getting the children into school.
Quality First Teaching for All
We place a strong emphasis on ‘Quality First Teaching’, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. The intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their
disadvantaged peers.
Early identification and intervention used to highlight children who require additional support. Teachers take responsibility for those who need additional support and work in co-ordination with other staff members to best meet their needs in class.
Quality of Teaching and Learning is monitored closely by Subject Leaders, members of the Senior Leadership Team and the Headteacher to ensure that all teaching in our school is good or better.
Regular learning walks, drop ins, peer observation and coaching and work scrutiny is used to ensure consistency across the school.
DDAT, our Academy Trust, works in partnership with us on a regular basis to carry out monitoring. This is to support the school’s judgements on the quality of education and consistency across the school.
The School’s Board of Governors also works as a critical friend to challenge the school on its practices. Link Governors meet with subject leaders to greater understand how the curriculum is delivered in school. They monitor the School Improvement plan and conduct their own learning walks to observe good practise and ensure consistency across the school.
The School Improvement Plan (SIP) is written annually by the Senior Leadership, in conjunction with Subject Leaders and the governing body to maintain and strive for the best standards of education for our pupils.
High quality CPD is provided on a regular basis by school staff and external providers, all planned and delivered in conjunction with the SIP and to address the current needs of the school and individuals within the school (e.g. training on specific SEND needs or SEMH difficulties that have arisen).
Meeting Individual Needs
The school curriculum is planned carefully considering the children's interests and learning needs.
Engaging and exciting topics are based around the children's interests, linking to the National Curriculum objectives for each year group. Developmental milestones are also planned for in the school curriculum for children in EYFS and who are working towards individual learning targets.
Knowledge Organisers are used for all subjects across the school to support children in knowing and remembering more. These are carefully planned to display the core content of the National Curriculum for a given subject in a way that will allow children be reminded of key vocabulary and knowledge.
Variety of teaching approaches used to support all learners in making good progress. Learning to Learn approaches as well as other metacognitive strategies, outdoor learning and active learning styles are all employed to meet the variety of learning styles of our pupils.
Adaptations are made in all subjects to address the needs of disadvantaged learners. This can be through additional support given, specialist resources such as large print text, coloured paper, adapted furniture, hardware or equipment. This is to ensure that all learners can access the curriculum.
The school SENDCo does not have class responsibility. SEND children each have a Individual Education Plan (IEP) which is tailored to their specific needs and highlights SMART targets to work towards. This is reviewed regularly in conjunction with the children and their parents.
All disadvantaged children are identified to class teachers so that they can track their progress and target support. Disadvantaged children across the whole school are also identified to subject leaders so that their progress and attainment can be monitored. All information about these children is carefully tracked by the Headteacher and Deputy Head.
Enrichment activities such as school clubs, trips, external visitors and residentials are all planned to provide experiential learning to all pupils. Where there is a monetary cost, these can be subsidised or offered for free to ensure that no child is excluded from any activity
