SEN Information Report

Welcome to Bluecoat Trent Academy’s SEN Information Report for learners with Special Educational Needs and Disabilities (SEND). All governing bodies of academy schools have a legal duty under the revised Code of Practice (2014) to publish information on their website about the implementation of their policy for students with SEND.

Bluecoat Trent Academy recognises and celebrates the individuality and diversity of our students. We are an academy sponsor led secondary school, committed to working together with all members of our school community. There are no restrictions on entry. Every student has an entitlement to a broad, balanced, relevant and differentiated curriculum. The academy is committed to giving all students every opportunity to achieve the highest standards. We have an inclusive ethos with high expectations where everyone can achieve their full potential.  We seek to engender a sense of belonging to the academy and to boost self esteem, self confidence and motivation.

Our information has been seen and discussed with students, parents/carers, governors and members of staff. The provision that we describe below is consistent with recommended good practice within the LA’s Local Offer.  We would welcome your feedback and future involvement in its review, so please do contact us.

Bluecoat Trent Academy is proud of its diversity. It places great emphasis on its unique and varied community of learners. Everyone, regardless of faith, ability, ethnicity or background is valued and nurtured.

The Academy in part of the Archway Learning Trust. The Trust has a local and national reputation for its work with young people with SEND. Inclusion for all and of all is central to what we are about. Our Special Educational Needs and Disabilities Coordinator (SENDCo) was appointed in advance of the Academy opening in order to facilitate informed transition arrangements for those students with additional needs.

Our aim is for all students to achieve their full academic and social potential. Through the Academy’s Inclusion Policy, we actively seek to identify and remove barriers to learning and achieve inclusion within our school community. The Academy has a close relationship with the Local Authority and this collaborative partnership will develop our inclusive ethos further.

Liaison with parents/carers, Primary Schools and supporting agencies is key to support our ethos of effective Inclusion. It is also essential in order to establish a robust picture of individual and school wide need. Indicative information gathering suggests that the most prevalent needs in the Academy are Communication and Interaction and Social, Emotional and Mental Health.

Findings from initial transition work show the Academy has higher than average numbers of SEND students with diagnosis’ of ASD and ADHD when compared to the national rate for all state funded secondary schools and a higher proportion of students with SEND compared to national averages. 

We are proud of the work that all staff do to support the learning of students with a broad range of SEND. We cater for all students with needs such as:

  • Learning difficulties that stem from cognition and learning needs
  • Communication and interaction difficulties
  • Sensory and physical difficulties
  • Social, emotional and mental health needs

The Academy continues to develop its expertise in supporting students with complex SEND.

Bluecoat Trent Academy is committed to early identification of students with special educational needs. The SENDCo has been appointed a term before the school opens to ensure that students who may have special educational needs are identified and assessed so their learning needs are more fully understood. Transition work has begun with Primary schools, parents/carers, students and the Local Authority. The Academy works closely with its feeder Primary schools to ensure that any information about student’s Special Educational Needs is known in advance of their arrival in Year 7. A member of staff from the Trust’s transition team will visit each feeder school to gather information about children. This knowledge is used to build a full and detailed profile of the new Year 7. Staff from the Learning Support team will visit students with a Education Health and Care Plan in their Primary school to explore the support they will need when they transfer to the Academy.

A range of evidence is collected in Autumn through an analysis of reading tests, CAT tests, PASS and specialist diagnostic screeners. Students are given target grades in all subject areas which are shared with parents/carers through the Academy reporting system. As well as target grades students also receive Attitude To Learning grades (ATL) which reflect a student’s behaviour and disposition in class. If a student’s data suggests that they are not making expected progress the SENDCo and Learning Support team will work with a range of staff within school to decide if additional and/or different provision is necessary.

A robust system of sharing key information with subject teachers includes the production of a one page Student Profile. This document gives a summary of identified need and strategies that could be deployed to support successful access to the curriculum and is compiled in collaboration with parents/carers and Primary school staff.  This document drives and supports the Trusts philosophy of Quality First Teaching for all. 

If a parent/carer is concerned about a child’s progress this should be raised with the subject teacher, Year Leader and/or the SENDCo. At Bluecoat Trent Academy key staff will meet to discuss student’s needs in regular meetings around subjects, pastoral concerns or Learning Support team. Teachers and other members of staff can refer students to the Learning Support team if they have concerns about a student’s learning, behaviour or well-being and if there is a need for extra help and support will be discussed and a support plan put in place.

Discussions with parents/carers will take place at parents’ evenings and through appointments arranged at convenient times during or at the end of the school day. Staff ensure that assessment of educational needs directly involves the student, their family and their teachers.

Staff will work closely together to ensure they have a broad understanding of the difficulties students with SEND face. A co-ordinated programme of staff development ensures that all staff have the opportunity to be well equipped to support the needs of our SEND students. During the INSET in September profiles of all students with additional needs will be shared with staff. They will also receive training on Zones of Regulation; a programme of emotion coaching used to support students with ASD across the Primary schools in the City. 

In the spirit of the SEND Code of Practice we expect high quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND. Additional intervention and support cannot compensate for a lack of good Quality First Teaching.

If a student needs additional/different provision to support their learning we will consider all possible options of intervention before a referral is made for a statutory assessment. We will make referrals for statutory assessments in consultation with parents/carers and outside agencies that support the Academy.

How the Academy evaluates the effectiveness of its provision for SEND students:

The Academy is committed to continually improving and developing our provision for students with Special Educational Needs.

The Learning Support team will evaluate its effectiveness through an annual faculty review led by a member of the senior leadership team at the Academy. The review will then feed closely into the faculty’s self-evaluation form and annual improvement plan, which will ensure that the faculty builds on the effectiveness of its provision. A robust system of provision mapping will support this process.

The Learning Support Team will also closely track attainment data of students on the Inclusive Education Register to ensure that additional to/different from provision is impacting across the curriculum. In addition for students with SEND we will regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We will evaluate this progress against age related and national expectations.

Analysis of SEND student performance data will include:

  • Are students performing on target with their learning
  • Progress and attainment
  • % achieving end of key stage targets, or making at least expected progress towards these targets
  • Reading tests, CAT tests, screeners etc.
  • Attitude towards learning grades
  • Number of exclusions
  • Attendance
  • Specific focus on students with an EHCP/higher level needs support
  • Lesson observations and climate walks involving SEND students or with a SEND focus
  • Feedback from teachers, support staff, parents and students
  • Evidence of impact of SEND training for SEND staff

Furthermore, regular observations will be under-taken of Academy lessons to ensure that high quality teaching is in place and that the provision provided is leading to student progress and achievement. Observations will be also under-taken by the SENDCo and members of the management team to ensure that any in-class support provided by Teaching Assistants is helping students to engage and make progress with their learning.

The Academy’s arrangements for assessing and reviewing the progress of students with SEND:

Students’ progress will be regularly monitored through analysis of each subject’s assessment data. Students’ attainments are tracked using the whole Academy tracking system (Go4Schools) and those  and is regularly updated when appropriate, for failing to make expected levels of progress are identified. These students are then discussed in termly progress meetings that are undertaken in local teaching and learning meetings with senior staff and discussed with the SENDCo and Learning Support team. Curriculum leaders present information on the progress of SEND students within their faculties at termly review meetings with the SENDCo. 

Any interventions run by the Learning Support team in which students are involved will be closely tracked and monitored to ensure their effectiveness.

If students are not making expected progress, the Learning Support team will explore how to better support the student. Students will be observed in lessons and the SENDCo/Learning Support Team will work with teachers to ensure that the learning is appropriate and effectively supports the student’s needs. 

The SENDCo may carry out additional assessments if concerns are raised regarding student progress.  The SENDCo may also refer students to specialist teachers or Educational Psychologists for more in-depth assessments.

We follow the graduated approach process in terms of assess, plan, do and review process.

An Education, Health and Care Plan – EHCP (previously known as a Statement of SEN) is the final stage of the Graduated Approach. This is issued by the LA after a period of consultation and assessment for those students identified as having the most complex difficulties and now covers children/young people from 0 -25 years. The EHCP is a legal document which describes the student’s needs and the desired outcomes. The provision the Academy needs to make for a student with an EHCP is likely to be highly individualised. A review of the EHCP must be held at least annually with the student, parents and other relevant professionals. It should be person-centred and always take account of the student’s views and what is needed to ensure a good transition to the next phase and beyond into adulthood. The Academy will follow the procedures adopted by the trust to report back to the relevant local authority. 

The Academy’s approach to teaching students with SEND:

An inclusive approach to teaching and learning is promoted across the Academy. Staff at the Academy will access regular high quality training on a weekly basis focusing on different aspects of teaching and learning such as differentiation, assessment for learning, data analysis, as well as sharing good practice for meeting the needs of all learners.

We believe that every teacher is a teacher of students with SEND. Subject staff will implement appropriate personalisation to meet student need in lessons through high quality teaching. Quality teaching, differentiated for individual students, is the first step in responding to students with additional needs. Subject teachers are responsible and accountable for the progress and development of students in their class, including where students access support from Teaching Assistants and specialist support.

The SENDCo will ensure that all staff have the relevant information regarding SEND students, including practical classroom strategies. This information is presented in the form of an accurate and up-to-date SEN register which includes information regarding each students SEN status, need and types of support offered. Individual Education Plans (IEPs) support this information detailing background information, potential barriers to learning and classroom strategies to support a student’s learning. This information is stored centrallyexample after a review meeting. SEN guidance and advice forms are available to all staff within the academy to provide support and strategies for the most prevalent special educational needs.

How the Academy adapts the curriculum and learning environment for students with SEND:

All students have access to a broad and balanced curriculum. Students with SEND are included in lessons and the wider aspects of school life. A small number of students may be withdrawn from lessons for interventions. These interventions are focused on specific skills and are time limited.

Every teacher is required to adapt the curriculum to ensure access to learning for every student within their class. The Teacher Standards 2011 detail the expectations on all teachers and we at Bluecoat Trent Academy will ensure staff have high aspirations for all students and strive to continually improve their practice to facilitate the best possible outcomes for our students.

Access to the curriculum is achieved through high quality teaching, differentiation, additional resources and in-class support.  

In Year 7 a small nurture group will be in place for a number of students who need additional support with the transition from KS2 to KS3. The curriculum in nurture aims to develop both student’s academic progress with a specific focus on literacy skills and emotional well-being in order for them to achieve their potential. This will be a blended curriculum where students can access core mainstream lessons and the nurture group.

As much as possible students will have full access to the National Curriculum, though at times small group teaching, one to one sessions or alternative provision might be provided if this better suits the learning needs of the student.

In order to have a curriculum that meets the needs of all students Bluecoat Trent Academy will have:

  • The nurture group 
  • Literacy intervention programmes targeting reading stanines and comprehension skills
  • Additional literacy/English lessons for identified students in Years 7 and 8
  • Additional in-class support for some identified pupils 
  • Small group withdrawal for specific academic intervention groups as required (Literacy, Numeracy, ICT interventions for students working at Level 2 or below)
  • Social and emotional support groups if and when necessary
  • Mentoring
  • Positive reward systems
  • Specific subject interventions targeted around achievement and progress
  • Specific Literacy Difficulty clinics for students diagnosed with dyslexia
  • Language sessions for visually/hearing students to reinforce work covered in lessons with communication assistants or Teachers of the Deaf/Teacher of the Visually Impaired.
  • Alternative curriculum sessions for Years 7 and 8 students with complex and long term needs including SALT sessions, Life Skills, SRE, swimming, Social stories etc.

Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning which has been identified. This support is described on a provision map, which monitors and tracks the interventions and actions that we undertake in the Academy to support learners with SEND. This map is modified regularly and changes as our learners and their needs change.

Accessibility around the Academy:

A programme of adaptions to the building will happen before September 2021. Those students who need access to an accessible toilet will be taught on the ground floor. A risk assessment will be carried out for any student with physical disabilities and further adaptions will be made according to need. Where appropriate students will have personal emergency evacuation plans (PEEP). The following facilities are available for students and their parents/carers with physical difficulties:

  • Disabled parking bays
  • Easy access to buildings
  • Accessible toilets on the lower ground floor of the school building
  • Contrast edging and dual height rails on stairs and steps
  • Evac chairs and emergency procedures for designated students
  • Accessible break areas
  • Accessible dining areas
  • A private room for administration of medication in the Learning Support faculty and main school areas

Additional support for learning that is available to students with SEND:

At Bluecoat Trent Academy students with Special Educational Needs and Disabilities will be provided with help and support according to their level of need. The SENDCo will regularly review the equipment and facilities needed to ensure students are able to access all aspects of the curriculum.

The Academy responds to the needs of the student, whether this is described in an EHC plan or as a result of diagnostic testing carried out by school.

Information is gathered from Primary schools, teachers, parents and the student. Provision maps are created at the beginning of the academic year but are revised if concerns are raised and provision is adjusted accordingly.

The Learning Support team has a range of resources which it uses to support students with special educational needs. Resources are allocated to students in relation to their specific needs.

As part of the Academy budget we will receive ‘notional SEN funding’ from the DfE. This funding will be used to ensure that the quality of teaching is good in the Academy and that there are sufficient resources to deploy additional and different teaching for students requiring SEND support. The amount of support required for each student to make good progress will be different in each case.

In some specific cases a very high level of resource is required. The funding arrangements require schools to provide additional funds for these students and above that the local authority should provide ‘top up’ funding for the school to ensure adequate resourcing is in place for the individual child to make progress. The school uses a variety of funding streams to purchase specialist equipment where applicable. The Academy submits information and requests to the LA re the needs of students and the specialist interventions they require in order to access this ‘top-up’ funding.

Staff training is reviewed and staff take part in a number of professional development opportunities both in house (using Trust expertise) and externally to develop skills and understanding.

We also work with a number of agencies who provide specialist advice e.g. Speech and Language Therapy, Clinical Psychologists and Paediatricians. 

What provision is available?

Type of need Examples of support How we check it is working
Cognition and Learning:

Where a student learns at a slower pace than others in the class. This may be as a result of issues such as dyslexia, dyspraxia or dyscalculia

  • Quality first teaching
  • Literacy interventions
  • Nurture group
  • Access to specialist equipment
  • Support and advice from external agencies
  • In-class support
Monitoring and assessment on graduated response cycle

On-going data collection i.e. attendance figures for SEN cohort

Parent/child voices

External agency involvement

SEND climate walks

Additional diagnostic testing

School data collection points (CAFs)

Review of SEND targets and outcomes

Comparing school SEND outcomes to national comparisons

Communication and Interaction:

where a student has difficulty communicating with others possibly as a result of ADHD or Autism

  • Social stories
  • Key worker support
  • Support and advice from external agencies e.g. SALT
  • Social skills interventions
  • Regular contact with home
  • Briefing sessions
Social, Emotional and Mental Health:

The student displays challenging and disruptive behaviour or has emotional needs such as anxiety or low mood.

  • Support from Student Support specialist staff
  • Routes to Inclusion strategies
  • Pastoral support from Head of Year
  • External support from outside agencies
Sensory and/or Physical Needs:

The student has a disability which makes accessing the curriculum challenging such as Visual or Hearing Impairment.

  • Fully accessible site
  • Specialist equipment and staff training
  • Risk assessment and personal evacuation plans
  • Support from specialist outside agencies e.g. physio or ToD

How will my child be included in activities of the school including Academy trips?

The Academy is committed to inclusion for all students and this extends to curriculum trips, extra-curricular activities and residential experiences.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. If it were deemed unsafe for a student to take part in an activity, either additional resources will be provided or alternative activities which will cover the same curriculum experience will be provided in school.

A range of extra-curricular activities are offered during the school day and students with SEND are encouraged to take part according to their individual interests. A range of Learning Support Team enrichment clubs run at lunch time and after school to provide additional experiences for SEND students.

Students with SEND who may find break or lunch times difficult have access to the Learning Support base and staff are always on hand to support them.

A breakfast club is provided, by invite, to support students struggling with the early routine of secondary school life.

Students with SEND will be offered the opportunity to access a daily Homework Support session at the end of the school day

Support that is offered to ensure the well-being of students with SEND:

Students with a high level of SEND are assigned a key worker who works with them regularly to ensure academic progress and emotional well-being.

The school’s Pastoral and well-being team also provides support for students in school and liaises closely with the Learning Support Team.

The Learning Support Team will run a number of small groups for individuals including the Homework Support club. These groups will develop as the schools grows. The provision for students with medical needs is documented in the school’s IER. This provides a central record for all staff so that they can organise and implement provision, liaise with home and health agencies. 

Student opinion is very important and is heard through a variety of forms including the Student Council, SENDCo student voice activities and the creation of student individual support plans.

Wellbeing is supported through the following:

  • each teacher has a knowledge and understanding of students in their care
  • student’s medical needs are addressed in accordance with the statutory guidance on supporting pupils in schools with medical conditions, and medicines are administered in line with the Academy’s Medication policy
  • students who have specific medical needs will have a Health Care Plan
  • signposting to external agencies to support the wellbeing of the child
  • in-school interventions which may include access to a counsellor or outreach worker from the CAMHS team
  • self-esteem groups
  • social skills groups
  • lunch time support
  • behaviour support strategies including in-class support or support from Student Services

Mr. R. Back – Director of Additional Needs
0115 9142753 Ext. 3031

Ms. C. Cox – SENCO

To be appointed – SEN Governor

An initial and on –going programme of training is being drawn up to ensure that all teachers and support staff have appropriate skills and knowledge to support provision for students with SEND.

Expertise will be sought from external support agencies such as Speech and Language Therapy, Teachers of the Visually impaired, Teachers of the Hearing Impaired, Police, National Autistic Society, the Behaviour Support Team, Travel training,  LA Autism Team and Educational Psychologist. This will initially be prioritised by the emerging needs of those students transferring to our Academy.

Our SENDCo actively engages in a range of opportunities to share best practice and keep abreast of current local and national initiatives and policy to support students with SEND. Teaching staff will be supported to seek guidance from the SENDCo and Learning Support team as required.

The Academy will seek advice and guidance from local special schools and other relevant agencies to help school staff meet the needs of every child to review, evaluate and develop provision for students who have the most complex needs.

We have staff with specialized expertise, qualifications and experience including:

Ms. C. Cox – the SENCo at the Bluecoat Trent Academy is a qualified secondary teacher with a background in supporting SEN students for over 30 years. She completed her SENCo National Award for SENCo PG Cert from the Nottingham Trent University in 2014.

Mr. R. Back – the Trust SENCo is a qualified secondary teacher. He has been involved in SEN teaching for 30 years and was the SENCO at Bluecoat Aspley Academy for 18 years. He has a Master of Education in Special Educational needs.

There are recruitment processes planned for the summer term for Level 1 and 2 Teaching Assistants.

A set team will be trained annually in de-escalation and positive intervention techniques.

We use our professional judgement to ensure that the funding is distributed to have the greatest impact on our students with SEND. We will regularly review this and draw on expertise across the Trust to ensure maximum effectiveness and efficiency. We will strive to ensure equity, transparency and clarity amongst all settings within the Academy and ensure this clarity allows all staff to understand the allocation of resources and to assist in their decision making process.

The majority of SEND funding is planned to be spent on additional support staff. Most of this funding will come from the central Academy budget and Local Authority ‘top up’ funding for students with high level needs. Specialist equipment and resources will be considered on an annual basis and appropriate funding requests are submitted to the Academy. Additional resources can be requested or bid for from external agencies but these resources are finite and dependent on specific criteria.

  • Information about students with SEND is transferred from primary schools. The Academy gathers information from all feeder primary schools through school visits by relevant pastoral staff and more detailed information either by attendance at Year 6 Annual Reviews or by visits by the SENDCo to the schools in the summer term. Any student identified as SEND Support or with an EHCP is referred to the SENDCo and is added to the Inclusive Education Register for Year 7. Students in Year 6 who accepted a place at Bluecoat Trent Academy for Year 7 are invited to 2 intake days in July. These days give a taste of secondary school life, involve experience of lessons, information about how the Academy runs and provides an opportunity for students to meet their new classmates. Parents/carers are invited to an ‘Intake Evening’ at the end of the two days, to learn about the activities their children have undertaken, to meet key staff and to receive information about the organisation of the Academy.
  • The SENDCo will also meet with advisory staff or specialist teachers to ensure that provision is put into place to ensure a smooth transition at any stage that a student with SEND transfers to Bluecoat Trent Academy.
  • Additional meetings will support students and parents in making positive curriculum options in Year 8 for transition from Key stage 3 to 4 as well as Years 10, 11 and 12 when students and their families are making decisions about Post 16 and 18 education and training. This will includes visits to open days and further education fairs. There is the potential for students to access an alternative curriculum ‘Foundation Pathway’ located at Bluecoat Aspley Academy. 
  • Additional efforts will be directed at Year 10 Work Experience for SEND students with all students having a real and challenging work experience placement with support as and when needed.
  • All SEND students with complex needs will receive 1:1 careers advice to help them plan possible routes for training or education.

We have a positive approach to behaviour management with a clear Behaviour for Learning policy that will be followed by all staff and students. Every lesson, every student has the opportunity to receive a positive point from the teacher. Points are recorded on the Academy database and monitored by pastoral leaders. This enables the tem to identify students who may be falling behind their peers, to investigate and to address the reasons for this.

There are consequences for poor behaviour, which are outlined in the Academy Behaviour Policy. As well as losing rewards, students can receive sanctions such as detentions, isolation from class or fixed term exclusions.

However, if a student is falling significantly behind their peers, and their behaviour is affecting their learning or the learning of others, then additional support may be provided.

The Year Leader monitors students attendance, liaises with the local authority education welfare officer; helps parents/carers manage their child’s attendance at school and can support with outside agencies coming into school.

The education welfare officer helps parents/carers manage their child’s attendance at school; overseas legal action against parents/carers whose children do not attend school; helps liaise with outside agencies that can support families in more difficult situations.

The Student Support team works with students when their learning is affected by their behaviour, providing emotional support, signposting to sources of guidance and advice, liaising with external agencies, overseeing action plans, arranging alternative provision.

The Student Support team work with students whose behaviour is affecting the learning of other students, to help them develop skills for understanding and managing their emotions, social and mental health for supporting learning at school.

Figures for exclusion of young people within the Archway Learning Trust are significantly below national averages and it is seen very much as a last resort. Students are supported back into school by staff following any period of exclusion. For students with SEND senior staff will liaise carefully with pastoral staff and the SENDCo and will make a decision with regard to any SEND the student may have. A decision to exclude a student with SEND is always taken very carefully indeed and will be the last resort after alternatives have been tried and failed.

The SENDCo will maintain links with the LA support service, the Educational Psychology Service and other special agencies such as CAMHS, Speech and Language Therapy and NHS practitioners. The pastoral team would be the normal point of contact with Educational Welfare and Social Care. Liaison within the Academy will ensure appropriate personnel are informed of matters that affect them.

IT is important that students with special educational needs receive the additional support they require to achieve their full potential in tests and public exams.

SEND students may be eligible for additional support in exams such as extra time, the use of reader pens or word processor or support from a member of staff as a reader or scribe.

We aim to embed these additional requirements as the student’s normal way of working for Year 7 onwards so that by the time formal exam access testing is required in Year 10 there is evidence available to support the relevant application.

The SENDCo and her team will support students at key transition points in a student’s time at school.

Identified students are invited to additional sessions at the Academy which could cover a range of themes which students or families have identified as concerns.

By KS4 the SENDCo will have liaised with Futures and other specialist external agencies to ensure a smooth transition. Staff will support students at transition to Post 16 and can accompany them on initial visits and liaise with staff at new institutions. 

The Learning Support Team will also provide support on a range of skills to support adulthood and independence including road safety, travel training, healthy eating, personal care and developing appropriate relationships.

Please read the academy’s Admission policy for further information on the arrangements we have for admission to the Academy.

As an Academy we believe that the Special Educational Needs of students are best met when there is effective collaboration and communications between Academy, other agencies, families and students. We aim to foster good working relations with all of these groups especially parents.

At Bluecoat Trent Academy we endeavour to communicate positively with parents by:

  • Using parental knowledge – you are the ones who know your children best!
  • Recognising the personal and emotional investment of parents
  • Ensuring parents understand the procedures and feel supported with these
  • Respecting differing perspectives and seeking constructive ways of reconciling different view points
  • Respecting the differing needs parents themselves may have
  • Recognising the need for flexibility in the timing and structure of meetings

The Academy will always seek parental permission before making a referral to other agencies for support for their child. Where parents do not wish to have their details passed on to third parties their wishes will be respected.

This SEND information report declares our annual offer to all learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. For this reason we would ask you to please engage with our annual process to “assess, plan, do and review” so that, working in partnership, your child is supported to achieve the best possible academic outcomes and a happy and successful future.

We have an open door policy and you can ask for an appointment to speak with your child’s Year Leader, class teachers, the SENDCo or more senior member of staff at a mutually convenient time.

Please refer to the Academy general complaints procedure. The normal arrangements for the treatment of complaints at Bluecoat Trent Academy are used for complaints about provision for special educational needs.

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENDCo or designated Senior Leader. They can then look into your concern and give you a response, making clear any action or monitoring of a situation that may be necessary. At this stage, misunderstandings can usually be settled. Everyone benefits from the speedy resolution of a difficulty and from suggestions for improvement.

If no satisfactory solution can be agreed a more senior member of staff will be able to offer advice on formal procedures for complaint if necessary. This process is outlined in the Academy’s Complaints Procedures document.

Parents/carers can request support from a parental support service. The complaint will be considered by the Principal and Governing Body.

If the complaint is not resolved through the normal school processes, then a disagreement resolution can be contacted.

There are some circumstances, usually for children who have a statement or EHCP, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the Academy.

Ask Us Nottinghamshire (formerly Parent Partnership) – guidance and impartial information, advice and support

nasen – National Association for Special Educational Needs

Department for Education

Information on Nottingham City LA’s Local Offer

Information on Nottinghamshire’s LA Local Offer

Contact Us

Bluecoat Trent Academy
Aspley Lane

Tel: 0115 900 7245

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Bluecoat Trent Academy