Newbury Academy Trust Trinity School
Trinity School is the lead school in the Newbury Academy Trust based in the north of Newbury. It is a smaller than the average sized Secondary school. We sponsor two local primary schools - Fir Tree School and Speenhamland School
Currently, Trinity School benefits from housing two specialist Local Authority Units: one for students with a statement for Dyslexia and the other for those statemented with an Autism Spectrum Disorder. Students are placed in these units by the Local Authority through a separate assessment process.
The Trust’s ethos is to make a substantial difference to the lives of young people through the education we provide. To achieve our mission we expect all our young people to:
have high expectations in all they do
respond positively to challenges
develop a love of learning that remains a lifelong legacy
take increasing responsibility for their own learning
show respect for each other and their environment.
Putting student achievement at the heart of all we do for all students ensures we develop confident, successful young people well prepared for their next steps in life.
Who to contact
Where to go
- Trinity School
- RG14 2DU
Time / Date Details
- Time of day
- SEN Provision Type
- Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
- Local Offer Age Bands
12 to 14
15 to 16
16 to 18
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
We work closely with local primary schools during transition to ensure we receive relevant and accurate information regarding young people with special education needs. We also monitor students’ performance and investigate further where students perform below expected levels or whereby concerns have been raised by teachers and parents. We also liaise with external agencies, for instance where a young person has a health diagnose through a paediatrician.
Identification of pupils in Year 7 – pupils are selected for any combination of the following:
Pupils with reading ages below 9 years (accuracy and/or comprehension)
Pupils at level 3 or below (identifies through teacher assessment) in English or mathematics, at the end of KS2.
Vulnerable pupils as identified by their special educational needs who will benefit from intensive teaching and support in SEN to facilitate a successful transition into Year 7.
If a pupil is demonstrating significant cause for concern, a request from the Headteacher will be made to the LA for a multi-professional assessment.
- 1.2: What should I do if I think my child has SEND?
If you have a concern you should contact your child’s tutor, Head of House or the SENCO to express your concerns. We would then develop an agreed action plan to support your child. We aim to build positive and collaborative relationships between home and school.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
If you have a concern you should contact your child’s tutor, Head of House or SENCO to express your concerns. We would then develop an agreed action plan to support your child.
We aim to build positive and collaborative relationships between home and school.
If your child is identified as having SEND they are monitored by the SENCO and discussed regularly at Student Progress Meetings (SPMs). The SENCO oversees their education programme in conjunction with the relevant Head of House.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
Students with SEND have a SAP which is monitored and reviewed throughout the academic year. Parents receive a copy of their child’s SAP. There are 3 reporting cycles for every year group where parents receive, a short data report, a longer progress report and a full report. There is also at least one parents' evening per year per year group. For day to day contact the form tutor is the main point of contact.
- 2.3: How will the school balance my child's need for support with developing their independence?
Students are encouraged to develop independence whilst being provided with appropriate support. Students who are supported by teaching assistants, work with a variety of teaching assistants to avoid them becoming too reliant. Students are set targets on the SAP which are reviewed regularly.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
Children with special educational needs are set in appropriate classes. In line with school policies all teachers provide activities to challenge the needs of all learners. Class teachers track and monitor learning to ensure progress is being made and make use of the SAP, to help inform planning, delivery and assessment processes. Some students with special educational needs may require specialist intervention or alternative schemes of work in liaison with Heads of Faculty and LA professionals.
- 2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
All staff will use student SAPs to inform their planning and to provide relevant resources and materials to stimulate and support their learning. Assessment for learning in lessons is used to measure students’ learning. Class teachers will communicate with the Head of Faculty, parents and SENCO to discuss further strategies to support students. Training for staff is available through the SENCO to help support their teaching of students with special educational needs.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
In classrooms we employ teaching assistants and HLTAs to support young people with SEND. We also have a full time Family Support worker who works 1:1 with students or organises group sessions depending on the students’ needs. We also have 3 trained Emotional Literacy Support Assistants (ELSAs) who have received specific additional training to work with young people in school to help them understand and regulate their own emotions whilst respecting the feelings of others around them.
- 2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / Title Intervention Type Trinity School offers a wide and ranging programme of interventions which have specific assessment criteria. We tailor the intervention that we offer children with SEND to appropriately support their needs. Students may have three Intervention lessons on their timetable each week, if their needs indicate wide-ranging difficulties in literacy and/ or numeracy. These lessons are staffed by three members of staff, so that teaching can target small groups (usually of four students) with specific focuses, using precision teaching methods. Students' progress is measured using Standardised tests. The progress target for these groups is for the students to double their rate of progress. Small group Trinity School offers a wide and ranging programme of interventions which have specific assessment criteria. We tailor the intervention that we offer children with SEND to appropriately support their need. Handwriting – Small group Reading for confidence- Small group Successmaker – spelling – Individual computer programme Kewala Touch typing – Individual computer programme Literacy support - 1:1 Spelling – Small group Numeracy support – small group Speech and Language sessions 1: 1 ELSA work with small groups or individuals Small group
- 2.8: What resources and equipment does the school provide for children with SEND?
Trinity School is an inclusive school. We use support and advice from external professionals such as the Sensory Consortium and Special Needs Support Team to identify and source relevant support, finance, resources and equipment for our students.
- 2.9: What special arrangements can be made for my child when taking examinations?
Students with special educational needs as well as other students who have been identified by class teachers and the SENCO are assessed for access arrangements for examinations in Year 9. The assessor completes the assessment and depending on the outcomes appropriate arrangements are put in place. The SENCO will inform all class teachers, parents and students what access arrangements will be in place for them. Access arrangements are applied to all class tests and formal assessments to ensure that it is the student’s normal way of working. Access arrangements will be specific to individual students, based on the assessment criteria thresholds but could include as an example, receiving additional time or having a reader or scribe.
2. Support for children with special educational needs
- 3.1: How will the school monitor my child's progress and how will I be involved in this?
Reviewing a students’ progress will be done in consultation with parents and students. Progress of all students including those with special educational needs will be monitored through the following ways:
Performance is monitored by teachers as part of on-going observation and assessment
Progress is measured against objectives set in the class
Performance is measured against the level descriptions within the National Curriculum
Standardised screening and/or assessment tools are used
End of year assessments.
Parents will receive regular school reports in line with the whole school reporting system providing them with information about their child’s progress. Opportunities to discuss students’ progress are available through parents’ evenings and review meetings with the SENCO, class teacher, tutor or Head of House.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
Parents of a student with a Statement of Educational Need or EHCP will be involved in an Annual Review to discuss their child’s progress. Part of this process will be to set 'desired outcomes' for the year ahead. You will be involved in target setting as it might be appropriate to set a target for the home as well as school.
If your child has an SAP, then appropriate 'desired outcome' targets will be set. These targets will be discussed between school, home and the student to make sure that they are appropriate.
- 3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
Parents are welcome any time to make an appointment to meet with either the class teacher or SENCO to discuss how their child is getting on. We can offer advice and practical ways that parents can help their child at home.
- 3.4: What arrangements does the school have for regular home to school contact?
Students have a school organiser which is checked regularly so that comments from parents and teachers can be shared and responded to when needed. We also use email and parents can contact individual members of staff or the SENCO directly to discuss their child’s progress.
- 3.5: How can I help support my child's learning?
The involvement of parents is encouraged at every step of a student’s education.
We aim to work in close partnership with parents/carers in all aspects of identification, assessment and provision for children with Special Educational Needs. Parents are invited to meet with class teachers at parents evening to discuss how they can support their child’s learning.
- 3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
We work with external agencies and advisors who can offer further support and help for parents. We pass on information to parents and discuss any relevant outcomes. The Educational Psychologist will meet with parents regularly if necessary to discuss reports.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
Children who have SAPs discuss and set their targets with the SENCO. Students who have a statement of special educational needs or an EHCP will have the opportunity to share their views in preparation for their annual review.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
All students including those with SEND study for accredited courses.
- 3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the Student Voice Body which has an open forum for any issues or viewpoints to be raised. We also ask parents and students for their views in end of year questionnaires.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
Our SENCO oversees all support and progress of any child requiring additional support across the school along with the relevant tutor and Head of House who is responsible for students’ pastoral care. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts. We also have an Inclusion unit that is available for more vulnerable students and is managed by a HLTA. Students can access the Inclusion unit through referral by the SENCO, Head of House or Pastoral Deputy Headteacher.
- 4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
We have high expectation of all students. Excellent effort, work, attendance and behaviour are expected and students are rewarded for their efforts. Students are rewarded for their good work and effort and contribution to school life through our rewards system. This revolves around competition and the House system and encourages self-esteem and builds self-confidence. In support of all this the school also uses a number of sanctions to address behaviour which falls below our high standards. We make no apology for demanding the highest standards in work and behaviour and punishing students where they fail to meet expectations. We work closely with parents and encourage parental support and involvement in all these matters.
- 4.3: What medical support is available in the school for children with SEND?
We have specific members of staff who are trained in First Aid and all medications are centralised in the medical room, which is overseen by our fully-qualified School Nurse. As a staff we have regular training and updates on conditions and medication affecting individual children, so that all staff are able to manage medical situations.
- 4.4: How does the school manage the administration of medicines?
If medicines or therapy are required the necessary arrangements are made in line with school policy.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
The school nurse provides help with looking after extra clothing provided by home and any special dietary requirements. If we feel that a student needs extra help then it may be necessary to refer to the school nurse. Individual students who may need access to the toilet during lessons will be issued with a toilet pass and all teachers notified. Students with diabetes are allowed to check their blood sugar levels when required throughout the school day.
4. Support for my childs overall well being
- 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
We retain an Educational Psychologist who works across the Newbury Academy Trust. He supports in assessing and monitoring children, updating parents, advising on programmes and resources and offering any training that may be needed. We can receive advice and support from the Behaviour Support Team, CAMHS, Occupational Therapy, Educational Welfare Officer (EWO), Speech and Language services, Family Resource Service, Social Services and the West Berkshire Learning Support Team. The number of students with special educational needs and their personalised needs vary year on year and we access the relevant support from external agencies as necessary.
- 5.2: What should I do if I think my child needs support from one of these services?
Parents can make an appointment to see their GP to raise their concerns. Alternatively they can contact the SENCO to discuss the support for their child. The meeting will determine the next course of action.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
We liaise with the Local Authority to access extra services and support using a referral system. Students and parents, class teachers and TAs will work collaboratively with therapists to implement strategies. We also have a HLTA who works 1:1 with students on programmes that have been discussed with the Speech and Language Therapist.
- 5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
If you think that your child needs to be seen by a Speech and Language therapist, Occupational Therapist or Physiotherapist you can make an appointment to see your GP to raise your concerns. Alternatively you can contact the SENCO to discuss the possible support for your child. The meeting will determine the next course of action.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
We have access to a full time Family Support Worker who is able to signpost families to appropriate support and intervention groups. The Family Support Worker also delivers workshops and sessions. We also use the LA procedures for Referral and Assessment to Social Services and can access Help For Families support.
- 6.1: What SEND training is provided for teachers in your school?
All staff receive safeguarding training. All staff receive annual medical training in Epilepsy, Diabetes and use of Epipens. Other training sessions related to SEND are organised throughout the year as part our the staff CPD programme.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
All teaching assistants receive safeguarding training. All staff receive annual medical training in Epilepsy, Diabetes and use of Epipens. Other training sessions related to SEND are organised throughout the year as part our the staff CPD programme.
- 6.3: Do teachers have any specific qualifications in SEND?
The SENCO holds the National Award for SEN Coordination qualification.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
The HLTAs in charge of Curriculum Support, Inclusion and Speech and Language are trained in many areas relating to the work they do and hold relevant qualifications.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
All students are included in trips and out of school activities. Each trip or activity is analysed and any reasonable adjustments that need to be made are put in place if necessary. The lead teacher will look at the young person’s SAP and decide whether any extra provision needs to be made. For day trips a Teaching Assistant may be assigned to students with a Statement of Educational Need or an EHCP. Risk assessments are carried out by the lead teacher for the trip to ensure safety.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
Dependant on the type of trip and dependant on the young person’s needs the lead teacher may feel that it is necessary to meet with parents in order to ascertain what support is needed and what works well at home. Trinity School holds trip meetings for parents in order to receive specific information and to ask any relevant questions.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
There are lifts that can access certain parts of the school building but there are a number of areas that are only accessible via stairs. There is a ramp in to the school hall. Trinity School can make reasonable adjustments to accommodate a student in a wheelchair or on crutches for a short period of time but would struggle to do so on a more permanent basis due to the nature of the buildings.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
The majority of classrooms are fitted with SMART boards which can change the size font on the screen. Several classrooms have been fitted with 'soundfield' equipment to assist students who are hearing impaired.
- 8.3: Are there accessible changing and toilet facilities?
There is a disabled toilet in the main reception area and the changing facilities in the sports hall are accessible.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
Depending on the needs of the student it may be necessary to carry out a risk assessment of the school. We will either do this ourselves or contact a relevant service such as the Sensory Consortium.
- 8.5: How does the school communicate with parents / carers who have a disability?
School will make regular contact via telephone or e-mail as and when the need arises. It could be the form tutor or the SENCO that makes contact. If the young person is being seen by external agencies such as CAMHS or the hospital then we ask that parents give copies of any reports to school so that any recommendations can be carried out.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
Depending on the parents’ level of English then Trinity School would make contact with parents/carers whose first language is not English in the same way as English speaking parents. In the event that the parents/carers do not speak English then we may use a translator to contact home.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
Year 6 pupils will come to Trinity School for two main transition days. During these days they will get the chance to meet their tutor and the other members of their tutor group as well as experiencing some lessons. If the young person has a diagnosis of Autistic Spectrum Disorder, a statement of Educational Needs/EHCP or is highly anxious then they will attend two additional visits; one ine the morning and one in the afternoont.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
Students tend to stay with the same form tutor from years 7-11 so the tutor will do some preparatory work with their tutor groups regarding transition within school. If the young person has a Statement of Educational Needs or an EHCP, then any worries or concerns about the following year will be discussed at the Annual Review.
- 9.3: How will my child be prepared to move on to his or her next school?
Depending on the circumstances it may be necessary for the young person to attend some additional visits to their new school. Trinity School will aim to accommodate any additional visits that are necessary to achieve a smooth transition.
- 9.4: How will you support a new school to prepare for my child?
The relevant person in school will make contact with the new school in order to share information about the young person. If the young person needs to attend any visits then Trinity will support this.
- 9.5: What information will be provided to my child's new school?
Trinity will provide the school file and any relevant reports.
- 9.6: How will the school prepare my child for the transition to further education or employment?
In year 10 Trinity School offers a BTEC course in Workskills. This course is applicable for certain students identified by their teachers. The course offers a week’s work experience where students get the opportunity to work in a placement and experience the environment. Newbury College offers taster days which students can attend. If a student has a Statement of Educational Needs or an EHCP, someone from Adviza (the careers service) will come to every Annual Review from year 9 onwards to discuss ideas for further education.
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The first point of contact would be the student’s form tutor. It might be necessary to contact the Head of House depending on the nature of the enquiry. If the student uses the Inclusion room then it might be appropriate to contact the Inclusion Manager.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
The Family Support Worker will offer support for parents/carers and families depending on the level of need. She can offer 1:1 parenting support and parenting support groups. She may feel the need to signpost to an external agency if necessary.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Depending on the need or the level of concern a relevant member of staff will make contact with parents to voice their concerns and will make suggestions about support from external agencies. There is no specific arrangement for signposting parents/carers to external agencies.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
At each Parents’ Evening governors are present to take feedback from parents. Parents should discuss any issues first and foremost with the Form tutor/Head of House/Deputy Head/SENCO and, if matters cannot be resolved, they should see the Headteacher. If there is a need to discuss further then they should contact the Chair of governors and follow the Complaints procedure found on the website.
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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