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Roxton CE Academy

Welcome to Roxton CE Academy website. I hope you will find all you need to learn more about our happy village school.

We are a small rural school currently catering for the 3 - 11 age group.  We are situated at the edge of the village of Roxton set between the village church and fields whilst still being within easy reach of the main roads in the area. We are fortunate in having a large playing field with an activity trail as well as two playgrounds and the building itself is all on one level making it fully accessible to all.

As a small school, we are proud of the family atmosphere we create for all the members of our community. We know our children well and are able to tailor our curriculum to the needs of the individual enabling them to make good progress. We believe in providing a creative approach to learning, leading the children on an adventure through the Primary Curriculum.

As a church school we have a strong ethos of inclusion and of living out Christian values. We have close links with the local parish but we are happy to welcome families of all faiths and none.

Who to contact

Contact Name
Mrs Jessica Creed
Contact Position

Where to go

Roxton C E Academy
School Lane
MK44 3DR
Get directions

Other Details

Age Bands
11-14 years old
0-4 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

All children are closely tracked from their initial baseline assessment on entry to the school, enabling early identification and intervention. Information will be gathered seeking the views of parents and child, as well as from teachers and assessment

If you have concerns about your child‟s progress, SEND provision or well-being, please speak to your child‟s teacher or Mrs Hearn (SENDCo) in the first instance. If there continues to be cause for complaint parents should speak to Mrs Alison Barden the Headteacher and then a member of the DSAMAT.

If your child is identified as not making progress, their class teacher will set up a meeting to discuss this with you in more detail and to:

  • Listen to any concerns you may have 
  • Plan any additional support your child may need
  • Discuss with you any referrals to outside professionals to support your child 
  • If as a parent/carer you would feel it beneficial for yourself and your child a home/school book can be created to help monitor your child‟s progress and well being
How will early years setting/school/college staff support my child/young person?

Class teacher input, via excellent targeted classroom teaching (Quality First Teaching). Every teacher is required to adapt the curriculum to ensure access to learning for all pupils in their class. For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class
  • That all teaching is built on what your child already knows, can do and can understand
  • That different ways of teaching are in place, so that your child is fully involved in learning in class. This may involve things like using more practical learning
  • That the teacher creates a positive working environment in the classroom, where pupils can increase in confidence and mind set. Pupils are encouraged to develop a positive attitude to their learning.
  • Systems are in place, that allow for the early identification of barriers to learning and participation
  • Providing specific strategies (which may be suggested by the SENDCo) are in place to supportyour child to learn.
  • Your child‟s teacher will have carefully checked on your child‟s progress and will have decidedthat your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress
  • The whole school system for monitoring progress includes regular pupil progress meetings.

If a pupil is identified as having SEND, we will provide provision that is „additional to or different from‟ anormal differentiated curriculum. The type of support is dependent on the individual learning needs,and is intended to enable access to learning and overcome the identified barrier to learning.

When providing support that is „additional to‟ or „different from‟ we engage in a four stage process:

Assess, Plan, Do and Review.

This additional support, „intervention‟, will be targeted to meet the child‟s needs, and will target the area of difficulty. Support may be provided in class or in another area of school, on a 1:1 basis or as part of a small group of learners with similar needs. These „interventions‟ may be run by a teacher or teaching assistant. The support provided, and its impact in class, will be monitored closely and discussed regularly.

Specific group work intervention may be:

  • Run in the classroom or a group room
  • Run by a teacher or a teaching assistant (TA)
  • Specialist groups directed by outside agencies, e.g. Speech and Language therapy. 
How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Your child‟s progress will be continually monitored by his/her class teacher. His/her progress will be reviewed formally with the Headteacher and SENDCo every half term in reading, writing and numeracy. Roxton uses an ICT assessment tool, SPTO, to help monitor and track progress.

At the end of each key stage (i.e. at the end of Year 2), all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally.

Where necessary, children will have a Support Plan based on what their teacher perceives as their area of need or based on targets set by outside agencies. Progress against these targets will be reviewed regularly and this process will contribute towards a new plan.

The progress of children with a statement of SEN/EHC Plan will be formally reviewed at an annual review with all adults involved with the child‟s education

Regular book scrutinises and lesson observations will be carried out by the Headteacher and the Senior Teacher to ensure that the needs of all children are met and that the quality of teaching and learning is high.

What support will there be for my child's/young person's overall well being?

The social and emotional wellbeing of our pupils is a priority and we have worked to develop and maintain a strong community ethos.

We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative.

All classes follow a structured PSHE (Personal, Social, Health and Economic Education) curriculum to support this development. If necessary, specific plans are put in place to support a child's wellbeing and in these cases parents are consulted. If your child still needs extra support, with your permission, the school will access further support through completion of an Early Help Assessment Review.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

For some learners we may want to seek advice from specialist teams, with the parents or carers consent. For example, you may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child‟s particular needs better and be able to support them more effectively in school. The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support

This may be from:

· Local Authority services, such as the Behaviour Support Team or Sensory Service (for students with a hearing or visual need)

· Outside agencies such as the Education Psychology Service

How accessible is the setting/school/college enviroment?

The school has easy access with double doors that open electronically. There is a disabled toilet.

We ensure that where ever possible that equipment is accessible to all children regardless of their needs. After-school provision is accessible to all children; including those with SEN and extra-curricular activities are accessible for children. However, the safety and well-being of all pupils at the school is our upmost concern and therefore on occasions a situation may arise where the school has to reevaluate how this provision may be best accessed in line with the pupil‟s individual needs.

As a school we highly value the benefit of education outside of the classroom and believe that all children should have the opportunity to participate in these experiences. Prior to any trips, staff carry out a risk/benefit assessment, which considers the needs of children with SEND. Where necessary, we meet with parents to discuss any additional support that may be required

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We recognise that transitions can be difficult for a child with SEN, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

  • The SENDCo will visit pre-schools with the Foundation Stage Leader when appropriate
  • Your child will be able to visit our school and stay for a taster session, if this is appropriate

If your child is moving to another school:

  •  We will contact the school SENDCo and ensure they know about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENDCo. 6
  • ·We will make sure that all records about your child are passed on as soon as possible

When moving classes in school:

 · Information will be passed on to the new class teacher in advance and in all cases a planning meeting will take place with the new teacher. Support plans will be shared with the new teacher.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school budget includes money for supporting children with SEND. The Headteacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the DSAMAT on the basis of needs in the school.

The Headteacher and the SEND Co discuss all the information they have about SEND in the school, including the children getting extra support already, the children needing extra support and the children who have been identified as not making as much progress as would be expected. From this information, they decide what resources/training and support is needed.

How are parents involved in the setting/school/college? How can I be involved?

The class teacher is regularly available to discuss your child‟s progress and to discuss any concerns you may have.

The SENDCo is available to meet with you to discuss your child‟s progress or any concerns/worries you may have. All information from outside professionals will be discussed with you. Where this is not possible you will be sent a report.

Personal progress targets /support plans will be reviewed, with your involvement, every half term. Homework will be adjusted as needed to your child‟s individual requirements. A home-school contact book may be used to support communication.