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Chapeltown Academy


Sixth form academy in North Sheffield, providing highly individualised support and care for academic sixth formers

Who to contact

Contact Name
Amanda Southworth
Contact Position
Student Services Manager
0114 2454803
Chapeltown Academy website

Where to go

Chapeltown Academy
Hydra Business Park
Nether Lane
South Yorkshire
S35 9ZX

When is it on?

Time / Date Details
Open Monday-Friday 7.30am- 7pm
Time of day

Inclusion Information

Wheelchair Access
Wheelchair access details
Lift to first floor; wheelchair access to ground floor
Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Gluten free
Additional dietary information
Halal, vegetarian
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Speech, Language & Communication needs
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty
Physical Disability/Mobility Issues
Additional special needs information
We provide tailored support for individual students with SEND, who are very much welcomed in this small and caring sixth form. We have experience of students with dyslexia, Asperger's syndrome, CFS, depression and a range of other needs.
Able to accommodate other cultures/ethnicities
Culture/ethnicities accommodated
Additional culture/ethnicity information
Prayer room

Other Details

Age Range
16 years to
  • Parking
  • Musical Instruments
  • Schools
  • Disabled Facilities
  • Quiet Area
  • Secure setting
  • Catering facilities
  • ICT Facilities
  • Visual aids
  • Meeting Rooms

Local Offer


Chapeltown Academy is a small, new Sixth Form Academy. We provide a range of academic A levels to students with at least 5 Bs at GCSE who are aiming to access leading universities and careers. We have small class sizes, excellent individual support, supportive pastoral care and high quality enrichment activities for all students. We have a close-knit, supportive community where all staff know all students (and often their parents/ carers too) and we treat every student as an individual. Our aim is to help our students become the best versions of themselves possible. Students with SEND are very much encouraged to apply and we will provide them with as much support as possible.

Contact Name
Amanda Southworth
Contact Telephone
0114 2454803
Contact Email
School Website
Local Offer Age Bands
Transitions to Adulthood (16+)
SEN Provision Type

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 

In 2015-2016 we will have around 160 students on roll; this will increase to around 270 the following year. Average class size is around 12.

How does the setting identify learners with SEN? 

The Academy identifies students who are likely to benefit from Special Educational Provision prior to entry or as quickly as possible after their entry to the Academy. We identify students with SEND in a variety of ways:

We will give all applicants opportunities before and at entry and at subsequent points, to declare whether they have a learning need, a disability or a medical condition which will affect their learning. On application, applicants can self-identify as having SEND on the application form and/or at interview. At enrolment, there are further opportunities to declare SEND. Students can make such a declaration at any point during their time at the Academy.  If a student makes a declaration the SENCO will arrange a meeting with the students and their parents / carers to discuss with the student how they will provide support.

Contact with previous school /LA /parents
The Academy may identify other students with SEND through contact with their previous school or with the LA or through parents / carers.

Assessment at the Academy
Some students may not have been identified with SEND before and the Academy may be the first to identify some SEND. For some students, SEND become evident only as they develop. The Academy recognises that some students will be particularly high achievers and as such they may not have been identified as requiring additional support before. Staff at Chapeltown Academy will listen to and address any concerns expressed by students and by their parents/ carers and any concerns which might indicate the need for extra support will be referred to the SENCO, who will arrange to meet with the student and his / her parents / carers to discuss how we can meet the student’s need for assessment.

All our staff are trained during induction in how to run initial diagnostic tests to identify a range of previously undiagnosed SEND. These tests are administered to all students in each subject within the first month of the academic year. They are done in each subject as it is sometimes the case that a student has SEN in relation to one subject but not another. Further assessments made of student progress / behaviour occur throughout the year. Teachers and tutors make regular assessments of progress for all students. These identify students making less than expected progress and can include progress in areas other than academic attainment. For instance, this might be in terms of the students’ participation in CBT or their progress in soft skills. If a member of staff considers that a student may have SEND, then the student will be referred to the SENCO, who will arrange for further investigation and support. While informally gathering evidence (including the views of the student and their parents / carers) the Academy will not delay in putting in place extra teaching or other rigorous interventions designed to secure better progress, where required. The student’s response to such support can help identify their particular needs.

The Academy recognises that some students may require particular support with English as an additional language. Identifying SEN for young people whose first language is not English requires particular care. In such cases, the Academy will look carefully at all aspects of a student’s performance to establish whether lack of progress is due to limitations in their command of English or if it arises from a SEN or disability. Difficulties related solely to limitations in English as an additional language are not SEN. However, we will support students whose first language is not English by the provision of extra English language classes where appropriate.

The Academy recognises that some students may be reluctant to accept diagnosis or support and will at all stages work in discussion with students and, when possible, their parents / carers.Where a student is identified as having SEND and needing SEND support, the Academy will bring together all the relevant information from the school, from the student, from parents / carers, from those working with the student and from any screening test or assessment the Academy has carried out. This information will be discussed with the student at a meeting with the SENCO. The student may be offered support at this meeting and might be accompanied by a parent / carer, advocate or other supporter. This discussion may identify the need for a more specialist assessment from within the Academy or beyond.

Consideration of whether special educational provision is required will start with the desired outcomes, including the expected progress and attainment and the views and wishes of the student and their parents. The Academy will take into account the student’s ambitions. This should then help determine the support that is needed and whether it can be provided by adapting the Academy’s core offer or whether something different or additional is required. The outcomes considered will include those needed to make successful transitions between phases of education and to prepare for adult life.

Is your setting physically accessible to all learners? 

Wheelchair access is provided to all main areas of the Academy. There are lifts between floors and toilets and washing facilities which are wheelchair accessible. All the Academy’s provision is in one building on one safe, self-contained site, with wheelchair access to outdoor facilities. We endeavour to provide an environment suitable for students who need a low sensory environment.

All information can be provided in a variety of formats and fonts so that students with sensory impairments or other SEND such as dyslexia can access all information. Timetables, for example, are provided as text, in visual form on a hard copy and online; tutors will go through each student’s timetable at induction and will take students on a tour of the building on their first day.

We provide a quiet, safe space for all students who need it. In addition, students who would prefer to eat away from the dining hall can eat their lunch in alternative (less crowded) spaces instead.

How does your setting adapt the curriculum for learners with SEND? 

The SENCO is Mrs Amanda Southworth, the Academy’s Student Services Manager. Mrs Southworth takes the Academy’s commitment to students with SEND very seriously and helps to oversee and plan the education programme of students with SEND. The first stage of this planning is a meeting with the student, parents/ carers and teachers to discuss the best way forward for an individual student. All students with SEND have different needs and these are planned for in great detail.

All teachers who teach a student with SEND must indicate on their Scheme of Work how they will differentiate their lessons for that student. The Schemes of Work are checked to make sure that they include appropriate strategies and support for the student concerned. Mrs Southworth will provide support to class teachers in developing strategies, activities and resources which allow each student to make the best progress possible.

Our view is that excellent, differentiated teaching and high expectations and targets for all students are the first approach to all students’ needs. The subject teacher will be responsible for working with the student on a daily basis. Subject teachers will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO will support the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support;

Consideration will be given to the fact that a student with SEND may simply need more time to achieve outcomes which other students might achieve more quickly. For example, the Academy might consider (i) reducing the student’s expected commitment to enrichment activities in Curriculum Bonus Time in order to provide more time to concentrate on academic work; (ii) allowing a student to take two or three subjects rather than three or four; (iii) ensuring that extra time is applied for in examinations and is given during normal classes and mock examinations.

Special educational support at the Academy might also include, for example:

  • assistive technology
  • specialist tuition
  • note-takers or scribes
  • one-to-one and small group learning support.

At times, there will be a need for support beyond that which the Academy can provide internally and in such cases we will work closely with other services to ensure each student gets the 

most appropriate support available. These services might include: Child and Adolescent Mental Health Services (CAMHS), educational psychologists, specialist teachers and support services, supported employment services and therapists. They can be involved by the SENCO at any point for help or advice on the best way to support a student with SEN or a disability. Specialist help will be involved where the student’s needs are not being met by the strong, evidence-based support provided by the Academy.

The Academy may involve specialists at any point to advise them on early identification of SEN and effective support and interventions. The Academy will always involve a specialist where a pupil with SEND continues to make little or no progress over a sustained period or where they continue to work at levels substantially below those expected of pupils of a similar age despite evidence-based SEN support delivered by the Academy. The student and their parents/carers will be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed will be recorded and shared with the parents and teaching staff supporting the student in the same way as other SEN support.

Where assessment indicates that support from specialist services is required, it is important that students receive it as quickly as possible. The Academy will consult the Local Offer to determine what support is available from different services and how it may be accessed.

What training have your staff received to support learners with SEND? 

All staff are given training on supporting students with SEND during the staff training week just prior to the first week of the September term. Training is differentiated; for example, there is a different focus to the training provided for teachers, administrative staff and caretaking staff.

If a student has been identified as having SEND prior to the first day of term, then all staff who teach that student plus any other staff who need to know will be made aware of the student’s needs and how they can best be met.

All supply staff, mentors and other relevant staff will be informed of the needs of any student with SEND who will be under their care, and will receive training and support.

Students’ needs are reviewed regularly in discussion with the student, parents / carers and teachers, and staff receive updates to their training as necessary.

Other support, including the provision of specialist support, will be discussed on a case by case basis with students who apply to the Academy so that we can ensure we have the best training possible to meet their individual needs.

The Academy's SENCO is undertaking the NASENCo. 

How do you communicate with and involve families? 

The Academy considers communication with parents/ carers to be absolutely crucial in securing the best provision possible for our students. As soon as an applicant or student declares that they have SEND or is referred to the SENCO for assessment, the SENCO will write to parents / carers as well as the student to invite them to a meeting. The purpose of the meeting is to determine the best way in which the Academy can support the student. Students and parents/carers will receive minutes of such meetings, along with Special Educational Provision plans which have been agreed.

The Academy has six short terms each year. Students and parents receive progress reviews each term and there are formal parents’ evenings twice a year. Extra time is allocated at formal parents’ evenings to students with SEND in order that the provision for SEND can be properly discussed and reviewed. In addition, students and/ or parents/carers are most welcome to make an appointment with the SENCO at any point during the school year to discuss any concerns, get an update on progress, make suggestions or get help with planning for progression to Higher Education and employment.

If you are a parent / carer wondering whether the Academy is the right place for your son /daughter, please do come and have a discussion with Mrs Southworth, who will be only too happy to elaborate further on the support we can provide.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Targets are set for individual students with SEND on entry to the Academy, in discussion with the students and their parents/ carers. As with all students, these targets include stretching academic targets. Progress towards targets is monitored each week. If a student falls below target on two consecutive pieces of work in one subject, then extra support is provided to ensure the student gets back on track. Termly, the progress made by each student is discussed in meetings between the Head Teacher and each subject teacher. This is another opportunity for staff to plan interventions where a student is not reaching targets.

Students also have targets in terms of the development of ‘soft skills’ – e.g. time management, leadership, organisation, study skills, team-working. Progress towards these targets is recorded in their ‘Soft Skills Passport’ and monitored by their form tutor. Again, where a student’s progress is less than anticipated, support will be offered very quickly. Termly reviews also examine students’ progress in this area and in terms of their participation in CBT.

The Academy has clear Key Performance Indicators (KPI) for achievement, retention, success, attendance, progression, grade profiles and destinations for all students and for different groups of students, including students with SEND. For all groups of students, the KPI data should be within 5% of average KPI data for all students. This is monitored termly. Where a KPI falls outside of 5% tolerance, a Quality Improvement Plan (QIP) addresses the issue and describes clear actions and targets arising from the issue. The Governing Body receives these termly reports and QIPs and may offer suggestions. KPIs for all groups should also be at least in line with national averages, and this is monitored termly. The Academy’s Annual Review has an extensive section detailing our evaluation of the effectiveness of provision and any actions necessary as a result of the evaluation.

As well as the KPIs noted, the Academy seeks the views of all students with SEND and their parents / carers and this further informs our evaluation of provision and our plans for improvement. Students can do this via the termly Student Executive Council meetings. Parents / carers are invited to give feedback termly.

In addition, we will work closely with the Local Authority and other relevant organisations in assessing what more we can do to provide a first rate education for our students with SEND.

What support do you provide for the learners' overall wellbeing? 

All students belong to a small tutor group which meets three times a week. The student’s tutor has overall responsibility for overseeing the social and emotional wellbeing of students in their tutor groups and can make referrals to the SENCO if extra support is needed. The Soft Skills Passport discussed above includes social skills, and the passport is monitored termly. Extra support is provided for any student who feels they need it. Undergraduate and professional mentors for each student provide additional support for the development of the students’ social wellbeing.

The Academy provides on-site access to a qualified and accredited counsellor and can make referrals to other services where further support is needed.

The tutorial programme underpins our provision for students’ social and emotional wellbeing and teaches them a range of skills and resources connected with developing the skills they will need as adults. This includes issues of physical and mental health, coping with stress, relaxation, financial awareness, staying safe and living independently. Disability awareness is taught to all students in sessions on the tutorial programme. Some subjects have further sessions which contribute to students’ awareness of disability – in particular, Psychology, Biology and Philosophy and Ethics.

The Academy provides a very supportive, ‘family’ atmosphere, with highly individualised support and care for all students. We get to know many of our students and their families in Year 11 so that by the time students come to us in Year 12, we have a strong idea of how best to support them. During Year 11, many of our prospective students come on trips and visits and Open Days with us, and this gives them a chance to get to know their peers in advance of Year 12. Many of our students come as ones and twos from a wide spread of schools and so we are very well aware of the need to facilitate friendships and social activities for all students. We recognise that the social aspects of Sixth Form (and, later, University) can cause particular worries to young people and we do our best to mitigate these concerns. Our view is that a wide range of social pursuits are equally valid – spending time in a Library or at a conference is just as good as going to parties! – and we aim to broaden students’ appreciation of the various ways to spend their free time. For example, we run trips to art galleries, plays, concerts and other events – these are well attended and popular and provide very safe environments in which young people can begin to develop their interests outside of school.

We are alert to students who may find it difficult to make friends and we work hard with them and their parents / carers to discuss ways of getting past this. Staff may encourage pair work or small group work to support the development of friendships. We make it clear that we expect high standards of behaviour and concern for others from all of our students and we have very clear anti-bullying policies in place. Chapeltown Academy is a safe, friendly environment where all students are valued and treated with care.

As sixth form students, our students will have some ‘free’ periods each week. Our approach to this time is to give students early in Year 12 very clear guidance for how this time is to be used. For example, a teacher may set a structured piece of work (such as guided reading) which needs to be completed during a particular free period. Students work with tutors in their tutorial period to plan their free periods for the first few terms. As students move towards the end of Year 13, this guidance is gradually withdrawn. Our view is that, by this time, students will have developed good time management, prioritisation and organisational skills through the soft skills programme, and need to develop as independent learners before they move on the University or employment.


What kind of behavioural interventions do you use? 

The Academy has a clear behaviour policy, anti-bullying policy, exclusions policy and code of conduct for students which sets out what we expect from our students. Students who exhibit disruptive behaviour due to SEND, however, will be given extra support in working towards appropriate standards of behaviour. This might include help from the Academy’s Counsellor, referral to Child and Adolescent Mental Health (CAMH), extra support in class and/ or during breaks and free periods and different ways of explaining the reasons why we expect good behaviour. Students and parents’/ carers will be consulted in the drawing up of support plans for such students. Frequent disruptive or withdrawn behaviours do not necessarily mean that a young person has SEND. Where there are concerns, there will be an assessment to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour a multi-agency approach, supported by the use of approaches such as the early help assessment, may be appropriate. Staff will also be alert to other events that can lead to learning difficulties or wider mental health difficulties, such as bullying or bereavement. Such events will not always lead to students having SEN but it can have an impact on well-being and sometimes this can be severe.

Exclusion is, of course, a last resort at the Academy and there are many interventions we will usually put in place before exclusion is considered. Support for students with behavioural issues is thorough and personalised. There will, however, be some cases where we are not equipped to manage frequent, extreme behaviour. For instance, where a student endangers other students or staff, where a student brings drugs to school or where a student’s behaviour presents an ongoing barrier to other students’ learning, then a student is likely to be excluded. Please ask for copies of our policies if you would like further details.

How do you ensure learners with SEND are included in non-classroom based activities? 

The Academy provides a broad programme of enrichment (Curriculum Bonus Time or CBT) for all students and we endeavour to make this as responsive as possible to the needs and interests of current students. This provision includes sports, art, music, Debating, Master Classes and a wide range of other activities. Just as with the formal curriculum, teachers or students with responsibility for CBT activities will be supported in making them as accessible as possible to students with SEND. This will be done in consultation with students with SEND and their parents / carers. Students with SEND (and their parents / carers) are also strongly encouraged to suggest further activities from which they might gain benefit and we will endeavour to incorporate all reasonable! suggestions.

The Academy has an exciting programme of trips planned throughout the academic year. Some of these are residential and others are day trips. In all cases, we will consult with students with SEND and their parents / carers about whether the trip is accessible and, if not, what we can do to ensure that the trip is accessible as far as possible. We will also consult with students with SEND and their parents / carers about their wishes and hopes for trips whilst at the Academy and we very much welcome ideas for interesting trips open to all. All trips are risk assessed and accompanied by a suitable number of members of staff.


Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

After School Clubs and Holiday Clubs

How do you consult with and involve learners in their education? 

Chapeltown Academy has a Student Executive Committee (SEC) composed of three students from each house. The Council meets termly. Each tutor group conducts a session in advance where all students fill in questionnaires about different aspects of the Academy, including provision for students with SEND, and this is collated by and presented by the student rep. The SEC composes a report which is sent to the Head Teacher and Governors. The report is on the agenda of the termly full Governing Body meetings and a reply will be composed by Governors, detailing how the Academy will respond to any issues raised. Andy Wright, the Governor with specific responsibility for overseeing the provision for students with SEND, will have responsibility for this response. The response will be fed back to students via their tutorial groups at the first opportunity.

Students with SEND who need an advocate or scribe or other form of support to help them to contribute their views will be given this support.

In addition, students with SEND will be asked to contribute their views on their own particular support and progress at least once each term (there are six terms in all) during termly reviews. This is in addition to initial meetings where support is planned and agreed upon. Students are entitled to bring a parent / carer, advocate or friend to any meetings at the Academy.

Students with SEND can also make their views known to the SENCO at any point during the academic year.


Do you have an online prospectus? Are there open days for families and learners? 

The Academy has an online prospectus and open days for families and students are planned throughout the year and advertised on the website. Families and students are also very welcome to phone / email Mrs Soutworth and make individual appointments to visit the Academy.


Do you offer outreach to home educating families? 

Home educated children of sixth form age who wish to join in with our Curriculum Bonus Time activities and/or trips are very welcome to make an appointment with the Head Teacher, to discuss this possibility. It may also be possible in some cases for students who are predominantly home educated to take one or more A level subjects with us. Again, interested students / parents / carers should discuss this with the Head Teacher in the first instance. We are not able to act as an examination centre for external candidates.


Does your setting offer any additional services for learners with SEND? 

If you are a student with SEND, or a parent/ carer, and you have ambitions to go to a leading university and the potential to do very well at A level, then we will do our best to provide whatever services we can to ensure that you can fulfil your ambitions. Our job is to remove any barriers that get in the way of students’ ambitions. Our small size and caring ethos means that we can take this job very seriously and our first priority is always to provide excellent education for students who might not otherwise get access to it. You are very welcome indeed at Chapeltown Academy and we will work with you and your parents / carers to make sure that your time with us is happy and successful. We look forward to hearing from you.


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