St. Cuthbert’s Catholic Primary School.

Local Offer:

St. Cuthbert’s School is committed to the inclusion of all children and meeting the needsof children with special/additional needs.

We have high expectations and aspirations for all of our children and have a highly skilledand motivated staff, who are committed to providing the best education for every child.

Howdoestheschool knowifmychild needsextrahelpandwhat shouldIdoif I thinkmychildmayhavespecialeducationalneeds?
AtSt. Cuthbert’s Catholic PrimarySchoolwemayidentifyachildwithSENDs(SpecialEducationalNeedsandDisabilities)in variousways:-
  • From transitioninformationfrom Nursery, and other early years settings or from other primaryschool(i.e.maybeonSENDsregister, previouslywithanIndividualEducationalPlan(IEP);
  • Bybeingidentifiedthroughassessment andhalf termly pupilprogressmeetingsheldbyteachers;
  • Throughthe childmakinginsufficient progressinendofyearor half termlyassessmentsorperformingbelowexpectedagelevels;
  • As children move through school staff will raise concerns to the Head Teacher andSENCo. Actions can then be put into place to support these children.
  • From informationandliaisonwithanextensivelistofprofessionalsandexternalagenciesincludingeducationalpsychologists,speechandlanguagetherapists, occupationaltherapists,physiotherapists,communitypediatricians,schoolhealthnurseteam, socialcare, CAMHS(ChildandAdolescentMentalHealthServices)andGPs.
  • If parents have any concerns about their child we encourage them to speak to the class teacher, SENCo (Ann-Marie Handford) or the Head Teacher (Paula Holden) as soon as possible.

HowwillSt. Cuthbert’s support mychild?

  • Theclassteacherswillset the highestexpectationsanddeliver qualityfirst teachingto allchildren;togetherwithteachingassistants, theywillplananddeliveranyadditionalsupport,withadvicefromthe SENCo.
  • Weusearangeof specialistteacherstoadviseonprogrammes,supportandresourcesaswellasadviceandsupportfrom organisationssuchasBarnados, NSPCCandtheCommunityPoliceOfficers.
  • An Individual Pupil PlanmaybedrawnupwithclearmeasureableSMARTtargets(Specific,Measurable,Achievable,Realistic,Timescaled)oraplannedinterventionprogrammemaybedelivered(egSpring board MathsorReadingIntervention). Thesewillberegularlycommunicatedandreviewedbyteacherswithparentsandchildren.
  • Children maybeprovidedwith theresourcestheyrequire whicharetailoredspecificallyto theirneeds. Thesemayincludeslopedwritingtables,colouredworksheets and coloured overlays andlargefont texts.
  • Allchildrenareassessedfor theirsuitabilityto sit theSATStests.Strictguidancelaidout byDepartmentforEducation(DfE)isadheredto.Any childwho meetsthecriteriafor additionaltime,ascribe, areader or beingdis-appliedisgiven the correctlevelofsupport. Assessmentisthencarriedoutbytheclassteacher.
  • Theschoolprovision map indicatesarange ofinterventions, resourcesandsupport for childrenwithspecialeducationalneeds from Year 3to Year6.
  • Mrs Handford (Senco) works with both the teacher offering support to staff and teaching assistants.

HowaretheschoolGovernorsinvolved?
  • Governors are involved in the strategic planning and running of the school. They ensure resources are identified and allocated for children with additional needs.
  • Theprogressofidentifiedgroupsofpupilsisastandingagendaitemin Governor meetings.

Howwill thecurriculumbematchedtomychild’s needs?
  • Teaching and learning are differentiated in a variety of ways, by input, by task and by the learning outcome. As children learn in different ways and have different learning styles, we use a variety of teaching styles and methods to ensure the needs of individuals are met.
  • Staff constantly review the children’s individual targets which are shared with both children and parents so they know when and how to support their child at home. This is a two way process and achievements are celebrated.

HowwillIknowhowmychild is doingand how will youhelp metosupport mychild’slearning?
  • We have an open door policy, which means you can speak to your child’s teacher frequently. The headteacher, Miss Holden, will always make time to speak with parents.
  • We also have regular parent’s evenings as well as annual reviews for children with Special Needs. Progress evening takes place termly, which are in addition to parents’ evenings.
  • Continuousassessment helpsteachersknowwhereeachchildisatacademically,measuredagainstNationalExpectationsandhelpsthem identify whatthe next stepsforlearningare.
  • Wedetailedassessment recordstokeep track ofmathsandreadingandwritingprogressforeachchild.
  • Assessmentsarecarriedout halftermly.
  • PupilProgressmeetingsareheldhalf termlywithclassteachersandindiscussionwith the SENCo - thisdetermineswhereextrasupport andinterventionisneeded.
  • Parentsareinformed of anyinterventionsundertaken.
  • Childrenon theSENDsregister may have a support planwhichissharedwithparentsevery termandreviewed;clear targetsaregivenforthechildrenandkey waysinwhich parentscansupport their child.
  • We liaise with relevant agencies to help and support parents. We also signpost to relevant support agencies.

What supportwill therebefor mychild’soverallwell-being?
  • Children’s wellbeing is paramount and all staff in school are aware of the children’s needs
  • Staff aretrained todealwithanymedicalneedsapupil may haveandtrainingiskeptuptodate.
  • Allstaffaregivennecessarytraining for anypupilwith a specificmedicalneed(ieAsthma,Epilepsyetc)
  • Clearindividualhealthcareplansaredrawnupwithparents.
  • Clearinformationonpupilswithmedicalneedsareheldbyeachclassteacherandare available foranystaffworkingwithinthatclass;
  • Theschoolhasa policyregarding theadministrationandmanagingof medicineson theschoolsite.
  • Parentsneedto contact theclassteacher ifmedicationisrecommended by HealthProfessionalstobetakenduringtheschoolday.
  • Schoolhave a clearbehaviourpolicyandananti-bullyingpolicy(availableonour website)wherebyallstaffareexpectedtoberesponsibleforbehaviour;parentsarekeptinformedofanynegativebehaviourat the earlieststage. All staff are committed to providing support for children who exhibit challenges in any of their behaviours. We use positive behaviour management and use a variety of strategies including individual and small group work activities to reinforce this.
  • Riskassessmentsareundertakenbeforeanyeducationalvisitwithcorrect ratioofadultsto children,includingextrasupportif neededwithchildrenwithSENDs.
  • Childrencancontributetheirviewsthroughtheschoolcouncil. Additionallythe viewsofchildrenwithcomplexspecialneedswillbesought throughaquestionnairewhenreviewingsupport plansandforallAnnualReviewsheld forchildrenwithStatementsor EducationalHealthCarePlans(EHCP).
  • We also have a TA who is responsible for pastoral care.

What specialistservicesandexpertiseareavailableator accessed bytheschool?
  • EducationalPsychologists- advicecanbeaccessedthroughreferralprocessbytheschool, withpermissionfromparents;
  • Otheragenciessuchasbehaviourspecialists,socialcare, Barnados,NSPCCand theCommunityPolice.
  • In addition, adviceisgivenfromtheFairfieldCentre,Carlisleafter referralfrom GPs.

What trainingarethestaff receivingorhavecompletedto supportchildrenwith SENDs?
  • All staff have the relevant qualifications to work in school.
  • Staff have received training in Autism, Speech and Language, Paediatric First Aid, SMART moves, Reading intervention, structured reading and spelling, springboard maths, Clicker 6,
  • All staff are entitled to and access Professional Development. This is discussed during appraisal and staff future needs and interests.
  • We regularly have whole school development to ensure everyone receives the same high quality input to meet the needs of the children.
  • We have access to other professionals and agencies who will offer advice and where a referral can be made if needed.

Howaccessibleistheschoolenvironment?
  • Disabledparkingisavailablein theschoolcarpark.
  • The school is accessible to wheelchair users and we have a disabled toilet.

Howwill theschool prepareandsupport mychildtojointheschool ortotransfer to a new school?
When a child is ready to move to the next stage of his/her school career, we hold transition meetings to allow the children to meet their new teachers and for them to become familiar with their new environment.
Teachers from the other schools visit our children in our school environment so the children can share their experiences and our children visit the local secondary school. Children with additional needs have more regular planned visits to the secondary school.
We use lots of information about the new setting in a variety of ways. We use photographs, recordings etc. to make books that can be shared at home during the holidays. We also provide similar support for children who find the transition to another class difficult.
Howaretheschool’sresourcesallocatedandmatchedto children’sspecial educational needs?
  • Theclassteacher alongside the SENCowill discussthechild’sneedsand whatsupport andresources wouldbeappropriate.
  • Differentchildrenwillrequiredifferent levelsofsupport inorder to bridgethegapto achieveageexpectedlevels.

Howisthedecisionmadeaboutwhat typeandhowmuchsupport mychildwill receive?
  • Decisionsaremadeinconsultationbetween theclassteacher, theSENCo, the Senior LeadershipTeamaswellaswithparents.Thesedecisionsarebasedupon half termlytracking ofpupilprogressandassessment.
  • Decisionsmayalsobemadeinconsultationwithotheragencies,whenappropriate, suchasonthe adviceonanEducationalPsychologist.
  • We monitor and evaluate the impact of all resourcing and strategies used, to ensure the best possible outcomes for the children

WhocanI contact for further information?
  • Firstpointofcontactshouldbeyourchild’sclassteacher.
  • YoucouldalsoarrangetomeetMrsHandfordwhoiscurrentlyourSpecialEducationalNeedsCo-ordinator (SENCo) or Miss Holden, the Head Teacher.
  • Lookat our SENDspolicyonourwebsiteas wellastheotherpoliciesreferredto above
  • Contact Parent PartnershipSee SEN page on School Website.
  • Contact IPSEA(IndependentParentalSpecialEducationAdvice). Link on SEN page on School Website.

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