Maryport Infant School & Nursery
Maryport Infant School is situated in the coastal town of Maryport in West Cumbria. We have approximately 113 children on roll ranging in age from two to seven. Our school is a happy place where we believe in working together to learn and achieve. Our children are encouraged to achieve their best, and we aim to develop in children the necessary characteristics of self-confidence, imagination, respect for others and the ability to be a positive member of the school community.
We believe that each child will succeed through experiencing a quality curriculum, which involves all the learning experiences offered to pupils throughout their school life. This includes the taught lessons during the day, home activities, a range of extra-curricular opportunities, outdoor experiences and educational visits. Through our curriculum we aim to provide the required skills and knowledge together with the personal qualities needed for success in a rapidly changing world.
We have excellent support from parents and governors, and have a talented and dedicated team of teaching and support staff working together to provide the best for all our children.
Who to contact
Where to go
- Maryport Infant School & Nursery
Maryport Infant School
- CA15 6JN
The aim of our school is to provide a broad and well-balanced curriculum for all the children in our care. Using the National Curriculum as our starting point we plan to meet the specific needs of each child, setting appropriate learning challenges, and responding to the diverse needs of the children.
Please click on the links below which will take you to detailed information on the school website.
- Contact Name
- Mrs Christina Beddoe
- Contact Telephone
- 01900 812074
- Contact Email
- Local Offer Age Bands
Primary (5-10 years)
Early Years (0-4 years)
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?
Through regular assessments and pupil performance reviews, any children that may have special educational needs are identified by the teaching staff and headteacher. If a parent/guardian believes that their child has special educational needs, or has any concerns about their child’s progress, then they can tell the classteacher or headteacher, who will, through discussion with the parents and observation and assessment of the child, identify next steps for that child.
- How will early years setting/school/college staff support my child/young person?
If your child has special educational needs then their class teacher will be the main member of staff to plan their education programme. The teacher will be responsible for assessing your child and planning next steps. They will report the progress your child is making to the headteacher in pupil performance reviews every term. The teacher, as well as teaching assistants may work with your child.
There is a Special Educational Needs Coordinator (SENCo) in the school and their role is to have an overview of all Education And Healthcare plans and to ensure these are regularly reviewed as well as holding annual reviews with parents and other agencies.
Governors receive a report from the SENCo so that they are informed of progress of pupils with a special educational need or disability.
- How will the curriculum be matched to my child's/young person's needs?
We believe very much in a personalised curriculum at Maryport Infants School and work is set so that all children can achieve and make progress. This was recognised in our most recent Ofsted report; “Pupils and their families highly value the exceptionally personalised attention that the very caring staff provide at this school”.
During the foundation stage, children have free access to both the nursery setting and the Reception classroom. Children are taught according to ability, not age and for this reason spend two years with the same teacher, in a vertically grouped class during their time in key stage one. They are taught in phases during phonics lessons and if children need extra practice or support they may be given time in small group interventions or one to one work with a teacher or HLTA
- 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?
We operate an open door policy at Maryport Infants School, and the headteacher is available most mornings. Parents are encouraged to take their child into class each morning too, and there they will be able to access their child’s work in an informal way.
However, we realise that this may not be enough, so if a parent wants to discuss their child’s progress with the classteacher they can make an appointment to see the teacher after school at any time during the school year.
At any time we can show parents the latest assessments for their child – we can show parents their child’s progress in reading, writing, maths etc. At parent interviews, which are held each term, we share with parents targets for their child and help support parents with ideas on home activities to help their child achieve these targets.
We operate a system for parents to share information about their child in both key stages. In the foundation stage, this is called “Focus child” and in Key Stage One it is called “Champion Child”. This gives families a way of sharing with the school achievements outside of school as well as sharing what their child enjoys about school and what they may find challenging.
We try to offer some parent training events throughout the year, and these are usually focused on phonics, kidsafe and early reading. However if parents were interested in further training the school would be happy to look into this.
- What support will there be for my child's/young person's overall well being?
Maryport Infants School has a proud record of very personalised pastoral care, where highly skilled staff treat every child according to that child’s individual needs. We have a full time learning mentor and two full time HLTAs, as well as a dedicated team of support staff. Interventions such as Terrific Tigers, our nurture group, ensure that pastoral and social support is available and all members of staff are trained in first aid. All staff members attend training regarding any specific special educational needs or disabilities as they arise, The school also has a fully equipped sensory room which can be used by the community as well as the school staff and pupils.
Our recent Ofsted report judged behaviour and safety in the school to be outstanding. Exclusions are rare, (we have not excluded a child in the last eight years), and the learning mentor addresses any attendance and behaviour concerns in conjunction with the headteacher.
Pupils can contribute their views in class or during assemblies, and pupils with SEND will have a named worker with whom they can share their opinions and ideas.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
The school has good relationships with a range of agencies and calls on professionals from these agencies to help deliver specialist care. These agencies include speech therapists, occupational health, social care, school nurse and health visitors.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All staff are proactive in their approach to training regarding children with SEND. For example, all teaching assistants have completed training on ASD, and use the knowledge and skills from this training to ensure we have an inclusive ethos for all children with communication difficulties.
- How will my child/young person be included in activities outside this classroom including school trips?
As far as is possible we try to ensure that all activities outside the classroom are as inclusive as possible. Sometimes we may ask parents to help.
- How accessible is the setting/school/college enviroment?
The building is wheelchair accessible, except the school canteen, which has to be approached by stairs.
The school has a sensory room, including disabled toilet which can be used by the community.
- 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?
New pupils to the school are invited to come and visit the school, and then a plan for transition is agreed with the parents.
The school has strong links with Maryport Junior School, in fact the two schools share a site, so transition to key stage two is managed over as long a period as is needed. On transition to a new school, our staff will speak to the new school ensuring they have sufficient information to meet the child’s needs.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The school has a budget for SEND and this is reviewed termly and resources allocated where needed. Most resources are staffing.
- How is the decision made about what type and how much support my child/young person will receive?
We endeavour to ensure that all decisions about a child’s level of support and what that support entails is made jointly with parents, teaching and support staff, the child if possible and the headteacher. Ultimately the headteacher will make the final decision.
The headteacher will monitor the progress of each pupil and with parents; teachers and teaching assistants review the impact of support in terms of how much progress the child is making.
- How are parents involved in the setting/school/college? How can I be involved?
We welcome parents into school. We have a fundraising group - Friends of Maryport Infant School and we welcome parents who would like to come and hear readers.