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Crosby Ravensworth CofE School

Crosby Ravensworth Church of England (Aided) School is a small rural school for boys and girls aged 3 to 11.  Whether your child is starting at Crosby Ravensworth School, or you are cultivating your partnership with us, we are very pleased to welcome you to our school.

We are committed to enabling our children and staff to reach their full potential in all areas of education. Our excellent resources are used to provide a stimulating environment and the highest possible levels of quality staffing.

We promote a love of learning within a safe and happy school, in which every person is encouraged to flourish and grow into a confident individual who shows care and respect for themselves, members of the school and the local community. We ensure that our Christian values of courage, compassion and community are built into the life and work of the school, whilst respecting alternative beliefs.

Who to contact

Contact Name
Duncan Priestley
Contact Position
01931 715265 
Crosby Ravensworth CofE Primary School

Where to go

Crosby Ravensworth CofE Primary School
Crosby Ravensworth
CA10 3JJ

Local Offer


Crosby Ravensworth School is an inclusive school with a strong commitment to meeting the needs of all our pupils.  All staff members work together to ensure that lessons include a range of tasks and ways of working, and extra-curricular activities are accessible to all pupils. We also provide a range of additional support for pupils who have been identified as having a specific need.

Contact Name
Ms Heather Lowthian (SENCo)
Contact Telephone
01931 715265
Contact Email
SEN Information
Local Offer Age Bands
Primary (5-10 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?

The school makes on-going assessments in relation to the National Curriculum for each pupil.  Any concerns are discussed with the headteacher and the SENCO.

Concerns may be raised by parnets or carers, who should enter into discussion at the first instance with the class teacher.  

How will early years setting/school/college staff support my child/young person?

With expert support and guidance, taking advantage of our low adult to pupil ratios.

How will the curriculum be matched to my child's/young person's needs?

Only qualified teachers are used to teach children.

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?

Two parent evening consultations run each year, followed by an end of year report.  Verbal feedback is available on a daily basis.

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

Qualified teachers and teacher assistants will use their experience and expertise.

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

Strong links with the county's educational psychologist exist.  The school also works closely with other local schools.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The school's SENCO has the appropriate qualifications.

How will my child/young person be included in activities outside this classroom including school trips?

We aim to include all our pupils on trips and outside activities.  In the event of a pupil requiring extra support for a specific need, the school provides this.  Where appropriate, a parent or carer may join an excursion to offer extra support if desired.

How accessible is the setting/school/college enviroment?

No stairs, wide entrances and fire exit points.  

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?

Regular transition meetings and educative days at feeder schools throughout the school year.  The Year 6 teacher meets with the head of Year 7 to discuss the individual needs of each child transiting.

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

Low adult to pupil numbers in school allow the children to benefit from extra time with their teacher and their teaching assistant.  Children with IEPs are given extra one to one support in school, having their plans evaluated and re-set each term.

How is the decision made about what type and how much support my child/young person will receive?

Regular review meetings are held between teaching staff, the SENCO and headteacher to identify groups of pupils in need of support. Such meetings may be initiated in the first instance by anyone with an interest in the child's welfare

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

Parents and carers are invited to review the pupil IEPs alongside the class teacher and SENCO each term.  

Last updated: 01/11/2021
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