Skip to main content

Staveley CofE School 

Staveley School is a "large" village school with approximately 113 children on role and aims to provide an education of the highest possible standard. It maintains its feel as a close and happy community yet also looks towards wider issues. Our success as a school is not an accident but the result of the dedicated work of the staff, the enthusiasm of the children, and the support of the Governors and parents. 

Staveley School is a Voluntary Controlled Church of England Primary School serving the rural areas of Staveley, Crook, Kentmere and Ings. The School was moved to its present site in 1840 after being founded in 1755. Children begin school in September at 4 years old, and transfer to Secondary after July at age 11. The original building houses the older pupils, while a more recent building erected some 30 years ago contains our youngest children.

Who to contact

Contact Name
Lisa Strange
Contact Position
Head Teacher
Telephone
01539 821218 
E-mail
head@staveley.cumbria.sch.uk
Website
Staveley CofE School

Where to go

Name
Staveley CofE School
Address
Brow Lane
Staveley
Kendal 
Cumbria
Postcode
LA8 9PH

Local Offer

Description

Within each class, work is provided which is suitable for each child. Class teachers take initial responsibility for any special needs, and then discuss issues with the school's co-ordinator. Expert advice can be requested through the Learning Support Services (LSS). Occasionally the help of the Educational Psychologist, or others with extra expertise is sought, but only following a consultation with parents. Parents may also ask whether their child should be registered as requiring special support.

Contact Name
Hilary Loy
Contact Telephone
01539 821218
Contact Email
senco@staveley.cumbria.sch.uk
Links
Staveley CofE School - Special Educational Needs
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?

When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo.

The teacher will discuss your child’s progress with you at our parents’ evenings when you will be informed of your child’s progress and any additional support being given.

School also has meetings every term between each class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.

If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you. These groups may take place for a short period or over a longer period of time. (However, please note that all children learn regularly in small groups in class (sometimes with learning support assistants) in order to support their progress in learning

If your child is still not making expected progress the school will discuss with you:

  • Any concerns you may have
  • Discuss with you any further interventions or referrals to outside professionals to support your child’s learning

To discuss how we could work together, to support your child at home/school. 

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

Your child will be monitored by the early years team and any extra support or provision will be provided to ensure your child settles in to the school.

 

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

Children will be assessed and monitored to ensure they are making expected progress. If they have a special educational need or disability then they will be placed on an IEP (Individual Education Plan). This ensures that your child has small manageable targets to ensure progress.

 

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 is continually monitored by his/her class teacher.

His/her progress is reviewed formally every term in reading, writing and maths as well as progress in other areas, as appropriate, such as attendance, engagement in learning and behaviour.

At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed, using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. 

Children on SEN support will have an IEP which will be reviewed with your involvement, twice a year and the plan for the next term made.

The progress of children with an EHCP is formally reviewed at an Annual Review with all adults involved with the child’s education.

The SENCo will also check that your child is making good progress within any individual learning and in any group that they take part in.

A range of ways will be used to keep you informed, which may include:

  • Home/school contact book
  • Letters/certificates sent home
  • Additional meetings as required
  • Annual Reviews
  • End of term and end of year reports 
What support will there be for my child's/young person's overall well being?

We have intervention groups where children are taken out in small groups to work on a particular difficulty. We have a safeguarding team to discuss any emotional difficulties

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

The early help process gives access to services provided by Cumbria County Council. This may be the Educational Psychologist or occupational health. We also have access to CAHMS, Young Carers and Bernardo's.

 

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

The SENDCo’s job is to support the class teacher in planning for children with SEND.

The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia etc.

Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with a SEND.

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, to support staff in implementing care plans.

Individual training for an identified staff member linked with the needs of a child with special educational needs and/or disabilities or identified through the performance management process.

Specialist training for staff in the designated special provision, including a post graduate qualification for the SENCo. 

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

Wherever possible all children have access to all activities

How accessible is the setting/school/college enviroment?

Most of the school is accessible to children with physical disability.

Class allocations can be adapted to ensure rooms are accessible for children with disabilities.

We ensure that equipment used is accessible to all children regardless of their needs.

The school has staff trained to suit children with a range of needs.

The specialised provisions provide space for the identified needs for children with these difficulties e.g. workstations for children with ASD.

The staff working in the specialised provision are trained in these areas.   

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 ‘moving on’ can be difficult for a child with SEN/and or disabilities and take steps to ensure that any transition is a smooth as possible. 

If your child is moving to another school:

  • We will contact the new school’s SENCo and ensure s/he knows about any special arrangements or support that need to be made for your child.
  • 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. All IEPs will be shared with the new teacher.
  • If your child would be helped by a book to support them understand moving on then it will be made for them. 
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, received from Cumbria, includes money for supporting children with SEND.

The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of the needs of the children currently in the school.

The Head Teacher and the SENCo discuss all the information they have about SEN in the school, including:

  • the  children receiving extra support already
  • the children needing extra support
  • the children who have been identified as not making as much progress as would be expected.
  • And decide what resources/training and support is needed.
  • All resources/training and support are reviewed regularly and changes made as needed.
  • Support may be given in a variety of ways and is sometimes designed to encourage the child to develop the skills of independent learning and build confidence as well as supporting their maximum progress; your child’s individual support will be discussed with you regularly. 
How is the decision made about what type and how much support my child/young person will receive?

The decisions are made depending on the level of need of your child and the available budget or support available.

 

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

When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo.

The teacher will discuss your child’s progress with you at our parents’ evenings when you will be informed of your child’s progress and any additional support being given.

Schools also have meetings every term between each class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected.

If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you. These groups may take place for a short period or over a longer period of time. (However, please note that all children learn regularly in small groups in class (sometimes with learning support assistants) in order to support their progress in learning.

If your child is still not making expected progress the school will discuss with you:

  • Any concerns you may have
  • Discuss with you any further interventions or referrals to outside professionals to support your child’s learning
  • To discuss how we could work together, to support your child at home/school.  
Last updated: 08/11/2019
Back to top