Lanercost C of E School
Lanercost C of E Primary School is a small rural school which currently has 70 pupils on role and 14 part time nursery children. We will encourage each individual to achieve their fullest potential by providing a stimulating, happy and caring learning environment supported by a strong Christian ethos. In order to achieve our aims as a school, we work closely with parents/carers, pupils, the local community, and church regularly seeking their views on our provision. These views inform our longer term strategic planning as well as our annual action plans.
To help us achieve our vision we will:-
- Community is at the heart of the school ethos and underpins all that we do. We seek to build positive partnerships and mutual respect within our school; families; the Church and wider community.
- We will provide a safe and nurturing environment underpinned by our Christian and British values in which all children feel valued, are cared for and develop positive relationships with others.
- All children are given opportunities to develop their understanding of Christianity as a contribution to their knowledge of the world and their own experience within it and make informed choices about how they wish to live their lives.
- We will provide a creative and stimulating curriculum which promotes a lifelong love of learning and enables all children to be successful and to fulfill their potential.
- Through the promotion of the four British values, we aim to help children become empathetic members of society who are tolerant to the needs and views of all.
- We will empower children to take responsibility for their impact on the world. We will promote healthy lifestyle choices, emotional well-being and resilience to adapt to life’s challenges.
Who to contact
Where to go
- Lanercost CofE Primary School
Lanercost CE Primary
- CA8 2HL
Lanercost C of E School is primarily a Victorian building with recent classroom additions to the structure. Although there is a ramp to the main entrance the building does have steps within the internal structure. We have no hall but are able to transport the children to Richard Rose Morton to use their facilities in the Spring term, we also us William Howard School's gymnasium.
- Table of costs
Table of costs Amount Cost Type £3.50 Before School
- The breakfast club runs Monday to Friday from 7.45 am - 8.35 am
Concerns may be raised by parents/carers, external agencies, teachers or the pupil’s previous school, regarding a pupil’s level of progress or inclusion.
If parents have concerns about any aspect of their child’s progress then teachers are available to talk to at either at the beginning or the end of the day. They may also speak to the Head Teacher (Mrs Clarricoats) who is also the SEND officer. We will listen to any concerns that you have.
- Contact Name
- Alison Clarricoats
- Contact Telephone
- 016977 2702
- Contact Email
Click here to access our Local Offer 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?
Prior to starting school we work closely with feeder nurseries and child minders to identify children with additional needs. For children transferring from another school, we contact that school to gain any relevant information.
Also, we know when pupils need help if:
- Concerns are raised by parents/carers, teachers or the child.
- Limited progress is being made.
- There is a change in the pupil’s behaviour or progress.
- How will early years setting/school/college staff support my child/young person?
- Each pupil’s education programme will be planned by the class teacher, with the support of the head teacher/Special Educational Needs coordinator. It will be differentiated to suit the pupil’s individual needs. It will be recorded on an Individual Education Plan [IEP]. Progress and support is reviewed at least every term and the next steps in learning and support planned for.
- Additional help may be provided within or separate to the class; in a small group or on a one to one basis. These interventions will be recorded on the school’s provision map (this is a record of the interventions, timings, cost and impact of the intervention).
- Occasionally, a pupil may need more expert support from an outside agency such as a speech and language therapist, educational psychologist etc. This will be fully discussed with you and with your consent, a referral will be made. After assessment from the outside agency, the school and parents/carers are given advice to best support and meet the needs of the child.
- The Governors of Lanercost CE Primary School are responsible for entrusting a named person, Mrs Clarricoats, to monitor Safeguarding and Child protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central Record. The Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the Department of Education [DfE].
- How will the curriculum be matched to my child's/young person's needs?
· Pupils with special needs have their work differentiated in a variety of ways by the class teacher. This makes it easier to access the curriculum.
· Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
· Children with special needs have an Individual Education Plan (IEP) with targets and strategies set according to their area of need. These are monitored by the class teacher weekly and reviewed with the head teacher/SENCO at least three times per year. Parents are involved with reviewing IEPs termly and a copy given to them.
· Specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips or easy to use scissors if appropriate.
· The teacher may employ additional teaching strategies e.g. for children who easily fatigue or have difficulty concentrating.
- 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?
· You can speak to your child’s teacher.
· You will be involved with the termly review of the IEP to discuss progress.
· You can also discuss your child’s progress at Parents’ Evenings.
· All children have a yearly report written by their class teacher.
When appropriate, other arrangements can be made e.g. a home/school book
· The class teacher can suggest or show you ways to support your child. You are very welcome to ask about these. These can be further discussed and reviewed with the IEP each term.
· Mrs. Clarricoats may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s emotional/behaviour needs.
When an outside agency is involved, they are able to discuss your child’s needs with you and to give suggestions for support and activities that can be used at home
- What support will there be for my child's/young person's overall well being?
· The school offers pastoral support for pupils who are encountering emotional/behaviour difficulties. This can include nurture groups and social groups as well as some individual support when appropriate.
· If a pupil has a medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff involved with the pupil.
· Staff have training from the relevant nurse depending on the needs of children in school e.g. for Epipen and asthma.
· Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine Consent Form is in place to ensure the safety of both child and staff member.
· All staff have basic paediatric first aid training.
· We work hard to maintain high pupil attendance and promote positive behaviour management strategies throughout the school.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We have a range of experience and expertise amongst our school staff, including those trained in:
Reading Intervention, Read Write Inc,
Maths Recovery, Numbers Counts
Restorative Practice, and behaviour management
Safeguarding: Levels 1, 2 3 and Safer Recruitment.
Emergency First Aid and Paediatric first aid
Food Hygiene level 1 and 2
At times, we consult with outside agencies to receive more specialised expertise. These may include: an educational psychologist, speech and language therapist, specialist advisory teaching service [eg for autistic spectrum condition, early years, hearing impaired, visually impaired etc.], occupational therapist, physiotherapist, school nurse, Barnardo’s Sure Start Centre at Longtown, Child & Adolescent Mental Health Service [CAMHS], East Cumbria Family Support etc.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Different members of staff have received training related to SEND. Three members of staff have been trained to deliver Maths Recovery programmes. Two members of staff are trained to deliver Reading Intervention. The head teacher and class 1 and 2 teachers are trained in Read Write Inc., Numeracy Recovery and Restorative Practices. All staff follow the Restorative Practice ethos to managing behavioural issues should they arise. Staff have also had training sessions by medical staff on the correct use and administration of medicines for asthma and Epipen use.
- How will my child/young person be included in activities outside this classroom including school trips?
Activities and school trips are available to all;
· Risk assessments are carried out and procedures put in place to enable all children to participate.
· H However, if it is deemed that an intensive level of 1:1 support is required, a parent or carer may be asked to accompany their child during the activity.
- How accessible is the setting/school/college enviroment?
We are happy to discuss individual access requirements. Facilities we have at present include:
- Ramps and railings into school to make the buildings accessible, however there are steps within the building which can make wheel chair access difficult.
- A disabled toilet.
- Doors in the building wide enough to allow for wheelchairs.
- 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 want to make the pupil’s transition as smooth as possible;
- We work with our feeder nurseries and secondary schools to ensure a smooth transition for all children.
· Mrs. Clarricoats liaises with the SENCOs from secondary schools to pass on information regarding SEN pupils. For pupils with an SEN statement or Education Health Care Plan [EHCP], secondary SENCOs are invited to the child’s Annual Review meeting in Year 5 as well as IEP review meetings the term before transfer.
- Transition plans are developed for individual children who require them, be it for changing class or changing school. These often include making a Transition Booklet so the child becomes familiar with new staff and routines.
- Discussions take place between the previous or receiving schools prior to the pupil joining/leaving.
- Records are transferred from this school promptly.
- Secondary school staff visit pupils prior to them joining their new school.
- Additional visits to the child’s new school are arranged if appropriate e.g. WHS Nurture Group
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The Provision Map allows the SEN budget to be monitored for most effective use.
- How is the decision made about what type and how much support my child/young person will receive?
These decisions are made in consultation with the class and head teacher. Decisions are based upon teacher assessment, termly tracking of pupil progress and any assessments by outside agencies. If further concerns arise during a pupil’s school life due to the pupil’s lack of progress or well-being, then other interventions will be arranged.
- How are parents involved in the setting/school/college? How can I be involved?
We encourage all parents to contribute to their child’s education. This can be through:
- Discussion with the class teacher both informally and during Parents’ Evening.
- Discussion with Mrs Clarricoats or other professionals.
- Reviewing the IEP with the class teacher.