Chapel Street Infants & Nursery School
Chapel Street Infants and Nursery is proud of its heritage and community links since its opening in 1877. Pupils from the local community have attended the school ever since. The general plan of the School is E shaped, with the School hall being central. An extra classroom, PE Store and Offices have been added.
At one end of the playground there is a Playdale log cabin, and at the opposite end is a climbing frame and safety surfacing providing for various games and activities. There is a large artificial grass area in the middle of the playground. A quiet area has been installed at the top end of the playground with seating, games and safety surfacing.
Our Outdoor area is a valuable resource to all year groups. Outdoor play equipment, gardening area, wind turbine (Sustainable energy) fountain, woodland area and seating contribute to and enhance the importance of learning in the outdoors. There are currently 3 Infant classes and provision for up to 52 full and part time Nursery children. We also have a Pre-School for children aged 2.
Who to contact
Where to go
- Chapel Street Infants & Nursery School
- LA15 8RX
- Referral required
- Other notes
We try to keep classes as small as possible so that we can accommodate individual needs. Senior Teaching Assistants work throughout the school. We have two Higher Level Teaching Assistants, one in Nursery and one in Reception/Key Stage One. We currently have one Childcare apprentice working in our Pre-School room.
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. Children with significant additional needs are often identified before starting school, by parents and health care professionals. However, children may be highlighted as having additional needs once they begin nursery or full time school. Special educational needs and provision can be considered in:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical
At Chapel Street Infants and Nursery, we always work in partnership with parents and we have an ‘Open Door’ Policy, as good communication between home and school is important to us. Parents are welcome to discuss any concerns they may have and can make an appointment to meet with any staff at a time suitable to everyone.
Please click on the links below which will take you to detailed information on the school website.
- Contact Name
- Mrs Victoria Fitzgibbons (SENCo)
- Contact Telephone
- 01229 467465
- 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?
Children are monitored regularly during the school year. If your child is identified as not making sufficient progress the school will arrange a meeting to discuss this with you in more detail. School will also listen to any concerns you have and plan any additional support your child may need. This could include setting targets for a Learning Journey or an Individual Education Plan (IEP). School may discuss any referrals to outside professionals and then complete an Early Help Assessment Form with your input. Parents can discuss any concerns they have about their child with the class teacher, SENCO (Special Educational Needs Co-0rdinator) or Headteacher.
- How will early years setting/school/college staff support my child/young person?
Many of the staff at Chapel Street Infants and Nursery School have been trained in specific areas which could support your child’s needs. The SENCO and class teachers will plan appropriate work for each child. A Senior Teaching Assistant will provide extra help for your child and they may work with them individually or within a group. Resources and equipment will be made available to support your child in their learning. The Senior Teaching Assistants receive regular advice from services such as the Speech Therapy Service to ensure each child is working towards specific targets.
- How will the curriculum be matched to my child's/young person's needs?
Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs (differentiated work, appropriate resources). Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary. They may work alongside your child in the classroom or withdraw them to a quiet area. Specific resources and strategies will be used to support your child individually and in groups.
- 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 offer an ‘Open Door’ policy and you are welcome at any time to make an appointment to meet with either the class teacher or SENCO to discuss your child’s progress. In Early Years, parents are updated regularly through Tapestry, parents can also send information back to school to improve the overall picture of the child. In Key Stage One, parents are updated regularly using Tapestry or SeeSaw.
Parents have the opportunity to discuss their child’s progress with the class teacher at Parents Evenings held throughout the year. They also receive a written report at the end of each term. The SENCO and Headteacher are available at these meetings to discuss your child’s progress. School can offer advice and practical ways that you can help your child at home. If your child has an Individual Education Plan the class teacher will discuss the progress towards their targets with you at the end of each term. Specific targets will be written for a new IEP which you will be given to sign. If your child has an Education Health Care Plan there will be regular informal meetings as well as a formal annual review. Your child’s progress and needs will be discussed and a report will be written.
- What support will there be for my child's/young person's overall well being?
We are an inclusive school and try to ensure pupils are able to develop in a caring, fair and understanding environment. The school has a trained SERIS (Social & Emotional Resilience in Schools) worker who regularly works with children either individually or in small groups. This ensures that children who are vulnerable receive the support they need in a caring environment. The school has a policy regarding the administration and management of medicines on the school site. Some children require a School Health Care plan. These plans are written and monitored by school staff. The plan may include the administration of regular medication (Asthma, Diabetes) or advice regarding what to do in the event of an allergic reaction.
Chapel Street Infants and Nursery School has a consistent approach towards behaviour. A variety of reward systems are used in school to reward positive behaviour. If a child’s behaviour is inappropriate or unacceptable a meeting will be arranged with parents and a behaviour plan may need to be written. The school has a Caring Code to ensure everyone in school feels special.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
Many of the staff at Chapel Street Infants and Nursery School have received training to support children with SEND. A Higher Level Teaching Assistant is trained as a SERIS worker and she can give support to vulnerable children. As a school we work closely with external agencies that we feel are relevant to individual children’s needs within our school. These include:
- Health - E-School Nurses, Health Visitors, Paediatricians, Physiotherapists, Occupational Therapists, Speech and Language Therapists.
- Education -Specialist Advisory teachers for Autistic Spectrum Condition and Speech and Language, Educational Psychologists and CAMHS
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The school has a training plan for all staff to improve the teaching and learning of children including those with 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. Specialist teachers can be invited into school to give staff advice about specific programmes which can be used to support children with SEND.
- How will my child/young person be included in activities outside this classroom including school trips?
We aim to make activities accessible to everyone. Appropriate risk assessments are put in place before all activities.
- How accessible is the setting/school/college enviroment?
The school has wheelchair access and a toilet for use by people with disabilities. We ensure that equipment used is accessible to all children regardless of their needs. Extra curricular activities are accessible for children with SEND.
Children with English as an additional language (EAL) can receive support from the Equalities Learning Officer (ELO). The school has resources to support these children and their families.
- 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 transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. All Nursery children receive a Home visit from Early Years staff before they start their education at Chapel Street Infants and Nursery School. Parents have the opportunity to discuss any concerns they have about their child. School may also liaise with Health Visitors and Speech and Language Therapists to ensure information about children is shared in confidence so they can be given appropriate support. If your child is moving to another school we will contact the school SENCO and ensure they know 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 within school information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher and SENCO. All IEPs will be shared with the new teacher. Children with SEND will take part in Transition Group work with the school SERIS worker. They will work on a transition programme and will have extra accompanied visits to their new classroom or school. They will make a photo album with pictures of their new classroom and teacher to take home.
- 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 LA, includes money for supporting children with SEND. The Special Educational Needs and Disabilities budget is used effectively to ensure the children with SEND have the provision they require. The Head Teacher and the SENCO discuss the children who need extra support and the children who have been identified as not making as much progress as would be expected. They then decide which resources, training and support are needed. Support provided by Senior Teaching Assistants is monitored regularly and changes made as needed to ensure SEND children are provided with the most effective support.
- How is the decision made about what type and how much support my child/young person will receive?
The class teacher and SENCO will discuss your child’s needs and decide what support would be appropriate. Any recommendations from external specialists will be taken into account. Parents will also be asked for their views. Different children will require different amounts of support in order to bridge the gap to achieve age expected standards. Children’s progress will be monitored regularly and the level of support will change according to needs.
- How are parents involved in the setting/school/college? How can I be involved?
Parents are involved on a day to day basis with class teachers. We have regular Friends of School Meetings and have lots of opportunities for parents to spend time in school. Parents can help with reading, swimming and other activities in school on a regular basis. DBS is required for those parents regularly helping in school.