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St Martin & St Mary Church of England Primary School

St Martin and St Mary Church of England Primary School is a happy, vibrant place where exciting opportunities and excellent teaching enable children to shine. St Martin and St Mary CE primary School provides a happy and secure environment in which the children are given a broad, deep and relevant curriculum, which is progressive across the years, appropriate to continuity and responsive to the needs of the individual child’s ability and potential.

Our school is located between the busy villages of Windermere and Bowness.  Our building is spacious and well maintained.  There are ample playing fields, a swimming pool and hard play areas within a pleasing landscaped setting. The school has over 400 pupils ranging from pre-school to year 6 and we are fortunate to be part of a community enjoying life in the heart of the Lake District. Exploring and growing together, we celebrate the joy of learning and achieving together.

We are a friendly, welcoming school with a dedicated staff and governing body committed to ensuring that every pupil has the opportunity to achieve their full potential.  We want every child to enjoy school and have a sense of belonging in a safe and secure environment.  We aim to work hard to continually improve to make our school one to be truly proud of.

We value highly the links between school and home and the great contribution parents make to their child's education.  Only with excellent relationships between school and home can we work together towards higher attainment and standards in the education of your child.

Who to contact

Contact Name
Mrs Judith Gore
Contact Position
HEAD 
Telephone
015394 43622 
E-mail
admin@windermere.cumbria.sch.uk
Website
St Martin & St Mary Church of England Primary School

Where to go

Name
St Martin and St Mary CE primary School
Address
Prince's Road
Windermere 
Cumbria
Postcode
LA23 2DD

Local Offer

Description

At St Martin and St Mary CE Primary School we have a dedicated Special Educational Needs Co-ordinator (SENCO), Mrs Kath Savage, who has the responsibility for making sure that children with additional learning needs make progress.

Contact Name
Mrs Kath Savage (SENCo)
Contact Telephone
015394 43622
Contact Email
senco@windermere.cumbria.sch.uk
Links
SEN Information
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?

We know pupils need extra help if:

  • Concerns are raised by parents/carers or the child
  • Concerns are raised by the class teacher
  • There is information from a previous setting or from other services who have worked with the child.

Limited progress is being made  There is a change in the child’s behaviour or progress. 

We regularly observe and assess your child and closely monitor their progress and development. We track pupil progress throughout the school and identify children who are not making expected progress and may require additional support. We aim to identify barriers to learning as early as possible.

If parents have any questions or worries you should talk to your child’s class teacher.

You are also welcome to contact the SEN coordinator or the Headteacher who can be contacted through the school office.

We value the relationship you have with your child and your knowledge of them. 

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

Each child with an identified SEND will have an ILP which will be planned by the class teacher along with the parent, child and SENCO. Targets will be focused on the child’s individual needs and will be reviewed regularly.

Your child’s needs will usually be met within the class, supported by high quality teaching taking into account the needs of each learner.

The teacher or teaching assistant may provide additional support within some lessons.
In some cases, your child may be placed in one of our small intervention groups which support specific areas of need eg. literacy, motor skills. We have staff members who are trained in a range of support programmes.

If we feel it would be useful to ask for support from an outside services then a referral will be made with your consent. After assessment by the agency some teaching guidance or a programme of support may be provided.  
If your child has complex special educational needs or a disability, they may receive an Education Health Care Plan (EHCP)  which co-ordinates their support across Education, Health and Social Care. 

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

All our class teachers use regular assessment opportunities to judge how your child is doing and will plan lessons which meet the needs of all pupils.  We have high expectations of all our learners.

  • Work is differentiated by the class teacher to enable all children to learn and progress.  Tasks, materials, environment and support are adapted so that all children can access the curriculum.
  • Teaching assistants may work individually or in a small group with children to target more specific needs.
  • If your child is identified as having a special need they will be given an individual educational plan (IEP).  Targets will be set according to their area of need and strategies will be introduced to help your child progress towards these targets.  These will be reviewed together each term.  
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?

Our child’s teacher will let you know if they have any concerns about your child’s learning.

Home-school books are used for regular communication. Your child’s termly targets for literacy and numeracy will also be shared with you.

Our class teachers share details of your child’s progress, support and needs termly as part of parent’s evening or written reports.

We regularly assess and monitor the progress of all children in school. We record achievements in key curriculum areas on our detailed school tracking system. Targets are set for all children based on their individual progress.

For children with SEND, more specific ILP targets will be identified. If your child has an ILP, this will be reviewed termly. The ILP review will involve discussions between the teacher and the child, parents, SENCO and any specialists working with the child.

Children with an EHCP will have a formal annual review.

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

We are a caring, understanding school and we are an inclusive school.  We believe that high self-esteem is crucial to children’s well-being.  We help all children to socialise, develop life skills and independence.  Staff are readily available for children who wish to discuss issues or concerns and we are aware of our vulnerable pupils. 
Behaviour programmes are utilised across school (see Behaviour Management and Positive Handling Policy). 

There are nominated first-aiders in school with paediatric first aid qualifications.  Medicines can be administered in school with written parental permission  If your child has a significant medical needs you will need to speak to the Headteacher or SENCO about how we can best support you and your child—we might draw up a Health Care Plan  (see Supporting Pupils at school with medical needs Policy).

The class teacher has overall responsibility for your child’s well-being whilst at school and is your first point of contact if you have any worries.    

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

We are able to access expert advice in a range of areas including:

  • Educational Psychology
  • School Nurse
  • Occupational Therapy
  • Speech and Language Therapy
  • Physiotherapy
  • Social Services
  • Child Mental Health
  • Counselling
  • Bernardo's

Specialist teachers with expertise in Early Years, Language Difficulties, ASC and Moderate Learning Difficulties, English as an additional language and other areas of specialism

We are currently working with a wide range of these professionals to support us in meeting the needs of children in our school. 

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

Our Special Educational Needs coordinator (SENCO), Mrs Savage, is a fully-qualified teacher and has completed the National Award for SENCOs.  The SENCO is responsible  for attending regular updates and sharing key messages with staff in school.
We aim to ensure that all staff have the skills they require to support pupils.  All classroom teachers and teaching assistants have knowledge and experience of working with children with a range of needs.  A programme of training is delivered as appropriate to the needs of pupils and is updated as necessary.

We currently have staff trained to support children with Autistic Spectrum Condition (ASC) and Down’s Syndrome and to carry out intervention programmes such as Reading intervention, Inference (comprehension), Springboard, Smart Moves, Precision Teaching, Speech and Language. All teaching staff have received training to support children with emotional difficulties and dyslexia.  All classroom and lunchtime staff have completed safeguarding training.

Paediatric first-aid qualifications have been updated and medical training has taken place to support children with Health Care Plans.

We have a dedicated teacher responsible for children looked after by the Local Authority who liaises with the SENCO to meet the needs of children who fall into both categories.  These children are eligible for Pupil Premium funding and will have a Personal Education Plan which identifies their targets.

We have access to a range of external specialist services which are relevant to our pupil’s needs. 

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

We make sure that activities outside the classroom are available to all.  Risk assessments are carried out for each trip and a suitable number of adults are made available to accompany the pupils, with 1:1 support if necessary.  Parents/carers may be invited to accompany their child on a school trip if this ensures access.

Breakfast club and after-school care is available each day.  There are a range of after school clubs (including running, dance, choir, computers, drama) which are available to all pupils. 

 

How accessible is the setting/school/college enviroment?

Much of the school is wheel-chair accessible and there is an ongoing improvement plan including the installation of lifts.  We have disabled toilet facilities and changing facilities available.

All classrooms have interactive whiteboards which allow for visual and auditory adjustment.
We are happy to discuss individual access requirements.

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 have very well-established processes for preparing and supporting children as they join Nursery and Reception.  This includes visits to home and previous settings, sharing information about a child and a staggered induction.

Children are prepared well for transition between classes by being given opportunities to become familiar with the new class teachers and environment.  SEND information is transferred with the support of the SENCO.

As children prepare to leave our school at the end of Year 6, there is a programme of induction days and visits from secondary school staff.  We work closely with the secondary schools to ensure that all relevant information is shared.
Where a child has specialised needs, an individual transition plan is drawn up with the child’s input, ensuring that they are well prepared for the next stage and strategies are in place to meet their needs.  Staff from the Learning Support team at the new school will be invited to attend review meetings. 

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

Resources are allocated dependent on need. they are linked to the ILP and reviewed regularly.

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

Different children will require different levels of support in order to help them make progress and achieve their potential.  Each child is assessed individually according to the SEN Code of Practice and LEA guidance and support programmes are developed dependent on need.

Additional assessments from outside services will inform the types of support and/or resources needed.

We ensure that all children with SEND are provided for to the best of the school’s ability with the funds available.
Our school governor for SEND, Mrs Moira Rose, is responsible for ensuring that the school makes the necessary provision for every pupil with SEND.

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

We welcome parental involvement in school. parents are invited to help in the classroom and on visits out of school. Parents can join the PTA and we have parents on the Governing Body.

Last updated: 28/05/2019
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