Kirkbride Primary School (Ages 3 yrs to 11 yrs)
Kirkbride Primary School is a small, rural school on the Solway Firth near Carlisle and Wigton. The school is located in a village and is a central part of the community. The parents and community take great pride in the school and are very supportive. The behaviour and attitude of the children is a strength of the school. They are keen, enthusiastic learners who enjoy school and take pride in everything they do. The children come into school every morning with a smile on their face and bounce in their step! The majority of our pupils come to us from Kirkbride and the surrounding hamlets, villages and a nearby town. Our most recent Ofsted Report (February 2018) graded the school `Good'. The school has 3 mixed aged classes (plus a nursery) with 89 pupils on roll. The school runs breakfast and after-school clubs which are run by the school staff. We hold the Gold Sainsbury`s award for sport. The school works with many sports coaches and offers a range after-school clubs and residential trips.
The school has an active PTA who are an asset to the school – nothing is too much trouble for the children of Kirkbride!
In January 2017 a new Head Teacher joined the school. Since the new Head has been appointed the number of children has increased with 20 new children across the school (not including new nursery starters). A temporary Teaching Assistant has been appointed. The Head Teacher teaches in KS1/EYFS for two days a week.
Who to contact
Where to go
- Kirkbride Primary School
- CA7 5JR
We have two highly qualified Senior Teaching Assistants who can support children with specifice needs in Language and Communication, Reading Intervention, Structured Reading and Spelling and Maths Recovery. As we have a nursery we are able to identify children who require support from an early age and very quickly provide additional support. We use a number of diagnositc tools to help us identify specific areas that children need support with. We also work closely with the LA Educational Psychologists, Speech and Language therapist Health) and teachers.
- Contact Name
- Dawn Maxwell
- Contact Telephone
- 01697 351483
- 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?
At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special
education provision to be made for him or her. A child of compulsory school age or a young person has a
learning difficulty or disability if he or she:
a) has a significantly greater difficulty in learning than the majority of others the same age, or
b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and assessments.
If you have any concerns about your child speak to your child’s teacher or the school SENCo (Mrs D.A.Maxwell)
Parents are always informed if school staff consider that their child has an additional need and parents and children (as appropriate depending upon age and capability) are involved in the planning to meet the need. We often recommend initially that eyesight and hearing are checked to discount these aspects as possible underlying causes of learning issue
- How will early years setting/school/college staff support my child/young person?
If a child is identified as having SEN, we will provide support that is ‘additional to’ or ‘different from the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching’ intended to overcome the barrier to their learning.
When providing support that is ‘additional to’ or ‘different from’ we engage in a four-stage process: Assess, Plan, Do and Review. This forms an Individual Education Plan (IEP)
Assess – this involves taking into consideration all the information from discussions with parents or carers, the child, the class teacher and assessments.
Plan – this stage identifies the barriers to learning, intended outcomes, and details what additional support will be provided to help overcome the barriers.
Do – providing the support – extra assistance for learning or learning aids – as set out in the plan.
Review – measuring the impact of support provided, and considering whether changes to that support need to be made.
In school we have staff trained to deliver a range of interventions including Maths recovery, reading intervention and structured reading and spelling.
- How will the curriculum be matched to my child's/young person's needs?
All parents are offered termly parents meetings and yearly written reports. Any parents can request a meeting with a member of staff.
Parents of children who have been identified as having additional needs will often be invited to attend termly or half termly Team Around the Family meetings. The frequency and attendees at these meetings depend on the needs of the child and family. Additional progress meetings are arranged around individual needs. We are happy to speak to parents and families as often as is needed to offer support and discuss children’s 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?
School use a range of assessment techniques to determine the needs of children. School staff meet regularly to evaluate pupil’s individual progress. The impact of interventions is assessed and then decisions are made, with input from parents about the next steps. Where need advice from outside agencies is sought to assist in devising the most effective provision.
- What support will there be for my child's/young person's overall well being?
Our whole school ethos supports developing each child as an individual. We encourage children to develop learning skills for life. All children are provided with a range of opportunities outside of the classroom e.g. residential trips and visits, clubs, sporting events and school council activities.
Staff are trained to offer support and advice. Mrs D.A Maxwell is available each day as our pastoral support lead.
We offer kidsafe to a selection of year groups.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
The services accessed depend on the needs of individual children. In the past year we have accessed support from schools nurses, Educational Psychology, Occupational Health, Barnardo’s, speech and communication, specialist teachers for visual impairment, autism team.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
School regularly audit staff needs and provide training in relevant areas. All staff are experienced and specific training is accessed to match individual children’s needs. Staff have attended Autism level 1 and 2 training. Teaching and support staff have a range of expertise including maths recovery, reading intervention, structured reading and intervention, Talk for Writing, spelling programmes, etc.
- How will my child/young person be included in activities outside this classroom including school trips?
We are a family centered school. We will offer as much help and advice as we are able.
- How accessible is the setting/school/college enviroment?
If your child has an individual education plan you be involved in setting and reviewing the targets. If your child has a registered Early Help you will be invited to meet and discuss progress against the action plan. If your child has an ECHPlan you will be invited to attend regular Team Around The family meetings and an annual review.
We will actively seek and encourage your involvement and value your contribution.
- 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?
If the trip or visit has been risk assessed and we can ensure it is safe for your child then they will be involved. For more information about this please contact us and ask.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Our school building is all on one level. We have a ramp at the rear of the building and a disabled toilet.
Currently our EYFS classroom has a high step to enter the conservatory this is being addressed by the School Governors.
We have withdrawal spaces and areas we could developed in a medical room if this was required.
- How is the decision made about what type and how much support my child/young person will receive?
SENCO and Head: Mrs Dawn Maxwell (Contact school)
Admin: Mrs Lesley Maxwell (Contact School)
SEN Governor: Mrs Ann Little (firstname.lastname@example.org)
- How are parents involved in the setting/school/college? How can I be involved?
We work closely with our local secondary school and have complied enhanced transition plans, where needed. We have sent school staff to support children on transition visits and varied the number to meet the needs of individuals.
We work closely with our cluster primaries and offer opportunities for children to meet children from other schools in similar year groups to widen the range of friends they have for transition.
The school devises a yearly provision map and allocates resources according to need. School will look at children and resources creatively to ensure each child gets the best care we can possible provide.