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Langwathby CofE Primary School 

Langwathby School is a Good School for Learning. We are proud of the progress and achievements of our children. We encourage the children to have high standards in English and Mathematics whilst also developing creativity, independence and self-esteem.

Langwathby School is a ‘Villages School’. It was founded originally as a Church of England school in the 1860s. In 1944 it became “Voluntary Controlled”, i.e. run by the Local Authority but still a Church School, maintaining an overt Christian ethos. Around 1970 other small local schools closed (some C of E, and others not) leaving Langwathby as the only school in a large rural area serving many different villages and hamlets. Today children attending Langwathby School come from the village of Langwathby, many of the surrounding villages and the town of Penrith.

Langwathby School is a Church School. We are also a community-based school where families have differing views on religion and the Church. The Christian Ethos of the school is shown in values based on Christian teaching.

Children are encouraged to appreciate the wonders of the world around them and express this in creativity and art. They learn about their impact on the world and how to act as responsible stewards of the environment. They are encouraged to think of others and have opportunities to actively help, through taking part in fund-raising and sharing their skills and talents with the community.

Who to contact

Contact Name
Sally Hay
Contact Position
HEAD 
Telephone
01768 881295 
E-mail
office@langwathby.cumbria.sch.uk 
Website
Langwathby CofE Primary School

Where to go

Name
Langwathby Cof E Primary School
Address
Salkeld Road
Langwathby
Penrith 
Cumbria
Postcode
CA10 1ND

Local Offer

Description

Our aim is that each child is entitled to the same curriculum experiences, activities and opportunities provided by the school at a level which is appropriate to their needs, interests and abilities. This includes in-school and extra-curricular activities. We follow the Code of Practice on the Identification, Assessment and Support of Special Needs. Mrs Pugh is the Special Needs Co-Ordinator (SENCO). She is responsible, with the class teachers, for the monitoring of progress for children with Special Educational Needs. There is also a governor who takes an interest in children with special needs.

We try to help by matching each child's work with their individual needs and abilities, within their own class, rather than by separating them from their classmates. But where we feel that some close individual support would be helpful, children are able to work in a small group, or on a one-to-one basis. If your child was felt to be in need of this kind of support we would invite you to come into school and discuss the way ahead with your child's teacher. Or if you were concerned about the progress of your child, and felt that some extra help would be beneficial, do contact the SENCO or Headteacher at school.

Contact Name
Christie Love (SENCo)
Contact Telephone
01768 881295
Contact Email
office@langwathby.cumbria.sch.uk
Links
Langwathby CofE Primary School - Curriculum - Policy for Special Needs
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 Langwathby C of E school children are identified early as having SEND. Ofsted said:

The success of the school’s commitment to equality of opportunity is evident through the good progress made by different groups of pupils. This is because the school identifies each pupil’s particular needs quickly and provides support in small groups or individually. - Ofsted November 2014

We identify SEND through a variety of ways including:

  • Following the SEND Code of Practice (January 2015)
  • Liaison with previous nursery/school
  • Child performing below age-related expectations
  • Concerns raised by a parent
  • Concerns raised by a teacher
  • Liaison with outside agencies that provide specialist assessments, knowledge and/or advice
  • Health diagnosis through a GP, Paediatrician, Health Visitor
How will early years setting/school/college staff support my child/young person?

The head teacher, the Special Educational Needs Co-ordinator and class teachers monitor all support and progress of any child requiring additional support across the school.

The class teacher will oversee, plan and direct the learning with each child with SEND in their class to ensure that progress in every area is made. We also encourage each child with SEND to recognise and develop their own strengths.

We aim to match each child’s work with their individual needs and abilities, within their own class, rather than separating them from their classmates. Sometimes some individual support is helpful. A Teaching Assistant (TA or STA) or Learning Support Assistant (LSA) can work with your child either individually or as part of a group outside the classroom; if this is seen as necessary by the head teacher, class teacher/Special Educational Needs Co-ordinator. The purpose and timescale of these sessions will be explained to parents when the support starts.

Ofsted (2014) said:

Pupils who are disabled or who have special educational needs make good progress due to good quality targeted support. They acquire effective reading, writing and mathematical skills which enable them to tackle all subjects of the curriculum. Teaching assistants often work with individual pupils or with small groups enabling them to take an increasing responsibility for their own work. - Ofsted November 2014

  • The class teacher will meet with parents twice a year at Parents Evenings, in the autumn and spring terms, to discuss your child’s strengths and needs, support and progress. In addition, parents can request a meeting with the class teacher/Special Education Needs Co-ordinator at any time during the school year.
  • The head teacher reports to Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
  • One of the Governors (Mrs Hazel Feddon) is responsible for SEND, meets with the SENCo., once a yearreportingback to the Governors to keep everyone informed.
How will the curriculum be matched to my child's/young person's needs?

Our Early Years’ Unit builds on those things that children have already learned, helping them to develop the knowledge, skills and attitudes that will enable them to continue learning throughout life. Ofsted (2014) said:

The early years provides a rich learning environment for children and prepares them well for their continued learning in school. They are keen to learn and happily enjoy everything that is provided for them both in the classroom and outdoors. - Ofsted November 2014

  • Langwathby C of E school uses the National Curriculum as the basis for its teaching. Teachers plan learning with the specific needs of all pupils in mind, differentiating accordingly.
  • Pupils with special educational needs are encouraged to partake in all out of school activities and learning and are given additional support to enable them to do so. This includes day trips and residential visits.
  • The benefit of this approach is that all children with SEND can access a lesson and make expected progress as well as accessing activity based learning beyond school.
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 are committed to building strong links between home and school throughout your child’s education with us. There are many opportunities for regular contact about things that have happened in school including Parents Evenings, Review Meetings and Home/School discussions/newsletters.

We encourage you to make an appointment with your child’s class teacher/Special Educational Needs Co-ordinator at a suitable time to discuss how your child is getting on or if you have any concerns.

The class teacher will meet with parents at least twice a year at Parents Evenings to discuss your child’s strengths and needs, support and progress.

We can offer advice and practical ways that you can help your child at home. We provide workshops for parents on the teaching of reading/phonics and can advise how strategies can be adapted for pupils with special educational needs. We also ask parents to help with any special programmes of work that are arranged.

If appropriate, we will operate a home-school link diary which your child will bring home regularly so that comments between parents and school staff can be shared and responded to when needed.

Children on the SEND register will have a Learning Journey in the Early Years or an Individual Education Plan (IEP) in Key Stages 1/2 which will have individual targets, written by the class teacher and the SENCo. The class teacher will discuss the Learning Journey with parents and they will have a copy of it. For children in Key Stages 1 and 2, Individual Education Plans (IEPs) are sent home to be shared with parents. The targets set are SMART (Specific, Measurable, Achievable, Relevant and Time-Related) with the expectation that your child will have achieved the target(s) or will have made the progress we know they are capable of by the time it is reviewed.

The class teacher continually assesses the progress of each child and notes areas where each child is improving and where further support, if necessary, is needed. As a school we track children’s progress from entry at Nursery/Reception through to Year 6 using a variety of assessment methods.

We measure children’s progress in learning against national expectations and age-related expectations. Children who are not making expected progress are discussed at a Code of Practice meeting between the class teacher and Special Educational Needs Co-ordinatorat appropriate intervals. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to help their learning progress.

When the child’s LJ/IEP is reviewed comments and outcomes are made against each target to show the progress made by the child. If a target has not been fully met, the reasons for this will be discussed at the Code of Practice meeting, then the target may be adapted into smaller steps or a different approach may be tried to ensure that the child makes the progress we know they are capable of.

Our school website gives details of our curriculum activities. This will help you to understand what your child is learning and how you can support them outside of school.

Parents are involved in discussing their child’s SEND through Statement Review/Education Health Care Plan (EHCP) meetings, Team around the Family (TAF) and SEND Early Help Assessment meetings. These meetings can involve advice and support from professionals from Education, Health and/or Social care Services such as a Specialist Advisory Teacher.

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

Langwathby C of E school is an inclusive school. Children feel happy and safe here. If any child is experiencing difficulty or is unhappy or unsettled, please do not hesitate to call – we want to help.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the head teacher or SENCo., for further advice and support. This may involve working alongside outside agencies such as Inclusion Support Officers, Specialist Advisory Teachers, Social Care, Health Services and Family Support organisations.

We are able to ‘signpost’ families to external agencies when specialist support and guidance is needed.

Our curriculum is designed to support children in keeping themselves safe from harm and developing a happy, healthy lifestyle.

All staff receive Level 1 Safeguarding training and are skilled in identifying child protection issues and knowing what action to take. Designated staff sre trained to level 3.

High standards of behaviour are promoted in the day-to-day running of the school which are understood by all members of the school community. For further details please see the behaviour policy on the school website/in school.

A risk assessment is carried out prior to anyoff site activity to ensure everyone’s health and safety will not be compromised. A Behaviour Management Plan may be written if appropriate. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.

Attendance of every child is monitored on a daily basis by the school administrator. Lateness and absence are recorded and reported upon to the Head teacher.

The school has a Health register which is updated regularly and a policy regarding the administration and managing of medicines. Please contact the head teacher regarding our policies and procedures on medicines in school.

On a day to day basis first aiders generally oversee the administration of any first aid and/or medicines. 

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

Our SENCo. is a fully qualified teacher with experience in managing Special Educational Needs and Disability.

As a school we work closely with any external agencies that we feel are relevant to meeting individual children’s needs within our school including:

  • Local Authority Specialist Advisory Teachers
  • Educational Psychologist
  • Inclusion Support/Behaviour
  • Health including GP, Consultant Paediatrician, School Nurse,
  • Health Visitor, Occupational Therapist, Physiotherapist,
  • Child Mental Health/Counselling Services,
  • Speech & Language Therapist
  • Social Care including Child and Family Support Workers
  • Children with Disabilities Team 
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All staff receive general special educational needs advice/training as part of their induction programme upon appointment.

Staff are involved in whole school professional development on SEND issues and developments.

Staff attend individual training courses run by outside agencies that are relevant to the needs of children that they are working with.

Teaching Assistants are qualified and experienced to deliver intervention support packages such as Reading Intervention, Structured Reading and Spelling, Speech and Language input as well as an emotional well-being programme called Kid-Safe.

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

At some point in their education some children may need extra support. Our aim is to give each child the same curriculum experiences, activities and opportunities at a level which is appropriate to their needs, interests and abilities. This includes in-school and extra-curricular activities.

Pupils throughout the school, including children in the early years, achieve well. All groups of pupils, including those who have special education needs, make good progress. - Ofsted November 2014

  • Pupils with special educational needs are encouraged to partake in all out of school activities and learning and are given additional support to enable them to do so. This includes day trips and residential visits.
How accessible is the setting/school/college enviroment?

Accessibility

The school site is wheelchair accessible. Most areas within school are accessible to children and adults with impaired mobility. There is also a purpose built toilet facility.

Parents of children with disabilities are encouraged to discuss the particular needs of their children with the head teacher who will endeavour to provide facilities for their total integration and inclusion into the school community.

Communication with parents/carers whose first language is not English

Our aim is that all letters sent out from school are easy to read and understand.

Parents may request help from the SENCo., in completing the parental section of any SEND paperwork including the  SEND Early Help Assessment form and preparation for review meetings of their child’s Statement/Education Health and Care Plan.

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 encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEND we would encourage further visits to assist them with their new surroundings and staff. We would also visit them in their current nursery school or home, as appropriate.

When children are preparing to leave us for a new school, typically to go to secondary education, the SENCo., will liaise with school staff, key staff at the secondary school and outside agencies to arrange additional visits and a transition meeting, if appropriate. When receiving and transferring children to different schools the SENCo., will ensure that all relevant paperwork is passed on and all needs are discussed and understood.

If your child has a Statement/EHCP, a review will be used as a transition meeting during which we will invite staff from both schools to attend.

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

The Governing Body agree priorities for spending within the school budget with the overall aim that all children with SEND receive classroom support throughout the school. Most of this funding is used to support literacy, with some numeracy support in Key Stage 2. We also aim to provide a number of 1:1 reading packages each term for children in Key Stage 2 and additional phonics support for children in Key Stage 1.

We ensure that all children who have SEND will have their needs met to the best of the school’s ability with the funds available.

We have a team of STAs (Senior Teaching Assistants) who are funded from the school budget and deliver programmes designed to meet groups of children’s needs and individual needs.

When a child has a Statement/Education Health Care Plan the child’s needs and outcomes are identified alongside the provision that is required to meet those needs. 

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

The class teacher alongside the SENCo., will discuss the child’s needs and what support would be appropriate.

Different children will require different types of support in order to bridge the gap to achieve national age expected levels or further develop their self-confidence as learners, maturing socially and emotionally.

This could involve discussions with parents, as appropriate.

We can judge if the support has had an impact by reviewing targets on IEPs and ensuring they are being met, by monitoring progress against national age expected levels in Code of Practice meetings and observing that the gap is narrowing, through verbal feedback from the parent and child and the fact that children may move off the SEND register when they have made sufficient progress in an identified area.

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

We are committed to building strong links between home and school throughout your child’s education with us. There are many opportunities for regular contact about things that have happened in school including Parents Evenings, Review Meetings and Home/School discussions/newsletters.

Last updated: 31/10/2019
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