Pennington CofE School
Pennington Church of England School, Ulverston is at the heart of the vibrant and thriving community it serves; its warm and friendly atmosphere welcomes all who step through its doors. Here at Pennington School, we believe passionately in the 'gift' of education and the privileged role that we play in encouraging and enabling our children to realise their dreams and ambitions; to strive to fulfil their potential through developing life-long learning skills which will equip them well to face the rigour of life as they grow.
We believe that Pennington School is a 'special' place with a long and distinguished history of which we are all very proud. By working closely with children, staff, parents and the community, we will strive to help our pupils develop into well-motivated, responsible and fulfilled young people.
We want our children to have an equal opportunity to achieve success and reach their full potential, regardless of gender, race, culture or background; and to become independent learners within a Christian environment, which is safe, caring and happy.
The whole school is committed to an exciting and relevant curriculum that is appropriate for individual needs and gives everyone the opportunity to succeed. We also believe in not 'standing still' and look forward to a future that is full of promise and wonder. At Pennington School, we are not afraid to dream!
Who to contact
Where to go
- Pennington Church Of England School
- LA12 0RR
This school provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities. Children may have SEN throughout, or at any time during their school career. This policy ensures that curriculum planning and assessment takes account of the type and extent of the difficulty experienced by the pupil.
Teachers take into account in their planning a pupil’s special educational needs and the provision made therefore enables them to participate effectively in all curriculum and assessment activities, in addition to broader aspects of schools life.
- Contact Name
- Mrs Gallivan (SENCo)
- Contact Telephone
- 01229 587253
- Contact Email
- 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?
We know if pupils need help if:
➢ Concerns are raised by parents/carers, teachers or the child. We have an ‘Open Door’ policy. Parents can also arrange meetings with the Class Teacher, SENCo and /or Head Teacher
➢ Limited progress is being made. The school’s assessment and tracking system identifies them as working below their age-expected outcomes.
➢ There is a change in the pupil’s behaviour or progress
If you think your child has special educational needs:
➢ The class teacher is the initial point of contact for responding to parental concerns.
➢ The class teacher will liaise closely with the SENCo.
➢ The SENCo can be contacted directly.
- How will early years setting/school/college staff support my child/young person?
➢ The class teacher, through ‘Quality First Teaching’, is responsible for the education of all children in their class. They will plan a differentiated curriculum that supports children of all abilities. This may include general support of the teacher or teaching assistant assigned to that class.
➢ If a pupil needs help in a more specific area then they may be provided with additional adult support in the form of a small focus group or given one-to-one support where required. All additional adult support will complement the work of the teacher.
➢ Personalised provision will be offered where appropriate through targeted programmes, adapted resources and interventions.
➢ This will be regularly reviewed by the class teacher, the additional adult supporting the child and the SENCo. The parents and child will be involved in the review. The review will inform future planning and will be recorded by the class teacher with the support of the teaching assistant.
- How will the curriculum be matched to my child's/young person's needs?
➢ High quality teaching thorough planning and assessment, which is differentiated for individual pupils, is the first step in responding to pupils who may have Special Educational Needs. Additional intervention and support may be appropriate in some cases. This will enable your child to access a broad and balanced curriculum in line with the National Curriculum.
➢ Higher Level Teaching Assistants, Senior Teaching Assistants and Teaching Assistants, may be allocated to work with a pupil within a small group or on a one-to-one basis to target more specific needs.
- 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?
➢ In addition to the school’s Parent’s Evenings, we also have an ’Open Door’ policy to enable more informal and frequent conversations with you and your child. You can also arrange to meet with your child’s class teacher if you are concerned.
➢ The progress of each child is carefully monitored and tracked on a regular basis. This is done through regular assessment and observation to inform staff of the next steps.
➢ In some cases a child may need an individual support plan which will be drawn up in consultation with you and your child and will be reviewed regularly. For some children with profound and lifelong needs an Educational Health Care Plan may be requested with advice and support from external agencies.
➢ The class teacher may suggest ways of how you can support your child. Homework to suit the child’s needs may be given.
➢ The school can also signpost parents to relevant agencies within the community who can offer further support.
➢ Cumbria Education Authority also has a Local Offer on its website where you can find information and guidance for children and young people with additional educational needs.
- What support will there be for my child's/young person's overall well being?
➢ Within the Christian environment of our Church of England school, it is our aim, in partnership with parents, staff and governors, for our children to be happy, secure and prepared for life. The well-being of all pupils is supported through our core Christian Values, which are promoted by all, in everything we do: Peace, Trust, Hope, Endurance, Forgiveness, Friendship, Honesty, Thankfulness and Koinonia.
➢ A wide range of small group interventions are used to support the wellbeing of children and promote positive behaviour e.g. use of S.E.A.L resources, School Council, Family Team Awards, Pupil of the Week, Individual Class Teacher Awards, Circle Time, Personal, Social, and Health Education.
➢ All members of staff are readily available for pupils who wish to discuss issues or concerns.
➢ The school has a school counsellor available for the children.
➢ The school has a very close liaison with Pennington Church.
Pupils with Medical Needs
➢ The school follows the statutory guidance. Medicines are kept in the Head Teacher’s room/or refrigerated if necessary. The Head or the class teacher supervises the administration of all medicines.
➢ An individual pupil may have a Care Plan.
➢ Staff have received training in dealing with pupils with diabetes and asthma and all Classroom Teachers have received Basic First Aid training.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
The school staff has a wealth of experience and expertise in many areas. They share expertise through collaborative training as well as accessing local and national training. Individual staff development needs are identified and met as part of the formal appraisal process.
➢ This includes those trained in Reading Intervention, Maths Recovery, Autism and Early Literacy Support. Two members of staff hold the Advanced Certificate of Specific Learning Difficulties.
➢ Our Deputy Head and EYFS Teacher have completed a course dealing with Grief Counselling.
➢ We also have access to many outside agencies such as: School Nurse, Educational Psychologist and Specialist Advisory Teachers among a few.
- How accessible is the setting/school/college enviroment?
As a school we are happy to discuss individual access requirements.
Facilities present include:
➢ All buildings have one wheelchair access door.
➢ 2 Toilets adapted to meet the needs of pupils with disabilities.
- 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?
Many strategies are in place to make this transition as smooth as possible.
➢ Close liaison with the Nursery and Secondary Schools
➢ Discussion between schools and staff.
➢ EYFS teacher regularly visits nursery and the nursery children visit the school. A ‘Teddy Bears’ picnic is held annually. There are Open Days and an Open Evening for new parents.
➢ Open days for all parents are also held.
➢ Transition meetings are held between the Year 6 teacher, SENCo and SENCo’s of all the receiving catchment area Secondary Schools.
➢ Year 5 and Year 6 visits to the catchment area Secondary Schools.
➢ Additional visits can also be arranged for pupils who need extra time in their new school.
➢ Holiday activities and after school clubs held at the Secondary Schools.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We aim to allocate resources appropriately to meet the needs of all children with special educational needs.
➢ The school’s SEN budget is allocated each financial year. The money is used to provide additional support, resources or staffing dependent on needs.
➢ Each child’s provision is based on an individual assessment of their needs and desired outcomes.
- How is the decision made about what type and how much support my child/young person will receive?
The decision about the type of support your child needs will be based on discussions between all interested parties including you as a parent.
➢ Decisions are based on Baseline Assessment, Formative and Summative Assessment, Termly Reviews and as a result of assessments carried out by outside agencies, such as the Educational Psychologist, requested by the school. The amount and type of support will be reviewed on a regular basis against the progress your child has made.