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Our Lady & St Patrick's Catholic Primary School 

Vision Statement

Learners will leave Our Lady & St Patrick's Catholic Primary School, Maryport with a thirst for knowledge and a desire to learn. They will be physically healthy, with a caring and nurturing attitude and a creative and independent outlook.

Our values, principles and aims:

  • Provision of a Catholic education which is rooted in Gospel values.
  • Provision of a relevant, carefully structured curriculum for all learners, which builds on what children already know, takes account of individual learning preferences and ensures well-planned, purposeful activities for all.
  • A commitment to the virtues of truth, justice, honesty, tolerance, trust and a sense of duty.
  • A commitment to love God and our neighbour, recognising Christ in everyone.
  • An inclusive school, where all learners feel included, secure and valued, there is a commitment to every learner's success and there are high expectations and aspirations.
  • A commitment to making creative use of the range of learning opportunities available, within and beyond the classroom, including ICT.
  • Recognition of and provision for rapid development - physically, mentally, intellectually, emotionally, morally, spiritually and socially.
  • A belief that parents are co-educators and that we can ensure high-quality care and education for their children, whilst responding positively to the opportunities and challenges of the rapidly changing world.

Who to contact

Contact Name
Mrs Jacqueline Hampson
Contact Position
HEAD 
Telephone
01900 812582 (Telephone)
E-mail
office@st-pat-maryport.cumbria.sch.uk
Website
Our Lady and St Patrick's Catholic Primary School

Where to go

Name
Our Lady and St Patrick's Catholic Primary School
Address
Ennerdale Road
Maryport 
Cumbria
Postcode
CA15 8HN

Local Offer

Description

Our Lady and St. Patrick’s Catholic Primary School is committed to providing an appropriate and quality education to all the children living in our local area. We believe that all children, including those identified as having special educational needs (SEN) have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

Contact Name
Mrs Jade Goodfellow (SENCo)
Contact Telephone
01900 812582
Contact Email
office@st-pat-maryport.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 when a pupil needs help if:

• Concerns are raised by parents/carers, external agencies, teachers, the pupil’s previous school or the pupil themselves, regarding concerns relating to inadequate levels of progress or inclusion.

• Screening, such as that completed on entry or as a result of a concern being raised, indicates gap in knowledge and/or skills. • Whole school tracking of attainment outcomes indicates lack of expected rate of progress.

• Observation of the pupil indicates that they have additional needs 

If parents have concerns relating to their child’s learning or inclusion then please initially discuss these with your child’s teacher. This then may result in a referral to the school SENCo whose name is Jade Goodfellow and whose contact details are 01900 812582.

Parents may also contact the SENCo or the Headteacher directly if they feel this is more appropriate.

All parents will be listened to. Their views and their aspirations for their child will be central to the assessment and provision that is provided by the school.

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

• Teachers plan using pupils’ achievement levels, differentiating tasks to ensure progress for every pupil in the classroom.

• When a pupil has been identified as having special educational needs, the curriculum and the learning environment will be further adapted by the class teacher to reduce barriers to learning and enable them to access the curriculum more easily.

• These adaptations may include strategies suggested by the Special Educational Needs Coordinator (SENCo) and/or external specialists.

• In addition if it is considered appropriate, pupils may be provided with specialised equipment or resources such as ICT and/or additional adult help. All actions taken by the class teacher will be recorded and shared with parents.

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?

• Attainments towards the identified outcomes will be shared with parents termly through feedback regarding SEN support reviews but also through the school reporting system and Parents’ Evenings.

• Parents may also find the home-school diary a useful tool to use to communicate with school staff on a more regular basis.

• Parents are encouraged to arrange an appointment to discuss their child’s progress with the class/subject teacher, the SENCo, a member of the senior leadership team at any time when they feel concerned or have information they feel they would like to share that could impact on their Our Lady and St Patrick’s Catholic Primary School child’s success. Please contact the school office who will arrange this appointment for you. The contact number is 01900 812582

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

The school offers a wide variety of pastoral support for pupils. This includes:

• A curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and well-being. Please visit our website to see the topics that are included within this area of the curriculum.

• Pupil and Parent voice mechanisms are in place and are monitored for effectiveness by the Governor for responsibility for this area.

• Small group evidence-led interventions to support pupil’s well-being are delivered to targeted pupils and groups. These are identified on the provision maps located on the school website and aim to support improved interaction skills, emotional resilience and well-being.

• Pupils who find outside class times difficult are provided with alternative small group opportunities within the school and action is taken to develop their social interaction skills.

• In-service training for staff on the area of wellbeing and mental health

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

In the last two years, school staff have received a range of training at three levels; awareness, enhanced and specialist. Awareness training has been provided to all staff on:

• How to support pupils with attachment difficulties.

• How to support pupils on the autistic spectrum.

• How to support pupils with behavioural difficulties.

• How to support pupils with speech, language and communication difficulties Specialist training has been provided through:

• The school has regular visits from SEN specialist teachers and the Behaviour Support Team who provide advice to staff support the success and progress of individual pupils.

• The NHS Speech Language Therapist visits termly to assess and plan support for targeted pupils. These programmes are then delivered by a trained Teaching Assistant.

• The Governor with specific responsibility for SEN has completed the SEN Governor training.

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

Risk assessments are carried out and procedures are put in place to enable all children to participate in all school activities.

• The school ensures it has sufficient staff expertise to ensure that no child with SEND is excluded from any school provided activity.

How accessible is the setting/school/college enviroment?

In the last three years the following adaptations have been made to the school environment:

• A shower has been installed to support children with toileting issues

Our Accessibility Plan (statutory requirement) describes the actions the school has taken to increase access to the environment, the curriculum and to printed information is available via the school website.

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?

A planned introduction programme is delivered in the summer term to support transfer for pupils starting school in September.

• Parent/carers are invited to a meeting at the school and are provided with a range of information to support them in enabling their child to settle into the school routine.

• The SENCo meets with all new parents of pupils who are known to have SEND to allow concerns to be raised and solutions to any perceived challenges to be located prior to entry.

• If pupils are transferring from another setting, the previous school records will be requested immediately and a meeting set up with parents to identify and reduce any concerns.

 

The transition programme in place for pupils provides a number of opportunities for pupils and parents to meet staff in the new school. These opportunities are further enhanced for pupils with SEND and identified on the website.

• The annual review in Y5 for pupils with a statement of educational need or an EHCP begins the process where parents are supported to make decisions regarding secondary school choice.

• Parents will be encouraged to consider options for the next phase of education and the school will involve outside agencies, as appropriate, to ensure information provided is comprehensive but accessible.

• Accompanied visits to other providers may be arranged as appropriate.

• For pupils transferring to local schools, the SENCos of both schools will meet to discuss the needs of pupils with SEN in order to ensure a smooth transition.

• The records of pupils who leave the school mid-phase will be transferred within five working days of the parents notifying their child has been enrolled at another school.

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

The school receives funding to respond to the needs of pupils with SEND from a number of sources that includes:

i. A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.

ii. The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.

iii. For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities High Needs SEN Funding allocation.

This funding is then used to provide the equipment and facilities to support pupils with special educational needs and disabilities through support that might include:

i. Targeted differentiation to increase access to text (desk copies of information, work buddy, accessible text, IT e.g. read aloud software, different recording strategies, additional time etc..) Our Lady and St Patrick’s Catholic Primary School

ii. In class, adult or peer support aimed at increasing skills in specific area of weakness (learning behaviours, organisation, etc)

iii. Out of class support (relationship building, social, emotional skill development, )

iv. Small group tuition to enable catch up (subject or targeted at additional need)

v. Specific support, advice and guidance is provided to parents and families to improve pupil’s readiness for learning (relating to pupil’s difficulties in attendance, behaviour, physiological and emotional needs etc) vi. Provision of specialist resources or equipment (use of ICT, sloping board, electronic versions of text etc)

vii. Partnership working with other settings (shared resources e.g. Parent Liaison Worker; shared expertise: support from local special school on action to improve inclusion: shared alternative environments etc.)

viii. Access to targeted before/after school clubs (breakfast, homework, clubs targeted at increasing resilience)

ix. Access to the school nurse and wider health professional support (responding to mental and physical health issues, speech, language and communication needs, motor control and mobility needs)

x. Access to support from in-school sources e.g. learning mentors (peer or adult) or from charities (e.g. Barnardos) and community sources (e.g. Youth and Church groups, local businesses) xi. Implementation of strategies from support agencies e.g. Inclusion Support Officers

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

• For pupils with SEN but without a statement of educational need/EHCP, the decision regarding the support provided will be taken at joint meetings with the SENCo, class teacher and parent who will follow guidance provided by the Governing Body regarding SEN Funding deployment.

• For pupils with a statement of educational need/EHCP, this decision will be reached in agreement with parents when the EHCP is being produced or at an annual review.

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

This will be through:

• discussions with the class teacher, SENCo or senior leadership team member,

• during parents evenings,

• meetings with support and external agencies.

Last updated: 30/06/2021
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