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Threlkeld CofE Primary School 

Threlkeld C of E Primary School has been serving the village of Threlkeld and the surrounding community since 1849. It is a small rural primary school of which the Governors and the staff are proud. In January 2019 Little Acorns Pre-School opened and now is open every day, and takes children after their third birthday. There are three classrooms, cloakroom and office facilities. A separate building, the Hall, is used for collective worship, PE, drama, dance, music, as a dining room and by the local toddler group.

There is a playground with outdoor covered area and wide range of outdoor play equipment as well as a low level climbing wall. The playing field opposite the school is used for games, athletics, etc. It is also used for playtime and lunchtime breaks throughout the year. There is an adventure playground for the children to use at the far end of the field. The school is also lucky to have access to an 'Outdoor Classroom' area and an area of woodland which are both within easy walking distance and used for Forest School activities and other outdoor learning experiences.

We believe that the school’s small size is a great asset with much to commend it. All children have opportunities which, perhaps, with greater numbers they may be denied. Every child is an individual and receives the special attention that only a smaller school allows. There is a strong family atmosphere within the school. The children mix happily and freely across the age groups at playtime and meal times, and help and care for one another.

Parents are very much part of the school and they have quick and easy access to their child’s teacher. Quite a number of parents provide volunteer help. (If you wish to help in this way, please contact us.) We have concerts, sports days, open days etc. where parents are very much welcome.

Who to contact

Contact Name
Mr Nick Turley
Contact Position
HEAD 
Telephone
017687 79680 
E-mail
adminthrelkeld@keswick.cumbria.sch.uk
Website
Threlkeld CofE Primary School

Where to go

Name
Threlkeld CofE Primary School
Address
Blease Road
Threlkeld
Keswick 
Cumbria
Postcode
CA12 4RX

Local Offer

Description

Threlkeld School and Little Acorns Pre-School is an inclusive school. Every effort is made to ensure that all children receive a broad and balanced curriculum. Thorough assessment by experienced staff will ensure that all pupils’ needs are met by differentiation of our curriculum.

Please click on the links below which will take you to detailed information on the school website.

Contact Name
Mrs Horne (SENCo)
Contact Telephone
017687 79680
Contact Email
adminthrelkeld@keswick.cumbria.sch.uk
Links
SEND Information
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?
  1. Every effort will be made to visit new starters to Threlkeld School either at home or in their pre-school setting, and here any individual needs children may have can be discussed.
  2. The school also encourages new children to attend induction sessions and parents to attend a parent’s meeting where information can be exchanged. New parents are also given a questionnaire to help gather any additional information which parent think will ease the transition to our school.
  3. Depending on the need, they may be identified in different ways. If your child has a significant problem it may have been identified through medical checks or health visits before you child starts our preschool or school.
  4. Other needs may be identified by yourself or by school staff in your child’s first year at pre-school or school. Sometimes needs may emerge later on in their education through formal and informal assessments and monitoring.
  5. Teachers give children assessment tests of one form or another every term and these may show if any are beginning to struggle when compared with others in their year, particularly in the basic skills of Maths and English. If this is the case there are several ‘catch up’ programmes which teachers and teaching assistants can deliver to small groups of children with similar needs. 
How will early years setting/school/college staff support my child/young person?

Threlkeld School is an inclusive school. Every effort is made to ensure that all children receive a broad and balanced curriculum. Thorough assessment by experienced staff will ensure that all pupils’ needs are met by differentiation of the curriculum.

  • If any specialist equipment is needed then the school will aim to provide it in order to support your child.
  • The class teacher and SENCo will keep detailed records and monitoring information on your child’s progress.
  • You will be given feedback on your child’s progress at Support Plan review meetings (one per term). However, more frequent updates can be arranged at the discretion of the class teacher.  If your child needs support at home the class teacher will discuss with you on how best to do this.
  • If your child is on SEND Support then they will receive an Individual Support Plan. 
How will the curriculum be matched to my child's/young person's needs?

Extra support is identified in termly pupil progress meetings with the class teacher, support staff and SENCo. They will identify which groups of pupils / individuals have additional needs. Available support staff will be allocated around the school accordingly. 

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?

Your child’s progress will be reviewed in termly pupil progress meetings with the class teacher, support staff and SENCo .

  • Progress will be measured by formative (ongoing) assessments and summative (end of term/unit) assessments.
  • Diagnostic assessments may also be carried out. 
What support will there be for my child's/young person's overall well being?

We see children as individuals, with individual needs, and we are there to support children and their families.

  • Pupils develop their self-esteem through taking part in the School Council, leading playtime games, and taking on appropriate levels of responsibility throughout the school.
  • We hold weekly celebration assemblies.
  • We encourage the use of positive praise/rewards and individual/group reward charts. 
  • The school offers a wide variety of pastoral support for pupils. These include:
  • A Personal, Health, Social and Economic (PHSE) curriculum that aims to provide pupils with the knowledge, understanding and skills they need to enhance their emotional and social knowledge and their well-being.
  • We offer support for children’s emotional wellbeing and mental health through various interventions that we either run ourselves or can access (e.g. CAHMS). Discussions will take place between the child, parents, SENCO and the Headteacher, and the appropriate support will be put in place. 
  • We have a member of staff who has completed 'ELSA' Training and leads weekly group sessions in school. ELSA is an Emotional Literacy Support Assistant. Examples of areas covered by ELSA are social skills, emotions, bereavement, social stories and therapeutic stories, anger management, self-esteem, counselling skills such as solution focus and friendship issues.

 

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

Special Educational Needs Support Service

  • Behaviour Support Service
  • Educational Psychology Service
  • Social Services
  • School Nurse and associated Health Professionals
  • Voluntary sector organisations, eg Barnado’s
  • Child & Adolescent Mental Health Service
  • Specialists in other schools e.g. teaching schools, special schools.
  • In addition, the school will involve external agencies as appropriate including health and social services, community and voluntary organisations for advice on meeting the needs of pupils with SEND and in further supporting their families.
  • For a very small percentage of pupils, whose needs are significant and complex and the SEN Support required to meet their needs cannot reasonably be provided from within the school’s own resources; a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care (EHC) plan being provided.
What training have the staff supporting children and young people with SEND had? Are any being trained currently?
  • We subscribe to the training and development service from the LA who offer training on all aspects of SEND that our staff can, and do, access.
  • In house training on SEND has been delivered during the past 2 years including: -How to support pupils with dyslexia and literacy difficulties.
  • A member of staff is trained in helping children with Neuro developmental Disorders.
  • We also have staff with Reading Intervention training.
  • In addition, the SENCo attends regular training and updates through SEND cluster groups.
  • The SEND Governor (Mrs Sheila Files) has attended relevant training on the new arrangements for SEND.
  • We have an ELSA (Emotional Literacy Support Assistant) trained member of staff who works with small groups of children in school.
  • Two members of staff have completed 'Neli' training (Nuffield Early Literacy intervention) which allows staff to provide catch-up to  small groups of children with early literacy delay.
How will my child/young person be included in activities outside this classroom including school trips?

We are an inclusive school and would work with parents and children to ensure that all children are able to take part in activities both within and outside the school building.

How accessible is the setting/school/college enviroment?
  • The school is a Victorian building being built in 1849. The majority of the building does not allow easy wheelchair access.  We presently have limited improvements in the auditory or visual environments.
  • The school has one disabled toilet.
  • We are an inclusive school and would work with parents and children to make improvements to the school where possible to meet the needs of individual children.
  • 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 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 close links with our local Secondary School. Keswick School offers all children 1 ½ days of induction during the summer term .
  • The Special Needs Teacher and member of staff responsible for the social care of pupils from Keswick School visits Threlkeld to meet both the children and the staff to allow information to be exchanged. More induction visits can be arranged to allow for a smooth transition to Secondary school where staff or parents think this will be of importance.
  • Transition booklets are prepared as necessary.
  • 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:

  • A proportion of the funds allocated per pupil to the school to provide for their education called the Age Weighted Pupil Unit.  The Notional SEN budget. This is a fund devolved to schools to support them to meet the needs of pupils with SEND.
  • The Pupil Premium funding provides additional funding for pupils who are claiming Free School Meals, who are in the care of the local authority or whose parents are in the Armed Services.
  • For those pupils with the most complex needs, the school may be allocated additional educational needs funding from the Local Authorities If parents wish to discuss the options available for their child, they are welcome to make an appointment to see the class teacher, SENCo or Headteacher
How is the decision made about what type and how much support my child/young person will receive?

Your child’s progress will be reviewed in termly pupil progress meetings with the class teacher, support staff and SENCo .

  • Progress will be measured by formative (ongoing) assessments and summative (end of term/unit) assessments.
  • Diagnostic assessments may also be carried out. 
How are parents involved in the setting/school/college? How can I be involved?

As a school we work hard to ensure that parents are involved in all stages of their child's education. Parents are encouraged to take part in school activities and many regularly help within the classroom.

Last updated: 05/05/2021
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