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Stramongate School 

Stramongate School has provided high quality educational opportunities for the children of Kendal for over 300 years and staff, parents and children together work hard to maintain our special place in the heart of our wider community.

Stramongate is an academy primary school for boys and girls from the ages of four to eleven, with approximately four hundred pupils on roll in fourteen classes, with sixty admitted each year. There are two classes per year group. We also provide on-site nursery provision, as well as before and after-school care facilities.

At Stramongate we place each child, their welfare and learning, at the centre of our educational thinking and endeavour to cater for the individual needs of our pupils. We aim to challenge and support children to do their best both socially and academically and to provide as many opportunities to take part in all areas of school life as possible.

Who to contact

Contact Name
Mr Matthew Beresford
Contact Position
Acting Headteacher
01539 725073 
Stramongate School

Where to go

Stramongate School
Blackhall Road

Local Offer


We have close relationships with parents and our feeder nurseries. Class teachers are encouraged to raise concerns and have discussions with parents and relevant colleagues. All staff are aware of expected development at different ages and have expertise in identifying additional / special educational needs (SEN). If you have a concern about your child’s development please raise this with the class teacher in the first instance.

Contact Name
Mrs. Karen Alston-Hewitt (SENCO & Inclusion Manager)
Contact Telephone
01539 725073
Contact Email
Stramongate School - Policies & Plans
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 have close relationships with parents and our feeder nurseries. Class teachers are encouraged to raise concerns and have discussions with parents and relevant colleagues. All staff are aware of expected development at different ages and have expertise in identifying additional / special educational needs (SEN). 

If you have a concern about your child’s development please raise this with the class teacher in the first instance.

How will early years setting/school/college staff support my child/young person?

Class teachers are responsible for the education of all the children in their class. They plan the education programme for children who have or may have SEN with support from the school’s Special Educational Needs Coordinator (SENCO). Where appropriate, children may be supported by an additional adult. For example, this support could be in class; in a small group outside the class or one-to-one.

The school has a nominated governor for Special Educational Needs (who reports directly to the governing body).

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

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support may be appropriate in some cases.

This will enable your child to access the full curriculum.

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 normal reporting arrangements, we also have an “open door” policy to enable more informal and frequent conversations with you and your child.

The progress of each child is carefully monitored and tracked on a regular basis. This, along with other information gathered informs staff on the next steps for your child.

Progress and targets are discussed as part of the school’s normal reporting arrangements.

In some cases, your child may require an individual support plan or behaviour management plan which will be drawn up in consultation with you and your child and reviewed regularly. For some children with profound and lifelong needs an Education Health and Care Assessment may be requested with advice and support from external agencies.

Where appropriate we signpost parents to relevant agencies within the communities who can offer further support to you and your child. Follow this link to view the Cumbria Local Offer.

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

A wide range of small group interventions are used to support the wellbeing of children with SEN and to promote positive behaviour. For example, nurture groups, circle time and Social Use of Language Programme. 

The school follows statutory guidance in the administration of medicines and provision of personal care.  

Further information can be found in the relevant policies on our website.


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

There is a wealth of experience and expertise in the school staff including those trained in Reading Intervention,  Maths Recovery, Signalong, Team Teach and Paediatric First Aid

There is access to counselling and family support services for any child within the school provided by the KCP Counselling and Family Support team.

Referrals can also be made to other agencies including the school nurse, Child and Adolescent Mental Health Service, Barnado’s, educational psychologists and specialist advisory teachers.

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

Staff share expertise through collaborative training opportunities within KCP as well as accessing local and national training. Individual staff development needs are identified and met as part of the formal appraisal process.

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

Equal Opportunities are promoted throughout the School in all aspects of learning. We want all our children regardless of additional needs to have access to all curricular opportunities. As with all trips and visits, a risk assessment is made with support from the SENCO and Education Visits Coordinator.

Please also refer to our Educational Visits Policy and our Equality & Inclusion Policy.

How accessible is the setting/school/college enviroment?

Please refer to the school’s access 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 have strong links with local nurseries and secondary schools and with other local primary schools.


Yearly transitions within school are carefully managed to support children’s wellbeing.


A range of transition strategies are put in place to support children at the end of key phases – e.g. transition plans, extra visits, holiday activities.


Where possible new schools are invited to attend transition meetings to share information about your child and to ensure a positive transition. In all cases there will be liaison and communication between the 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.

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

The decisions about the type of support your child needs will be based on discussions between all interested parties including you as a parent. The amount and type of support will be reviewed on a regular basis against the progress your child has made.

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

The best outcomes for children are when Home and School work in partnership. The key to an effective partnership is good communication. We believe this to be a two-way process and has proven to be very effective in helping to meet children's needs and overcome barriers to learning.

There are frequent and regular opportunities for parents to meet with teachers on an informal basis, usually at the beginning and end of each day and parental involvement in school activities is actively encouraged. When there is a need for more formal meetings to discuss a child's learning support needs and progress these will be arranged by the individual class teacher or SENCO at a mutually convenient time. Throughout the SEN&D process we keep parents fully involved and informed, listening to their wishes, feelings and knowledge and encouraging them to make an active contribution to their child's education.

There are many other  ways parents can get involved with School - please look out for Year Group News letters, Stramongate Spotlight, the School website and Virtual Learning Environment, information boards and Stramongate TV. Don't forgetb that as a parent of Stramongate School you automatically become a member of our very active  and hard working PTA!




Last updated: 01/12/2020
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