Stanwix Primary School
Founded as far back as 1885, Stanwix School is one of the oldest continuously operating schools in the county. We are a large and successful school that has been helping to mould young Cumbrians into happy, healthy teenagers for almost 130 years. Our three year average results for English, Maths and Science place us comfortably in the top 10% of best performing schools in the whole of the UK.
At Stanwix School our main aim is to achieve the highest possible standard in every area of the curriculum for each individual pupil. By using a broad and balanced curriculum we promote the well-rounded spiritual, cultural, mental and physical development that is essential to best prepare them to take full advantage of all the opportunities and experiences children experience throughout life.
Stanwix pupils benefit from an academic curriculum filled with interest for every child, matched with opportunities to develop the creative and social skills essential to become inspired young people. We aim to combine pleasure in learning with a traditional academic approach that instils an appreciation of the value of knowledge and a life-long love of learning that will provide a solid foundation for your child’s successful future through secondary school and into higher education and the adult world.
Who to contact
Where to go
- Stanwix Primary School
- CA3 9DW
At Stanwix Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support them through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support may be needed to help them achieve their targets.
- Contact Name
- Kerry Thompson (SENCo)
- Contact Telephone
- 01228 596069
- 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?
Prior to starting school we work closely with feeder nurseries to identify children with additional needs. We know when pupils need help if:
- Concerns are raised by parents/carers, teachers or the child.
- Limited progress is being made.
- There is a change in the pupil’s behaviour or progress.
The class teacher is the initial point of contact for responding to parental concerns. Mrs McMullan, the headteacher is also readily available to speak to.
- How will early years setting/school/college staff support my child/young person?
Each pupil’s education programme will be planned by the class teacher, with the support of the SENCO. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class. The Schools Special Educational Needs Coordinator, Mrs McMullan and Mrs Thompson, offers support where necessary.
Additional help may be provided within or separate to the class; in a small group or on a one to one basis.
These interventions will be recorded on the class provision map (this is a record of the interventions, timings, cost and impact of the intervention).
Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.
Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
The Governors of Stanwix Primary School are responsible for entrusting a named person, Mrs McMullan to monitor Safeguarding and Child protection procedures. She is also responsible for the monitoring and correct administration of the Disclosure and Barring service procedures and the school’s Single Central record. In a support and challenge role the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the DfE.
- How will the curriculum be matched to my child's/young person's needs?
- When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
- Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.
- If a child has been identified as having a special need, they will be given an Individual Education Plan (IEP). Targets will be set according to their area of need. These will be monitored by the class teacher weekly and by the SENCO three times per year. IEPs/EHCPs will be discussed with parents and a copy given to them.
- If appropriate specialist equipment may be given to the pupil e.g. writing slopes, pen/pencils grips or easy to use scissors.
- 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?
- You will be able to discuss your child’s progress at Parents’ Evenings.
- Your child’s class teacher will be available at the end of each day if you wish to raise a concern. Appointments can be made to speak in more detail to the class teacher or SENCO by visiting the school office.
- The class teacher may suggest ways of how you can support your child.
- The class teacher may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour/emotional needs.
If outside agencies or the Educational Psychologist have been involved suggestions and programmes of study are normally provided that can be used at home.
- What support will there be for my child's/young person's overall well being?
- The school offers a variety of pastoral support for pupils who are encountering emotional or behaviour difficulties, these include nurture groups and social groups.
- If a pupil has a medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.
- Staff receive epipen training delivered by the school nurse.
- Where necessary and in agreement with parents/carers medicines are administered in school but only where a signed Medicine consent form is in place to ensure the safety of both child and staff member.
- All staff have basic first aid training.
We work hard to maintain high pupil attendance and promote positive behaviour management strategies throughout the school.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
We have a wealth of experience and expertise in our school staff, including those trained in reading intervention, speech and language, team teach, behaviour management and paediatric first aid.
At times it may be necessary to consult with outside agencies to receive their more specialised expertise. These may include:
- Educational Psychologist
- CAMHS (Child & Adolescent Mental Health Service)
- School Nurse
- East Cumbria Family Support
- Specialist Advisory Teachers
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Different members of staff have received raining related to SEND.
These have included sessions on:
- How to support pupils on the autistic spectrum.
- How to support pupils with social and emotional needs.
- How to support pupils with speech and language difficulties.
- How to support pupils with physical and co-ordination needs.
A number of staff have also been trained to deliver maths and reading intervention programs.
- How will my child/young person be included in activities outside this classroom including school trips?
Activities and school trips are available to all.
- Risk assessments are carried out and procedures are put in place to enable all children to participate.
- However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.
- How accessible is the setting/school/college enviroment?
As a school we are happy to discuss individual access requirements. Facilities we have at present include:
- Ramps into school to make the building accessible to all.
- 1 toilet has been adapted for disabled users.
- Wide doors in all areas of the building.
- 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 enable the pupil’s transition to be as smooth as possible. These include:
- Working closely with our feeder nurseries and feeder secondary schools to ensure a smooth transition for all children. Transition packages are developed for individual children who require them. Discussions take place between the previous or receiving schools prior to the pupil joining/leaving.
- All pupils attend a Transition session where they spend some time with their new class teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- Secondary school staff visit pupils prior to them joining their new school.
Mrs McMullan liaises with the SENCOs from the secondary schools to pass on information regarding SEN pupils.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
- How is the decision made about what type and how much support my child/young person will receive?
These decisions are made in consultation with class teacher and Senior Leadership Team. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
- How are parents involved in the setting/school/college? How can I be involved?
All parents are encouraged to contribute to their child’s education. This may be through:
- Discussions with the class teacher
- During parents evenings
- During discussions with Mrs McMullan /Mrs Thompson or other professionals
Parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.