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Clifton School 

Clifton Primary School is a small community school located in the heart of Clifton village in Cumbria serving a catchment area of pupils from Penrith and the nearby villages.  We have strong links with our local village community.

We have approximately 66 children on role in 3 classes from 4 to 11 years.

Who to contact

Contact Name
Mrs J Hindson
Contact Position
School Administrator
Telephone
01768 86 8817 
01768 24 2152 
E-mail
admin@clifton.cumbria.sch.uk 
Website
Clifton Primary School to Clifton Primary School

Where to go

Address
Clifton
Penrith 
Cumbria
Postcode
CA10 2EG

Local Offer

Description

All children, regardless of SEND, are educated in mixed ability classes and medical conditions/needs are accommodated with care and sensitivity.

Contact Name
Nikki Brabant
Contact Telephone
01768 868817
Contact Email
admin@clifton.cumbria.sch.uk 
Links
SEN 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?

At Clifton, 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 and disability (SEND).

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 to the Full 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 SEND. 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.

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, circle time. The school follows statutory guidance in the administration of medicines and provision of personal care. Further information is available from our school.

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, and Paediatric First Aid. There is access to internal and external counselling and together with external family support services for any child within the school. Referrals can also be made to other agencies including the school nurse, Child and Adolescent Mental Health Service, Barnardo’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 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?

Our SEN policy promotes involvement of all our learners in all aspects of the curriculum including activities outside of the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. At all time  parents/carers are consulted and involved in planning. If necessary, extra staff will be provided so that 1:1 support can be given.

How accessible is the setting/school/college enviroment?

The main teaching area is on one floor. The school has disabled ramps in place (for instance from the upper to lower playground) and has a disabled toilet. We are fully inclusive and will cater for specific needs (for more information please see the school Accessibility 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?

Our finances are monitored regularly and we utilise resources to support the strategic aims of our setting as well as individual learner needs.  We seek to ensure value for money service, so all interventions evaluated and money assigned to the child if necessary. Our budget is allocated according to the needs of the children.

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

Quality first inclusive practice (Wave 1) is clearly defined in our school and we expect all staff to deliver this. Should additional support be required, this is decided following analysis of the children’s progress at termly progress meetings.

In this, we consider a variety of options for suitable provision before deciding what additional appropriate provision should be put in place.

The Senco oversees all additional support and meets regularly with the intervention provider for progress updates.

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

We whole-heartedly believe in partnering parents in a two-way dialogue to support a child’s learning, needs and aspirations.   We operate an open door policy. 

We take every opportunity to strengthen this dialogue.  We host a number of parent meetings throughout the year. 

Our Governing Body includes Parent Governors. We also have an active PTA.

Last updated: 16/02/2021
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