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Eaglesfield Paddle C of E Primary Academy 

At Eaglesfield Paddle CE Primary Academy we aim to ensure that every child has the necessary knowledge, skills and understanding to be safe, develop spiritually, emotionally and physically to live life in all its fullness.  

  “That they shall have life, life in all its fullness” John 10:10  

We have a broad and balanced, progressive and ambitious curriculum, focusing on quality and depth of learning. Outdoor and global learning are weaved throughout the curriculum as well as real-life opportunities and experiences.  Many of these opportunities and experiences are linked to subjects being taught in the classroom but some may be one off events in a child’s learning journey at Eaglesfield Paddle.  Our curriculum supports all our children to become rounded, aspirational, conscious global citizens.


Early Years Foundation Stage Curriculum

 Our Early Years curriculum document identifies some of the celebrations, events, objectives and skills we might cover, depending on when they fall in the school year and how appropriate they are for the children. We will also follow the children’s interests and try to incorporate any other additional celebrations or special events happening in the year, e.g. royal celebrations, Olympics, etc.

We plan for each individual using the objectives from the Department For Education Early Years outcomes document.


We aim to provide all children with the life skills to be…




Dedicated to

Love learning and



“To be the best you can be…!”

because “God is with you in all you do.” (Genesis 21:22)

Who to contact

Contact Name
Dawn Watson
Contact Position
01900 823188 (Phone)
01900 829306 (Fax)
Eaglesfield Paddle CofE Primary Academy

Where to go

Eaglesfield Paddle CofE Primary Academy
CA13 0QY

Local Offer

Contact Name
Miss Amie Pattinson (SENDCo / Year 3 Teacher)
Contact Telephone
01900 823188
Contact Email
Eaglesfield Paddle CofE Primary Academy - Local Offer
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?

All of our children are regularly assessed and the progress that they make carefully tracked, this enables us to target those children who need additional help and/or support.  Parents can make an appointment to discuss any concerns they may have with the class teacher, SENCO and Headteacher in addition to the opportunity to discuss their child's progress at the Parents' evenings.

We recognise the importance of partnership working with parents / carers and would encourage all parents/ carers to speak to their child’s class teacher if they have any concerns.  

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

Your child’s class teacher will work very closely with you as parents, the SENCO, and the Headteacher to ensure that an effective plan is put into place in school for your child. The needs of your child will be clearly identified and outcomes and targets will be set and reviewed regularly.

 Specific help might include specialist input and/or equipment from specialist support services, such as therapists and specialist advisory teachers.

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

We feel it is vital to ensure all children can achieve and succeed in a happy and safe learning environment.  

All children will have work set for them by their class teacher that will meet their needs. We aim to be inclusive in all areas of our curriculum, however from time to time children who require additional support may work on a specific designed programme of study to help boost their understanding of English and/ or maths. This is sometimes delivered in small groups or one to one and can be taught within the classroom or in smaller working areas in school. This can help a child grow in confidence and give them the skills they may need to access the rest of the curriculum successfully with their peers.

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?

We are committed to building strong links between home and school throughout your child’s education with us.

The class teacher will meet with you twice a year at Parents’ Evenings to discuss your child’s strengths, needs and progress and will provide guidance on how you can support your child’s learning. A written report is also provided at the end of the academic year.

If your child has a Learning Support Plan, you will be invited to a Support Plan Review Meeting where your child’s progress towards the specified targets will be discussed. Support Plan Review Meetings are held each term and are in addition to Parents’ Evenings.

Our school website provide details of our broad and balanced curriculum, this will help you to understand what your child is learning throughout the school year; class pages provide an insight into day to day learning.

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

Eaglesfield Paddle CE Primary Academy is classed by OFSTED as outstanding in the category of personal development wellbeing and behaviour. 

Our curriculum is designed to support children to know how to keep themselves safe from harm and lead healthy lifestyles.

We see each child as an individual who has their own talent to offer to our Paddle Family.  Through strong Christian Values we aim for our children to develop a love of learning and a deep rooted respect for themselves, others and the world around them.   

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

The SENDCo at Paddle Academy is Miss Amie Pattinson, she is also the Year 3 teacher (part-time) and a member of the Senior Leadership Team. Miss Pattinson works closely and is supported by Mrs Joanne Palmer who holds the National Award in Special Educational Needs Co-ordination. 

We have a number of teaching assistants who have received training and specialise in a wide range of special educational needs.  

We work in partnership with Educational Psychologists, Special Advisory Teachers, Early Years Specialists, Speech Therapists, Audiologists, and outside agencies (for example, CAMHS) to access specialised support if we feel that our strategies have not met the needs of a child in our care.

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

We have a comprehensive staff development programme which allows our staff the chance to share information, train and keep updated with the current educational developments. The school’s SENDCo holds the National Qualification for Special Educational Needs Coordinators.  We also network across our own consortium to keep our professional knowledge current and share expertise.

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

The school has an inclusive policy and all children are involved wherever possible in activities / trips that enrich the curriculum.

How accessible is the setting/school/college enviroment?

Disabled visitors are encouraged to ring the school beforehand to provide us with the opportunity to organise and provide any additional support that is required as there are currently areas within the school building that are not wheel chair accessible.   We have parking spaces for disabled visitors and ramps and slopes outside to enable users to access the main school 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?

Before any child joins our Paddle Family we would encourage you to bring them into school and meet our staff, the class teacher and their peers. Many children choose to spend time with their class before they join our school to get to know us and understand the school routine. If your child is moving to our school we ask their current school to provide us with all data, paperwork, targets, medical history, care plans, learning support plans, etc. before your child arrives.  Often the teacher will contact the child’s former class teacher and, if possible, arrange a meeting to receive a full briefing on the child and their progress and development.  


To support transition to secondary school,  we liase closely with the schools and if necessary will arrange meetings with the SENDCO at the receiving school to discuss the needs of your child and the provision that needs to be in place to ensure that transition runs smoothly.   All of our children have transition days before they move up to secondary schools.  If your child requires extra visits these are also arranged

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

School’s resources are allocated based on the priority of needs of the children in our care.  The school follows the Department for Education’s Code of Practice 2014, to ensure that we meet our statutory duties for children with Special Educational Needs and Disabilities.  

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

The decision will be made based on the needs of each child, the funding available, parental and child’s views and the professional opinions of the agencies involved with providing support for the child.  Identified children with Special Education Needs and Disabilities will be allocated funding and resources as recommended in their Educational and Health Care Plan.  This may manifest in many ways e.g. additional support in class, physical resources to support learning, or specialists working alongside the child and family.

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

Partnership working with parents / carers is a key strength of the school and decisions regarding provision or support for a child is organsied following discussions with parents / carers. Regular meetings are held to discuss progress and to ensure that parents / carers are kept up to date with their child's learning. 

Last updated: 04/10/2021
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