Bewsey Lodge Community Primary School
Our aim is to give each and every child the very best opportunity to enjoy his/her learning in a caring and supportive environment.
We believe that all our children have the right to an excellent education where they can strive to achieve their full potential. Thus helping them to map out their own future aspirations and achievements. I am a firm believer in 'giving children a voice' and through this partnership I hope we can all work together to develop a common language for the successes and achievements for our children.
We hope that the children, and you as their parents and carers, will support us in achieving this success at Bewsey Lodge Primary extended services are additional services and activities offered by schools to pupils, their families and the community. These services often take place outside of normal school hours and can include access to childcare, sports activities and support for learning.
Find out what might be on offer and get information about possible costs and financial help. Childcare provision related to this school, Bewsey Lodge Primary (Nursery) and Connect Club (Out of school club) please see separate entry under 'childcare' for more details. Childminders also provide out of school care and some may have specified they pick up/drop off from this school.
For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer and toddler groups, leisure activities and much more.
For WBC School admissions, transport and pupil services team telephone 01925 43322
*8 designated provision places Key Stage 1
*10 designated provision places Key Stage 2
01925 632730 Fax: 01925 444351
Bewsey Lodge CP School
SEND Local Offer description
At Bewsey Lodge Primary School we ensure that all pupils, regardless of their specific needs, make the best possible progress either in our mainstream setting or designated provision.
SEND Local Offer contact name
Liz Wootton (SENDCo)
2-3, 3-4, 5-7, 8-11
Staff know if a child / young person needs support
If our staff think that your child has a special educational need this may be because they are not making the expected level of progress or they appear to find certain areas of school life difficult, for example; following instructions or retaining information. We will assess their understanding of what we are doing in school and use this information to try to find out what is causing the difficulty. The special educational needs coordinator and the class teacher will then ensure that support is given to your child in school. We will ask you to come into school to discuss our concerns and share with you what we have put in place for your child. We may also suggest things that you could do at home to help. We will keep you updated on your child's progress throughout the year with regular meetings. If appropriate we may refer your child to another agency such as; speech and language or the inclusion team for teaching and learning for further support. We will keep you informed about everything we are doing and you will be invited to every meeting we have with any outside agencies. When children have identified needs before they start here, we work with the people who already know them and use the information already available to identify what their need will be in our school setting and how we can manage it.
What to do if you think your child needs support
If you think your child has a special educational need please come in and speak to us. You could speak to your child's class teacher or the special educational needs coordinator. We will discuss this with you and look into it. We will share what we discover with you and agree with you what we will do next and what you can do to help your child. This may be support in school or from outside agencies. We will keep you fully informed with everything that we do and invite you to any meetings held.
How will staff support a child with SEND?
The special educational needs coordinator (SENDCo) and the class teacher will oversee your child's individual programme. The programme will state who will be working with your child, when and for how long. This will be explained to you by the class teacher and will be reviewed throughout the year, with new targets being set every term. Teachers also spend time with children to discuss their targets for the term ahead. Support may be given in class, throughout small group interventions or one to one. Support will be given by the class teacher or a teaching assistant. Our staff have a range of knowledge and experience and careful thought is always given to who is best to support each child. Records of all interventions are kept by the SENDCo on a provision map. Through discussions, observations and monitoring the SENDCo and class teachers can see how effective an intervention is for your child. If we feel it is not benefitting them we will change the provision accordingly. In our designated provisions there is a high level of staff to pupil ratio, which enables the children to be fully supported in small groups at all times. We have 3 special educational needs governors who meet with the SENDCo every term and have a responsibility to ensure that all children with special educational needs are making appropriate progress.
How is the curriculum matched to a child's needs?
All activities taught throughout the school are differentiated to ensure that all children can access learning at a level that is appropriate to them. This may be through in class support, resources or interventions. In the designated provision the smaller class sizes and higher ratio of staff allows the children to be supported more. Where appropriate they follow the National Curriculum and deliver this in a way that means it is accessible to the children. This may include the use of a visual time-table, visual prompts, very basic language or modelling activities.
How do parents learn about their child's progress?
Staff know how your child is doing through regular assessments, observations, working with your child and discussions with other members or staff, yourselves and if appropriate any outside agencies. We will inform you of progress at parents' evenings, through end of term and year reports, reviewed individual plans and if appropriate annual reviews. Our end of term and end of year reports clearly state your child's progress, targets and the national average of children at the age of your child. Teachers will suggest ways to help your child at home during parents' evening or may at times prepare individual work for your child to do at home and speak to you about this. For some children we set up home/school books, which help parents who are not able to come into school frequently to communicate with their child's class teacher. We also make phone calls, send text messages home and will always ask you to come into school if we have something to share with you about your child. You are welcome to come into school and discuss your child's progress at any time. At times throughout the year we may ask you to complete questionnaires linked to the school or more specifically your child's education. As a school we have access to other agencies that may support you with many areas of your child's life where you feel you may need it. This year we have run a family language course for parents with English as an additional language. There has also been an ICT course available to all parents. For parents with preschool children we have ‘Wiggle, Giggle, Squiggle' which helps to develop children's language, ‘Rhyme Time' and ‘Story Craft'. All of these are run by Dallam Children's Centre from our school to support you with your child's development.
How is children's well-being supported?
We have interventions specifically for emotional health and wellbeing. We also have a school health advisor, trained first aiders and access to outside agencies, who offer counselling where appropriate. We have medical forms to fill in if your child needs to have medication administered at school. If a child has a specific need we record this information on a care plan, to ensure all staff are aware of this. This also applies to a child who needs a positive handling plan or risk assessments for a school trip. Children who have 100% attendance are rewarded at the end of term. In the past this has included a disco and a film night. Weekly certificates are also given out to the class that has the best attendance and they are rewarded through extra playtime. We have an attendance coordinator in school, who works closely with the local authority's attendance officer. We send letters home to parents whose children have low attendance and work with them to try and find a way to support them if they are struggling to get their children to school. To avoid exclusions we have behaviour plans for children who might need extra support. These have simple targets on for children to follow to help them to improve their behaviour. We regularly speak to parents if we have any concerns about a child's behaviour. We also have a nurture group at dinnertimes to offer support to those children who find going out to play difficult. We encourage children to have an opinion and always listen to them. This is done through questionnaires, our school council and discussions in class. If a child is unable to record an opinion through writing then we will write for them or choose another way for them to communicate with us.
What specialist services can the setting access?
At our school we have a range of staff with different experience and expertise. This includes speech and language, music, reading, ICT and much more. We are also able to access a variety of specialist services for support such as, play therapists, speech and language therapists, educational psychologists, occupational therapists, physiotherapists, school health advisors and social services.
What SEND training do staff receive?
Staff at our school have regular training to keep them up to date with the many changes that happen in a school setting. This includes, ‘Team Teach' a course which teaches staff how to handle a child if they need to be physically restrained for their own or someone else's safety. Once a year we all attend child protection training to update us on current changes. Other training is as and when required and is very much dependant on the children in our setting at the time.
How are all children included in all activities?
All children are invited to attend Afterschool clubs and the same support is given to them as it is throughout the school day. Before any school trip the class teacher has to do a risk assessment, which involves a prior visit to the place the children are going to. Whilst visiting the teacher will make a note of potential hazards and work hard to ensure these are overcome. If necessary extra staff may be asked to come, parents will be consulted about the trip and at times may be asked to accompany their child. The same strategies that are used in school for a child are used on a trip.
How accessible is the environment?
Our school is accessible for wheelchairs. We are able to access additional resources to help children who have auditory problems and take advice from the visually and hearing impaired team if and when we have children with these needs. We also have the resources to write letters in a different language and if necessary to have interpreters present at meetings for parents who don't speak English. We have English as an Additional Language Support Worker who will liaise with parents who don't speak English on a day to day basis. In our designated provision we have a disabled toilet and changing facility. Resources that are required for children with special educational needs are acquired through our school budget or other funding that may be available at the time. Staff are trained to use any new resources and we ensure this training is kept up to date.
How are resources matched to children's needs?
Our special needs budget can be spent in many ways and is dependent on what the children in our setting need. It can be used to resource classes so teachers can provide in class support; this may include books, laptops, special pencils or scissors. It could also be used to provide additional teaching assistant support in class, with our children who have English as an additional language or for one to one support. The cost of all interventions is identified on our school's provision map.
How are children supported through transition?
When children start at our school our aim is to make sure they settle in as quickly as possible. We choose a member of the class to look after them during their first few days at school. We also make contact with you as soon as possible. For most children we will carry out some initial assessments so we can establish the level of learning your child is at. However this may not be appropriate for all children, for example if you had just moved to the country. In this instance we would give your child a little time to settle in before we made any assessments. When children move to a new class or school they are well prepared through visits, discussion and where necessary social stories. All information regarding your child will be passed to their new school and similarly we will receive all information from a previous school. In our designated provision if a child is moving to a new setting more visits may be necessary dependent on the child.
How is a decision made about the support needed?
The decision will be made by the class teacher and the special educational needs coordinator. At times other staff may be involved such as teaching assistants who have worked with your child or the Head Teacher. The decision will be made from assessments, observations and discussions carried out on your child. We will judge how successful the support is by how much progress your child has made since the support started. If it is found that your child has made no progress we will look at alternative support. If your child has Higher Needs Funding or an EHC plan then that will state how many hours support your child is entitled to and we will share with you how the support is given during annual reviews and other meetings.
How can parents and carers be involved?
If you wish to speak to a member of staff you just need to make an appointment and they will make time to see you before or after school. We will always try to involve you in any concerns we have about your child and hope that you feel that you can come and talk to us. We have a ‘Friends and Parents of Bewsey' group that meet every fortnight to discuss ways to support the school. Members are keen to provide the children with the same opportunities that they get in school in the local community.
Who can be contacted for further information?
The first person you should speak to if you have any concerns would be your child's teacher. If your child has a special educational need you can always speak to the special educational needs coordinator (SENDCo). Our SENDCo is Mrs Bailey and you can contact her on 01925 632730.If you would like to look around our school you would need to contact our main office and they can make an appointment for you or put you in touch with the person you need to speak to depending on your child's circumstances. The Local Authority website www.warrington.gov.uk will also provide you with other support networks and this is where the local authority's Local Offer can be found.