Christ Church C of E Primary School

All children in England between the ages of 5 and 16 years are entitled to a free place at a state school.
Legally your child reaches compulsory school age at the beginning of the term following his/her fifth birthday. In Warrington, however, it is current policy to provide education from the beginning of the school year in which your child is 5 years old.
This means that a school place will be available in the September following your child's fourth birthday.
Mainstream state schools are funded by the Local Authority (LA), follow the National Curriculum and are regularly inspected by the Office for Standards in Education (Ofsted).
Childcare provision related to this school - Please see separate entry under 'nursery' for more details. Padgate Wasps Link 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 & toddler groups, leisure activities and much more.
Other useful contacts - WBC school admission, transport and pupil services team 01925 443322.

01925 492422 Fax: 01925 492421

Website

Christ Church C of E Primary School

Station Road

Padgate

Warrington

WA2 0QJ

SEND Local Offer description

Christ Church CE Primary School is a popular 1.5 form entry school with an attached Nursery set in Padgate. The current number on roll is 342.

SEND Local Offer contact name

Richard Hughes (SENDCo), Ian Williams (Head Teacher)

Age range

5-7, 8-11

What extra support is available at school?

Needs led SALT (speech and language therapy)

Staff know if a child / young person needs support

Well- trained members of staff use observations and the results of regular and systematic assessment procedures to identify any possible areas of need. Parents can raise concerns with members of staff and/or the school's Special Educational Needs Coordinator (SENDCo) at any time.

What to do if you think your child needs support

In the first instance, a parent should raise any concerns with their child's teacher, who will then consult with the school's Special Educational Needs Coordinator (SENDCo) to determine if any additional or adapted support and/or provision is necessary. Parents are consulted at each stage of the process of identification of and provision for a child's additional needs

How will staff support a child with SEND?

Initially, teaching staff will support your child through differentiated and/or additional provision, the nature and extent of which will be informed by detailed, regular school-based assessment. Should it become apparent that the need is significant, the school will request a further, detailed assessment from an external agency , the report recommendations of which will inform the detailed nature of the school's provision, which will be outlined in a comprehensive Provision Plan. This plan summarises the child's provision entitlement and is the used by staff to ensure that barriers to learning are reduced.

How is the curriculum matched to a child's needs?

The class teacher differentiates a child's work to suit their individual learning styles and needs as well as choosing appropriate teaching methods to reduce barriers to learning. Detailed Provision Plans identify both of the above.

How do parents learn about their child's progress?

Regular meetings will take place between you, the class teacher and SENDCo to discuss progress of any individual plan and next steps. Your child's views will be part of this process. Part of the plan will include any advice on how you can support your child's learning.

How is children's well-being supported?

All staff offer pastoral support for children. The school has access to appropriately trained Family Support and Emotional Health workers who can offer support and guidance to both parents and children. Our Emotional Health Worker provides a valuable source of professional support for children who, for a number of reasons, may have poor emotional wellbeing. We have comprehensive policies to deal with medical issues, based on current good practice, accepted guidelines and statutory requirements.

What specialist services can the setting access?

Where appropriate, the school is able to access an Educational Psychologist, SEN Consultants, Speech and Language therapists, a Family Support Worker and an Emotional Health and Well-being specialist. Access to these services is prioritised according to need and availability. We also access other services such as the NHS physiotherapy and occupational health services if such agencies are involved in meeting the needs of individual children.

What SEND training do staff receive?

We currently have staff trained in Language link (a speech and language development programme), Smart Moves (a programme for developing fine and gross motor skills), addressing the needs of children with Autistic Spectrum Disorder, the features of Dyslexia, provision for children with ADHD  as well as ‘catch up' Literacy and Numeracy programmes. Furthermore, we have staff experienced in working with children with muscular dystrophy, hearing impairment, visual impairment and attachment disorder. Individual and collective training is provided according to the needs of children within the school; such needs are reviewed regularly and training programmes adapted accordingly. Training will always be provided if a child joins school with a need for which we have limited experience of provision.

How are all children included in all activities?

Our school and curriculum is fully inclusive and accessible to all children. Any particular needs will be taken into account and planned for accordingly. Parents of children with additional needs will be consulted to ensure optimum provision at all times. All children are included in school trips and are encouraged to participate in the wide range of afterschool clubs offered by the school.

How accessible is the environment?

The school has a comprehensive Equality Plan, reviewed annually, which identifies the adjustments that we need to make to ensure that all barriers to a child's achievement are reduced as much as possible. The plan covers three aspects of accessibility; access to the curriculum, access to the physical environment and access to information, and is available to view on the school's website. The building is currently accessible to wheelchairs and disabled toilets are available.

How are resources matched to children's needs?

There is a specific budget allocated for SEN to fund the provision of resources for children with additional needs. Funds are allocated on a fair and consistent basis dependent on the extent of available funds; the recommendations of external agencies for children; the availability of targeted Local Authority funding and priorities established within the annual school SEN development plan.

How are children supported through transition?

Comprehensive and appropriate transition arrangements are put in place at each stage of education, both within the school and between schools. Transition arrangements are adapted according to the individual needs of each child and are coordinated by the SENDCo, in consultation with parents.

How is a decision made about the support needed?

The SENDCo and Head Teacher will allocate resources and support based on our own internal assessments and, where appropriate, recommendations from external professionals. All provision and support plans are drawn up in consultation with parents and their effectiveness is reviewed regularly.

How can parents and carers be involved?

The identification of and provision for children with additional needs is viewed as a collective and collaborative activity involving school, parents and the child for whom provision is being made. Parents are consulted at each stage in the provision process; their views help to ensure that all provision is targeted precisely at a child's specific and particular need. Parents are routinely invited to discuss the progress of their child, either as part of Parent Interview evenings or individually with class teachers, Teaching Assistants, the SENDCo and/or other professionals who have provided advice for provision.

Who can be contacted for further information?

For further information, please contact the school's SENDCo: Richard Hughes. SEN Governor: Jan Martin