Burtonwood Community Primary School
We have a learning culture that constantly strives for excellence.
We will respect and support each other in a warm and welcoming community. Our school offers a broad and balanced curriculum including:
• Day and residential visits
• excellent ICT facilities
• visiting artists
• musicians and theatre groups
• themed weeks - e.g. science, art, history.
Our school has:
• A rural location and extensive grounds
• a heated outdoor swimming pool
• a school minibus
• walled garden and wildlife areas.
We also have a supportive Parents, Teachers and Friends Association, community links, family assemblies and courses for parents and carers.
Childcare provision related to this school - 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.
01925 224072 Fax: 01925 229979
Burtonwood Community Primary School
SEND Local Offer description
The school is currently a one form entry co-educational Community Primary School. Our aim is to ensure that your child enjoys an exciting curriculum, which provides high quality learning experiences for your child to excel in every subject.
SEND Local Offer contact name
Andrew Redman (Head Teacher), Heather Muttock (SENDCo)
Staff know if a child / young person needs support
From their start in Reception children's development and progress is monitored through rigorous and ongoing formative and summative assessment. These assessments will monitor a child's progress against national expectations academically, socially and behaviourally. If the school has concerns about a child's progress or well-being, this will be immediately discussed with their parents/carers. The school will use specialist support to identify the key educational, social and emotional needs of the child and the best programme to address their needs to ensure future development and progress.
What to do if you think your child needs support
The school has an open-door policy and parents/carers can make an appointment to discuss their concerns with the class teacher, SENDCo and Head Teacher at any time. Following a termly written report, parent consultations are held in the autumn and spring term and there is an opportunity to discuss the child's annual written report in the summer term with the class teacher if required.
How will staff support a child with SEND?
Once a child has been identified with special educational needs, a programme will be developed in partnership with outside specialist support for that child. It is the class teacher's responsibility, with the support of the teaching assistants, to deliver the education provision. There will be an opportunity for the child and parents/carers to contribute to this provision so that all stakeholders are in agreement on this programme. This education programme will identify firstly how the child will be supported in the classroom so that they can access the curriculum fully and secondly the additional intervention programmes specific for that child, which will be delivered either to individual children or small groups. The plan will clearly state who is responsible for delivering each part of the programme, which will reflect the recommendations of the specialist reports. The programme will be explained to parents/carers by the child's class teacher with the support of the SENDCo. There will be ongoing monitoring of the provision's effectiveness with formal reviews each term by the SENDCo. The provision for children with SEN will be overseen by the SENDCo, who will report back to the Head Teacher and Governors on its effectiveness and recommendations for future provision. The SENDCo will also be responsible for liaising with the specialist external agencies to ensure that the child's needs are met.
How is the curriculum matched to a child's needs?
The aim of this school is to ensure that your child enjoys an exciting, suitably differentiated curriculum, which provides high quality learning experiences for your child to maximise their potential in every subject. To ensure all children are fully included in this high quality learning, children with special educational needs will have a pupil passport, which sets out clearly what is expected from the teacher, teaching assistant, child and parent to ensure the learning is appropriately matched to the child's needs.
How do parents learn about their child's progress?
From their start in Reception children's development and progress is monitored through rigorous and ongoing formative and summative assessment. These assessments will monitor a child's progress against national expectations academically, socially and behaviourally. The school will provide timely and appropriate feedback to parents/carers throughout the year, celebrating the child's successes and raising any concerns which need addressing. This will be done verbally and through letters, text messages, certificates, awards and e-mails. As well as the formal written reports produced each term and the parents consultations in the autumn and spring term, parents/carers of children with SEN will have the opportunity annually to discuss their child's progress with the SENDCo and review their child's pupil passport. Information will be provided regularly to parents through termly curriculum guides, class pages on the learning platform, personalised targets and specific teacher guidance to help parents support their child at home. Opportunities for family learning are provided when children are in the Foundation Stage.
How is children's well-being supported?
The school has clear policies and procedures, available on the school web-site to allow it to meet the medical and physical needs of all children in a mainstream setting. Children with specific medical needs requiring medication on a daily basis will have a care plan in place, agreed with the parents/carers. It will state clearly a named adult who will be responsible for carrying out this care plan. The school works closely with parents/carers to remove barriers to learning in terms of attendance and behaviour. If the child needs ongoing support with their social and emotional well-being, this support will be detailed in the pupil passport and agreed with both the parent/carer and the child. If appropriate, the school will access specialist support from the education psychology service to tailor the provision further.
What specialist services can the setting access?
The school screens all children on entry for their speech and language needs using Speech link/Language link. This assesses the children against age-related expectations and highlights any areas of difficulty in both language and communication. Following these assessments, a personalized programme will be devised and delivered in small groups for that child to ensure they close the gap to meet national expectations. Their progress will be continually monitored and they will be re-screened if any concerns arise. Any severe concerns are immediately referred to specialist Speech and Language therapy service for further assessment and support. The school also has an accredited Every Child Counts teacher who will provide intensive support in Maths to children in Year 2 to accelerate their progress to reach national expectations for their age. This year the school will be supporting children in Year 1 in their reading and writing through the Every Child a Reader programme to ensure that they reach national expectations by the end of Key Stage 1.
What SEND training do staff receive?
The SENDCo has achieved the National Award for SEN. Teaching staff have accessed INSET and staff meeting training opportunities for supporting children with an autistic spectrum condition, speech and language needs, specific learning difficulties and behavioural difficulties via the Inclusion Development Programme and the Advanced Training Materials for SEND. Further training has taken place around providing quality first teaching for all and developing an inclusive classroom for all learners and also in the use of the pupil passport to take account of pupil and parent voice in meeting SEND needs. Teaching assistants in school have been trained to administer Speech Link Language Link screening and to deliver follow-up programmes addressing identified needs. Teaching assistants have also received training in maintaining intervention logs, to clearly evidence agreed targets and resulting outcomes for the children supported. They have also received training to deliver intervention programmes for English and Maths such as First Class for Number.
How are all children included in all activities?
All children are fully included in activities outside the classroom, including clubs, school trips and residentials. Additional staff may be provided to support children with SEND. Any necessary and appropriate adaptations are made in consultation with parents/carers to ensure that children enjoy full access to opportunities for learning and developing beyond the classroom environment.
How accessible is the environment?
The building is not fully wheelchair accessible, however the majority of classrooms will allow for wheelchair access. There is a disabled toilet with changing facilities. The school will work with external agencies to adapt the building and grounds to meet the needs of new pupils with SEND. The building and playgrounds had a visual impairment audit in June 2014 and adjustments have been made accordingly. Specialist equipment, such as adapted chairs, is serviced and adjusted regularly by the service providing it, and support staff are fully trained in its use.
How are resources matched to children's needs?
The school's special educational needs budget is allocated to ensure that the child's needs, identified through both school and external specialist assessment, are met fully. Once the education provision for a child with SEND has been agreed with parents/carers and the child, it is the head teacher's responsibility, in consultation with the Governors, to ensure that this programme is fully resourced in terms of both human and physical resources. If this education provision is not facilitating good progress in the child's development, then it is the responsibility of the SENDCo to evaluate the current programme and make the necessary amendments to improve the child's progress. If necessary, the head teacher will provide greater resources to support this provision. There will be times where the school will ask for top-up funding from the Local Authority by applying for an Education, Health and Care Plan. However the school will put in place the necessary financial support for the agreed education provision, irrespective of the success of this application.
How are children supported through transition?
Nursery or home visits are undertaken by the Reception teacher in the summer term prior to a child entering Reception class. The teacher will be accompanied by the SENDCo, if appropriate. A programme of taster sessions is provided for all children entering Reception, and additional sessions are made available for those children requiring further transition visits. In September, Reception intake is staggered to enable the children to settle into the class environment and routine in smaller groups and for adults to identify and adjust for any emerging needs of children with SEND. On moving up year groups within school, children with social and emotional difficulties or an autistic spectrum disorder can choose to complete a transition booklet with photographs of their new class teacher and classroom, as well as key information. On transfer to a new educational setting, the SENDCo and class teacher will liaise with their counterparts to pass on information and arrange introductory visits for the child and parents/carers to ensure a smooth transition.
How is a decision made about the support needed?
Planning meetings take place termly with the head teacher and SENDCo in partnership with teaching staff to review progress made and to set out future provision. Following identification of concerns at any point, parents/carers will be consulted immediately on the future plan of action for their child. Initially, the child will be monitored within the classroom setting with any reasonable adjustments made to cater more effectively for the child's needs. However, if progress does not improve, in agreement with parents/carers, a referral is made to an external agency for more specialised assessment and recommendations for targeted provision based on this.
How can parents and carers be involved?
Parents/carers will be involved in every stage of the child's education at the school. This partnership is essential to maximising the child's progress and development. On a day to day basis the school will provide timely and appropriate feedback to parents/carers throughout the year, celebrating the child's successes and raising any concerns which need addressing. The school will not use outside specialist support to assess the child's special needs without the agreement of the parents/carers. The parents will have the opportunity to state what support they want for their child in the school through the pupil passport, which is the key document for all children with SEND. This passport sets out clearly what is expected from the teacher, teaching assistant, child and parent to ensure the learning is appropriately matched to the child's needs. Parents/carers will be involved in and agree on the initial drafting of the passport and will have the opportunity annually to discuss their child's progress with the SENDCo and review their child's pupil passport, in addition to the termly parent consultations with the class teacher.
Who can be contacted for further information?
The school would welcome visits from parents/carers, who are interested in sending their child to this school. Parents should contact the school office to arrange an appointment to visit the school. You are recommended to visit the school during the school day so that you can see the school in action. If a parent has any concerns about their child attending the school linked to a specific special need, this can be discussed at the initial visit with the head teacher, Mr Redman and the SENDCo, Mrs Muttock. Parents are advised to visit the school website www.burtonwoodcp.co.uk for detailed information about the school. However if the information required is not on the web-site, please contact the school office to speak to the head teacher.