Cherry Tree Community Primary School

Cherry Tree Primary School opened in 1974.
It is a group 2 co-educational day school maintained by the Educational Department of Warrington Borough Council, catering for children between the ages of four and eleven.
We are housed in a well-designed building which was completely remodelled in August 2000 and have a school playground housing an activity play area plus our own playing field and outdoor environmental areas with a bird hide.
We are very fortunate in being able to offer such a lovely building on a fine site as the ideal environment to enhance many aspects of learning.
Cherry Tree is a caring but well-disciplined community where emphasis is placed on self-reliance, the understanding of, and respect for, each individual. This is a deliberate policy and it does not happen accidentally. Each adult exercises a respectful approach to the children and the children show a similar respect to all staff.
A pleasant, happy atmosphere is produced that is both controlled and relaxed. Childcare provision related to this school, Cherry Tree Out of School Club, Thelwall Wasps 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.
Useful contacts, WBC School Admissions, transport and pupil services team 01925 443322.

01925 755885 Fax: 01925 758245


Cherry Tree Community Primary School

Hardy Road



WA13 0NX

SEND Local Offer description

Cherry Tree Primary School is a one-form entry, state primary school in a suburb of Warrington. We are a mainstream primary school with seven classes. Our children are aged 4 to 11.

SEND Local Offer contact name

Helen Graham (Head Teacher), Phil Adams (SENDCo)

Age range

5-7, 8-11

Staff know if a child / young person needs support

At Cherry Tree Primary School, every child is equally important and we carefully track progress to ensure that every child has their needs met. All of our teachers carry out detailed formal and informal assessments every term. Informal assessments may take the form of observations, questioning, the children's work, etc. When it appears that a child is not making an expected level of progress or other concerns arise, then discussions will take place with the school Special Needs Coordinator SENDCo. Parents will also be invited in to discuss concerns and the strategies that will be put into place to help that child, both at home and at school. This will then be reviewed regularly to evaluate that the strategies used have helped the child. Where necessary, further discussion will then take place as to whether it would be appropriate to involve external agencies such as Speech and Language, the Educational Psychologist, Occupational Therapy, Behaviour Consultant, School Nurse etc.

What to do if you think your child needs support

We encourage parents to communicate with us if they have any issues, questions or worries. We believe that working in close partnership with parents is the best way to meet the needs of all pupils. If a parent has a concern, their first point of call would be the class teacher initially. The class teacher would then work with parents and the SENDCo to establish if any further action was necessary.

How will staff support a child with SEND?

The class teacher would be the main person responsible for ensuring that any actions to support a child were taken and that progress was closely monitored. The level of support that each child receives varies according to need and the resources available. The SENDCo works closely with all staff and is the link to external agencies where appropriate, and has the overview of what support is being provided and the impact that the support is having. It is not uncommon for the SENDCo to be involved in meetings with parents too. There is a designated Special Needs governor and all governors are kept informed regarding overall SEN provision. The Head Teacher is also fully involved in decisions made regarding support and resources and can also provide advice and support.

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

All teachers at Cherry Tree Primary School ensure that lessons are differentiated to meet the varying abilities and needs of the children. Some children will also need individualised programmes of work, (Individual Education Plans-IEPs) with specific, measurable targets to ensure that they make progress. These IEPs will be monitored regularly and parents are kept informed of targets set and progress towards them.

How do parents learn about their child's progress?

Meet the Teacher Evening - Held one week into the new school year, in early September, every parent is invited to meet their child's teacher, and hear a short talk about the expectations and routines in each class, a leaflet is given to parents outlining the main points from the presentation. Curriculum Overview - At the beginning of every half-term, a leaflet is sent home to explain what will be taught in each subject, plus ways parents can support at home and differentiated targets in English and Maths, suggested reading genres or authors are provided. Reading Prompts for Parents Prompts provided every term, guidance given to parents on how they can support their child at home, reading, writing & phonics workshop for parents, are held annually in October, to provide information to parents, particularly those new to our school, on how we teach early literacy skills and how they can support this work at home. Parents' Evenings annually in November and March, to give focused individualised feedback on progress and achievement to parents, booklets providing information on how parents can support at home are produced and distributed in November at Parents' Evening, along with a booklet including national expectations for each year group and ways to support at home is given out. Maths and English Workshop, held annually in November to provide information to parents on how we teach English and Maths at school, thus enabling parents to better support their child's learning at home. Annual Reports produced in July, to give our families a detailed summary of attainment and progress in the core subjects, including National Curriculum levels for each child and a more succinct explanation of achievement in the foundation subjects, pastoral development, behaviour and attitude to learning is also reported on. Parents' Forum held once a term, to allow parents an avenue to discuss school policy/practice and suggest new ways of working, to explain and promote the work of our school to the general public and any prospective parents.

How is children's well-being supported?

We follow the National Curriculum with regards to Personal, Social and Health education.  We also use assemblies and class ‘circle time' to discuss issues such as friendship on a very regular basis.  Where appropriate, small group or individual support may be offered in negotiation with the SENDCo and / or the Head Teacher. In addition we invite external professionals to deliver workshops with our children, for example: the School Nurse, ‘humanutopia', ‘The B Word'- theatre show, the Cyber Bully Show, and so forth. If any of our pupils need to take medication during the school day, we ask parents to adhere to our policy for administration of medicines and to complete a form to give their consent for their child to be given medicine. Every term we review the attendance of all pupils and get in touch with any families where attendance is becoming a concern. We liaise with health care professionals and request advice where appropriate.  A referral may be made to a Complex Case Panel, which involves multi agency representation, for any pupil who has a need that requires further investigation. Where necessary, we arrange bespoke staff training for all staff including governors for exceptional issues, usually from outside agencies involved with the child. The SENDCo also provides in house training for more common issues. Cherry Tree staff are committed to ensuring appropriate safeguarding procedures are followed.  The Head Teacher is the Designated Senior Person and any concerns should be reported to her.  Where necessary external support may be sought from external agencies such as the Local Authority Education Safeguarding Team and / or Social Care.

What specialist services can the setting access?

Our SENDCo is very experienced. He worked in a special school prior to being employed at Cherry Tree Primary School and in the last couple of years he has completed the National SENDCo Award. We currently have a Teaching Assistant who has been trained to deliver 'Early Years Speech and Language' screening and early intervention programmes. We have Teaching Assistants who are trained to assist a child with diabetes. We have one to one Teaching Assistants who support children with specific needs, for example autism, ADHD and cerebral palsy. We also have links to a range of outside agencies including: - Child Development Centre, Child and Adolescent Mental Health Service (CAMHS), Common Assessment Framework Team (CAF), Inclusion Team Teacher for Learning (ITTL), Educational Psychologist (EP), Speech and Language Therapy (SaLT), Family Support Workers, Consultant Paediatrician, Audiology, Ophthalmology, Occupational Therapy, School Health Advisor, ASD Specialist Nurse, ADHD Specialist Nurse, Diabetes Specialist Nurse and the School Attendance Officer.

What SEND training do staff receive?

Annually all staff undergo training to understand and be able to support children with diabetes, anaphylaxis, epilepsy and asthma. Teachers and teaching assistants have had specific training regarding ‘catch up' programmes such as ‘Reading Together' and also on the use of Clicker 6 to support learning. The SENDCo organises in house training whenever specific issues arise and School Improvement priorities influence training needs too. All staff received training on Positive Behaviour for Learning in July 2014.

How are all children included in all activities?

All children are fully included in trips, residential visits, after school clubs and general school activities. Parents are consulted at every step of the way and are involved in helping us to ensure any adaptations that need to be made are successful. Extra staff are employed where needed.

How accessible is the environment?

Our site is a single floor and fully accessible. We have one disabled toilet which includes a rise and fall changing bed. We seek advice and support from the Visual Impairment specialist support team for any child with a visual impairment. The same would be the case for those pupils with hearing difficulties where we would seek advice from the Hearing Impaired service. We seek support from target language speakers from the family of Warrington schools to assist in communicating with parents and carers whose first language is not English. Where recommendations are made through outside agencies we aim to provide resources through the school budget where appropriate.

How are resources matched to children's needs?

The school's SEN resource budget is allocated on a priority needs basis in line with best practice. Whilst we do not have a separate SEN budget, the school's overall expenditure funds additional staffing and resources such as laptops and software where needed.  The SENDCo and Head Teacher agree which resources are needed and occasionally, where large costs are concerned, approval may need to be sought from the Governing Body.

How are children supported through transition?

Wherever possible we prepare pupils for transition to new settings in a manner most appropriate to the individual. For some pupils this takes the form of additional visits to the new setting, for others this might be working through materials which address key aspects of the new setting. Some of our pupils benefit from lengthy transition work whereas others find an extended transition stressful, and require a shorter introduction. We work closely with families at this time to ensure consistency of information. We have good links with our local high schools and work closely with the staff from those settings. All staff hold transition meetings before the end of the Summer Term to ensure smooth transition from one class to another within Cherry Tree Primary School.

How is a decision made about the support needed?

When children's needs are initially identified a discussion takes place between teachers, parents and pupils. At this meeting desired outcomes for the pupil will be discussed and the provision or support the pupils needs to meet those outcomes will be agreed. School staff are usually best placed to advise on the nature of the support provision needed, but occasionally the school seeks the support of other agencies, parents and pupils will be fully involved in decisions about support and provision, and any decisions to implement provision which is different from or additional to that received by the majority of children are made in conjunction with parents and pupils, school may seek the advice of external agencies to support the decision making process.

How can parents and carers be involved?

We welcome parental involvement at school. Currently have a large group of parents who volunteer on a regular basis and a very active PTA. Any parent is eligible to join our PTA or to volunteer in school if they have the capacity to do so. The child's class teacher is the first point of contact for any questions or comments that a parent would like to raise. The SENDCo and Head Teacher are also more than willing to meet with parents by appointment. Every term we hold a Parents' Forum Meeting- this meeting is chaired by a parent and the agenda for this meeting is set by parents. The Parents' Forum is an opportunity for any parent to raise queries or make a suggestion in relation to school. This is not a forum for individualised issues - more an avenue to discuss whole school matters. We have Parent representatives on the Governing body and they are the voice for all parents. They bring any concerns or requests to the full Governing body meetings. We are in the process of developing the governor section of our website.

Who can be contacted for further information?

The first point of contact is the child's class teacher who knows the child well. They will be able to speak to you about any worries or concerns that you may have, and usually resolve them straight away. For more complex issues regarding additional needs, an appointment may be made with the SENDCo, Mr Adams, who can be contacted via the school. If you wish to make contact with the school regarding whether your child may join the setting, the first point of contact is the Head Teacher, Mrs H Graham, who is also available through the school. The Warrington Local Authority make all decisions regarding which mainstream school a child can be admitted to. The Admissions Team can be contacted on 01925 442952. The Inclusion Team at Warrington Local Authority are also available if you wish to request any further information regarding supporting your child in school.