Croft 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, Croft Wasps Link Club & Safe hands nursery 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 & toddler groups, leisure activities and much more.
Other Useful contacts, WBC School admissions, transport and pupil services team 01925 443322
01925 764276 Fax: 01925 767783
Croft Primary School
SEND Local Offer description
We are a Primary School that caters for Pupils age 4-11. The success and happiness of every single child in our school is tremendously important to us
SEND Local Offer contact name
Staff know if a child / young person needs support
Early identification is vital and outside agencies can help advise on the provision of intervention strategies. The class teacher informs the parent/carers at the earliest opportunity to alert them to concerns and enlist their active help and participation. The class teacher and the SENDCo assess and monitor the children's progress in line with existing school practices. The SENDCo works closely with parents/carers and teachers to plan an appropriate programme of intervention and support. The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENDCo can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. Children can be assessed by outside agencies.
What to do if you think your child needs support
If parents / carers think that their child may have special educational needs, they can talk to the class teacher or SENDCo about any concerns they have.
How will staff support a child with SEND?
Each class has the benefit of at least one teaching assistant during morning sessions. School regularly audits resources to ensure there are resources and interventions available to overcome a range of barriers including difficulties with auditory memory, visual memory, dyslexia, left to right processing, social skills, concentration, speech and language, dyspraxia and the acquisition of basic numeracy skills. In the case of children with Hearing Impairments, Visual Impairments or medical needs specialist support, equipment and training is provided by NHS (Diabetes Nurse, Orthoptist assessment etc). When sitting examinations, children with special educational needs and disabilities can be supported 1 to 1, have timed breaks, be granted additional time, sit exams in a quiet setting in a small group to aid concentration. Children with Visual stress will have their tests adapted to their needs. The SEND provision map records the type of intervention a child is receiving, the duration, child’s progress throughout the school and records how much progress individuals make following interventions. The school also tracks progress and provides data monitoring of children receiving the Pupil Premium as well as children with SEND
How is the curriculum matched to a child's needs?
Provision is to include Individual Education Plan and Assessment and Planning processes. Recommendations in reports from outside agencies are taken on board and recommended resources are purchased if necessary. (e.g. computer software, auditory memory games). Reasonable adjustments to classrooms are made where necessary (e.g. key words on display not laminated to reduce glare for children with Visual Impairments).
How do parents learn about their child's progress?
Parents/carers contribute and take part in Annual Reviews and receive copies of all relevant paperwork concerning their child. Children are also asked to make a contribution to the review. Individual Education Plans are produced termly or half termly depending on the circumstance and child and the school operates an open door policy with regards to any concerns a parent/carer may have. Children's progress is monitored throughout the school and children with special educational needs are monitored also on the Provision Map.
How is children's well-being supported?
The class teacher, SENDCo or Office Manager can offer help with forms if this is required. There is a Notice board which contains additional information of upcoming events or general useful information e.g. Drop in Centres etc. SENDCo has experience with dealing with CAHMS and maintains close links with our school nurse. The school holds workshops for parents/carers and children to attend.
What specialist services can the setting access?
The current SENDCo has been a SENDCo for over 10 years and has attended a variety of courses to enable her to identify and advise parents/carers and staff on the varied spectrum of needs children within a mainstream school may have.
What SEND training do staff receive?
Staff have received training in identifying and supporting children with dyslexia. Staff have received training with how to support children with ASD who are high functioning. Staff have received training in how to administer an Epipen, how to support children with asthma and epilepsy. Future training will include how to support children with behavioural difficulties and refresher training on supporting and identifying children with dyslexia and speech and language difficulties. Close liaison with outside agencies (e.g. ASD nurses, Speech and Language therapists, Visual Impairment teachers) also supports and develops staff expertise for the needs of specific children whilst they are in our care, enabling staff to develop a range of strategies and resources they can use specifically tailored to individual children.
How are all children included in all activities?
There are opportunities for children to take part in a weekly sport sessions and music lessons. Appropriate risk assessments and additional staff are allocated to a child on a school trip if their needs require this. The clubs are available to all the children in the designated age range assigned to that activity.
How accessible is the environment?
The school is fully wheelchair accessible. To ensure access for children and parents/carers with disabilities the school has ensured that all entrances to the school are on a single level and wide enough to accommodate a wheelchair if necessary. There are accessible parking spaces available for the public and disabled persons and toilets are available for wheelchair users if the need should arise. Information is available on the school website in addition to weekly newsletters. Furniture is modern and of a suitable height appropriate to the age group of children being taught in that classroom. The school has a range of ICT programmes for children with special educational needs in addition to IPADs, headphones, computers and interactive whiteboards installed in every classroom.
How are resources matched to children's needs?
The budget is allocated according to the needs of the child.
How are children supported through transition?
parents/carers are invited to open days in school. They will also have an induction meeting. Children will be visited in their playgroupsnurseries and will then join school for some visits. End of year meetings are arranged if needed. For example, if a child may experience difficulty when transferring every year to a new teacher, meetings with the parents / carers, current and future class teacher are arranged to ensure a smooth transition. For transition to High School, meetings are held with the class teacher and SENDCos from both settings to ensure all relevant information is passed on. Additional visits to the High School may be arranged for specific children to ensure they are comfortable and positive about their move to Secondary education.
How is a decision made about the support needed?
The SENDCo will use information given about the child from a variety of sources including agencies, Education Plans and parents / carers to decide on what type and how much support a child will receive. The schools policies and the special educational needs Code of Practice will support this decision
How can parents and carers be involved?
The website contains details of all staff currently employed by the school and the School Prospectus also provides this information. The School operates an open door policy and has parent evenings to provide opportunities for parents / carers to discuss the progress of their child. Reports are sent out yearly. A parent questionnaire is also provided for parents / carers to record their views and suggestions
Who can be contacted for further information?
The SENDCo is contactable on 01925 764276