St Bega's C of E Primary School
St. Bega's school is a voluntary aided school providing provision for pupils aged between 2 and 11. Nursery provision is offered from the age of 2 in the Early Years Foundation Stage Unit. Our listing explains how St. Bega’s provides for the needs of all the pupils within our school; making sure they progress academically, socially and emotionally and spiritually. It outlines how this is done practically on a day to day basis, from identifying needs and raising concerns to putting the relevant provision in place.
Who to contact
- Contact Name
- Mrs Elizabeth Stellmacher
- Contact Position
- 01946 723259 01946 723259
- St Bega's C of E Primary School
- Scan to visit this website
The SENCo at St Bega's C of E Primary School is Liz Stellmacher who can be contacted at email@example.com
Where to go
- St Bega's C of E Primary School
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When we assess SEN we will discuss with you if your child's understanding and behaviour is the same at school as it is at home; we take this into account and work with you so that we are all helping your child in the same way and helping them make progress. Where appropriate we will write and review IEPs (Individual Education Plans) with children and parents/carers. We use homework to repeat and practice activities that are new and maybe presenting a challenge to a child.
- Contact Name
- Mrs Elizabeth Stellmacher (Headteacher and SENCo)
- Contact Telephone
- 01946 723259
- Contact Email
- Local Offer Age Bands
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
If you think that your child may have special educational needs you need to speak to your child's class teacher and the school SENCo. At St Bega's the SENCo is Liz Stellmacher.
- How will early years setting/school/college staff support my child/young person?
At St Bega’s CE School, the Foundation Stage refers to the children in the Nursery and in Reception who work together as part of the Foundation Stage Unit. The children in the Foundation Stage share their learning environment and teaching staff with the children in Key Stage 1. The EYFS/Key Stage 1 Teacher is also the EYFS Leader and oversees Early Years provision in the classroom.
All children at St Bega’s have equal learning opportunities, are valued as individuals and are made to feel that they are special. Provision is adapted and differentiated when necessary. Early intervention is seen as vital for all children to succeed.
- How will the curriculum be matched to my child's/young person's needs?
We make the following adaptations to ensure all pupils’ needs are met:
- Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class or subject teacher will work with the SENCo to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment and behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
- What support will there be for my child's/young person's overall well being?
Our Vision for Educating for Community and Living Well Together at St Bega's
Our Inspiration: Mark 12:31
“Love your neighbour as yourself”
- St Bega’s is a friendly and hospitable school, where everyone is welcomed and valued.
- Children at St Bega’s learn that they are part of a global faith community, and to respect other views and beliefs.
- Children at St Bega’s learn to be good stewards of their natural environment.
Our Desired Impact:
- Children at St Bega’s learn the skills of building friendships, and of giving and receiving forgiveness when things go wrong.
- When difficulties occur at St Bega’s, staff and governors work out their differences with the best interests of the children in mind.
- Children at St Bega’s engage with their wider community and help to address its needs.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
Specialist Advisory Teachers- Speech and language, Autism, Literacy
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
SENCo- NASENCo award
PGCert SpLD (Dyslexia) with AMBDA/ATS
NVQ Level 3
Cumbria reading intervention
Structured reading and spelling