Boltons CofE School Logo Boltons CofE School 

Boltons Church of England Primary School is situated in the village of Bolton Low Houses. We are approximately a 30 minute drive from a number of major towns – Penrith, Workington, Keswick and Carlisle. We are open from 8:30am until 5:30pm every day; the school day runs from 8:30am until 3pm, but our After School Club operates until 5:30pm. School staff also run out of hours clubs Monday- Thursday between 3pm and 4pm. Pupils are expected to be on site by 8:25am as this is when we ring the bell. 

Lessons start at 8:45am after registration and assembly and we break for lunch at midday. KS1 pupils have morning break at 10:30am and KS2 at 10:45am. The pupils in KS1 also have a short afternoon break at 2:25pm. Each school day starts with collective worship at 8:30am.

The school currently has 78 pupils on roll split between five teaching groups. Each class teacher produces a termly curriculum letter which describes in more detail what pupils are studying each term. All classes have daily lessons in Maths and English and Science is taught three times per week in all KS2 classes. History, Geography, Art and Design and Technology are taught in half termly blocks. All classes have two hours per week of PE, one hour of music and children from Year 3 upwards are taught French.

Who to contact

Contact Name
Mrs Amanda Pitcher
Contact Position
01697 342217 (Telephone) 01697 342217 (Telephone) 01697342217 01697342217
Boltons CofE School
Scan to visit this website

Where to go

Boltons CofE Primary
Bolton Low Houses C of E Primary School
Bolton Low Houses
Bolton Low Houses


View CA7 8PA on a map


Other notes

We believe that all children are unique and important; that all children given time and practice can learn and that self-esteem is at the heart of a successful, happy child. We use positive motivation strategies to help maximise learning opportunities for all.

Local Offer


At Boltons C of E School all staff work together in partnership with pupils and parents to ensure that inclusion of all pupils is achievable. School staff work with pupils and parents to make sure that no child is treated less favourably because of any difference and children with SEND are given the same responsibilities in school as the rest of their peers. We work with staff from external agencies to modify the curriculum as necessary. 

All of our policies and our School Offer are attached below to help you learn more about what we do to help you and your child.

Contact Name
Mrs Amanda Pitcher (Head & SENCo)
Contact Telephone
01697 342217
Contact Email
Boltons CofE School - SEN & Disability Page
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?

It is important that we identify children with special educational needs so that we can determine what actions to take and not to place children into categories. 

Children at Boltons School are observed by all staff and progress is tracked by class teachers from the minute they enter school. All staff hold regular discussions about pupils and any concerns are shared immediately with the SENCO and parents. The SENCO, Mrs Sarah Jennison, is involved in identifying pupils with Special Educational Needs/Disability and is involved in all discussions about any concerns staff or parents may have. 

If parents have concerns about their child, at any stage of education, they are encouraged to share these with staff and the SENCO and they are involved in all decision making processes.  

If school feels it is appropriate they will, with parental permission, seek advice from external specialists; parents again will be fully informed and be part of this process.

How will early years setting/school/college staff support my child/young person?

Pupil reviews are held at least termly and reviews for pupils with identified needs are carried out every term. Staff also discuss provision for pupils with identified needs on a monthly basis so that additional resources/time can be provided when needed. Staff monitor the impact of any interventions provided and will alter provision as felt necessary. 

The school SENCO, Mrs Sarah jennison, oversees all Individual Pupil Education Plans and helps staff set targets that are matched to individual pupil need. 

Teaching assistants are used to help provide some support in class, but all class teachers are responsible for ensuring that lessons are modified or differentiated so that pupils with SEND are fully included in all aspects of the curriculum. The SENCO provides support to all staff on differentiating lessons. 

Parents are kept informed about the provision being made in school, who is involved in supporting their child and all pupils have additional support timetables in place outlining the level of support provided. The support provided changes according to need. 

Parents are provided with copies of any IEPs (Individual Education Plans) and are also provided with review comments and new targets; parents are encouraged to discuss these with their children and are also encouraged to add any targets that they think would help their child in school.

How will the curriculum be matched to my child's/young person's needs?

All staff are expected to modify activities according to need and, in some cases, will offer a completely modified curriculum if this is felt to be necessary. 

At Boltons CE School we feel it is important that all pupils are actively included in all areas of the curriculum and we work with parents, pupils, external specialists and each other to ensure that this happens on a daily basis. 

Identifying needs as early as possible allows us to match the curriculum to individual pupil needs and to provide additional support where needed.

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 expect all parents to be fully involved in their child’s education and this is especially important for pupils with SEND. As well as meeting with staff on consultation evenings, parents may talk to staff regularly, on a daily basis if necessary, about their child and the SENCO also makes time to keep parents informed about what is happening. 

Parents are kept informed about the provision being made in school, who is involved in supporting their child and all pupils have additional support timetables in place outlining the level of support provided. The support provided changes according to need. 

Parents are provided with copies of any IEPs (Individual Education Plan) and are also provided with review comments and new targets; parents are encouraged to discuss these with their children and are also encouraged to add any targets that they think would help their child in school. Staff are available to discuss IEP targets with parents. 

If staff feel that at child has SEND we will inform parents formally of this and no decisions will be made without full input from parents and, where appropriate, the child. 

For pupils who require more than school based support we will, with parental permission and involvement, carry out an Early Help Assessment to access support from specialist staff from external agencies; these could include specialist advisory teachers, health professionals and educational psychologists. As a team we determine, discuss, implement and review strategies to support the child in school and if it is felt necessary would seek to carry out further diagnostic tests. If it was necessary then an Education Health Care Plan would be drawn up by all involved parties.

What support will there be for my child's/young person's overall well being?

The school has detailed policies for managing medication in school and for the inclusion of pupils with medical conditions in school. We work alongside healthcare professionals to access training in the administration of medicine as required. 

Any pupil with identified behaviour needs has an Individual Behaviour Plan in place with clear strategies and expectations agreed with pupil and parents. 

The school has a very open door policy and all staff, including the head teacher, are approachable. High priority is given to monitoring pupils’ emotional well-being and parents are encouraged to share with school staff anything that may impact on their child’s well-being in school.

We  monitor attendance closely and we quickly follow up any unexplained absences.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

School has strong links with a range of external specialists. These currently are: Educational Psychologist; Occupational therapists; Physiotherapists Specialist Advisory Teacher for Speech and Language; Speech Therapists and Barnardos/Family Action.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Staff from the above agencies work with school staff to provide strategies to help pupils and they help set targets. 

All school staff are expected to include pupils with SEND and have in the past received training in Makaton and in including children with a hearing impairment.

Some staff have been trained in the administration of epipens for pupils with severe allergies. 

The SENCO attends all briefings provided about SEND. 

Two members of staff have received training in team teach techniques.

All staff have received training in anxiety issues and we have a member of staff qualified as a mental health first aider.


How will my child/young person be included in activities outside this classroom including school trips?

Staff work with parents to ensure that pupils are fully included in all activities and trips outside the classroom.

How accessible is the setting/school/college enviroment?

The school has a disabled toilet facility. 

All teaching areas are on the ground floor and provide wheelchair access. 

Front and rear entrances are at floor level. 

The school will provide written information in alternative formats if this is required. 

The school has an access plan and this is reviewed every year.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

If we are made aware of pupils with SEND prior to entry to Boltons School the SENCO and the Early Years teacher will visit the child’s pre-school setting and meet with parents and staff to discuss any additional provision required and to put a plan in place to ensure transition is a smooth, stress free process. Extra visits to school can be arranged as part of this. 

Boltons School has good links with local secondary schools and extended transition plans are put in place for pupils with SEND. We invite the parents, child and secondary school SENCO to attend transition reviews when pupils are in Years 5 and 6 and as a group we put together a transition plan. As part of this colleagues from the secondary visit and spend time in our classrooms getting to know pupils and then we accompany our pupils when they visit classrooms and lessons at the secondary school. We also make sure we take social issues into consideration when preparing transition plans. Key information and any IEP targets are shared with secondary colleagues.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

We are very proud of the fact that all pupils with additional needs receive the help they require whether they attract funding or not. We are fortunate that we are able to provide additional help to our pupils and the school manages its budget carefully to ensure that we can meet the provision we think is required, in addition to using funds delegated by the LA for SEND. 

Parents of pupils who have an Education Health Care Plan are fully involved in annual reviews and are asked to comment on the impact any spending has had on pupil progress.

How is the decision made about what type and how much support my child/young person will receive?

In partnership with parents, the SENCO will decide what further interventions may be necessary and an Early Help would be carried out with full parental involvement, and, if necessary external advisers. Once a child has identified needs interventions are monitored by staff at regular pupil reviews and any impact or changes required are noted and shared with parents. Parents are encouraged to talk to teachers about any concerns they may have and staff would seek to reassure parents that any additional help necessary would be provided.

How are parents involved in the setting/school/college? How can I be involved?

Parents are invited to contribute towards their child's education in a variety of ways: we send work home if parents ask for this; we spend time with parents explaining how we teach certain subjects; parents can contribute towards pupil profiles through Tapestry and/or a home school book if this is necessary.

Parents receive copies of any IEPs or early Help Assessment documents and are asked to contribute towards IEP target setting on a termly basis. parents are invited to annual reviews and if appropriate are invited to regular Team Around The family (TAF) meetings. 


Save to shortlist

Last Updated

Last updated:

Skip back to top of page