Distington Community School Logo Distington Community School 

Distington Community School is for boys and girls aged 3 - 11 years. We are very lucky to have a modern, purpose-built school with a sports hall and an arts room/ kitchen. Our grounds include exciting areas for children to learn and play. These include a wood (planted by our children) with a functioning yurt which our children use in partnership with Lakes College as part of our forest school program, a pond and an adventure playground for your child to experience and enjoy.  

Children will work in a variety of ways within each class and will also work for short times out of the class, in small groups and individually as the need arises. Children with special needs will have a special plan (Individual Education Plan) designed to their needs. 

Where needed, specialist professionals will come into school for example, a hearing therapist. Parents of children with special needs will be kept informed of their child’s progress. Children identified with above average ability will also have individual programmes written for them, to support their advanced learning needs. Such abilities are identified throughout the curriculum for example, sporting and artistic talents are given equal importance as mathematical or linguistic flare. Simply, we will always aim to meet the needs of your child.

For a more in-depth look at what we can offer your child please visit: SEN | Distington Community School (distington-comm.cumbria.sch.uk) or contact us directly via phone or email. 

Who to contact

Contact Name
Mr Carl Barnes
Contact Position
Acting Headteacher
01946 830 526 01946 830 526
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Where to go

Distington Community School
Church Road

CA14 5TE

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Local Offer


Distington Community School provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities. 

We strive to support all children to enable them to achieve their best. We understand that children may have SEN throughout, or at any time during their school career.

Teachers take into account, in their planning and delivery of lessons, a child’s special educational need and the provision made therefore enables them to participate effectively in all curriculum and assessment activities, in addition to broader aspects of schools life. However, for some children there are occasions when further additional support may be needed to help them achieve their targets such as; outside agency support, 1:1 support or additional intervention sessions.


Contact Name
Mrs Joanne Hughes
Contact Telephone
01946 830526
Contact Email
Distington Community School - SEN Local Offer
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?

Teachers will contact any parent if they think their child is having difficulties accessing the curriculum. Parents will be invited into school for a meeting with their child's teacher and the school's SENCO. At this point an Individual Education Plan (IEP) will be created to focus on key individual targets which a member of staff will work on with your child.  

If parents have any concerns about their child the first point of call should always be their child's class teacher. The SENCO and Head teacher will also be available to speak to if the parents wish.

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

If required a differentiated curriculum will be provided if needed. This may involve, differentiated activities, support from staff or a more visual, practical activity focused on the child's individual needs.

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

Children are assessed on a termly basis, teachers then identify gaps in each child's learning and plan lessons which will allow children to gain a greater knowledge of these areas.

Children who have significant gaps in their learning are provided with extra lessons in the form of targeted intervention.

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?

Teachers will hold termly meetings with all parents including those parents who have children on the SEND register.

If a child is showing signs of finding it difficult to access the curriculum teachers will call parents in to discuss the next steps.

Parents who have concerns are encouraged to speak to teachers regularly either by informally speaking with teachers at the beginning or end of the day or by ringing school and making an appointment.

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

At Distington Community School we have highly skilled teachers and STA's who work alongside each child. The school is a small school and all adults are aware of each child's individual need.

Children are encouraged to appoint a trusted adult who they can contact with any concerns they may have.

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

At times it may be necessary to consult with outside agencies to receive their more specialised expertise. The agencies used by the school include:

  • Speech and Language Service
  • Educational Psychology Service
  • specialist Teaching Service (Severe learning difficulties, ASC, hearing/vision impaired, English as an additional language pupils)
  • Early Years SENCO
  • Occupational Therapy
  • Pupil and Attendance Support Teams (PAST)
  • Social Services
  • Physiotherapy
  • Paediatrician 
  • Private SEN consutant - Andrew Whitehouse 
What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Different members of staff have received Training related to SEND. These have included sessions on:

  • How to support pupils on the autistic spectrum – various members of staff have completed the Level one and Leve 2 Autism training and the school’s SENDCO is completing a diploma in autism awareness.
  • Writing SMART targets to progress children’s learning more quickly.
  • Epipen training.
  • Asthma training
  • Challenging the more able learners throughout the curriculum
  • How to complete Early Help forms efficiently.
  • Training provided by Andrew Whitehouse related to Autism, Mental health issues and specific strategies for whole classes.
  • Training provided by dyslexia assessor related to dyslexia support strategies and interventions
  • Selected staff members are qualified mental health first aiders.
  • Selected staff members are trained in Lego therapy
  • Selected staff members are trained to deliver Toe-by-toe intervention
  • Selected staff members are trained to deliver precision teaching intervention

During the 2022/2023 academic years we will continue to train our staff to a high standard with a key focus on:

  • supporting children with autism spectrum condition
  • sensory circuits and sensory breaks
  • well-being and mental health
  • reasonable adjustments
  • Personalised curriculums

Mrs Sanderson has completed the National Award for Special Educational Needs co-ordination course and is a fully qualified SENCo.

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

Activities and school trips are available to all who have agreed to and follow the school's home to school agreement and behaviour policy.

  • Risk assessments are carried out and procedures are put in place to enable all children to participate. However, if it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity, if this is in the best interest of the child.*

*Parents may be asked depending on the activity, refusal of parent will not mean refusal of the child attending/ taking part in the activity - alternative arrangements will be made.*

How accessible is the setting/school/college enviroment?

The School is on one level, disability toilets and doorways are available.

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?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

  • Discussions between the previous or receiving schools prior to the pupil joining/leaving.
  • All pupils attend a Transition session where they spend some time with their new class teacher.
  • Additional visits are also arranged for pupils who need extra time in their new school.
  • All staff are always willing to meet parents/carers prior to their child joining/leaving the school.
  • Secondary school staff visit pupils prior to them joining their new school.
  • Mrs Sanderson liaise with the SENCOs from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting may be arranged with Mrs Sanderson, the secondary school SENCO, the parents/carers and where appropriate the pupil.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
  • The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
  • The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year.
  • Resources may include deployment of staff depending on individual circumstances, additional or different resources such as: visual overlays, pencil grips, laptop, etc. 
How is the decision made about what type and how much support my child/young person will receive?
  • These decisions are made in consultation with the class teacher and Senior Leadership Team.
  • Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies.
  • During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions may be arranged.
How are parents involved in the setting/school/college? How can I be involved?

All parents and children are encouraged to contribute to their child’s education. This may be through:

  • discussions with the class teacher
  • during parents evenings
  • during discussions with Mrs Sanderson, the head teacher or other professionals
  • parents are encouraged to comment on their child’s IEP with possible suggestions that could be incorporated.



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