Caldew Lea Primary School 

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?

The first point of call would be the class teacher, who would then liaise with the school SENCO.  A stepped approach would be tailored for the individual and regular monitoring would take place.  If a parent/carer considers that a young child may need extra help they can request a meeting with the class teacher and/or SENCO.

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

Early Years staff will liaise with the previous nursery provider and any records will be transferred. Staff will be in daily contact with parents and any concerns can be discussed.  The EY curriculum is balanced and rich and children will develop at their own rate, supported by skilled staff. 

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

The curriculum is broad and balanced and can be tailored around individuals.  An academic adventure passport will be written for any child with additional needs. 

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?

Staff are always available, it may be possible to speak to them at the start or end of the day.  They can be contacted by email or phone, outside of teaching hours.  Staff will keep records and the child will undertake assessments that will determine if there are any needs that aren't being met.  If necessary a home school diary can be set up so that daily communication can be established. 

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

Caldew Lea has a pastoral and well being team who are there to ensure your child's emotional and mental well being needs are met.  Assemblies link to key themes and the school's core values of respect, responsibility and resilience envelope everything.  Clear expectations are made in terms of behaviour and we adopt Cumbria Education Trust's behaviour policy.  Attendance is very closely monitored. 

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

There are many skilled teaching assistants within school, who work closely alongside the teachers and SENCO.  There are mental health trained staff and a member of staff trained in Makaton.  The school can tap in to the Trusts skills and resources and external agencies are used alongside internal resources. 

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

Most of the support staff are very experienced at working with children with Special Educational Needs.  Ongoing training is provided by Cumbria Education Trust and the Director of Learning Provision works closely alongside the SENCO.  If a child has a specific need we will ensure staff are on site and adequately trained in order to deal with the individual's needs.  

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

All children go on school trips, regardless of their needs.  The risk assessments would identify if there were additional needs and ratio of adults/children would be worked out as required.  In some instances, a parent may be asked to accompany the trip. 

How accessible is the setting/school/college enviroment?

The school is wheelchair accessible and there is a disabled toilet in the main school building. Adjustments would/could be made as needed to ensure that a child was able to access the school environment. 

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?

Caldew Lea School works closely with the secondary links.  Transition meetings take place for all children and for children with SEN a more intense period of transition may be necessary.  All files held on a child are passed on to the next setting.  

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

A child's resource is taken into account, as are their needs.  Safety is paramount and staffing will be allocated to ensure that a child can access the curriculum safely and with some independence.  Resources are constantly adjusted depending on a child's needs.

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

All children who work with the child may be involved, primarily the class teacher, SENCO, key worker and any external agencies working with the child/family.  At times the headteacher or Director of Learning Provision may be involved.  The decision making process is fair and can be appealed if a judgement is not agreed with. 

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

Parents are involved in every step of their child's education.  The school and parents work in partnership to ensure the best possible outcomes and future for their child.