At Christ Church, we aim to help children learn to be respectful, well-mannered and tolerant citizens of the local and wider community. We promote high achievement, learning and understanding by working with children to help them be happy, confident, well balanced individuals with a high sense of self-worth. We want our children to develop an inquiring mind, become independent, life-long learners and achieve individual goals to reach their unique potential. We believe it’s important that they are self-motivated and able to listen to the views of others.
Christ Church C of E Primary (Newark)
Who to contact
Where to go
Christ Church C of E Primary School
- NG24 4UT
Our postcode is a little misleading. Look out for Victoria Fish Bar at the junction of Victoria Street and Parliament Street. Our pedestrian entrance is on Parliament Steet, NG24 4UP, tucked behind Victoria Fish Bar.
- Age Ranges
- 4 - 7 years
- Referral required
- Referral Details
Our current provision for academic year 2020-2021 is for 3-8 year olds. (Nursery - Y3)
From Sept 21, our School is relocating to the Middlebeck development and we will extend provision each year.
- Contact Name
- Jane Beeching
- Contact Telephone
- 01636 680051
- Contact Email
- Local Offer Age Bands
- Primary (4-10 years)
Schools Extended Local Offer Response
- 1. What kinds of special educational needs does the school/setting make provision for?
Christ Church C of E Primary School aims to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice. Working closely with parents and professionals we will always seek to teach every child so they can achieve his or her best. We aim to cater for any Special Educational Needs and Disabilities (SEND), including Physical Disabilities and medical needs that our children have. These currently include autism, dyslexia, ADHD, moderate learning difficulties, Speech and Language delay, dyspraxia, and emotional difficulties.
- 2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?
We identify the needs of pupils with SEND as early as possible. This is most effectively done by gathering information from Parents, Education, Health and Care services [as well as feeding schools or early years settings, where applicable] prior to the child’s entry into the school. Once in our school, we monitor the progress of all pupils in order to aid the identification of pupils with SEND. Teaching staff talk to the SENDCo about any concerns and what appropriate action needs to take place. Children who are underachieving are identified and Interventions are planned for. Continuous monitoring of those pupils with SEND by their teachers will help to ensure that they are able to reach their full potential. Outside agencies may help to assess a child’s needs or support the school to give the best provision possible for the child. If you feel that your child may have special educational needs you should initially talk to your child’s class teacher and discuss your concerns.
- 3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
The Class Teacher closely monitors the progress, achievements and overall well being of every child in their class. In addition to this the SENDCo will liaise with the Class Teacher to monitor the progress of children with Special Educational Needs and Disabilities. Where appropriate, SEND Support Plans will be developed with SMART Targets (Specific, Measurable, Achievable, Realistic and Time limited) that will seek to raise expectations and achievements for that child. Targets will be set and reviewed together with the family to ensure that support is provided in the areas of need. Any interventions which are carried out to support a child are carefully tracked and monitored to ensure that they are having the required positive impact. Information from provision management is used to identify how effective interventions are in enabling pupils to achieve academic and wider outcomes. Regular reports are provided to governors who oversee the progress of our children.
- 3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
Children are continually monitored. Their progress is tracked and appropriate Interventions are planned through evaluation of a child’s progress. They have targets and these are assessed. If the child is not making expected progress changes in provision is planned for by the class teacher with support from the SENDCo. Meetings take place with parents and the child’s progress is discussed. Parents are given the opportunity to talk about any concerns and to discuss ways in which they can support their child’s learning, whether through Parent Meetings with the Class Teacher, or with the SENDCo.
- 3.c) What is the school's approach to teaching pupils with special educational needs?
As a school, we believe in quality first teaching; we seek to deliver a broad, balanced, engaging and fully inclusive curriculum so that all children are given the opportunity to reach their potential and see themselves as learners. Every effort will be made to educate pupils with SEND alongside their peers in a mainstream classroom setting. Appropriate interventions are put into place for any child, with or without special educational needs, who are not making expected progress There is a graduated response to a child’s needs depending on the complexity of that need. Outside support and expertise may be sought from external agencies available to the SENDCo, who will be attending a termly multiagency meeting called Springboard. Parents and carers are consulted about all choices that are made concerning their child.
- 3.d) How will the curriculum and learning be matched to my child/young person's needs?
Every class teacher is responsible for the learning in their classroom and the delivery of the curriculum is differentiated to cater for the varying abilities and learning styles of the children in the class. The approach to teaching children with Special Educational Needs and Disabilities listed above is employed when the needs of a child is outside the regular parameters seen within a class. The school curriculum is regularly reviewed by the Head Teacher together with the SENDCo to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom.
- 3.e) How are decisions made about the type and amount of support my child/young person will receive?
The Class Teacher and the SENDCo will work together to assess the needs of an individual child. If necessary, further advice will be sought from external professionals. All decisions about the type and amount of support that children receive will be an ongoing collaboration between the child, Parent, Class Teacher, SENDCo, outside agencies, Senior Leadership Team, Head Teacher and Governors. Working closely with parents and professionals we will always seek to teach every child so they can achieve his or her potential. The type and level of support depends on the specific needs of the child at any particular time. If the needs and required provision meets the criteria for additional funding from an outside source then a bid for that funding will be written by the SENDCo to further aid the support for that individual child. The Senior Management team allocate Teachers and Teaching Assistants according to the needs of all children within school.
- 3.f) How will my child/young person be included in activities outside the classroom, including school trips?
All children are included in school activities and trips. Where children have additional needs there will be child specific risk assessments completed and adequate support put in place to ensure a safe and successful trip for all.
- 3.g) What support will there be for my child/young person's overall well-being?
Children are closely monitored. They have opportunities to talk to staff about their experiences within school. We work closely with parents and ask about their child’s well being. We now have a Teaching Assistant who is qualified as an ELSA (Emotional Literacy Support Assistant). With Parental permission, she is able to work with your child, if he / she has issues around emotional and mental well being; e.g. self-esteem; social skills, anger management; anxiety; relationship and friendship concerns; loss and bereavement and other such areas of difficulty.
We are very concerned about the 'whole' child, including the mental and emotional well being of our children. Later on, you will read about our experienced Teaching Assistant who is now trained as an ELSA (Emotional Literacy Support Assistant). With Parental permission, she will be able to work with and support children who have a wide variety of emotional issues.
- 4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.
Mrs Jane Beeching Tel: 01636 680051 email:email@example.com
- 5. a) What training have staff supporting special educational needs had and what is planned?
Teaching Assistants have annual training organised by the Newark Family of schools. The SENDCo has regular training organised by the Family of Schools SENDCo. The SENDCo has received training from various local and national providers on a wide range of conditions. This understanding can then be disseminated to the school staff in staff meetings or individual coaching when the need arises. School Staff have also been trained to provide a variety of specialist support. Where a training need is identified and the expertise not present, the school is committed to ensuring that training gap is promptly addressed. Staff meetings for SEND are held each half term and meetings take place each term between SENDCo and SEND Governor to monitor provision and highlight needs.
In 2019-20, one of our very experienced Teaching Assistants was been trained as an ELSA (Emotional Literacy Support Assistant), which enables us to offer her expertise to support children with concerns around their emotional and mental welfare.
- 5.b) What specialist services and expertise are available or accessed by the setting/school?
If, once the progress of a child has been monitored, and strategies discussed with parents, it is considered that additional expertise is desirable then these outside specialist services can be accessed by the SENDCo through the termly multi agency Springboard meetings. Signed parental permission forms are required so that the children can be discussed and additional services can be accessed to support the child. The school has access to a wide field of additional services e.g. Education Psychologists, Early Years Specialist, visual and hearing support, speech and language therapy, occupational therapist, school nurse etc.
We also have a fully trained ELSA (Emotional Literacy Support Assistant), now, within our Staff, who is a very experienced Teaching Assistant, and who is able to support both the children with needs in our school, and the other Staff working with these children.
- 6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
There is disabled access to the school building. Specialist equipment would be sourced at the time it was required for any additional needs.
- 7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school. Parents can make an appointment to talk to the class teacher or SENDCo at any time if they have a particular concern about their child and/or the provision being made for their child. Parents are kept up to date with their child’s progress through termly reviews, parent’s evenings, and reports at the end of the year.
Parents tell us that they are pleased to be invited to meetings with other specialists, and appreciate that the Speech and Language Therapists have been able to hold sessions for their children in our school.
- 8. What are the arrangements for consulting young people with SEN and involving them in their education?
Where possible young people have the opportunity to share their views with the class teacher, support staff and occasionally with the SENDCo Governor. Children with SEND are included in the Pupil Council.
We do appreciate hearing our children's 'voice' and their feedback to us, as Staff.
- 9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
Parents are encouraged to bring any concerns to the attention of the Class Teacher and to the Head Teacher. The SENDCo may also be contacted (contact details above). For more detailed information please refer to the complaints policy on the school website.
- 10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
The SENDCo is usually the person who involves other organisations and services and reports directly to the Senior Leadership Team; the SENDCo also reports to the governor with specific responsibility for Special Needs. Governors can see the anonymised data that informs them of the progress made by children with additional needs in order that they can ask questions to ensure that all children’s needs are being met.
- 11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
Through the Sure start board. By parents talking to teaching staff. Consultation with the SENDCo.
Our school has links with many other professional bodies/teams who are able to support in signposting in this way.
- 12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
We prepare children to join the school through home visits prior to children entering our Foundation Unit, and by gathering information from parents, Education, Health and Care services [and feeding schools or early years settings – where applicable] prior to the child’s entry into the school. Staffing will be allocated to meet the needs of individual pupils. Children are taught self-care skills and enabled to develop good learning behaviour. They are also encouraged to tell a member of Staff when they are worried. The school is a member of The Newark Family of Schools. This enables the schools to build a bank of joint resources and to share advice, training and development activities and expertise.
- ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
There are many links with other local Primary schools to support transition between KS1 and 2. On transition the SENDCo will liaise with the Primary School’s SENDCo to devise an appropriate transition plan for pupils with SEND. The SENDCo will pass on all information to the receiving school and invite the SENDCo and TA to final reviews to meet with the parents. A passport is usually prepared for transfer with all relevant details for receiving staff.
- 13. Where can I access further information?
ASKUS Nottinghamshire: Tel. 0115 804 1740 E-mail. firstname.lastname@example.org www.nottinghamshire.sendlocaloffer.org.uk
Christ Church C of E Primary (Newark) here...