Stockton Heath Primary School
- To recognise and value ourselves and others as individuals, and to achieve our full potential.
- To provide a challenging, fun and exciting curriculum accessible to all regardless of age, gender, ability, background, culture, race and religion.
- To create a safe, stimulating learning environment which reflects the ethos of our school.
- To develop an effective partnership between school, home and the wider community.
- To demonstrate and promote self-disciplined, sensitive and co-operative behaviour.
- To equip children with the skills to become independent life long learners.
- To enable high achievement in all areas of learning through excellent teaching.
- To provide positive, fair and consistent leadership in all aspects of school life.
Extended Services through schools
Extended services are additional services and activities offered by schools to pupils, their families and the community. These services often take place outside of normal school hours and can include access to childcare, sports activities and support for learning. Find out what might be on offer and get information about possible costs and financial help.
Childcare provision related to this school
- Stockton Heath Wasps Link Club
Please see separate entry under 'childcare' for more details.
- Childminders also provide out of school care and some may have specified they pick up/drop off from this school.
Please contact the Families Information Service for more details.
For more detailed information of childcare linked to this school please contact the Families Information Service, who can offer comprehensive up to date information on registered childcare in Warrington, including childminders, day nurseries, pre-schools, playgroups, out of school and holiday clubs, carer & toddler groups, leisure activities and much more.....
Other Useful contacts
WBC School admissions, transport and pupil services team 01925 446226
Who to contact
Where to go
- Stockton Heath Primary School
- WA4 6HX
At Stockton Heath Primary School we are committed to providing the best educational experience possible for all our pupils through a broad, enriched, creative curriculum and through a wealth of extra-curricular opportunities. We support, challenge and inspire our pupils to strive for excellence, to achieve well, to enjoy success and to realise their full potential. Through a warm, caring, friendly and fully-inclusive learning environment rooted at the heart of the local community, we encourage our pupils to become confident, independent, resilient, lifelong learners who show the personal qualities of friendship and respect. We empower our pupils to become the leaders and innovators of the future, to make a positive difference to their own and others' lives and to change society for the better.
- Contact Name
- Ann Collins (SENCo)
- Contact Telephone
- 01925 215640
- Contact Email
- Local Offer Age Bands
- 5-11 - Primary
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?
All pupils throughout the school are monitored through our Provision map which identifies each child’s needs against the four areas of need in the Code of Practice, and also identifies the provision in place for that child (staffing, resources, activities, approaches). This is reviewed termly and is the basis for discussion between class teachers and the SENDCo.
As recommended in the SEN Code of Practice, there is a step-by-step, graduated model of action and intervention to help children who have SEND at Stockton Heath Primary School. This approach recognises that there is a continuum of SEN. Where necessary, increasing specialist expertise will be brought to bear on the difficulties that a child may be experiencing; therefore ensuring progressively more powerful interventions can be used to meet increasing need. This model also allows the range, type and intensity of interventions to be reduced as a child makes adequate progress.
- How will early years setting/school/college staff support my child/young person?
Speak to your child’s class teacher who will be able to advise you and liaise with the school SENDCo if necessary. We will offer professional advice and support; the school has an open door policy and we understand that your child’s education is a joint partnership between school and parents.
- How will the curriculum be matched to my child's/young person's needs?
The class teacher will support your child, ensuring access to good or better quality teaching and will make adjustments to the curriculum to meet your child’s individual needs.
They will monitor the progress of your child and put in place any additional help that may be required, for example targeted work, additional support and intervention and adapted resources. Where appropriate these arrangements are discussed with the SENDCo.
Once a child has been identified with a specific educational need, the class teacher, in consultation with the SENDCo, parents and young person will discuss and plan the education program, drawing on advice from outside specialists. The effectiveness of this will be monitored over time and progress will be reviewed at least termly. The class teacher will continue to inform parents of pupil progress when necessary and will update the SENDCo where appropriate. The Governors will continue to monitor the progress of all SEND pupils through the Curriculum and Performance Committee.
- 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?
School provision maps identify categories of need and resources are allocated to best fit those needs. Teachers differentiate lessons according to individual pupil needs and where necessary individual programs are generated in consultation with parents and pupils. These detail specific targets, resources and support on an individual basis.
- What support will there be for my child's/young person's overall well being?
Class teachers will share, discuss, and review progress and targets with parent/ carers and the young person at regular intervals throughout the year, celebrating the child’s successes and raising any concerns that need addressing. Each half term parents are provided with a ‘Share in Our learning’ letter which gives an overview of the curriculum foci and parents are offered workshops throughout the year to support their child’s learning. Our open door policy enables informal discussions to take place at any point should the need arise
- What specialist services and expertise are available at or accessed by the setting/school/college?
The school has clear and precise policies and procedures to allow it to meet the medical and physical needs of all children in a mainstream setting. These policies and procedures are available to view on the school’s website or parents/carers may request a paper copy from the school office. Children with specific medical needs requiring medication on a daily basis will have a care plan in place, agreed with the parents/carers. It will state clearly a named adult who will be responsible for carrying out this care plan. The school works closely with parents/carers to remove barriers to learning in terms of attendance and behaviour. If the child needs ongoing support with their social and emotional well-being, this support will be detailed in the pupil individual programme and agreed with both the parent/carer and the child. If appropriate, the school will access specialist support from the education psychology service to tailor the provision further.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
School has several members of staff who are trained to provide specific, specialist programmes such as:
- Speech and Language Screening
- Better Reading Partnership
- First Class At Number
School will also access a number of local authority specialist services such as:
- Educational Psychologist
- Speech and Language Support
- Occupational Therapy
- Inclusion Team Teachers for Learning
- Sensory Support
- School Health
School will also seek support from private specialist services where necessary.
- How will my child/young person be included in activities outside this classroom including school trips?
The SENDCo has achieved the National Award for SEN and attends regular SEN training through cluster school provision to maintain up to date knowledge of SEN practice. All staff receive regular training on quality first teaching and supporting children with specific learning needs.
- How accessible is the setting/school/college environment?
All children are fully included in all activities outside the classroom, including clubs, school trips and residential visits. Additional staff may be provided to support children with SEND to ensure they receive the highest quality experience possible. Any necessary and appropriate adaptations are made in consultation with parents/carers to ensure that children enjoy full access to opportunities for learning and developing beyond the classroom 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?
Our school is fully accessible for wheelchair users. There are 2 designated disability parking bays, ramps for movement around different levels outside and a fully equipped disabled toilet and shower facility/wet room. The school also has a lift to enable access to upstairs.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Nursery or home visits are undertaken by the EYFS Team in the summer term prior to a child entering Reception class. A programme of taster sessions are provided for all children entering Reception, and additional sessions are made available for those children requiring further transition visits. In September, the settling in period is run over a week to enable the children to settle into the class environment and routine in smaller groups and for adults to identify and adjust for any emerging needs of children with SEND. The school has a very thorough and comprehensive transition program. All children have the opportunity to meet and work with new staff and peers before the end of the academic year. Children with social and emotional or other specific needs complete a social story to ease the transition. Any in-year admissions to the setting are given a full, guided tour by the Headteacher and meet their new class and peers in advance. Data and personal information from the previous setting are requested and kept with other enrolment information. On transfer to a new educational setting, the SENDCO and class teacher will liaise with their counterparts to pass on information and arrange introductory visits for the child and parents/carers to ensure a smooth transition. The school works in very close partnership with all its secondary schools. A number of taster sessions and transition days are built into the Year 6 timetable and key members of staff from both settings will meet to discuss specific needs in detail.
- How is the decision made about what type and how much support my child/young person will receive?
Provision mapping identifies categories of need on an individual, class and whole school basis. A proportion of the school’s budget expenditure within resources and other key budget lines is specifically designated for SEND pupils. Funds are allocated to best meet the needs of pupils and expenditure is regularly reviewed to ensure that fair, consistent best practice is maintained.
- How are parents involved in the setting/school/college? How can I be involved?
Following detailed assessment of the pupil, the class teacher, in consultation with the SENDCo, will decide the nature and regularity of individual pupil support. This may be more appropriate as a small group intervention or if the need arises on a 1:1 basis. Support will change according to the ongoing review of need and this will be discussed with parents/carers and the child.
For pupils with a statement or EHCP, further consultation will take place with all stakeholders as to the success and requirements of intervention and the funding available to school.