Sir Thomas Boteler C E High School

School Details

Welcome to Sir Thomas Boteler Church of England High School.  Founded in 1526, we became a voluntary aided Church of England School in 2002. We are governed by the dioceses of Liverpool and Chester and have a Christian ethos, founded upon Anglican beliefs and practices.  We were judged ‘Outstanding’ in our last two Church school inspections and have now developed a national reputation for putting Christian values into action.

In September 2008 our strength in Music enabled us to become a Specialist Music College. We have been selected as Warrington’s only ‘Music Ambassador Secondary School’.  We place our young people at the centre of all we do, investing in them, so that they feel empowered and motivated to excel.  We are widely regarded as a Centre for Excellence in Youth Leadership. 

John Sharples

Information taken from Sir Thomas Boteler CE High School website.

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

  • Childminders 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 etc.

Other Useful contacts

WBC school admission, transport & pupil services team 01925 446226

Who to contact

Contact Name
Mrs Beverley Scott-Herron
Contact Position
Head Teacher
01925 636414
Fax: 01925 417468

Where to go

Sir Thomas Boteler Church of England High School
Grammar School Road

Other details


Local/National Service?

Local Offer


Sir Thomas Boteler Church of England High School is a co-educational school.  The school has a designated provision for Cognition and Learning, admission for which is made through the Local Authority.

Not all toilets are accessiable.

Contact Telephone
01925 417468
Contact Email
Local Offer Age Bands
11-16 - Secondary

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?

On transfer to high school, young people have usually been identified by the Primary School if they have any Special Educational Needs and Disability (SEND).  Close liaison, planning and the sharing of information takes place between the primary school and Sir Thomas Boteler High School to ensure a smooth transition and to ensure that the right provision is in place on and following transfer.

At Sir Thomas Boteler High School, young people who have a Special Educational Need are allocated a key worker.  The key worker meets with the pupil to discuss progress and achievement, help with organisation and any difficulties that may arise within school.  The key worker also liaises with parents and carers.

If a young person is experiencing difficulties in school, this concern is immediately passed on to the Special Educational Needs Coordinator (SENCo) who checks previous records from primary school and discusses concerns with parents/carers. A plan is agreed and the issues of concern are closely monitored and reviewed.

Parents and carers are encouraged to discuss any issues concerning them with the pastoral team and or the SENCo in the first instance.

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

If you have concerns about your young person and you think they have a special educational need you should contact the Special Educational Needs Coordinator who will discuss your concerns with you further.

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

The SENCo is responsible for overseeing and planning provision for those young people requiring interventions additional to and different from those students without special educational needs.

Young people with an Education and Health Care Plan (EHC) will already have very clear provision identified in the plan. Interveptions for literacy and numeracy are planned by the specialist SEN teacher and delivered by the teacher and/or teaching assistants. Speech, language and communication plans are delivered where appropriate in small groups by the teaching assistants and planned/monitored by the speech and language therapists for individual students where there is involvement.

Impact and progress is monitored closely following each assessment period (4 times per year). Parents and carers are kept up to date with the progress made. Regular key worker sessions with the pupils ensure the young people are fully aware of the progress made and next steps.

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

Whole school assessment reports are produced and sent home 4 times per year.  Parent evenings are also held once a year. In addition to this, young people with Education and Health Care plans (EHC) will have an annual review of their plan.  Parents and carers are fully involved in this review process. If school has concerns regarding a young person at any point then contact is made with the parent/carer in the first instance and a plan is discussed and implemented.

Every young person has a planner where homework is recorded. Messages between home and school can also be communicated in this planner. There is a homework club where young people can receive support to complete homework.

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

Young people have daily contact with a form tutor who monitors closely behaviour and achievement points. If a young person has behavioural difficulties, a key worker may be assigned to the student to provide additional support and motivation to improve behaviour. 

The school has a strong pastoral system operating under 4 ‘houses’ and assistant heads of houses and heads of houses monitor attendance and overall behaviour and achievement.

The school has an emotional health and wellbeing worker. Young people are referred to this service if there are concerns over time following previous, unsuccessful interventions.

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

The school accesses support from outside agencies when appropriate. This includes; speech and language and occupational therapy, physiotherapy, educational psychology service, Child Adolescent  Mental Health Service, hearing and visual impairment service, community pediatricians, St Joseph’s bereavement services.

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

School have planned training for attachment disorder in Autumn term 2014 to support young people with SEND.

How accessible is the setting/school/college environment?

Young people are included in planned educational activities including school trips.  A full risk assessment is always carried out and is available to parents and carers to view. In some instances, where a young person with an Education and Health Care plan (EHC) is attending the trip, the school will make an informed decision to place additional support on the trip if appropriate.

There is full access to after school clubs for all young people.

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?

The school building itself is accessible by wheelchair. There is a lift to access the first floor. The Art block is not accessible by wheelchair and in this instance, the young person's class is taught in an alternative, accessible classroom.

There are 4 disabled toilets in the school. One of the disabled toilets has an accessible shower.

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

A transition day is arranged for all young people in the last half of the Summer Term. Young people spend a whole day attending lessons as they would in a usual school day. Additional days are planned for those young people who need an extended transition. On these additional visits, young people take photos of the school and staff, familiarise themselves with the building and timetable and meet their key worker.

The SENCo meets with the primary school’s SENCo and Year 6 teacher to discuss all the young people who are transferring with special educational needs.

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

When a young person has an Education and Health Care plan (EHC), the type and quantity of provision is detailed in the document itself and will have been decided by the Local Authority.

Where an Education and Health Care plan (EHC) is not in place and where the young person does not meet the criteria for an EHC plan but requires provision additional to and different from the mainstream provision, this will be decided on by school staff including pastoral support and the SENCo. Where there are outside agencies involved then school staff will take into consideration any recommendations by these professionals.  For example; if a student requires a programme for speech and language, the school staff will ensure that this is delivered as recommended by the speech and language therapist.

If school staff have an initial concern regarding a young person, this is immediately brought to the attention of the SENCo and pastoral staff for discussion around provision and support. Parents/carers are always consulted and in most circumstances asked to attend a meeting where planned provision is discussed further. Planned intervention is always reviewed and progress reported to parents/carers.