Glazebury C E (Aided) Primary School
All children in England between the ages of 5 and 16 years are entitled to a free place at a state school. Legally your child reaches compulsory school age at the beginning of the term following his/her fifth birthday. In Warrington, however, it is current policy to provide education from the beginning of the school year in which your child is 5 years old. This means that a school place will be available in the September following your child’s fourth birthday. Mainstream state schools are funded by the Local Authority (LA), follow the National Curriculum and are regularly inspected by the Office for Standards in Education (Ofsted).
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
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 admission, transport & pupil services team 01925 446226
Who to contact
Where to go
Glazebury C of E Primary School
- WA3 5LZ
We are a small Church of England Primary School with a strong Christian ethos and values. We have an intake of 15 each year which means that we have mixed age classes.
- Contact Name
- Mrs Karen Mowbray (Head Teacher)
- Contact Telephone
- 01925 763234
- 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?
Class teachers initially assess children to identify strengths and areas for support. Both the class teacher and the SENCo identify any additional support needed by a child to ensure they are working within age related expectations. Progress is reviewed termly with parents and new targets are set at these meetings. We do have an Open door policy so any parents may make an appointment to speak about their child’s progress or welfare with either the class teacher, SENCo or Head Teacher as required.
We work alongside external agencies to ensure every child has the support that they require; we adhere to the guidance in the Code of Practice.
- How will early years setting/school/college staff support my child/young person?
Any parent who has concerns about their child should raise those concerns with the class teacher who will liaise with the appropriate professionals as needed.
- How will the curriculum be matched to my child's/young person's needs?
The class teacher and SENCo will identify and coordinate any additional needs your child may have and will report information about special needs to the Head Teacher.
Education programmes will be developed in collaboration with class teacher, parents and any agencies that may be involved with your child.
The class teacher is responsible for writing the plan and monitoring the progress of your child towards their targets. The level of need your child has will determine who works with them and how often. It may include working with a teacher, teaching assistant or member of an outside agency, for example the Speech Therapist, depending upon their 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?
Children identified as having additional needs will, in most instances, have a plan which will specify long term aims and give the child manageable short term targets.
Your child’s class teacher will remain responsible for providing your child with appropriately differentiated work. Small groups of children may be withdrawn from class for short periods to work on similar objectives.
A plan will usually have three or four manageable targets. The targets will be evaluated at least once a term and, as a result of the evaluation, new or modified targets will be set. The plan will provide information about the child’s academic levels, how targets may be achieved, who will be responsible for providing the support and how often this will happen.
- What support will there be for my child's/young person's overall well being?
Review points are held at least termly. Parents are able to discuss progress against targets set and be part of setting new targets (when appropriate). We have an Open Door policy so parents can make an appointment to discuss concerns with ether the class teacher, SENCo or Head Teacher.
- What specialist services and expertise are available at or accessed by the setting/school/college?
As a church school our aim is to support the social and emotional needs of all children. All staff provide pastoral care for all our children and this is strengthened by good links between home and school. The school has four First Aiders who deal with day to day medical issues.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All our teaching assistants have been trained to deliver a range of interventions. If further support is needed then we would contact the appropriate outside agency with whom we work, the School Nurse, Educational Psychologist and the Inclusion Service.
- How will my child/young person be included in activities outside this classroom including school trips?
All teachers and teaching assistants have an on-going programme of training in the resources we use to teach and assess children. Our new SENCo is undertaking a Postgraduate Certificate in Special Educational Needs.
- How accessible is the setting/school/college environment?
All children will receive a broad and balanced curriculum which includes access to all clubs and visits. For any children with additional needs a risk assessment will be undertaken and, if necessary, special arrangements will be made for inclusion into as many activities as possible.
- 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 has wheelchair access and an accessible toilet, the school is on one level.
The school communicates verbally with any parents who have reading difficulties but we do have limited experience of parents whose first language is not English.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children and parents starting school are invited to visit the school beforehand. We liaise with the SENCo or Head Teacher when a child either starts at our school or moves onto a new school.
Extra transition meetings are arranged for those children who have special needs, a disability or are vulnerable in any way.
If your child has a statement, a formal review will take place during Year 6; this will include all relevant professionals who are involved with your child and the SENCo from your chosen High School.
- How is the decision made about what type and how much support my child/young person will receive?
Provision is made for all children with special educational needs or a disability to ensure they have the right resources and support. Designated hours are delivered by a range of support staff, class teacher or SENCo and these are funded through the school budget.
- How are parents involved in the setting/school/college? How can I be involved?
Your child’s needs will determine the duration and the type of support provided for your child. The type of support can differ from child to child. The support will be reviewed regularly with parents to ensure needs are met. The Impact is measured by progress towards targets including social and emotional needs as well as academic.