St Lewis' Catholic 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).

Information about the school can be found on their website.

Extended Services

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

  • Culcheth Link Club
  • Croft Wasps Link Club
  • Croft Village Pre-School
  • Safe Hands Nursery Link Club
  • St Lewis' Breakfast 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 admission, transport & pupil services team 01925 446226

Who to contact

Contact Name
Mrs Kathryn Berry
Contact Position
Head Teacher
01925 762268

Where to go

St. Lewis's Catholic Primary School
Mustard Lane

Local Offer


We are a Catholic primary school who aims to educate and nurture the whole child. Staff, governors, parents and pupils work together to ensure that all children reach their full potential academically and spiritually.

Most toilets are accessiable.

Contact Telephone
01925 762268
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?

Throughout the year classteachers can raise any concerns about a child’s development to the SENCo (Michael Boland). During the discussion the SENCo will ask for the child’s strengths and weaknesses and will offer advice on strategies to use if necessary.

During termly pupil progress meetings classteachers raise concerns about children’s progress over the term and appropriate interventions are decided on for the following term. These interventions may take place within the classroom, in a small group or 1 to 1. The assessment coordinator also highlights children who are ‘off track’ to ensure no children can fall through the gap and be forgotten.

Early identification of children with SEN is vital. In St Lewis’, the class teacher informs the SENCo and together a meeting with parents is held at the earliest opportunity to alert them to concerns and enlist their active help and participation. The class teacher and the SENCo assess and monitor the children’s progress in line with existing school practices.  The SENCo works closely with parents and teachers to plan an appropriate programme of intervention and support which is reviewed three times a year in consultation with all the parents, child and staff.  The assessment of children reflects as far as possible their participation in the whole curriculum of the school, when necessary the class teacher will complete a B squared assessment, measuring the little steps that are being achieved.

Children can be screened for a wide range of needs including dyslexia and dyscalculia and assessed by outside agencies employed by the school.  In the case of children with specialist, specific or medical needs specialist support, equipment and training is provided by the school nurse or specialist teachers employed by the school.

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

Parents/carers can speak to their child’s class teacher about their concerns and/or the SENCo; here a plan will be put into place to review learning and progress on a more regular basis. All staff are easy to approach and will answer any questions parents/carers may have.

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

Our SENCo oversees all support and progress of any child requiring additional support across the school.

The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.

There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

For further information the SENCo is available to discuss support in more detail

The SENCo reports to the Governors every term to inform them about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all time. One of the Governors is responsible for SEN and meets regularly with the SENCo, she also takes part in regular monitoring with the SENCo. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.

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?

All work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be a minimum of three different levels of work set for the class, however on occasions this can be individually differentiated.

The benefit of this type of differentiation is that all children can access a lesson and learn at their level. As a school we also use Success Criteria’s to enable with differentiation so all children are aware of what is expected of them.

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

We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

When a child has a 1 to 1 teaching assistant we operate a home and school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed. All children who work with a teaching assistant on our provision map either in a group or 1 to 1 will have a comment in their reading record. This ensures parents are aware of the support that is being carried out.

If your child is on the SEN register they will have an Individual Learning Log which will have individual or group targets. This is discussed on a termly basis and parents are given a copy of the log. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed. If a child achieves the target before the review another target can be added. A log of the work carried out is also on the log.

If your child has complex SEND have a Statement of SEN (Soon to be Education, Health and Care Plan EHC Plan), which means that an annual formal meeting will take place to discuss your child’s progress and a report will be written.

As a school we measure children’s progress in learning against National expectations and age related expectations. The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Reception through to Year 6, using a variety of different methods including National Curriculum levels. If a child is making progress at a rate that is too small for national curriculum levels to detect the class teacher will complete a b Squared assessment which breaks the levels down in to smaller achievable sections. Parents will be informed of the outcome.

Children who are not making expected progress are picked up through Pupil Progress meetings with the class teacher, SENCo and another member of the senior leadership team. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. The assessment coordinator also highlights children who are ‘off track’ to ensure no children can fall through the gap and be forgotten.

When the child’s Individual Learning Log is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

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

We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s wellbeing and developing the whole child not just their academic ability. We have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as Health and Social Services.

The school has a policy regarding the administration and managing of medicines on the school site. Parents/carers need to contact the school office if medication is recommended by Health Professionals to be taken during the school day and the relevant form is filled out. On a day to day basis the Admin Staff generally oversee the administration of any medicines. It is vital that the child’s name is on the medicine and the child has had the medicine before. As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.

If a child has behavioural difficulties an Individual Behaviour  Plan (IBP) is written alongside the child and Parents to identify the specific issues, put relevant support in place and set targets.

Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Head Teacher.

We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through the School Council which has a suggestion box for any issues or viewpoints to be raised.

Children who have Individual Learning logs discuss and set their targets with their class teacher. There is an annual pupil questionnaire where we actively seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.

If your child has a Statement of SEN their views will be sought before any review meetings.

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


As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including - Locality Teams, social workers and Educational Psychologists.

When a referral to an external provider is needed the school with fill out an FSM01 form with the parents.

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

A member of staff has had training in delivering Speech & Language programmes from Speech & Language therapists. A number of teachers and teaching assistants are trained to support children with behavioural difficulties.

All of our teaching assistants have had training in delivering reading and spelling / phonics programmes. Our teaching assistants are trained in Clicker 6, Social Stories, ASD, Acceleread and write.

How accessible is the setting/school/college environment?

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.

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 is fully wheelchair accessible at the new front entrance. Access to school for pupils and parents with disabilities is by the school driveway which ensures the health and safety of all.

Accessible parking spaces are available for the public and disabled persons and disabled toilets are available for wheelchair users if the need should arise.

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

We encourage all new children to visit the school prior to starting when they will meet their buddy and be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.

We write social stories with children if transition is potentially going to be difficult.

When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits. At their secondary school, which all they run a programme specifically tailored to aid transition for the more vulnerable pupils.

We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

If your child has complex needs then a Statement review will be used as a transition meeting during which we will invite staff from both schools to attend.

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

We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.

We have a team of teaching assistants who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.

The budget is allocated on a needs basis. The Children who have the most complex needs are given the most support often involving a teaching assistants. The Head Teacher is responsible for allocating the budget for support within school.

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

The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate. Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents/carers.