Winwick C E 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 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
- Safe Hands Nursery Link Club
- Winwick Wildcats Out of School 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 and pupil services team 01925 446226
Who to contact
Where to go
Winwick C of E Primary School
- WA2 8LQ
- Local/National Service?
Winwick CE Primary school provides a high quality education, grounded firmly in the principles of the Christian Faith as well as providing a lively and stimulating environment in which all children are inspired to learn.
- Contact Name
- Mrs Dymond/Mrs Clare Farrell (SENCo)
- Contact Telephone
- 01925 630995
- 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?
Pre-school visits take place prior to the child starting reception class. These are carried out by the schools foundation stage teacher and teaching assistants. Discussions and consultations are held between parents/carers and practitioners to establish any medical or learning needs. If a care plan has been put in place for any medical needs then the school nurse will liaise with staff and parents to discuss suitable provision.
Following pre-school visits, an admissions meeting is held at school during the summer term. Parents/carers are invited to meet staff and discuss any medical, social, physical or learning difficulties. Medical and contact forms are completed and signed by parents/carers; any relevant information is passed onto the Head Teacher and SENCo.
The schools system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing adequately and who may have additional needs. Assessments include: pre-school records of achievement and foundation stage learning-journey profiles, baseline assessment results, early years foundation stage profile scores, end of years assessments, p-scale descriptors and b-squared, observations of behavioural, emotional and social development, assessments by specialist services such as educational psychologists, speech and language therapists and occupational therapists.
Based on assessment outcomes and following discussions with class teachers, parents and the SENCo the child may be recorded as needing extra support. The support is delivered through a graduated response.
Wave 1 – a differentiated curriculum (inclusive quality first teaching for all).
Wave 2- additional interventions/intervention (for a fixed term) to enable children to work at age related expectations or above.
Wave 3- additionally highly personalised interventions.
Following sustained, individualised intervention, the child still remains a significant cause for concern then the school will request involvement from the Local Authority.
- How will early years setting/school/college staff support my child/young person?
Guidance and support can be sought via our Inclusion Policy which is accessible through the school website. The school advocates a partnership with parents/carers and if you have concerns about the progress or behaviour of your child then your child’s class teacher is your first point of call. If needed, a meeting would then be arranged with the Head Teacher, deputy head teacher, middle leader or SENCo.
- How will the curriculum be matched to my child's/young person's needs?
Assessments are used to identify areas of need and barriers to learning; your child’s class teacher is responsible for writing and monitoring a personalised plan or education and intervention programme to set out achievable objectives and targets. Education and intervention programmes will be shared and reviewed with the child, parents/carers and support staff. The level of need your child has will determine who works with them and how often. It may involve working with the class teacher, teaching assistant or specialist services such as speech and language therapists or SpLD teachers.
The SENCo will oversee the planning of SEND provision and will report information about special needs to the Head Teacher, SEND governor and full governing body.
- 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?
An inclusive differentiated curriculum is provided for all children at Winwick CE Primary School. Children identified as having Special Educational Needs will have additional personalised provision. Currently, in most instances this is in the form of an Individual Education Plan (IEP) or an Individual Behaviour Plan IBP). This will contain information on short-term SMART targets, teaching strategies, success criteria and a review date. The personalised provision will concentrate on three or four individual targets that closely match the child's needs. Provision will be discussed with parents/carers and the child and will be evaluated regularly (at least termly). If a small group of children have similar needs then a group intervention programme will be written with targets for the group.
Following sustained, individualised intervention and a differentiated curriculum, the child still remains a significant cause for concern then the school, in collaboration with parents, will request involvement from external services.
- What support will there be for my child's/young person's overall well being?
The school advocates a partnership with parents and aims to fully include and support them in working on targets for improvement with their child. During the admissions meeting prior to your child starting school, a Home School Partnership Agreement is shared, discussed and signed. The purpose of the agreement is to strengthen the partnership between parents/carers and school.
Existing statements of special educational needs must be reviewed annually. The SENCo will invite parents/carers, child (if appropriate), class teacher, support staff, a representative from the local authority and any other person considered appropriate. The aim of the review is to assess the pupil’s progress against IEP targets, review the provision made for the pupil, and consider the appropriateness of the existing statement and whether to cease, continue or amend it. New targets will be set.
There are a number of arrangements for parents to ensure they know how well their child is doing and the how they can support their child.
Parents will have access to the School’s Special Educational Needs/Inclusion Policy.
Class teachers are available to discuss parental concerns on an appointment basis.
Parents/carers are kept informed of and involved in any intervention by external agencies.
Two formal parent-teacher interviews are held each year, in addition to the annual written reports. Targets are shared during parents evening. Reading targets are available in the child’s reading record.
Programmes of work are shared with parents/carers and their involvement encouraged.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We provide a high quality education grounded firmly in the principles of the Christian Faith. Our school values are: friendship, courage, forgiveness, truth, trust, respect and responsibility.
The Schools’ Medical Service provides a medical examination for all children shortly after they start school. The examination includes assessments of hearing and eyesight. Parents/carers are fully consulted and have the opportunity to discuss their child’s health with the school health advisor. The School medical Service does not provide treatment, but will refer your child to the family GP if any treatment is required.
Interim and Year 6 medicals will be notified to parents in case parents wish to be present at the consultation. Eyesight and hearing screening will be carried out from time to time by the school nurse. Dental inspections are carried out periodically. Parents/carers are informed if this inspection reveals a need for treatment. Children with medical needs, such as diabetes, have a health care plan which is shared with all staff working with the child.
The Year 5 and 6 boys and girls are given a talk each year by a qualified school nurse on the subject of personal hygiene and adolescent physical development. Parents/carers are informed of the arrangements for this talk and may withdraw their children if they wish.
We pride ourselves on the high standard of care and support we provide for all children. Children are supervised in school, at break-times and during the mid-day meal session. Supervision is also adequately provided when children are off the school premises but under the control of a teacher. If an emergency should arise, a system is put into operation whereby parents/carers or another nominated responsible adult is contacted immediately. The teachers at Winwick School endeavour to respond sensitively to each and every child’s social, emotional, spiritual and physical developmental needs.
The safe guarding policy ensures that all staff in our school is clear about the action necessary with regard to a child protection issue. The policy is accessible through our school website.
Its aims are:
- To ensure all staff attend regular training as to safeguarding procedures in school with attention to signs and symptoms of abuse, which includes neglect.
- To ensure effective communication between all staff when dealing with child protection issues.
- To lay down the correct procedures for those who encounter an issue of child protection.
There are three main elements to our policy:
- Prevention through the teaching and pastoral support offered to pupils.
- Procedures for identifying and reporting cases, or suspected cases, of abuse, including neglect.
- Support to pupils who may have been abused, including neglect.
We have an anti-bullying policy which can be accessed through our school website.
The aims of implementing this policy are:
- To develop positive relationships in school.
- To positively promote the caring ethos of the school, in which everyone feels valued and secure.
- To celebrate differences and understand that everyone is of equal value regardless of ability, ethnicity, culture, gender, national status, religion, sexual identity.
- To foster self-esteem.
- To prevent conflict at an early stage.
The best means of dealing with the issue of bullying is to create a climate of mutual respect and understanding between all members of the school community. Such a climate can be created through:
- Staff modeling understanding of others.
- Curricular opportunities to explore and discuss bullying and relationships with the children.
- Presenting bullying as unacceptable through PSHCE-related activities beyond the classroom such as school assemblies, drama presentations, etc.
In addition staff will take the following courses of action to help deter bullying:
- Look for early signs of distress in members of the school community.
- Listen carefully and sympathetically to any person who is upset.
- Deal promptly and effectively with parental concerns.
- Regularly reassure all children that they will be taken seriously if they feel they are being bullied.
Social support groups, delivered by teaching assistants have been used to support pupils struggling with anger difficulties. Anti-bullying weeks are used to promote an awareness and understanding of bullying.
Our e-safety policy can be accessed through our school website.
The aims of our e-safety policy are to help young people (and their parents/carers) to stay safe and be responsible users while using the internet and other communications and technologies for educational, personal and recreational use.
Medicines will be administered by school staff providing a consent form is signed with the recommended dose and time of administration.
Our School Council has representatives from each class to put forward the children's views about the school and to share ideas.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
There are a number of specialist services and expertise available at Winwick Primary.
We have 1 member of staff trained in Makaton.
We have 2 members of staff trained in British Sign Language.
We have a trained Specific Learning Difficulties teacher.
We have two designated and trained safeguarding lead professionals.
We have a level 3 health and safety (in the work place) officer.
We have 4 trained first aiders.
We have 5 members of staff who have received diabetes training, 2 who have received epilepsy training, 4 who have received defibrillator training and 1 who has received manual handling training.
Where necessary additional support and advice may be provided by: the Educational Psychologist, Inclusion Teachers, Speech and Language Specialists, Occupational/Physio therapists, the School Nurse and SENCo.
- How will my child/young person be included in activities outside this classroom including school trips?
Teachers and teaching assistants have an on-going programme of training in the resources we use to teach and assess children with SEND including ADHD, phonics, spelling and grammar, precision teaching, quality first teaching, autism and dyslexia.
There is whole school safe guarding.
The SENCo is currently completing the SENCo award.
The school SENCo attends regular training through cluster school meetings to network and to maintain up to date knowledge of SEND practice.
The Head Teacher, deputy head teacher and SENCo are currently receiving training regarding the SEND reforms.
- How accessible is the setting/school/college environment?
We provide a broad and balanced curriculum for your child, which includes access to all after school clubs and trips. School endeavours to include all children in all activities and will work closely with parents/carers to ensure barriers to participation are eradicated. Trips are subsidised through school funds as well as pupil premium funding for specific children. Parents meeting are held prior to residential trips such as Crosby Hall and The Conway Centre where risk assessments are shared to ensure the correct provision is in place.
- 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 a disabled toilet and is wheelchair accessible with ramps at specific fire exits. Information is communicated verbally to parents who are unable to access our written information. Those whose first language is not English are signposted to the relevant service to seek specific support.
The school’s tracking systems and provision map highlights provision needed and funds and resources are allocated accordingly.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
School works closely with Culcheth High School and any other educational setting to ensure smooth transition for all pupils. A young ambassador from Year 7 will visit to talk to Year 6 pupils about their journey ahead. Children also visit their new setting during ‘going up days’.
Careful programs of transition are created to meet the individual needs of children. Parents are encouraged to accompany pupils where appropriate.
School ensures formal and informal meetings are held to share knowledge, data, progress and any other relevant information.
Pre-school children are visited in their settings.
- 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 SEND. Children with multiple and complex needs receive the most support in terms of teaching assistant time and specific teaching programmes.
Tracking systems and provision maps identify categories of need on an individual, class and whole school basis. Funds are allocated to best meet the needs of the children and spending is regularly reviewed to ensure best practice and support is utilised.
- How are parents involved in the setting/school/college? How can I be involved?
Your child’s needs will determine the type and level of support. Following detailed assessments, the class teacher, in consultation with the SENCo, Head Teacher and Deputy Head Teacher will decided the nature and regularity of the individual support. This may be more appropriate on a 1 to 1 basis or small group intervention. This will be reviewed regularly with parents to ensure needs are met with the resources available to us.
For children with a statement or education health and care plan, further consultation will take place with all stakeholders to review the success and requirements of the intervention.