Ravenbank Community 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).
Further information on the 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
- Swizz 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
- Ravenbank Community Primary School
- WA13 0JT
- Local/National Service?
Ravenbank has a clearly defined inclusive philosophy and is a highly inclusive learning environment. The Inclusion Mark gained in 2012 celebrates and recognises this. We provide exciting lessons and ensure that all children make the best progress they can in their studies.
We are very proud of our school and all that it stands for, this is summarised in our mission statement, ‘Working together to achieve success.’
- Contact Name
- Julie Greenwood - Deputy Head / SENCo
- Contact Telephone
- 01925 753926
- 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?
At the outset, we believe that we have in place clear guidelines, policies and procedures to ensure that any pupil who has special educational needs is identified at the earliest opportunity, and then receives the additional support and help that they are entitled to.
The following areas will be considered:
- concerns are raised by parents/carers, teachers, teaching assistants or the pupil’s previous setting
- there is lack of progress
- poor test scores
- there is a change in the pupil’s behaviour
- a pupil asks for help
- social and emotional support
Ravenbank has categorised the children needing support as follows:
Class Support: Class teachers monitor closely the progress that pupils within their classes make. If there are concerns over the progress made, then the pupil will for a short time be placed at Class Support. During this period, the class teacher will be paying particular attention to the pupil, and may seek additional advice from the SENCo or other colleagues.
School Support: Following on from this stage, if concerns remain, or increase, the pupil will be placed at School Support. There are general criteria in place to help class teachers support their decision to place a pupil at School Support. Pupils at School Support will have an Individual Education Plan drawn up by the class teacher, which will have two to three targets on it, which the pupil can work towards achieving.
Specialist support: If the class teacher, in conjunction with the SENCo feel that further targeted or specialist support /advice is needed, the pupil will be progressed to Specialist support. Again, the general criteria can be used to support in any decision to do this. They will be discussed at the termly Inclusion Planning Meeting, and if appropriate a decision made as to which agency would best meet their needs. At this point an outside agency, for example the Inclusion Service, or the Educational Psychologist would become involved.
Statements /Education Health Care Plan (EHC):Education, health and care plans (EHC) will replace statements of special educational needs. New assessments for additional needs will follow the EHC guidelines from September 2014. (Existing statements will remain in force until all children and young people have completed the transition, which will be within three years)
If a point is reached where the school feel the pupil would benefit from further structured, targeted support, and the pupil learning needs meet the specific criteria, the Local Authority would be approached for funding, and an EHC submission would be made. An Education Health Care Plan (EHC) would be submitted if a child has complex or severe needs. The EHC usually involves the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment and attendance at a school with specialist resources support.
Parents / carers are able to raise any concerns that they may have in the following ways:
Parental Involvement: We operate an ‘open door’ policy and actively encourage parents to discuss any concerns that they would like to raise. We ensure that parents are kept fully informed of their child’s special needs. They are kept aware of any movements between stages i.e. Class Support, School Support, Specialist Support and receive copies of all reports, meetings, decisions, regarding their son /daughter. We are keen to ensure that there is an open and honest relationship between school and home, and as such, the SENCo (Special Educational Needs Coordinator) will ensure that parent meetings take place if necessary to keep the lines of communication open. The pupils too, are encouraged to be present at many of these meetings, so that they are aware of the help and support that they can access, and have an understanding of the targets that they are working to.
Teachers make sure their classes have lots of language support and activities. Many of our staff have specific training with the letters and sounds programmes and work in partnership with speech and language therapists to plan and deliver support for children with specific difficulties.
- How will early years setting/school/college staff support my child/young person?
Our open door policy encourages open and honest communication. We listen to what parents/ carers tell us about their children and use that information to make sure everyone who works with a child understands their needs. We ensure that meetings are arranged at times which allow parents and carers to attend. If you have concerns please contact the class teacher in the first instance to arrange an appointment.
- How will the curriculum be matched to my child's/young person's needs?
The school has a clearly defined inclusive philosophy and Ravenbank is a highly inclusive learning environment. The Inclusion Mark gained in 2012 celebrates and recognises this. All pupils in school receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs. All our year groups are supported by teaching assistants and pupils are also offered additional one to one tuition, small group work or intervention programmes where needed.
Some children may need an individual education plan (IEP) or individual behavioural plan (IBP). IEPs which outline support for an individual child are sent home three times a year. Targets are set and reviewed by the class teacher, teaching and parents / carers and child to ensure all parties have contributed and consequently their input is included on the IEP.
Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s needs. This may include additional support by the teacher or teaching assistant in class or include general support. If a pupil has more specific areas of their education, such a spelling, handwriting, Maths and Enlish skills, then the pupil may be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for half a term. The intervention will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the class provision map (this is a record of the interventions, timings, funding and impact of the intervention).
The education plan will be written in consultation with teachers, teaching assistants, parents and children and will be reviewed at least on a termly basis. All plans will be reviewed by the SENCo and Key Stage Team Leaders and their effectiveness reviewed by the SENCo, Head and Governors. Anne Cleminson is our Governor representative, assigned to Special Educational Needs.
Occasionally a pupil may need more expert support from an outside agency such as the Children’s Therapy Team, Paediatrician etc. Referral forms are then completed in conjunction with parents / carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents / carers.
Lunch and playtime are staffed to ensure safe adult to child ratio. There is a range of equipment available and different activities supervised by staff and a children’s team of 'Sports Leaders'. Specific interventions for children with additional needs include having a named member of staff for support, being guided to specific areas or activities and being able to access the indoor games clubs.
- 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?
Class staff teams know the profile of their class and individual needs and learning activities are planned to match the children’s learning needs. The environment is stimulating, supportive and well resourced. Ravenbank has been awarded the Gold Artsmark in recognition of its exemplary practice in Arts education. The aesthetic environment is of high quality, displays in corridors and reception areas are eye catching, stimulating, global and cross curricular and the children’s work is beautifully presented and displayed. Wall and interactive displays provide prompts and reminders to encourage children to learn and achieve independently. Each year group has a teacher and a teaching assistant. If children have an Education and Health Care Plan (EHCP), there may be additional teaching assistance so that specialist support is available. Classes are well resourced and for children with additional needs specialised equipment such as talking whiteboards and audio equipment can be accessed. We will ensure that all staff know and understand the needs of all the pupils. All staff will have access to training, advice and resources to enable them to contribute to developing fully inclusive practice.
- What support will there be for my child's/young person's overall well being?
School believes that a child’s education is a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if a child has complex needs.
You will be able to discuss your child’s progress at Learning Reviews. Alternatively further appointments can be made with the class teacher to discuss your child’s progress or to discuss any concerns that you may have. Where teachers and parents feel a more regular form of contact is required then this can be discussed with parents. We also offer a more regular texting service for parents who require regular feedback.
Pupil Progress Meetings are held three times a year. This is a meeting where the class teacher meets with the Deputy Head Teacher / SENCo to discuss the progress of the pupils in their class. The shared discussion may highlight any potential problems in order for further support to be planned.
The class teacher may suggest ways of how you can support your child at home. Teachers will meet with you to discuss how to support your child with strategies to use if there are difficulties with a child’s behaviour / emotional needs. If outside agencies or the Educational Psychologist have been involved, recommendations are provided that can be implemented at home.
We offer a number of informal workshops for parents throughout the year. Recent meetings have included: Letters and Sounds, Better Reading Partners and Early Years Foundation Stage Profiles. We also offer training for our Parent Helpers.
- What specialist services and expertise are available at or accessed by the setting/school/college?
The school is committed to multi-agency working to ensure that the needs of the whole child are met.
Professionals from other agencies including Speech Therapy, School Health Adviser, Occupational Therapy, Child and Adolescent Mental Health Service (CAMHS) also visit the school. As well as supporting individual children these professionals advise staff around strategies and offer specific training where necessary.
The class teacher working as part of a team of staff supporting each child ensures that the pastoral needs of each child are met. Pupil voice is encouraged in all areas of the school through regular meetings of the school council, nurture sessions, circle time and assemblies where children are encouraged to make contributions. Children are also encouraged to contribute to the annual review of their SEN statement / EHC plan. Children know their targets, both behaviourally and academically and can describe their next steps of learning to achieve those targets.
Staff know individual children very well and any child requiring additional support will be offered it from a staff member with whom they have a good relationship.
The pastoral system supports social and emotional development and the learning experiences of others. Pupils know where guidance is available and how listening systems work. Classes have thoughts / problem boxes where children who may be reticent about speaking up are encouraged to express themselves and social and emotional development is developed using circle time and SEAL materials.
Emotional well-being is supported by making sure that children who find ”change” difficult are well prepared for changes or transitions. When they are about to change class they are helped to make their own transition book, which they can revisit during the summer holidays. To promote positive friendships, we may use a ‘Circle Time’ involving the whole class. We also offer nurture sessions for children who require a time to talk to adults or who would benefit from daily adult support sessions.
Members of staff such as class teacher, teaching assistant and SENCo are readily available for pupils to discuss issues and concerns. If a child has a medical need then a detailed Care Plan is compiled with support from the school nurse and parents / carers. These are discussed with all staff who are involved with the child. Staff regularly receive specific training which recently has incluged: Allergic reactions, Risk of Anaphylaxis, Epipen Usage, Autism and Makaton.Future training will include ADHD and further Clicker support. We have a number of staff who are qualified first aiders.
We promote positive behaviour. Our Behaviour Policy describes the high standards of behaviour and conduct expected in school. In each class there are shared and displayed expectations about the rights and responsibilities of everyone in the class. We make sure all staff know and understand the reasons behind any difficult behaviour and how to respond. In class, the teaching assistant may support targeted children to stay on task and focussed on learning. In the playground, staff will involve targeted children in specific activities. Some children who find good behaviour a challenge may need additional help such as collecting points or cards which lead to personalised in-school rewards. Where difficult situations have occurred, staff talk calmly through the event with the child helping to identify what went wrong and what actions could be taken if a similar situation happens again. For some children we use ‘social stories’ or comic strips to help their understanding.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have a highly experienced team of staff who may be involved in supporting your child at Ravenbank. These include:
Your child’s teacher, who will always make sure that tasks set are appropriate and accessible for your child.
Teaching Assistants (TAs) support all pupils in class.
Higher Level Teaching Assistant (HLTA) support all pupils in class
Behaviour and Attendance Specialist A member of our team has successfully completed the National Programme for Specialist Leaders in Behaviour and Attendance. She has also completed the Restorative Practice course led by Halton Local Authority and was also a member of the Behaviour Support Team in Warrington.
Special Educational Needs Coordinator (SENCo) A member of our team has successfully completed the National Award for Special Educational Needs Coordination and coordinates the provision of SEN in the school.
Common Assessment Framework As part of our support for all children in school we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes completing the Common Assessment Framework (CAF) to support the family as well as the pupil. Members of our team have undertaken CAF training. We discuss the needs of the individuals/families in school and plan together the best use of advice and support from the agencies.
Specialised Expertise At times it may be necessary to consult with outside agencies to receive their more specialized expertise. Some of the agencies used by the school include:
- Autism Outreach Team
- Safeguarding Officers from the Local Authority
- Educational Psychologist
- CAMHS (Child &Adolescent Mental Health Service)
- Attendance Officer
- Inclusion Team
- Social Care
- Speech and Language Therapists
- Occupational Therapists
- School Health Adviser
- ADHD nurse
Educational Psychologist An educational psychologist is allocated to each school. He/She would normally work directly with pupils whose needs are felt to be quite considerable and have not responded well to interventions previously put into place for them. The involvement is generally planned at the termly Inclusion Meeting organised by the school. These are meetings held three times a year between school staff and where appropriate other professionals. The aim of the Inclusion Meeting is to gain an understanding of and try to resolve a pupil’s difficulties. In order to understand the pupil’s educational needs better, the psychologist will generally meet with the parents and give feedback after assessment has been completed. He/She will offer advice to the school and parent / carers on how to best support the pupil in order to take their learning forward. Parental permission would be sought prior to any involvement with the Educational Psychologist or indeed any other specialist support.
Governors There is a close link between the school and the Governors; they are very supportive of the school and work hard to meet their responsibilities to the school. The Chair of Governors, Liz Green, has considerable expertise in aspects of child development and language acquisition. Anne Cleminson has been nominated as the link Governor responsible for SEN and ensures that SEN is placed highly on agenda items when Governors meet.
- How will my child/young person be included in activities outside this classroom including school trips?
To ensure our staff have the skills and knowledge to support children with SEN – there is a programme of on-going training both in school and elsewhere. Recent training has included Autism Awareness, Clicker Training and Allergy Training.
Physiotherapist and Occupational Therapist provide specific advice and guidance for target children. They also provide training for staff.
Common Assessment Framework (CAF) – Mrs Sweeney (Head Teacher), Mrs Baxter (Class Teacher) and Mrs Phillips (Key Stage One Team Leader) all have expertise in the CAF process and procedures.
Team Teach- A number of our teaching assistants have successfully completed the team teach programme. Mrs Sweeney (Head Teacher) has also completed the programme.
Miss Tysoe is currently completing Dyslexia training at Edge Hill University.
- How accessible is the setting/school/college environment?
Ravenbank school values the wider environment to enhance a child’s education.
We have our own wooded area, outdoor classroom and play area which are used for outdoor learning sessions and also provides an exciting and valuable resource across all curriculum areas. Children take part in social activities off-site, visits to the countryside, the seaside, the theatre or local sports complexes to further enhance the curriculum experience.
Our off-site visits are designed to enhance curricular and recreational opportunities for all children; provide a wider range of experiences than could be provided on the school site alone; promote the independence of our children as learners, and enable them to grow and develop in new learning environments.
We also afford children the opportunity to take part in a range of residential activities. Presently children attend residential visits in Year 2, Year 4 and Year 6. Day visits, activities and residential visits are risk assessed and recorded on the EVOLVE system.
Parents /carers take an active part in discussions around residential visits and these are discussed both formally at parent meetings/annual review meetings.
The school operates an inclusive agenda and makes every effort to make off site visits accessible to all children. Reasonable adjustments can be made to make the experience accessible to all.
- 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?
We are actively planning further improvements to make the school more accessible and have an up to date Access Policy. All pupils have full access to a broad and differentiated curriculum regardless of their own personal disabilities or problems and health and safety issues fully take into account the needs of pupils, staff and visitors with disabilities, including school trips and off-site activities. The facilities of the school meet, or are adaptable enough, to meet the needs of all pupils, staff and visitors with disabilities and we ensure that all lessons are differentiated sufficiently to allow for full access by all pupils.
We are constantly aware of how we can remove the barriers that some children face. We regularly carry out access audits of the school premises, which identify barriers to access to pupils, staff and visitors with disabilities and work with the Local Authority which carries out its own audit every three years. A regular review and evaluation of adjustments is then made and incorporated into our Improvement Plan. We actively seek advice from outside agencies in adapting communication within the school and between home and school, as and when necessary, and develop a good working relationship with these agencies. We recently installed a permanent sound field system in the main hall and a portable sound field system in one of our classrooms in order to improve our provision for children with a hearing impairment.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Ravenbank School understands what a stressful time moving classes /moving schools can be; therefore many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include:
- Communication between the previous or receiving schools prior to the pupil joining / leaving.
- All pupils attend a Transition Day where they spend the morning with their new class and teacher.
- Additional visits are also arranged for pupils who need extra time in their new school.
- The Head teacher), Deputy Head Teacher and SENCO are always willing to meet parents/carers prior to their child joining the school.
- Ravenbank School staff visit pre school settings prior to them joining their new school in Foundation Stage.
- Staff liaise with the SENCos from the pre-school providers, Lymm High School and other settings to pass on and receive information regarding SEN pupils.
Time is allocated regularly for staff to share information about pupils’ progress. This includes transition between classes and phases. Recording of pupil progress and analysis of results is done regularly, to ensure staff are able to respond immediately to information gathered.
Transition meetings are also held for parents for those children who are entering a new Key Stage, for example Early Years Foundation Stage to Year 1,Year 2 (Key Stage 1) to Year 3 (Key Stage 2).and Year 6 to Year 7 (Key Stage 3)
At Ravenbank every effort is taken to ensure transition times are successfully managed. Some children complete transition passports about themselves to inform their next teacher / school. Additional visits are also arranged to re-assure pupils and parents as required.
- How is the decision made about what type and how much support my child/young person will receive?
The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. If a pupil is also eligible for pupil premium, this is also used to support that pupil’s needs.
- How are parents involved in the setting/school/college? How can I be involved?
These decisions are made in consultation with the class teacher, teaching assistant, parents and leadership team. The school has established a rigorous tracking process which identifies each child’s progress against expected attainment. Any identified areas where additional support would be beneficial may result in a range of interventions programs being utilized. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies. During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.
The school nurse visits school to carry out checks with children and to provide advice and training to staff. She assists with writing Health Care Plans for children which clearly indicate any support required to address medical needs. In school we have a medical area for use by the children and adults who are hurt or unwell where they are treated by qualified first aider. Medicines are stored safely in the school office.