Eaglesfield Paddle CofE Primary Academy
Eaglesfield Paddle C. E. Primary Academy through its Christian ethos and curriculum aims to help its children to become independent, confident, self-disciplined individuals, proud of their achievements and sensitive to the needs of others.
Specific Aims are to help our children:
- To read with fluency and accuracy.
- To develop a legible style of handwriting and satisfactory standards in punctuation, spelling and grammar.
- To develop the ability to speak with clarity and confidence appropriate to various situations and occasions.
- To develop the skills of listening with patience, attention and understanding.
- To develop the skills necessary to retrieve information from a variety of sources.
- To develop the ability to apply computational skills with confidence and understanding and to understand the place of Mathematics in everyday life.
Eaglesfield Paddle CE Primary Academy, known locally as Paddle School, is a Church of England Primary Academy for children aged 3 -11 years. The school was formerly a Grant Maintained school. The Governors have total responsibility for the work and conduct of the school. In September l996 a 52 place nursery class was established, which serves an extended catchment area. A separate brochure is available for the nursery.
Who to contact
Where to go
- Eaglesfield Paddle CofE Primary Academy
- CA13 0QY
The aim of our school is to provide a broad and well-balanced curriculum for all the children in our care. Using the National Curriculum as our starting point we plan to meet the specific needs of each child, setting appropriate learning challenges, and responding to the diverse needs of the children. Please click on the links below which will take you to detailed information on the school website.
- Contact Name
- Mrs Joanne Palmer (SENCo / Year 5 Teacher)
- Contact Telephone
- 01900 823188
- Contact Email
Eaglesfield Paddle CofE Primary Academy - Local Offer
- Local Offer Age Bands
Primary (5-10 years)
Early Years (0-4 years)
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?
Teachers and teaching assistants will quite quickly, through their experience, training and observations, be able to detect if there is a concern with a child and how they learn. As part of our daily observations we carry out daily informal assessments and look carefully at how each individual child interacts with others and meeting the targets that have been set for them; this will help us decide if a child is having difficulties or needs additional help and support. We work extremely closely with parents and carers and communication is key within our Paddle family. We would encourage all parents to speak to the class teacher if they have any concerns as they are your first point of contact. The class teacher can then discuss any concerns with the school Special Educational Needs Coordinator (SENCO), who will be able to contact and work alongside outside agencies to support the child. Parents will be fully informed and involved with all decision making and planning for the needs of their child. Other agencies and referrals would only be made if parents, teachers and the SENCO felt this was necessary.
- How will early years setting/school/college staff support my child/young person?
Your child’s class teacher will work very closely with you as parents, the SENCO, and the Headteacher to ensure that a manageable and achievable plan can be put into place in school for your child. The needs of your child will be clearly identified and outcomes and targets will be set and reviewed regularly with the child, parents and professionals. Depending on the support and resources needed, your child may be working with teaching assistants who are highly trained in specific special needs areas. We can then access your child’s skills to help them to progress and be fully included in school life and the curriculum. Before any of these decisions are put into practice they will be discussed with you as parents/carers. At Paddle CE Primary Academy we have the resource of a teaching assistant working in each class for most mornings. We also have an additional Senior Teaching Assistant who works with children who need additional support to access the curriculum. If it is deemed necessary we will contact the Local Authority for additional funding to provide extra support in class for your child.
- How will the curriculum be matched to my child's/young person's needs?
We feel it is vital to ensure all children can achieve and succeed in a happy and safe learning environment. All children will have work set for them by their class teacher that will be differentiated to meet their individual needs. We aim to be inclusive in all areas of our curriculum, however from time to time children who require additional support may work on a specific designed programme of study to help boost their understanding of reading, writing and number work. This is sometimes delivered in small groups or one to one and can be taught within the classroom or in smaller working areas in school. This can help a child grow in confidence and give them the skills they may need to access the rest of the curriculum successfully with their peers.
- 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?
The class teacher will always be on hand to speak to you first thing in the morning or at the end of the school day. However, as this can be a busy time you may feel that this time is not appropriate as other parents may be present and also need time with the teacher at this part of the day. Therefore, you can always request an appointment if more time is required to discuss concerns at length. You can do this by contacting the school office by telephone or email. We feel that communication and working together with our parents is vital in order to give our children the best opportunities to ‘be the best they can be…!’
All children will have targets set for them in Reading, Writing and Numeracy. Behaviour and personal development targets can sometimes be set for them if the class teacher and parents feel that this is an area to develop. These targets are reviewed within the class and are shared with parents. Children are continually assessed as part of classroom best practice, but they will also be assessed half termly both as part of formal assessment and teacher assessments. These results are discussed with all teachers in school and the Headteacher. Our findings are tracked and monitored closely and this enables us to ensure all children are making good progress. If we have a concern regarding your child’s attainment and progress the class teacher will contact you following these half termly assessments to keep you fully informed. You may be contacted earlier if your child is having difficulties meeting their individual targets that have been set for them within the classroom.
If a learning programme is being used within school or a specific resource children may be withdrawn from their classroom for a short part of the school day. You will be fully informed about this activity and information will be shared with your so you can help your child at home.
If your child needs medication during the school day then you must share this information with the class teacher. You will be asked to complete a health care plan and a permission form to allow your child’s teacher to administer the medication. The health care form must be returned to the class teacher and the permission slip given to the school office. Any medication must be brought into school and will be stored in a secure safe place.
Please check the date on the medication as it is your responsibility to ensure that this is replaced once the medication has expired.
- What support will there be for my child's/young person's overall well being?
Paddle Academy is classed by OFSTED as outstanding in the category of personal development wellbeing and behaviour. Our curriculum is designed to support children to know how to keep themselves safe from harm and lead healthy lifestyles. We see each child as an individual who has their own talent to offer to our Paddle Family. Through strong Christian Values we aim for our children to develop a love of learning and a deep rooted respect for themselves, others and the world around them. Children behave well in our school as standards and expectations are high. Support is immediately offered if a child is finding aspects of behaviour management difficult. We have an excellent support team as well as the class teachers to help a child grow in confidence and develop the skills they need to become a responsible young person who is able to make the right choices. If we feel that we have an issue with either behaviour or attendance then we will ask you to arrange a meeting with the headteacher and SENCO to discuss our strategies to support you and help your child.
We will always ensure that your child is at the heart of all our care. Our holistic approach is something we pride ourselves upon and total involvement with our Paddle parents. Each child must have a voice, and in all our work, be it education or pastoral, we will listen to your child’s views and concerns and take these into consideration when planning an individual care or education plan.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
The SENCO at Paddle Academy is Mrs Claire Langstaff she is the Year 3 teacher and a member of the senior Leadership team.
Mrs Shaw, a trained Special Educational Needs (SEN) retired teacher, is the Governor responsible for SEN and can be contacted via the school office.
We have many teaching assistants who specialise in reading intervention, delivery of phonics, behaviour management, pastoral care and working with autistic children. If we feel that our strategies have not met the needs of a child in our care, we will access their specialised skills and support from the Local Authority when we begin to plan for a child with a specific special educational need.
We work alongside Educational psychologists, special advisory teachers, early years specialists, speech therapist, audiologist, CAHMS, school nurse, and currently have a member of our teaching staff who is being trained in dyslexia and will soon have the ability to assess children in our care. We work closely with the young disability team and social care.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have a comprehensive staff development programme which allows our staff the chance to share information, train and keep updated with the current educational developments. Our SENCO is currently enrolled on the National Qualification for SENCOs. We also network across our own consortium to keep our professional knowledge current and share expertise.
- How accessible is the setting/school/college enviroment?
We have a scheme in place where disabled visitors can ring the school beforehand to enable us to provide additional support as required as our building is not completely wheel chair accessible. We are working hard to improve our facilities to make them more accessible by wheelchair users. We have parking for disabled visitors and ramps and slopes outside enable users to access the main building. Plans for a disabled toilet have been discussed with the Governors via the Buildings and Health and Safety committee and funds are being sought to improve this facility in school.
- 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?
Before any child joins our Paddle Family we would encourage you to bring them into school and meet our staff, the class teacher and their peers. Many children choose to spend a day with their class before they join our school to get to know us and understand the school routine. If your child is moving to our school we ask their current school to provide us with all data, paperwork, targets, medical history, care plans, IEP’S, etc before your child arrives. Often the teacher will contact the child’s former teacher and, if possible, arrange a meeting to receive a full briefing on the child and their progress and development. To support transition to secondary school we will arrange meetings with the SENCO at the receiving school to discuss the needs of your child and what provision needs to be in place to ensure that transition runs smoothly. A teaching assistant will visit the new school with your child, so that any worries or concerns can be addressed. It will also help to ease anxieties about the new school. Our curriculum also supports your child’s personal and social development. Our residential trips encourage your child to develop independence. All this will support them on transition into secondary school and the world beyond.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
School’s resources are allocated based on the priority of needs of the children in our care. The school follows the Department for Education’s Code of Practice 2014, to ensure that we meet our statutory duties for children with Special Educational Needs and Disabilities. It is our duty of care to use funding allocated by the Education Funding Agency and the Local Authority to meet the targets and objectives outlined in the Individual Education Plan/Behaviour Plan/ Care Plan. Children with a statement of Educational Needs (Education and Health Care Plan) will be prioritised first, as outlined in the Code of Practice. We will endeavour through our extensive provision to provide all children with an Individual Education Plan, additional support to succeed and “be the best they can be…!”
- How is the decision made about what type and how much support my child/young person will receive?
The decision will be made based on the needs of each child, the funding available, parental and child’s views and the professional opinions of the agencies involved with providing support for the child. Identified children with Special Education Needs and Disabilities will be allocated funding and resources as recommended in their Educational and Health Care Plan. This may manifest in many ways e.g. additional support in class, physical resources to support learning, or specialists working alongside the child and family.