Wimborne St Giles Ce Va First School And Nursery

Local Authority School - At Wimborne St Giles CE VA First School Christian values are deeply embedded in the daily life of the school. The school succeeds in providing an education for those of all faiths and of none This makes for greater acceptance of our multi-cultural society. Pupils have a high degree of understanding and respect for diversity and difference both within the church and in other faith communities.


01725 517347
Fax: 01202 517347


Venue address
Wimborne St Giles
BH21 5LX
East Dorset


Opening times
Mon: 08:45-12:15 And 13:15-15:15
Tue: 08:45-12:15 And 13:15-15:15
Wed: 08:45-12:15 And 13:15-15:15
Thu: 08:45-12:15 And 13:15-15:15
Fri: 08:45-12:15 And 13:15-15:15

Service Details

Additional Information
Headteacher: Mrs Philippa Hill. Lunch break: 12.15pm to 1.15pm. We now have a Nursery department 'in-house' which takes children from 2 years to 4 years & 11 months. The school has two Pastoral leads. ELSA and Pastoral Support available. For further information please call 01725 517347 or email office@wimbornestgiles.dorset.sch.uk.
Related Links
• School admissions, transport, term dates and free school meals
• School performance tables
• Check for school closures
Age Range
2 years 0 months to 9 years 11 months

Ofsted Registered Details

Ofsted inspection result
Date of last inspectionInspection resultOfsted report
18/10/2017 Good View here


Wheelchair accessible
Wheelchair access to all ground floor areas, ramps to and from the main entrance

SEN & Disabilities Local Offer

Local Offer Description

Wimborne St Giles is a small village first school with an incorporated Nursery set in an idyllic rural location north of Wimborne. The school serves the communities of Wimborne St Giles, Horton, Cranborne, Sixpenny Handley, Gussage St Michael and Gussage All Saints, although we also welcome a large number of children from further afield.

At Wimborne St Giles, we adopt a child centred approach, so that the provision and adaptations made for different children will vary according to their needs. We strongly believe in identifying needs early so that we can put in place the support each of our children requires in order to thrive and we closely involve parents in this every step of the way. The school runs a variety of onsite intervention programmes including: Speech and Language; Dyslexia and Literacy Difficulties; and Emotional Literacy Support (ELSA). Our physical environment has been adapted to facilitate the use of wheelchairs; including installing access ramps, disabled parking, the widening of doors to washroom facilities; and special washroom facilities.

In all aspects of school life we uphold our school motto: 'Working together, Sharing together, Growing Together'.

Contact Name
Philippa Hill
Contact Telephone
01725 517347
Contact Email

Local Offer - click to view

Teachers observe, monitor and assess children on a day to day basis from entry into class.

Along with your input and observations from home we build up a picture of your child’s behaviour, attitude and general needs. Where a concern is raised, either by yourself or the school, a meeting will be arranged for you and the Class Teacher to discuss the matter and the steps that can be taken to assist your child. When appropriate and with your permission, the SENCO will arrange for further investigation and/or assessments (sometimes with an external agency, such as Speech and Language), so that a suitable programme of support can be put in place.

If you have any concerns about your child, whether behavioural or academic, we are always open to talk with you and discuss how we can help.

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

The Class Teacher and/or SENCO will be able to explain to you the assistance the school is providing for your child. 

The progress of all children with SEND is carefully monitored and tracked to ensure the suitability of any programmes. The running and effectiveness of education programmes are overseen by the SENCO, who liaises with and provides guidance to the Teaching Assistants delivering them.  

The Head Teacher and Governor of SEND are responsible for ensuring that the school makes the necessary support available for any child attending the school who has SEND.

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

We have a wide and varied curriculum, offering a range of subjects.  All children are given the opportunity to excel, pitched at their own level. Class Teachers use excellent targeted classroom teaching known as Quality First Teaching.  This means that the teacher has the highest expectations for your child and all teaching is based on building upon what your child already knows, can do and understand. At times the teacher may direct class based Teaching Assistants to work with your child, and specific strategies relating to your child’s difficulty may be put in place.

 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?

You will be invited in regularly, at least once a term, to discuss your child’s progress and review his or her programme and targets. At these meetings you will be advised of your child’s progress and attainment, and measures you can take at home to support their education. You will be able to raise any concerns or queries you may have. Sometimes more frequent contact may be felt necessary. If this is the case, we can discuss what would be most convenient for you, for example, emails, phone calls or a home/school record book.


We are proud of our open door policy and Class Teachers and the SENCo are happy to meet with you outside of the more scheduled meetings if necessary.


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

The self-esteem and emotional well-being of the children in our school is of the utmost importance to us and we have a trained ELSA (Emotional Literacy Support Assistant) who is able to work with children in times of emotional need. The views of the children are valued and listened to, be they presented to staff via the School Council representatives in each class, or from a child directly. Weekly sessions in class encourage the children to talk and become emotionally literate.

Occasionally it may be necessary for your child to receive prescribed medicine during the school day and accordingly the school has adopted the Local Authority’s policy regarding the administration of medicines. In the interests of safety the school will require you to complete a Parental agreement for school to administer medicine before any medication can be administered.  The Medicine Policy is available to view in the school office.

The school has an Intimate Care Policy should your child require assistance with dressing or toileting.

Where your child has a medical need, a Health Care Plan will be drawn up between you and the school.

We draw on Dorset County's Behaviour Support Service when we are concerned about a child's behaviour. We involve children and parents in setting up a Behaviour Support Plan which always aims to positively reinforce good behaviour and we review this regularly.

We have lots of incentives in place in order to encourage good attendance and children are presented with attendance certificates and trophies at the end of term. Where there are concerns over attendance we work closely with parents to set attendance targets and review these at least monthly. 

Children are fully involved in all aspects of any support plan. We make these 'child friendly' and involve pupils in their target review meetings so that their voice is heard. 

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

At Wimborne St Giles First School we have a range of highly qualified and experienced staff who have worked extensively with children with for instance: dyslexia, Dyspraxia, autism, ADD, speech and language difficulties, emotional and behavioural needs, etc…

If staff have concerns about a child’s progress, they will share these concerns with parents and carers.  Thereafter further assessments from a range of external professionals may be sought.

 What training are the staff supporting children and young people with SEND have had or are having?

Members of staff in the school have undertaken the following training:

•         Learn to Move, Move to Learn (co-ordination difficulties)

•         ELSA – Emotional Literacy Support (emotional difficulties)

•         Fischer Family Trust Wave 3 (literacy support)

•         Supporting pupils with ASD

When a child joins our school with a need of which we are not familiar, then we meet with parents, carers and other involved professionals to discuss the difficulty and put in place a plan of support.

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

The ethos of our school is fully inclusive. Parents are always advised of any activities outside of the school premises, including educational trips. Risk assessments are carried out to ensure the children’s safety. Where a child has particular needs, extra provision is put in place to ensure the child’s inclusion. Any special measures required are discussed with the parents and carers.

 How accessible is the setting/school/college environment?

Wimborne St Giles First School has adaptations to make it accessible for all.  The building has wheelchair access to all ground floor areas. There are ramps to and from the main entrance and to a newly created outdoor classroom with an all-weather safety surface.  There is also a disabled toilet in school. 

Adaptations are made to ensure all children are able to use all the equipment and facilities. 

The school may receive advice regarding access from a range of agencies for instance the Children’s Therapy Service and Hearing and Vision Support Service.

 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 your child joins the school you will be invited to meet staff to discuss your child’s needs and how the school can support them. Information will also be sought from other professionals involved, including a previous school or pre-school.

On a day to day basis we aim to make all children as independent as possible. Support is not withdrawn where it is still needed.

Prior to moving on to Middle School your child will meet a member of the Year 5 team and will also attend the school with the rest of the children for Transfer Day. Should it be felt that your child would benefit from further contact with the new school prior to the move this can be negotiated with the Middle School, for example, attending the Middle School on extra days with the support of a Teaching Assistant from our school.

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

There are now two levels of support for pupils with needs: SEN School Support or an Education Health and Social Care Plan (EHCP).  If a child is having difficulties with their learning, the class teacher will prepare a Support Plan which sets out targets for the child.  This is discussed with parents.  Plans are fully reviewed termly.

We continuously monitor the needs of the children in our school and the provision we are able to make, allocating funding to meet particular needs as they arise (be they in staffing; training; or the practical resources required for a specific intervention or need).

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

If your child has a SEND the school will discuss with you the nature of the need and the support available. Advice will be taken as appropriate from other agencies or professionals involved. In consultation with you and your child an Individual Education Plan (IEP) will be drawn up setting achievable targets. The IEP will be reviewed at least half termly to ensure your child is making progress and you will be invited to a review meeting at least once a term.




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

Strong working relations between parents or carers and the school are highly important. Help us by letting us know of anything that might be happening in your child’s life that may have an impact on his or her learning or behaviour. If you have any worries or concerns, please talk to the Class teacher or SENDCO. Please also attend any meetings arranged with the school or other professionals. The support you can give your child by following up at home any programmes drawn up by the school or an involved external agency is invaluable.

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