We are a small village school with six mixed age classes, set between the villages of Quarrington Hill and Cassop.

We are happy and friendly school that captures a life-long love of learning. We want to encourage children to fulfil their individual potential and be secure about their worth in an ever changing world.

We offer a breakfast club and some after school clubs are available.

 

When is it on?

Time of day
Morning
Afternoon
Session information
Monday to Friday
8.00am - 3.45pm

Who to contact

Contact name
Ms Victoria Hewison
Contact position
Headteacher
Telephone
0191 377 0293
E-mail
p2362.admin@durhamlearning.net
Website
www.cassop.durham.sch.uk/

Where to go

Name
Cassop Primary School
Address
Cassop
Durham
County Durham
Postcode
DH6 4RA

Other details

Special offers to Children and Young People's Network (CYPN) Members
Yes
CYPN members get the following benefit(s):
Individual financial arrangements can be made with school.
Referral and availability notes

Admission to Cassop Primary School is through the Durham County Council admissions procedure. 

Related links
Ofsted reports

Local Offer

Local Offer description

For a child to fulfil their individual potential they must be nurtured in an environment of acceptance, respect for achievements and sensitivity to individual needs.

We aim to help all children fulfil their individual potential and we take our responsibility towards the identification and assessment of special educational needs very seriously.

We aim to offer an inclusive education, offering support to all children including those with additional needs.

We provide an environment which enables pupils to progress to the best of their ability, to encounter success through careful planning and effective teaching.

We strive to remove all barriers which adversely affect the learning of pupils with Special Educational Needs. All children will have access to all facilities which are appropriate to their development.  This entitlement will extend throughout the school and include extracurricular activities.

All children are encouraged to become independent learners and take responsibility for their own learning.

The Governors and staff believe that early and appropriate intervention improve the prospects of children with Special Educational Needs and that for some children, giving more effective attention to early signs of difficulties can prevent the development of SEN.

We have high expectations for all children, celebrate diversity and maximise the opportunities for all children to experience success.

We believe that parents are crucial to a child’s education. We strive to work in partnership with parents and other statutory and voluntary agencies for example social and health services etc, to make appropriate decisions regarding early identification of SEN and appropriate intervention.

We believe that all children should be educated in accordance with their age ability and aptitude.

We believe all children should have access to a broad and balanced curriculum which is developmentally appropriate, and which takes account of government guidelines for KS1, KS2 and Foundation Stage.

We are fully committed to the active promotion of equal opportunities in our work and we will ensure that all children have equal access to the whole curriculum.

Assessment of children with SEN will be an extension of the school’s work with all pupils and information from assessment will inform teaching and learning.

We undertake systematic assessment monitoring and target setting processes to prevent underachievement.

We expect all staff to take responsibility for meeting a pupil’s special educational need, ensuring a cycle of plan, do and review. 

Each class teacher will have access to support, advice and training available within and beyond the school. This will be built into the school’s Continued Professional Development and School Development Plan when applicable. 

Contact name
Ms V Hewison
Contact telephone
0191 377 0293
Contact email
cassop@durhamlearning.net
Links
SEND at Cassop Primary

How do you identify Special Educational Needs and Disabilities (SEND)?

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?

We believe that early identification and appropriate intervention improves the prospects of all children with special educational needs. For some children, giving more attention to early signs of difficulties can prevent greater difficulties later.

We aim to identify a child’s special educational needs as soon as possible on entry to the Foundation Stage, monitoring progress and achievement in line with EYFS Profile assessment criteria. Concerns may also be expressed from parents, or other outside agencies on or before entry to school.

How will you support my child with their special educational needs and disability?

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

We will:

  • Devise appropriate targets with support from learning support, teachers and assistants and SENCO.
  • Deliver quality practice for children with special educational needs.
  • Collect accurate information about individuals or groups of children
  • Liaise with the SENCO for children with special educational needs
  • Liaise with parents of children with special educational needs
  • Keep parents informed on their child’s achievements and difficulties
  • Take the views of the child into account when planning, delivering and assessing
  • Participate in in-service training where appropriate

How will you make sure my child's education meet their needs?

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

We believe that all children should be educated in accordance with their age ability and aptitude.

They believe that they should all have access to a broad and balanced curriculum which is developmentally appropriate, and which takes account of government guidelines for KS1, KS2 and Foundation Stage.

We are fully committed to the active promotion of equal opportunities in our work and will ensure that all children have equal access to the whole curriculum.

Assessment of children with SEN will be an extension of the school’s work with all pupils and information from assessment will inform teaching and learning.

We undertake systematic assessment monitoring and target setting processes to prevent underachievement.

We also undertake to provide support and information for staff development. 

How will we know my child is progressing?

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?

Assessment of children with SEN will be an extension of our work with all pupils and information from assessment will inform teaching and learning.

We undertake systematic assessment monitoring and target setting processes to prevent underachievement.

We will ask that parents:

  • work in partnership with the school and other professionals involved
  • Help their child with homework tasks
  • provide information that will help the school understand the needs of the child

How will you support my child's overall wellbeing?

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

We offer an inclusive education, offering support to all children including those with special educational needs.

We provide an environment which enables pupils to progress to the best of their ability, to encounter success through careful planning and effective teaching.

We strive to remove all barriers which adversely affect the learning of pupils with special educational needs. All children will have access to all facilities which are appropriate to their development. This entitlement will extend throughout the school and include extracurricular activities.

 

What specialist services and expertise is available at or accessed by the staff?

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

We believe that parents are crucial to a child’s education.  They strive to work in partnership with parents and other statutory and voluntary agencies for example social and health services etc, to make appropriate decisions regarding early identification of SEN and appropriate intervention.

Previously we have worked with:

  • Educational Psychologist
  • Speech and Language team
  • Movement Difficulties team
  • Behaviour Support and intervention team/Crisis Response
  • Autistic Spectrum Disorder team
  • School Nurse
  • Trinity School transition
  • Looked After Children team

This list is not exhaustive - we aim to work with the appropriate external agencies necessary whether or not they have worked with them previously. 

How are staff trained regarding SEND?

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

All staff receive ongoing continuing professional development through staff meetings, training courses and professional dialogue with other staff and external agencies.

What activities outside the classroom will there be?

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

We strive to remove all barriers which adversely affect the learning of pupils with special educational needs.  All children will have access to all facilities which are appropriate to their development. This entitlement will extend throughout the school and include extracurricular activities.

How will you support my child's needs?

How accessible is the setting/school/college environment?

We have access to a variety of resources. If a specific resource is recommended, the school attempt to either purchase or loan the necessary resource.

Our school is over 100 years old and this is reflected in the internal structure. There are steps and stairs around school, which have been adapted to improve the accessibility, however the school would recommend that families visit the setting in advance to view the setting and discuss individual requirements. 

My child is going to be starting or leaving soon, how will you help them?

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?

All children are encouraged to become independent learners and take responsibility for their own learning. In order to facilitate a smooth transition, the school work very closely with the feeder schools. 

What is available to help my child with their education?

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

We allocate resources in a variety of ways to match individual needs. This may be through training and continuing professional development, purchasing resources, providing differentiated tasks using specific resources or through the allocation of teaching assistants to support the class teacher. The Teaching Assistants assist the SENCO and class teacher in ensuring quality provision and extracurricular entitlement for children with special educational needs.

 

 

What support can I expect for my child?

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

The class teacher will devise, with support from learning support, teachers and assistants and SENCO, appropriate targets for support plans. They will then deliver quality practice for children with special educational needs.

Accurate information and assessment will be collected as an ongoing process.

The class teacher and/or SENCO will liase with parents and keep parents informed on their child's achievements and difficulties.

The school will take the views of the child into account when planning, delivering and assessing.

Hopefully the decisions then needed regarding support will be an informed, collaborative decision. 

How will I be involved in my child's education?

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

We always ask that parents:

  • work in partnership with the school and other professionals involved
  • help their child with homework tasks
  • provide information that will help the school understand the needs of the child
  • support the implementation of the specific or individual targets
  • become involved in review of progress

We also have numerous parent helpers.  If this is something you would be interested in, speak to the school.

Disclaimer

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  • Cassop Primary School

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Address: Cassop  Durham  County Durham

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