We are a mainstream primary school providing a caring and stimulating environment for children. We are committed to offering an inclusive curriculum to ensure the best possible progress for all pupils whatever their needs and abilities.

We have a breakfast club which runs from 8.00am.

The end of the school day is 3.15pm, however there are a range of after-school clubs running throughout the year until 4.15pm.

When is it on?

Session information
Monday to Friday 8.00am - 3.15pm

Who to contact

Contact name
Mrs Rachel Cook
Contact position
0191 586 4660

Where to go

Cotsford Primary School
Third Street
County Durham

Other details

Related links
Ofsted reports

Local Offer

Contact name
Rachel Cook
Contact telephone
0191 5864660
Contact email

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 aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to us when a child transfers from early education provision. Assessments are also used throughout school to identify any difficulties children may have.

Parents can talk to their child’s teacher at termly parents’ afternoons.

Parents should be aware of the ‘open-door’ policy and are welcome to come into school at any time to discuss any concerns they may have.


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?

Examples of the type of support that may be provided are as follows, but will depend on the nature of the child’s needs:

  • Differentiation of work in class (and homework).
  • Some additional small groups or one-to-one support with a teacher or support staff.
  • Additional resources, for example word banks, number squares, use of commercial schemes.

Teaching activities to be adapted to the preferred learning style of the child, for example a multisensory, practical approach or use of visual cues.

  • Use of ICT to support learning.
  • Individual behaviour systems/charts.
  • Adaptation of the Curriculum or classroom.
  • Interventions to support specific difficulties (i.e. Dyslexia, Dyspraxia).

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?

Children learn and develop in different ways. Staff recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn and the specific needs that may have been identified.


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?

Teachers meet with parents each term to give information on progress. Some children will have individual targets which can also be discussed at that time. This will be when additional support and interventions are discussed and parents may be given ideas about how they might be able to help their children at home.

Information for parents is often sent by letter. Parents are also welcome to come into school at any time to discuss any other concerns.


How will you support my child's overall wellbeing?

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

The care, guidance and support at the school is excellent.  We pride ourselves in knowing every child's abilities and needs. 

Well trained staff are up-to-date with many aspects of well-being which can support children with complex needs or in vulnerable circumstances.


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 have The Place 2 Be and Place 2 Talk service available four days each week to provide emotional support on a one-to-one or small group basis. The service has been provided at our school for over 15 years and is an integral part of our school. Parents may also access a parent counsellor.

Additionally, we have strong links with a range of external agencies and use them effectively to support children with SEN.

These include:

  • Educational Psychology Service.
  • Speech and Language Therapy.
  • Advisory Teachers for specific learning difficulties such as ASD, Dyslexia, Dyspraxia, Dyscalculia.
  • Occupational Therapy.
  • Children and Adolescent Mental Health Services (CAMHS).
  • School doctor/nurse.
  • Parent Support Advisor.

The agency involved would depend upon the area of concern and teaching staff would discuss this with the SENCO and parents before any action is taken.

How are staff trained regarding SEND?

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

We endeavour to focus our training needs around the children we have in school. Both teaching and support staff are involved in regular training to support the work they do with children with SEND.

Recent whole staff training has included: 

  • Sensory Needs – led by NHS Occupational Therapy.
  • Asthma Awareness and Use of Epi pens – led by NHS School Nurse.
  • Supporting Children with ASD – Autism and Social Communication Team.
  • Writing Effective Support Plans with SMART Targets – SEND Team.
  • Adverse Childhood Experiences (ACE’s) – Paula Nagel EP for Place 2 Be.

Some individual staff have received training: 

  • Team Teach Training
  • Spelling Intervention – EEF

What activities outside the classroom will there be?

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

Our school ethos is that all children, regardless of need, are wholly included in everything that we do.

How will you support my child's needs?

How accessible is the setting/school/college environment?

The school is accessible to all of its current users. The curriculum can be modified for those who require it.

There is a disabled toilet and a disabled parking bay.

Information can be provided in different formats on request.


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?

Transition from nursery begins with a 'Stay & Play' for parents and children to get to know the staff and the environment. It is also an opportunity to set out the procedures and expectations for their child's time in the school. Parents are also informed of all the ways their child can be supported during their time at the school.

Transition sessions, for all year groups, towards the end of the summer term prove successful every year across the school.

Transition days are organised with local secondary schools for staff to visit the children at the Primary School and for the children to spend time at their future school before starting in September.

The Headteacher works with the receiving schools to ensure all necessary information regarding achievement and needs are shared.

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?

Once a child's additional needs have been identified, intervention programmes or additional support is planned for them. Where such provision is given, any required resources are allocated.


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?

Where children are identified to have additional needs, teachers bring this to the attention of the SENCO who will then work with relevant staff and external specialists to decide which would be the best type of provision to support their learning needs and reach their potential.

Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need.

This is monitored and can be changed once the impact is assessed.


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 have a weekly library session from 3.15pm on Wednesdays for adults to attend with their child to loan books.

Throughout the year we have a range of additional events which we invite parents to attend, for example, class assembly's, charity events and enterprise afternoon.




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  • Cotsford Primary School

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Address: Third Street  Horden  Peterlee  County Durham

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