St Hild's College Church of England Aided Primary School, Durham

We offer ‘30 hours childcare for working parents’.

We are a primary and nursery school located in Durham. We cater for children between 2-11 years of age. We also offer free 2 year old nursery places.

We aim to provide a happy and secure environment for all of our children and our school vision reflects a passionate commitment to learning and recognition of the uniqueness of individual learners. It is driven by the desire to offer the best possible education for pupils in partnership with parents and the local community. We encourage children to think for themselves and use their own initiative as often as possible as we believe that the acquisition of the necessary basic skills is of great importance. 

Parents are always welcome and if you are puzzled by anything connected with the school we encourage you to come and find out!

We are a Church of England School and have strong links with St Giles Church but we welcome pupils all faiths and beliefs.

When is it on?

Session information
Please see our website for session times for each Key Stage.

Who to contact

Contact name
Mrs A Ryder
Contact position
0191 384 7451

Where to go

Renny's Lane
County Durham

Local Offer

Local Offer description

We are committed to the equal inclusion of all pupils in all areas of primary school life. We recognise the diverse and individual needs of all of pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). Further information can be found on the SEND Information Report on our school website. 

Contact name
Miss A Luke
Contact telephone
0191 384 7451
Contact email
SEND at St Hild's

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 carry out ongoing assessments on all children at St Hild's during each lesson to ensure progress is made. Formal assessments are completed every half term by class teachers and any concerns are highlighted with the SENCO. Provision is then put into place to support children whenever they experience difficulties.

Initially, children will be given support in class and their progress will be monitored. If it is felt that the child still requires further intervention a meeting will be arranged with parents to discuss the options and outside agencies may become involved if required.

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?

Support is given in many forms, ranging from in class support from the class teacher or Teaching Assistant to group intervention, where the child will be withdrawn from the classroom by a Teaching Assistant. One-to-one support will be provided if specific intervention is needed. The intervention will be organised depending upon the need and age of the child. The SENCO will meet with parents to discuss external involvement from outside agencies to look into more specific guidance and support if this is needed.

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?

Lessons across the school are differentiated to meet the needs of all children. All teaching is monitored to ensure we have a ‘Quality First Teaching’ approach. We have a creative curriculum that is matched to the interests of the children and we respond to their curiosity when planning.

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?

We hold formal Parents' evenings every term for all parents and carers. Staff and parents can also request a meeting to check progress and next steps at any point during the year. Half termly progress reports are sent home and a formal school report is also sent home every year in July.

If children require a formal SEN Support Plan or an EHC plan, parents and other agencies are invited to attend termly review meetings to update the support that is provided to ensure it is appropriate and remains relevant. Copies of all documents are sent home following all review meetings.

How will you support my child's overall wellbeing?

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

The wellbeing of all pupils at St. Hild's CE Primary School is extremely important. Children are supported with their social and emotional development throughout the school day, through the curriculum and extra-curricular activities. PSHCE and promoting our Christian values are integral to the curriculum and ethos of the school.

Members of our support staff team are trained to deliver Listening Matters, Zippy and Relax Kids sessions. We also run listening skills and social skills sessions as part of our Provision Map every week.

All of our staff have completed "First Aid in the Workplace" training. In addition, a number of staff have advanced first aid training and paediatric first aid training.

If a pupil has a medical need, then a detailed Care Plan is compiled in consultation with parents/carers. These are discussed with all staff who are involved with the pupil.  The school has an Administration of Medicines Policy in place and a number of staff are fully trained to enable them to administer medication to children during the school day.

Additional support from specialist staff is arranged by the SENCO as needed for individual pupils, both in and out of the classroom. A tailored personal plan may be put in place for pupils with the highest need.

Our behaviour policy includes guidance on expectations, rewards and sanctions is fully understood and implemented by all staff. Pupils are encouraged to do their best and rewards are earned every term.

Our Headteacher and our Positive Futures Worker regularly monitor attendance and support pupils returning to school after absence. They will take the necessary actions to prevent prolonged unauthorised absence. Punctuality is essential and lateness is closely monitored. Parents are invited to meetings if their child's attendance is low.

We have a pupil council and pupil worship committee, giving all children an opportunity to express their views. An anti-bullying policy and behaviour policy are in place and are used consistently. Mini buds and Mediators are trained and offer support to other children in the playground. Children know who to speak to if they have any concerns and staff monitor wellbeing closely.

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 currently employ a Speech and Language Therapist. This has greatly reduced waiting lists from initial assessments and follow up activities and plans. The Speech Therapist completes initial assessments, works with individual children throughout the year and also works alongside staff to ensure they have the specialist knowledge to follow through individual plans. She speaks to parents to ensure they are also able to support their child at home.

We also have a Positive Futures Worker at St Hild’s who works closely with staff and parents to ensure both the children and parents are fully supported.

We also employ a Counsellor as needed to support children with emotional needs across the school.

We have access to many external agencies when needed to meet individual needs.

How are staff trained regarding SEND?

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

We provide ongoing CPD opportunities for all of our staff to ensure they are fully aware of the latest techniques and strategies to develop their practice.

Our staff have worked with the Speech Therapist to develop language and communication in school. We have also worked with advisors from the ASD team and have recently participated in SEMH training as part of the Think Bubble project.

Individual members of staff have taken part in other training opportunities in a number of areas including maths, reading, phonics, ICT, writing and grammar and this is shared between members of the team to build upon good practice throughout school.

What activities outside the classroom will there be?

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

All children access all areas of the curriculum including class visits and trips, which are assessed using a detailed risk assessment. If a child struggles with a change of setting and/or a change in routine, due to their individual needs, support is given and procedures are put into place to help ensure a full balanced curriculum is delivered and can be accessed by all children.

How will you support my child's needs?

How accessible is the setting/school/college environment?

We have an accessibility plan which is reviewed annually. This is available on our school website. We are very happy to discuss individual access requirements with parents as required.

Facilities at present include:

  • Tactile paving
  • Ramp access to our main entrance
  • All exit and entrance gates are painted in a different colour
  • A low level reception hatch which is accessible to wheelchair users
  • An automatic main door
  • Disabled toilets
  • Wide doors and corridors
  • A first aid room

We ensure that any equipment that is used is accessible to all children regardless of their needs. Visual prompts are used across the school to support learning.

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?

We provide a balanced curriculum which includes a range of life skills. All children are taught skills that they can use in their daily life such as basic cooking, hygiene and self care and money skills.

Transition is an important aspect of our school provision and this takes place at all levels. All children are invited to visit our school with their parents before they join. Where possible, school staff will visit pre-school children in their current setting before they join our Nursery or Reception class. Transition into Reception helps children to become familiar with our setting and our staff and all Reception children complete six half day sessions in school before they start full time. Home visits are arranged for our two year old children before they start our Nursery to develop familiarity with their key worker.

Transition opportunities are also arranged between classes during the summer term every year. Additional transition is arranged for children in Year 2 to prepare them to move into Year 3. We liaise with our local secondary schools to support children in Year 6 as they move into Year 7.

All documentation is handed on to the next school when a child leaves St Hild's.

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?

All staff are aware of the resources we have in school and they are available for everyone to use. We ensure resources are updated and reviewed regularly to ensure they are current and up to date. Teaching Assistants work closely together to ensure resources are used and matched to the child’s individual needs and good pratice is shared across the school.

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?

In school support is organised by the SENCO. This is constantly reviewed and amended to ensure that it meets the needs of all children.

If a child has a specific learning need, they may be referred to the Learning Support Team or the Educational Psychologist for further advice.

From the evidence provided from school and external agencies, the Placement and Provision department follow protocol to decide upon the funding which in turn will enable school to provide further support.

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 an open door policy. Parents are always welcome to make an appointment to see the Headteacher or SENCO and we are available for an informal chat at the school gate both before and after school. Weekly and monthly newsletters inform parents about what is happening in the school and this information is shared on our school website.

Parents are invited to celebration assemblies at the end of each half term and they can also attend our Eucharist Services which are lead by Reverend Tim from Hild Bede College. Parents are also invited into special assemblies, for example anti-bullying week presentation assembly and they can spend time in their children’s classrooms during open mornings or afternoons.

We have a free daily breakfast club from 8.00am every morning and all children are encouraged to attend.

We have a Positive Futures Worker who can offer support to parents on a range of topics. Appointments can be made via the school office.

There are two parent governor positions on the Governing Body.

We have formal Parents' Evenings every term and teachers send out an annual report to parents outlining the progress their child has made during the academic year.

Information sessions are also given for parents with children starting in Nursery and Reception and transition to Year 7. Year 2 and Year 6 SATs information meetings are also held for parents with children in these classes.

Other information sessions are held throughout the year in a number of areas. Recently these have included e-safety, grammar, spelling and phonics and a school meal tasting session.

We have an open-door policy and welcome feedback and suggestions from parents at any time.


Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
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