Shotton Hall Primary School and Pre-School

We are a primary and pre-school in Peterlee.

To find out more about help with childcare costs please visit www.durham.gov.uk/childcarecosts

When is it on?

Session information
7.45am - 8.50am (breakfast club)
3.15pm - 5.00pm (tea-time club)

Who to contact

Contact name
Mrs J. Bowmaker
Contact position
Deputy Head teacher/SENDCo
Telephone
0191 586 4515
E-mail
p3527.admin@durhamlearning.net
Website
www.shottonhallprimary.durham.sch.uk

Where to go

Address
Shotton Hall Primary
Waveney Road
Peterlee
Peterlee
County Durham
Postcode
SR8 1NX

Other details

Cost description
Breakfast Club £2.00 per day (£1.00 for additional sibling)
Tea-time Club £3.50 per day (£2.50 for additional sibling)

Availability

Childcare availability
Before school
Term time
After school
Free 3/4 yr places
Yes
Free 2 yr places
No
Will be providing 30 hours
No

Vacancy details

Immediate vacancies?
Yes
Other information
Contact us for further information.

Local Offer

Local Offer description

We are a large, fully inclusive mainstream school and welcome all children equally. We hold the Inclusion Quality Mark which is a nationally recognised validation of our inclusive practice and ongoing commitment to developing educational inclusion. We aim to identify children with SEND as early as possible so that the correct provision can be made available.We work together in partnership with parents and carers to ensure the best outcomes for children in our care.

Contact name
Mrs J. Bowmaker
Contact telephone
0191 586 4515
Contact email
p3527.admin@durhamlearning.net

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?

At Shotton Hall Primary School, we recognise that all pupils are entitled to a quality of provision that will enable them to achieve their potential. Quality First Teaching aims to engage and support the learning of all children & young people. It places a strong focus on pupil participation in learning.

We believe in positive intervention, removing barriers to learning, raising expectations and working in partnership with other agencies to achieve the best outcomes for our children. Our school recognises there are groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND.

At Shotton Hall Primary School, we have a Designated Teacher for Looked after Children who ensures all teachers in school understand the implications for those children who are looked after and have SEND.

At Shotton Hall Primary School, we ensure that all pupils, regardless of their specific needs make the best possible progress.
make the best possible progress.

There are four broad areas of SEND, these are:

  • Communication and Interaction
    This area of need includes children with Autism Spectrum Condition and those with Speech, Language and Communication Needs
  • Cognition and Learning:
    This includes children with Specific Learning Difficulties, Moderate Learning Difficulties, Severe Learning Difficulties and Profound and Multiple Learning Difficulties
  • Social, Emotional and Mental Health Difficulties
    This includes any pupils who have an emotional, social or mental health need that is impacting on their ability to learn
  • Sensory and/or Physical Difficulties
    This area includes children with hearing impairment, visual impairment, multi-sensory impairment and physical difficulties.

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?

As a school we hold the Inclusion Quality Mark which is a nationally recognised validation of our inclusive practice and ongoing commitment to developing educational inclusion. We aim to identify children with SEND as early as possible so that the correct provision can be made available. Parents have the opportunity to discuss any concerns with the class teacher and SENDCo.
 
Through meetings, observations, assessments and data analysis the SENDCo, class teachers and support staff will identify any children who appear to have additional needs.

Early identification is key and a 'short note' of early discussions with parents/carers will be implemented and monitored on a regular basis in partnership with parents/carers. SEND Support is where a pupil is identified as having a special educational need school will follow a graduated approach which takes the form of cycles of “Assess, Plan, Do, Review”

  • Assess a child’s special educational needs

  • Plan the provision to meet your child’s aspirations and agreed outcomes

  • Do put the provision in place to meet those outcomes

  • Review the support and progress Settings need to provide exact procedures under each part of

A range of interventions can then be implemented and monitored closely. Depending on the individual needs of the child these will target academic and/or therapeutic support. As part of this approach every child with SEND will have an individualised SEN Support Plan that describes the child’s needs, outcomes & provision to meet those needs. Parents/carers and child/YP (where appropriate) views, is an integral part of the process. If a child’s needs are more complex then an Education, Health and Care Assessment would be appropriate.

Contact name: Mrs J. Bowmaker Deputy Head teacher/SENDCo
Contact name: Mr Terri Watson SEND Link Governor
School number: 0191 5864515

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?

Shotton Hall Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need.  All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.

 

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?

The progress of children with SEND is monitored carefully by key members of staff via:

  • Book scrutiny

  • SENDCo/SLT/Governor monitoring

  • Learning walks and observations

  • Performance management

Children will be identified as needing additional support in particular areas. Targeted interventions are put into place and the impact measured regularly.

Staff meet with parents at least once a term to share progress and discuss any concerns. Parents are also welcome to come into school at any other 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?

We have an excellent pastoral team and work closely with families to address any areas of concern. In addition to school staff we also have a parent support advisor and school counsellor. Also, we consult with a wide range of agencies and partnerships to ensure the medical and social needs of SEND pupils are met. If your child has a medical need then an Individual healthcare plan will be implemented with the SENDCo, parent and school nurse. This will ensure that we are effectively supporting any pupils with medical conditions. They provide clarity about what needs to be done, when and by whom. However, not all children will require one.

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?

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families, particularly when a child is demonstrating further cause for concern or their learning need is more complex and persistent.

The external specialists may:

  • Act in an advisory capacity
  • Extend expertise of school staff
  • Provide additional assessment
  • Support a child directly
  • Suggest statutory assessment is advisable
  • Consult with all parties involved with the child

These include:

  • Durham SEND Information,  Advice and Support Service
  •  Local Authority Special Educational Needs Inclusion Team
  •  Durham Educational Psychology Service
  •  Health Agencies, particularly School Nurse Service.
  •  Child and Adolescent Mental Health Service (CAMHS)
  •  Speech and Language Therapists
  •  Durham Autistic Spectrum Team.
  •  Durham Movement Difficulties Service
  •  Occupational Therapy Service for Children
  •  The Service for the Hearing Impaired
  •  The Service for the Visually Impaired
  •  Educational Social Workers
  •  School Parent Support Advisor
  •  Looked After Children Team
  •  Learning Difficulties and Disability Support Service
  •  Physiotherapy Services
  •  Medical Practitioners

 

How are staff trained regarding SEND?

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

Teaching and support staff attend regular training to support their work with SEND pupils. This includes in depth training around supporting children with ASD and SEMH issues. In addition some support staff have also completed specialised training to deliver specific interventions such as Speech and language therapy and Bereavement counselling.

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 encourage outdoor learning and run forest schools lessons in our school grounds. As a fully inclusive school our ethos is that all children, regardless of need are fully included in all activities.

 

How will you support my child's needs?

How accessible is the setting/school/college environment?

At Shotton Hall Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what his/her background or personal circumstances. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.

Include and value the contribution of all families to our understanding of equality and diversity.

Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.

Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.

Make inclusion a thread that runs through all of the activities of the school.

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 recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

Transition begins with a meeting for parents to set out the procedures and expectations for their child’s time in school. Parents are also informed of all the ways their child can be supported during their time with the school.

When your child reaches the end of Year 6 they will have completed their Primary Education we aim to provide a smooth Transition for your child during apprehensive time. When you have decided which Secondary school your child is attending there will be various transition days and if your child needs extra visits we can organise this for you.

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 as having an additional need teachers bring this to the attention of the SENDCo who will then work with the 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?

There are a number of parents and grandparents who volunteer to help in classes.

All parents are welcome to express an interest in this and may approach the school at any time.

We hold regular workshops, special lunches and invite parents to attend organised events.

Disclaimer

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.
  • Shotton Hall Primary School

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Address: Shotton Hall Primary  Waveney Road  Peterlee  Peterlee  County Durham

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