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Local Offer

Summerhill Primary School

We are a small, friendly school with a team of hardworking, caring staff. Our aim is to ensure all children enjoy their time at school and achieve their full potential. We recognise the interests and talents of all our pupils and encourage and celebrate their achievements.

We are lucky to have a well resourced school building with very spacious grounds that we are currently developing.  We provide a wide and varied curriculum, including visits out of school to places of interest and many varied clubs.

For information on all Sefton schools, including school term dates, please visit Sefton’s Schools Finder

View Ofsted Reports and performance tables

Who to contact

Telephone
0151 526 1343
Fax: 0151 526 5958
E-mail
admin.Summerhill@schools.sefton.gov.uk
Website
www.summerhillprimary.com

Where to go

Address
Poverty Lane
Maghull
Merseyside
Postcode
L31 3DT

Other Details

Availability

Age Ranges
From 4 years to 11 years

Local Offer

Schools Extended Local Offer Response

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?

You should speak to the class teacher first if you have concerns about your child’s progress. You may then be directed to the SEN-CO.

The class teacher is responsible and accountable for providing quality first teaching including-

- Adapting and refining the curriculum to respond to strengths and needs of all pupils. Monitoring the pro-grass of pupils and identifying, planning and delivery of any additional support / intervention.

- Contributing to devising personalised support plans to prioritise and focus on the next steps required for your child in order to make progress.

 

-Applying the school’s SEN policy.

 

SENCO

She is responsible for

•             Coordinating provision for children with SEN and developing the school’s SEN policy

•             Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties

•             Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs

•             Monitoring progress and effectiveness of provision

•             Ensuring that parents are:

-              Involved in supporting their child’s learning and access

-              Kept informed about the range and level of support offered to your child

-              Included in reviewing how your child is doing

-              Consulted about planning successful movement (transition) to a new class or school

 

Head teacher

She is responsible for:

•             The day to day management of all aspects of the school, including the provision made for pupils with SEN

 

SEN Governor

The Governors are responsible for entrusting a named person, Mrs Glee, to monitor the administration of SEN support. In a supportive and challenging role the Governors ensure that the school is as inclusive as possible and treats all children and staff in an equitable way.

 

The SEN Governor is responsible for:

•             Supporting the school to evaluate and develop quality and impact of provision for pupils with SEN across the school.

 

School Nurse

Her role is delivering the core programme for school health which: - includes health promotion, advice, and signposting to other services, immunisations, education, and support, safeguarding and service co-ordination. The school nurse works in partnership with other agencies and as part of a wider multidisciplinary team to support the health and wellbeing of school-aged children and work closely with school and parents to complete individual care plans.

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

As part of the Sefton agreement Summerhill agrees to the provision of a minimum offer in terms of quality first teaching. This ensures that all pupils will access good quality inclusive teaching that provides reasonable adjustments to accommodate learning difference.

As part of the quality first offer on-going monitoring takes place by class teachers to identify pupils who are not making expected progress or who have needs that are affecting their ability to engage in learning activities. Our teachers know how to differentiate and make reasonable adjustments according to individual need. Termly monitoring and pupil progress meeting take place with the class teacher and Senior Leadership Team (SLT). The code of practice recognises that for some pupils it is necessary to track progress outside of nationally expected academic attainment for age. The programme BSquared is used for these pupils. This ensures that progress, no matter how small, is recognised

 

After gathering information about the pupil from a variety of sources (teacher, pupil, parent, outside agencies) in order to develop an accurate picture of the pupils’ needs, attainment, projected targets, motivators, and how they respond to teaching approaches, a bespoke support plan will be put together with defined outcomes. The views of the pupil about their support will be given consideration at this stage.

 

Short-term targets are agreed which priorities key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved,

their advice and recommendations are included in the support plan. Actions agreed take into account each pupil's strengths as well as their learning difference.

 

In some cases additional resources may be allocated including additional adult support (Learning Partner). This support is deployed to ensure the pupil makes progress and can engage in lessons and wider school activities and to facilitate independent learning to support transition to adulthood.

The class teacher manages the plan and suggested actions. They are accountable for the outcomes and therefore should discuss with the SENCO if they feel the plan is not working, for whatever reason.

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

As part of the minimum quality first offer teachers are well skilled at adapting teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil's needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.  Teachers set different tasks for pupils of different abilities; allocate additional help and support to certain pupils in the class, set open ended tasks and allow pupil response at different levels and through alternative means of recording.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

Additional adults are used flexibly to help groups and individual pupils with a long-term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on additional adult support.

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?

Formal SEN review meetings are held termly. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded and a further plan can then be devised, if required, to enable the pupil to achieve their next steps in learning.

 

If your child is continuing to have significant difficulties after a period of intervention, further external expertise may be requested. An application for high needs top up funding may be made if the cost of support exceeds the £6000 threshold that is the school’s responsibility. If the pupil is still not making progress despite the school having taken relevant and purposeful action over time, then parents and or school can make an application for an Education Health Care Assessment.

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

What support from outside does the school use to support my child?

The school works with a number of external agencies to seek advice and support to ensure that the needs of all children are fully understood and met. These include:

  • Sefton Special Educational Needs and Inclusion Service (SSENIS) who work with school to provide
  • strategies to ensure access and enhance progress.
  • Support with bespoke support plans
  • specialist assessments and provide feedback
  • training
  • Education Psychology service
  • Physiotherapy Service
  • Occupational Therapy Service
  • Speech and Language Therapy Service
  • Child and Adolescence Mental Health service (CAMHS)
  • Paediatric Services
  • School Nurse
  • Sefton Emotional Achievement Service (SEAS)

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

Access for outside learning including school trips

  •  Each child’s individual needs are looked and assessed including discussion with parents to enable the child to fully participate and access all areas of the curriculum.
  • Pre-visits are conducted prior to either day trip or residential if unfamiliar to the school.
  • Full risk assessments are completed prior to school trips.
How accessible is the setting/school/college enviroment

Summerhill is a mainstream primary school on one level adapted for access by pupils with physical disabilities. If a pupil is known to have a disability prior to admission to Summerhill the SENCO will work with the Inclusion Consultant, preschool provider and parents, to ensure a smooth transition. All preferences expressed for a Summerhill Primary school on the Admission Application Form will be considered using an Equal Preference Scheme. All Schools in Sefton have agreed this scheme.

This means that your child will be considered for a place at each school named on your application using that school’s individual admissions criteria which can be found at  http://www.sefton.gov.uk/media/221070/primary_admissions_booklet.pdf

Physical access         

  • Wheelchair access throughout school
  •  Specially adapted toilets
  •   Specially adapted toilets
  • Provision of a therapy room for the delivery of programmes devised by specialist services including physiotherapy
  •  Hoists in two toilets
  •  Mobile hoist
  •  Storage for wheelchairs/ walking and standing frames Provision of a therapy room for the delivery of programmes devised by specialist services including physiotherapy
How will the seting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

Summerhill is a mainstream primary school on one level adapted for access by pupils with physical disabilities. If a pupil is known to have a disability prior to admission to Summerhill the SENCO will work with the Inclusion Consultant, preschool provider and parents, to ensure a smooth transition. All preferences expressed for a Summerhill Primary school on the Admission Application Form will be considered using an Equal Preference Scheme. All Schools in Sefton have agreed this scheme.

This means that your child will be considered for a place at each school named on your application using that school’s individual admissions criteria which can be found at  http://www.sefton.gov.uk/media/221070/primary_admissions_booklet.pd

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

Provision to facilitate/support access to the curriculum

• Additional support from a Learning Partner

• Differentiation or modification of resources including:-

Organisational support

Cream coloured paper in work books

Overlays

Fizz Book

Crocodile Grip rule

Writing Slope

Height adjustable tables

Visual timetable

Word banks

Multi-sensory approaches to learning

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

Your child’s class teacher will initially decide on the action needed to support your child’s progress in light of earlier assessments or where there are new concerns with progress. Interventions are delivered by class teachers, Intervention Teacher, SENCO and Learning Partners. If initial interventions have not had the desired impact then further discussion would take place with the SENCO. Learning Partners at Summerhill are primarily employed to effectively enhance the quality first teaching within the classroom. In addition to this they may support and deliver interventions that are planned and monitored by the class teacher.

 Steps are taken to ensure all pupils can access what is being taught. There may be times when specific individual support is required to ensure a pupil can access learning e.g. pupils who may have sensory, physical, ASD needs. Direct teaching to target specific skills may also be provided.

 

Examples of when pupils may have access to additional learning support staff:

  •   Core subject delivery
  •  Other curriculum areas
  •  Small groups sessions in and out of class
  •  One to one sessions
  • Facilitating time out
  •   Providing intimate care
  •   Facilitate use of individual work stations
  •  Scripting / modelling behaviours
  •  Support with tasks when differentiation is not appropriate
  •  Preparation for change of lesson or activity
  •  Chunking instructions
  •  Support during unstructured times
How are parents involved in he setting/school/college? How can I be involved?

For children with additional social, emotional or mental health concerns we work in partnership with parents and the school nurse. Strategies and interventions would be put in place in response to your child’s needs and be timetabled accordingly. This may be around developing the children’s social interaction skills, increasing their self-esteem or teaching them anger management strategies. These sessions take place in response to children’s needs and are timetabled into the week and usually last for a period of up to half a term. Parents are informed of these interventions and may also request that their child be involved.

 

In addition Learning Partners may also spend time with children who arrive in school with a concern, or who are upset about something that has happened.

 

For children who we feel have more complex needs, or require a level of support that we are not able to provide in school, we can refer to CAMHS (Children and Adolescent Mental Health Service). Parents would be involved in the referral process if this were to be the case.

Formal SEN review meetings are held termly. Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support offered is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded and a further plan can then be devised, if required, to enable the pupil to achieve their next steps in learning.

 

If your child is continuing to have significant difficulties after a period of intervention, further external expertise may be requested. An application for high needs top up funding may be made if the cost of support exceeds the £6000 threshold that is the school’s responsibility. If the pupil is still not making progress despite the school having taken relevant and purposeful action over time, then parents and or school can make an application for an Education Health Care Assessment.

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