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Local Offer

St. Mary's Catholic Primary School (Little Crosby)

St. Mary’s is a mixed, voluntary-aided Catholic primary school situated in the beautiful village of Little Crosby and has strong links with the local community.  We are a small, rural school with four classes – two Infant and two Junior, but we have a very successful academic record.

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Who to contact

Telephone
0151 924 4447
Fax: 0151 932 0844
E-mail
admin.StMarysLittleCrosby@schools.sefton.gov.uk
Website
www.stmarysprimarylittlecrosby.co.uk

Where to go

Address
Back Lane
Crosby
Merseyside
Postcode
L23 4UA

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?
  • In this school all learners, including those with special educational needs will have their needs met fully so that they thrive, make good progress and achieve high standards. St Mary’s will ensure that pupils with SEN/D are included, treated as favourably as others, and given appropriate access to the curriculum teaching and learning.

 

  • At St Mary’s we strive to cater for all children within the limitations of our school setting.  If you are concerned about the progress your child is making, the first point of contact should be the class teacher.  If you are still concerned then the second point of contact should be the SENCO. 

 

  • Each half term your child will be set targets by the class teacher which is overseen by the Assistant Head or Head teacher.  When these targets are not met a review is taken place and the SENCO would be informed if appropriate.  A plan is then put in place to help the child make progress.  If the plan shows that no or limited progress is being made then the SENCO, Assistant Head and Head teacher would be involved and assessments may be made to see if the child has specific SEN/D.  The child’s parents/guardians would normally be notified at this point to help with assessments.

 

  • There will be 6 stages of SEN/D that coincide with the current frame work, they are: Assessment and Tracking, Quality First, Enhanced Quality First (In-class support), Intervention (SEN/D support), Cause for concern (Additional SEN/D Support) then SEN/D.  These may be under slightly different titles in others school settings but all relate to the new SEN/D Code of Practice 2014 Graduated Approach.

 

  • Parents will attend 2 Parents Evenings, one in the autumn term and one in the spring term.  It is essential that parents/guardians attend to discuss progress and attainment.  The SENCO will also be available if a separate meeting needs/wants to be arranged.  Class teachers will also speak to individuals as and when required. At times there will be a 3rd meeting to discuss targets if your child is put on the SEN/D register in school, this will usually be done with the SENCO.
How will early years setting/school/college staff support my child/young person?

Transition arrangements

 

  • At St Mary’s the children who will be joining school in the Reception year will have an afternoon session with their new class teacher.  This is to become familiar with the EYFS staff and the classroom setting.  This will be arranged once places have been allocated. Prior to the children’s afternoon visit the parents/guardians will be invited in after school for a meeting.   This is to meet their child’s new class teacher, Head teacher, Office manager, support staff and SENCO if available.  There will be a presentation about what the children are expected to do in school and how they can be supported at home with their learning.  There will also be documents for the parents/guardians to complete and information on uniforms and dinners.  There will be a brief tour of the school and a chance to ask any questions. 

 

If a child is thought to have additional needs the parents should inform the class teacher and or school as soon as possible.  Arrangements can then be made between the children previous setting and that of St. Mary’s.  If throughout the year the class teacher thinks the child is falling behind then parents will be informed and the 6 step action is undertaken (see below)

All children in the EYFS setting and monitored closely on entry through a baseline assessment and ongoing observations.

How will the curriculum be matched to my child's young person's needs?
  • At St Mary’s we offer all children under our Quality First Offer; full access to the new National Curriculum 2014 delivered by a qualified teacher, teachers with an understanding of different types of learning profiles, class differentiation depending on levels, mixed levelled groupings as well as set levelled groups, mixed resources for oral, written and kinaesthetic learners, a class Teaching Assistant when necessary, small intervention/booster sessions within class if appropriate and access to technology. 

 

  • Teachers will adapt their teachings to meet the needs of the pupils and will tailor the curriculum to help this.

 

  • School will monitor the Quality First Offer by setting half termly targets for the children to achieve; these will be checked by the Head teacher, Assistant Head and SENCO where appropriate.  Class teachers will also keep records of any assessments and tests used to track these targets and inform their target setting.
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?

Identifying targets and anticipated outcomes

 

  • If the school has any concerns about your child’s learning or behaviour you will be spoken to immediately by the class teacher. This could be after school, on the telephone or at a booked appointment.

 

  • Every child regardless of need will have a termly target set for them in all core subjects by the class teacher.  These targets will be at a suitable differentiated level and the children will work toward them.  If a child is identified as SEN/D they may also have an extra target which may relate to their class target or be additional.  These targets will be discussed with the child, Parents when possible, SENCO and class teacher and may be in the form of a social target.  These will be monitored termly by the class teacher and updated on a rolling cycle when the child has achieved it.  Parents will also be informed at meetings with the SENCO, class teacher or parent’s evenings of these targets.

 

  • The planning process should be a collaboration between the class teacher, SENCO and where possible the parents.  The SENCO and any other outside agencies will consult the teacher and give advice on how to make adjustments in the classroom to support learning. 

 

All progress is tracked termly and half termly when appropriate.  The class teacher will keep the child’s SEN/D targets up to date.  The Head teacher will also track targets throughout the year. School has a variety of tracking systems within each class which feeds into the schools main tracking system. 

What specialist services and expertise are avaliable at or accessed by the setting/school/college
  • In St Mary’s we have adopted the Graduated Approach as outlined in the new SEN/D Code of Practice 2014.  The Graduated Approach explains that once a potential SEN/D is identified, six types of action are needed to put effective support in place. These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the pupil’s needs and of what supports the pupil in making good progress.

The six actions in the process are:

  1. Assessment and Tracking: the class teacher will assess and track all children throughout the year using various systems.  These will be monitored by the SENCO, Assistant Head and Head Teacher.
  2. Quality First Teaching: The class teacher and SENCO should clearly analyse a pupil’s needs before identifying a child as needing SEN/D support.  The child must receive the schools full Quality First Offer and evidence must be in place to show this.  If the pupil is making no or little progress then the SENCO and class teacher would work together to identify what area of difficulty the child had. This would fall under one or more of the broad areas of SEN/D which are:

       * Communication and interaction

       * Cognition and learning

       * Social, mental and emotional health

       * Sensory and/or physical

The teacher will then receive a list of resources to aid the child in these difficulties.  If then the child was still making little or no progress then the class teacher and SENCO will move to step 3.

  1. Enhanced Quality First (In-class support): The teacher will play for extra support within the class.  This will be through extra differentiation and possibly TA support if necessary.  The class teacher will remain responsible for working with the child on a daily basis. Where the interventions involve group or 1-1 teaching away from the main teacher, he/she should still retain responsibility for the child’s targeted planning and support. If progress is being made then the child will stay at step 3 with close monitoring.  If no progress is made then step 4 will be followed. Clear monitoring and tracking will continue.   
  2. Intervention (SEN/D Support): At this stage parents will be informed as there may be a need for outside agencies to become involved to offer advice and support to the class teacher on how best to move the child forward.  The child will also receive interventions in schools such as Lexia, additional phonics, additional booster sessions outside of the main class teachings.  These may be small group or individual work.  Parents must be notified wherever it is decided that a pupil is to be provided with SEN/D support. The class teacher and/or SENCO will discuss steps and support to help the child make progress. This will be a discussion about what interventions and support the child may need to help their area of SEN/D.  It may also include access arrangements if appropriate. Clear monitoring and tracking will continue.   
  3. Cause for Concern (Additional SEN/D Support): At this point your child will have been identified by the class teacher and SLT as a cause for concern due to the lack of progress in one of the four areas of SEN/D (ref to step 2). If external agencies had not been involved previously they would be contacted at this point such as; Educational Psychologists, Inclusion Consultants, OSMME, CAHMS and CAF.  Clear monitoring and tracking will continue.   
  4. SEN: At this at stage your child will be identified as having a clear SEN/D difficulty.  Clear monitoring and tracking will continue within school and other agencies.  This will also be the stage that may require High Needs Funding and the final stage within school of an Education Health Care Plan/Statement.

 

Throughout all stages and steps your child will be monitored and tracked during each half term by the class teacher, Assistant Head and Head Teacher.  The SENCO will monitor each term and discuss targets with the class teacher.  Each target will be reviewed by the date arranged.  Parents and children when possible will also be involved at target setting and a meeting should take place with the SENCO and were possible he class teacher. 

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

“ALL TEACHERS ARE TEACHERS OF SPECIAL NEEDS”(SENCOP 2014)

 

  • All children will have access to the full curriculum regardless of need.  If they are unable to access it fully with the other children then differentiation and changes will be made to allow them to participate to the best of the child’s ability.

 

  • No child will be left out due to a SEN/D.  St Mary’s is an inclusive school.

 

  • Depending on the need there will be a variety of resources available to help children’s learning and these will be accessed and used as required.

 

  • At St. Mary’s we work closely with parents to ensure that all children have the access to extracurricular clubs and school trips.  On occasion parents will attend school trips with the class to given extra support.

 

  • The school will adhere to the most update Equality Act 2010
How accessible is the setting/school/college enviroment
  • At St Mary’s we ensure that all our qualified practitioners have the skills required to meet the needs of the school population.

 

  • If there are any areas lacking the school will put in place an action plan for staff’s professional development in the required area. 

 

  • Deployment of staff will be managed by the Assistant Head, SENCO or Head Teacher and will be allocated to classes according to the children’s needs.

 

Staff and children will have access to specialist expertise when required.  This will be monitored by the SENCO

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

Transition arrangements

 

  • At St Mary’s the children who will be joining school in the Reception year will have an afternoon session with their new class teacher.  This is to become familiar with the EYFS staff and the classroom setting.  This will be arranged once places have been allocated. Prior to the children’s afternoon visit the parents/guardians will be invited in after school for a meeting.   This is to meet their child’s new class teacher, Head teacher, Office manager, support staff and SENCO if available.  There will be a presentation about what the children are expected to do in school and how they can be supported at home with their learning.  There will also be documents for the parents/guardians to complete and information on uniforms and dinners.  There will be a brief tour of the school and a chance to ask any questions. 

 

  • In Years 1-5 we have a class transition morning or afternoon in the summer term.  This is for the children to move to their next class and meet their new teacher and support staff.  As St Mary’s is a small school, children are very familiar with different classes, school layout and staff which also helps transitions.   

 

  • For the children in Year 6 who are leaving school they will have transitions days or afternoons depending on the High school they choose.  These will be arranged as required. 

 

  • Children in Year 6 will have a ‘Growing up’ talk with a qualified teacher in their final term in school.  The parents will be notified and a permission letter will be sent prior.  The children will be split into two groups of boys and girls and will be spoken to separately.

 

  • For children with specific SEN/D, school will support any way possible with transitions and the SENCO is available for feeder schools to contact.  We will also send any paperwork to schools when requested. 

 

  • For children with ASD, we can were possible send photographs of the child’s new class and staff to help them prepare for the change.
How are the seting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
  • At St Mary’s we offer all children under our Quality First Offer; full access to the new National Curriculum 2014 delivered by a qualified teacher, teachers with an understanding of different types of learning profiles, class differentiation depending on levels, mixed levelled groupings as well as set levelled groups, mixed resources for oral, written and kinaesthetic learners, a class Teaching Assistant when necessary, small intervention/booster sessions within class if appropriate and access to technology. 

 

  • Teachers will adapt their teachings to meet the needs of the pupils and will tailor the curriculum to help this.

 

  • School will monitor the Quality First Offer by setting half termly targets for the children to achieve; these will be checked by the Head teacher, Assistant Head and SENCO where appropriate.  Class teachers will also keep records of any assessments and tests used to track these targets and inform their target setting.

 

  • St Mary’s has a secure termly tracking system that is checked by the Head, Assistant Head and SENCO when appropriate.  The SENCO will check each SEN/D child’s tracking half termly and any child that is making no or limited progress in the class.  The SENCO will then challenge the class teacher to decipher reasons why.

 

  • SEN/D children will have their progress monitored to see if the current interventions are making any impact under the Graduated Approach process.

 

  • Each year all parents regardless of their child’s needs, will be sent a letter asking for any questions they may have regarding SEN/D or any information’s regarding SEN/D that is not on our website or included in the School Information.  Parents can also request a meeting with the SENCO to discuss anything further.

 

  • As stated in the Tracking Progress section, all targets will be tracked by the teachers and Head on a half termly basis and the SENCO when appropriate.

 

  • SEN/D provision will be monitored throughout the year by the SENCO who will also check that paperwork is up to date. Interventions will be monitored after there has been sufficient time to review impact on learning.
How is the decision made about what type and how much support my child/young person will recieve?
  • The decision about how much support your children will receive will depend on each child’s individual need.
  • Teachers will monitor children and if a child is SEN or below the level expected they are tracked vigorously and the SENCO/Assistant Head and Head teacher monitor the child’s progress. 
  • Resources and support are allocated when required along with what is available from the schools budget. 
  • If your child is on the schools SEN list then a costing sheet can be provide to show how much money is being used to aid your child’s learning from the school budget.

If your child is in receipt of SEN High needs funding then the school can provide a breakdown of how the funding is being used with parents’ consent. 

How are parents involved in he setting/school/college? How can I be involved?
  • Parents are involved in their children progress as St. Mary’s. This is done through parent’s evenings and regular conversations with the class teacher.
  • If a parent wants to book additional appointments for meetings then this can be arranged at convenient times through the office manager.
  • There are also events such as Harvest festivals, assemblies and coffee mornings for charity events that parents are welcome to attend.
  • We also have some parent helpers on school trips and in classes to help support learning and progress.
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