Cartmel Priory School logo Cartmel Priory CofE School 

Cartmel Priory Church of England School is a school of which we are all justifiably proud. It has a committed and caring staff and is strongly supported by both its local primary schools and its parents. This enables us to quickly get to know our students and helps us to provide them with a supportive and caring environment from the moment they start school.    

"Students thrive in this highly caring school." Ofsted 2013

We aim for academic excellence and standards of achievement are high, but Cartmel Priory School also offers an extensive variety of wider learning opportunities for example, house sports and house music, the annual ski trip, history and modern foreign language trips, sports clubs and science and engineering club.

We are a Church of England Academy Trust secondary school, one of only two in Cumbria, and believe that "Every child matters to God". We will always do our best to ensure the students in our school fulfil their potential.

Who to contact

Contact Name
Mrs S Beeston
Contact Position
015395 36202  015395 36202 
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Where to go

Cartmel Priory School
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LA11 7SA

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Local Offer

Contact Name
Gemma Brown
Contact Telephone
015395 36202
Contact Email
Local Offer Age Bands

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?

We work very closely with the primary schools in which all children have transferred from. For children who require additional support we have been doing this since they were in year 5. Using this information we provide additional visits for any children who require them and invite parents and professionals who have worked with the child previously to visit the school and ensure everything is in place to ensure a smooth and stress free transition.

However, if your child has not had any special needs confirmed during primary school and you feel they may have additional needs, please do not hesitate to contact us and we will support you through these concerns and advise on any further steps which may need to be taken.

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

Other than the support we provide throughout transition there are a variety of ways in which we provide support at Cartmel.

Below are some of the ways we provide additional support.

Some support will be within the classroom and during timetabled lessons, but there are also many other activities which we run during the year. These include:

Homework club - This is open to all students for half of their lunch time. They can use this time to access support, computers and equipment they may need to complete any homework.

Reading - At the beginning of the year we assess all children's reading ages, we then examine these and select students who may benefit from one-to-one reading time - this takes place during registration two mornings a week and is either with one of the support assistants or a year 10 mentor.

Touch-typing - This is a year long course which takes place during one morning of registration. We are hoping to increase the number of students able to attend, but at the moment this is only available for students who have presented difficulties in this area.

Additional maths and English - We have successfully run programmes for English for a few years now and this has been for years 7 - 9. We work closely with the English department to decide who will benefit most from these sessions and then the students are placed into groups of six and spend two hours a week for six weeks working on different areas such as spelling and punctuation. We are currently extending our training for intervention in maths and hope to provide additional support for this in the future.

1-1 Intervention - Where we feel a child will benefit from 1-1 withdrawal we will assess the child's needs and where possible offer additional support just for them. All teaching staff will be asked if there is anything they would like us to provide anything extra for the particular child and if not we will work on feelings, emotions and anger management should this be needed. 

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

Through the use of student passports teachers are given the information needed to ensure an individual child can access the curriculum as their peers. The passports include strategies which the student finds useful and beneficial and these have been produced through discussions with the student as well as other professionals such as specialist teachers and educational psychologists.  

From there it is the teachers who really ensure that the curriculum for their subject can be accessed by every child through appropriate differentiation and a range of teaching methods and strategies.

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 operate an open door policy before school begins, at break, lunch and after school as we believe some students may simply need to discuss their problems and need somewhere they can turn to as soon as they need it. Through speaking to the students we find that this is the best way of finding out how they are doing in school. Although this mainly focuses on pastoral issues and personal development often this is vital to ensure they are making progress academically. 

All reports for children with SEN are analysed to ensure that students are making progress in line with their targets and throughout the year. If any issues are highlighted then this would be discussed with the subject teacher and interventions would be put in place to try and rectify this.

Our links with parents is vital and we ensure that parents are informed during each step of their child's education while SSU are involved. We send a passport - with specific targets for the child three times a year and contact parents with progress reports throughout the year. Parents are often invited into school or request to visit themselves to ensure everything is still running smoothly for their child. This is definitely the best way to help parents support their child’s learning and progression. 

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

The well-being of all children is paramount in our school and we have a very effective pastoral team who tend to deal with any well-being issues as a first point of call. If these issues are related to SEN then the teaching assistants would support the child in the first instance through discussion and advice and then this would be shared with the other teaching assistants during our nightly briefing to ensure that everyone is aware of any issues the student is having at that point in time.

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

At present we have a teaching assistant who has completed a psychology degree and has various qualifications which mean she can conduct educational testing on students when needed. This means that there is a smooth and effective system of finding out the difficulties students are having and then getting the information to class teachers.

We also work very closely with many external agencies and have developed positive relationships which ensure that we can ask for advice and support when it is required. These services include those from the Local Authority such as the Specialist Advisory Teaching Service and Educational Psychologists.

We also have a school counsellor and school nurse who work closely with us and the students to ensure there is support for everything a child may need.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All of our teaching assistants and many of the teachers have had training sessions on topics such as: auditory processing difficulties, working memory issues, autistic spectrum conditions, epilepsy, diabetes, team teach, visual impairments and English as an additional language as well as others. 

We have recently purchased a computer system called IDL which can be used with all students to improve literacy skills such as reading and spelling as well as helping with memory and processing difficulties. Training has been given for this and all teaching assistants are using the programme with a variety of students.

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

All children at Cartmel will be included in all activities outside the classroom including school trips. As there may be additional needs this would be discussed with the child, parents, leader and the SEN department. We would then do everything possible to ensure the support needed to allow all children to access the same experiences as their peers was put in place.

The only time a child would not be able to be included in these types of activities would be if the Head teacher considers, based on evidence, that no reasonable adjustment can make it safe for them, or evidence from a clinician such as a GP states that an activity is not possible for that child. 

How accessible is the setting/school/college enviroment?

The ground floor is fully accessible to all and we have a disabled toilet too. Unfortunately the first floor is not accessible to wheelchair uses at present.

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?

All students take part in a PSHE programme focusing on careers in years 10 and 11. They will have also completed lessons on careers in Key Stage 3. We have an Independent Advice and Guidance service which provides all students with support for each students future after Cartmel. This involves an interview in both year 10 and 11 and follow ups if needed. 

For students with an EHCP there is a specialist careers advisor from Inspira who interviews the students and completes an S139a form which provides college/employers with details of any additional needs. Transition will be discussed at EHCP reviews in years 10 and 11 and a transition plan will be produced following these meetings. Additional visits to colleges can also be arranged through school as well as practice runs on public transport.

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

Each student is considered individually. If there is any way of grouping support together to provide students with more hours of support then this would be the first step forward. We would then consider whether any students required additional intervention sessions such as 1:1 sessions to further explore certain topics, pre-teach or work on social skills. If these are needed they would be provided and again we would think about what would be best for each individual student.  

We also need to consider any particular resources an individual student may require, such as specialist ICT equipment. Again we would explore this fully and decide the best way to provide this which would also involve discussions with the student and their parents.

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

As mentioned in more detail above we deliver the majority of support in a bespoke way for each individual child. In the first instance the majority of support would be delivered in class on a shared basis, but this would have been discussed in reviews and therefore we would have an idea of what would be most appropriate for each child due to the amount of communication we have already had with parents and the primary school. 

It is vital that nothing is ever fixed and support will be reviewed on a regular basis and changes can always me made. It is always our aim to provide what is best for every child to succeed and the only way to do this is to listen to everyone involved and consider the best way forward. Within reason we would do all we can to ensure the support is in the perfect manner for each individual. 

How are parents involved in the setting/school/college? How can I be involved?

There are many ways of getting involved in school life at Cartmel. Parents with children who have special needs will be encouraged to get involved prior to transition. This is done through our open evenings for year 5 and 6 and also the annual reviews that are attended. Parents are then invited to various meetings before their child begins school at Cartmel in order to ensure everything is in place for a successful transition. Once children start at Cartmel parents are invited to be involved in the writing of student passports and annual reviews. We also encourage all parents to get in touch with any queries or concerns as soon as they arise and we will endeavour to respond quickly. We always welcome parents for additional meetings should these be required. Parents are kept informed about any specialists who are coming to visit their child and reports/assessment results are sent home as soon as possible. We have a very successful PTFA and there are parents on our governing body which are other examples of how to get involved in life at Cartmel.


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