Skip to main content

Collaton St Mary C of E Primary School

Church of England Primary school in the Diocese of Exeter and in Torbay Council. They are proud to serve the local community on the western edge of Torbay as well as the Christian community of Paignton. Their Christian ethos and distinctiveness is central to all they do.

On admissions, the school accept 30 children in each age group and are a seven- class school. Every age group has one class. Of the 30 children, at least 20 are community places and up to 10 denominational (church linked) places. They have at least 207 children at any one time.

School has a dedicated Breakfast and After School Club.

Collaton St Mary C of E Primary School is a part of the Academy for Character and Excellence (ACE) multi-academy trust (MAT)

Headteacher: Mrs. Cristy Nelson 
Nursery: No
DfEE No: 3619
Type of School: Voluntary Aided

Who to contact

Contact Name
Christy Nelson
Contact Position
Headteacher
Telephone
01803 556433
E-mail
admin.collaton@acexcellence.co.uk
Website
https://www.collatonstmaryprimary.org/
Parent Organisation
Academy for Character and Excellence (ACE) multi-academy trust (MAT)

Where to go

Name
Collaton St Mary Church of England (Aided) Primary School
Address
Blagdon Road
PAIGNTON
DEVON
Postcode
TQ3 3YA

Other Details

Availability

Age Ranges
From 5 years to 11 years
Age Ranges
From 5 years to 11 years

Local Offer

Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

Collaton St Mary school is dedicated to meeting the individual needs of each and every one of our pupils. We will welcome and embrace your child into our school regardless of their physical, emotional, behavioural or learning needs. Our inclusive principles are implicit in our school Ethos and Learning values. Our guiding principle is one of Inclusion. We want to identify and break down possible barriers to learning. We also recognise that your child may be vulnerable because of the difficulties that they experience in class when learning. It is our duty to ensure that your child receives the best possible provision so that they, like all other learners, can realise their potential. We believe children with Special Educational Needs have a contribution to make and it is their right that we try to identify and nurture this. At Collaton we strive to look at children’s individual needs, create a curriculum that meets those needs and provide an environment that allows every child to fulfil their potential and flourish.

What criteria must be satisfied before children and young people can access this provision/service?

Collaton St Mary is able to provide a rich and inclusive education for all abilities and all types of learners. The school was specifically designed for wheel chair access and most areas of the school are easily accessible.

We have experience of meeting the needs of a wide variety of pupils and are fortunate to have a dedicated Pastoral Care room, a Community room and spaces for small and individual group work with teachers.

Our Christian Ethos is at the heart of our Behaviour Policy and our values of compassion, trust, peace, forgiveness, friendship and hope are central to the way in which we deal with any behavioural difficulties.

We are also able to offer a range of programmes for a variety of learning difficulties and needs.

How do we identify the particular special educational needs of a child or young person?

We follow the guidance set out in the SEND Code of Practice 2015.

We liaise closely with pre-school settings, other schools and agencies to ensure smooth and enjoyable transitions for pupils. Once a child is admitted to Collaton St Mary School they are continually assessed and monitored to ensure good progress is made. Through this and through ongoing dialogue with parents, any concerns that are identified are quickly addressed. We work effectively with other agencies and professionals to establish how best we can support your child. We try to ensure that all our pupils’ needs are catered for through Quality First Teaching. When there is still a need for additional support teachers will complete a ‘Needs’ questionnaire so we can consider how best to support children with special educational Needs. If a pupil is a level below age related expectations in Maths or English we consider them to have Special Needs and we will take action to make sure progress becomes more rapid. If outside agencies are involved in supporting a pupil because of a behavioural, medical, physical or emotional need we work with them to provide a programme which can be shared by everyone involved with the child.

How do we consult with parents and/or children and young people about their needs?

We welcome any families wanting a place at Collaton to come and take a look around our setting. We believe a carefully planned transition that is shared and arranged by the family, previous setting professionals and our Transition team combine to provide a smooth and reassuring entry into Collaton. Our transition team consists of our Head of School, Special Needs Lead Teacher, our Pastoral Care Teacher and our class teachers. You can find out more about these staff members on our school website.

OFSTED has recognised our very effective forms of communication with parents that include detailed weekly letters from class teachers. We send out regular whole school newsletters and have a text messaging service that allows us to quickly message parents.

What is our approach to teaching children and young people with special educational needs?

  • We will provide a caring, stimulating environment where your child can gain confidence and self-esteem and regard themselves as an important part of school life.
  • We Identify children with Special Educational Needs as early as possible and ensure that extra provision is put into place within our Foundation Stage.
  • We provide access for these children to the curriculum, particularly where they have difficulties with making progress in English and Maths. We have intervention programmes for both these subjects and children are taught in both small groups and on a one to one basis.
  • We will Monitor your child's progress and review it regularly.
  • We will ensure that your child has equal access to a broad, balanced curriculum which is differentiated to meet individual needs and abilities. We will ensure you are informed of your child’s Special Needs and promote effective partnership to involve outside agencies when appropriate.
  • We will refer to the various outside agencies when and wherever necessary. We will liaise with you to ensure your understanding and support of your child.
  • We will provide you with information so that you can continue to support your child at home.
  • We will maximise the opportunities for students with SEN to join in with all the activities of the school.
  • We Keep a Special Needs file with details of every child on the Special Needs register. This is reviewed regularly.

How can we adapt our curriculum for children and young people with special educational needs?

Provision to Support Access for Independent Learning

  • Small group and in some cases individual support in class
  • Intervention programmes including Read, Write Inc, Rapid Maths and Precision Teaching may be provided
  • Extensive Visual Support
  • Dyslexia Support Resources
  • Individual Supports such as modified desks, ‘rooting’ chairs
  • Any additional supports such as word banks, timers, writing scaffolds.
  • A school building that has been built with wheelchair access in mind
  • A dedicated pastoral care support worker who can offer Thrive and other Pastoral care and therapeutic programmes

How will we ensure we get the services, provision and equipment that children and young people need?

We complete individual education plans for our Special Needs Children and these plans identify any extra support that we may need from other agencies or individuals. For example and individual plan may identify the need to work closely with the Speech and Language Team. We also call on the support of Torbay’s Early Years Advisory Teacher and other professionals throughout Torbay for their expert guidance and specialist equipment, including our private Educational Psychologist. There may be times when we may not always have the resources and facilities to meet the specific needs of your child. Where this occurs, although we will make every reasonable effort to do so, it maybe that another school or setting may be more suitable than Collaton St Mary.

How is this provision funded?

The school budget includes money for supporting children with special educational needs. The Head of School in consultation with the governing body decides on this budget.

Consideration is given to:

  • children already receiving additional support
  • children requiring extra support
  • children who have, over time, not made expected progress despite interventions being in place
  • Specialist resources and training for staff

What additional learning support is available for children and young people with special educational needs and how do they access it?

  • We provide the following support programmes (interventions) at Collaton St Mary-
    • Thrive
    • Read, Write, Inc.
    • Rapid Maths 
    • Precision Teaching
    • Language Development Programme
    • Social and Emotional Aspects of Learning Group Work
    • Social Skills groups
    • Art Therapy
  • If additional learning support is needed we look for support from other professionals such as;
    • Speech & Language Specialists
    • Health Visitors & Social Workers
    • Action for Children
    • Support Groups for families
    • Early Years Advisory Support
    • Portage
  • We will help you access these services so that your child receives all the support they need and deserve.

How do we support and improve the emotional and social development of children and young people with special educational needs?

  • We have a dedicated Pastoral Care Team who provide emotional, social and behavioural support programmes for children. We regularly meet with all members of staff to ensure the support offered is followed up in the classroom. We also meets regularly with parents so that they can be fully involved in their child’s support programme.
  • All children will take part in regular PHSCE lessons where feelings and relationships are discussed in depth. Classes all have circle times and we have regular school council meetings. At Collaton every child is a member of our school family groups, where everyone is encouraged to share their views and we regularly discuss how we feel and how we can continue to be a happy, nurturing school where everyone is cared for .We have daily ‘worship’ assemblies where we continue to share ideas about our feelings and our relationships with others.

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

  • Transitions include:
    • Starting at Collaton
    • Moving Settings
    • Starting Secondary School
  • We work in close partnership with others to promote a smooth transition
  • We seek the support of our professional Link worker for advice
  • Children that are identified as having difficulties with transitions will receive support from the most suitable adults and from those that know the child well. We have regular meetings with the SENCo and Year 7 teachers from Secondary Schools. Additional transition days are arranged for those children who might need it.

What other support is available for children and young people with special educational needs and how can they access it?

  • Class teachers are initially responsible for identifying any pupil with specific educational, behavioural, emotional and physical needs. In the first instance they will be able to provide details of how you can acquire extra help for your child. Class teachers will be able to provide:
    • Strategies to Support Physical Needs
    • Strategies to support Behavioural Needs
    • Strategies to support Speech and Language difficulties
    • Access to any medical interventions that may be provided
    • Strategies to assist specific difficulties in any curriculum area
  • Strategies to support independence, self-care and organisation
  • If class teachers need further guidance then support is then sought from the SENCo.
  • IEPs (Individual Education Plans) are written and reviewed termly. IEPs can be reviewed more frequently if required.
  • Our SENCo will be available during non-contact times to meet parents asking for help or asking for external agency support.
  • The SENCo will keep abreast of current issues, approaches and trends by attending courses and meetings as appropriate, and will pass any relevant information on to you and other staff in school.

What extra-curricular activities are available for children and young people with special educational needs?

We have a variety of after school activities that include football, Choir, Film club, Art Club, and sports club.

We have breakfast and after school clubs that have their own dedicated room with access to their own kitchen and toilets.

Any extra-curricular activities provided by Collaton St Mary are always fully inclusive to ensure all children can attend. Sometimes we might need to ask parents to support their child at a club if there is the need to do so.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

We continually monitor progress for all our pupils. Reading, writing and Maths targets are set regularly within all classes. These are monitored by class teachers through ongoing assessments and through pupil conferencing. We use a next steps form of marking so that all children know what they have to do to improve their learning.

Teachers have regular progress meetings with the Headteacher. Any children who are not meeting age related expectations are identified and measures are taken to ensure more rapid progress takes place.

Children with special needs may have small step targets. These may be related to learning or could be related to their learning. Interventions are organised to support progress. The SENco monitors these interventions regularly. She reports on the progress of all SEN children. Parents are kept informed through regular discussions with the class teacher SENco and through written reports.

We have an open door policy at Collaton and teachers are available to talk to parents before and after school. For lengthier meetings class teachers would request an appointment being made. Our SENco is available to talk to parents on a Friday, but also available at other times.

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

The Head of School
The Head of School has responsibility for the day-to-day management of all aspects of the school’s work, including provision for pupils with SEN. The Head of School works closely with the school’s SEN co-ordinator and pastoral team. The Head of School seeks out and shares best practice with the LA and other schools.

The School Staff
All teachers are teachers of children with SEN and do their best to adapt the curriculum to meet their need. All staff are involved in the development of the school’s SEN policy and are aware of the procedures for identifying, assessing and making provision for pupils with SEN.

The Special Educational Needs Co-ordinator
The Special Needs Co-ordinator is Miss Nicky Postlethwait. She can be contacted in school and meetings preferably take place on Fridays. Her responsibilities include:

  • Co-ordinating provision for pupils with special educational needs
  • liaising with and advising fellow teachers
  • Managing learning support assistants including the designated adults for Pastoral Care
  • liaising with parents of pupils with special educational needs
  • Liaising with the Secondary school SENCOs, educational psychologists, school nurse, speech and language therapists and other health services.
  • Liaising with outside agencies (other professional bodies, for example, behaviour consultants, speech and language therapists, hearing support services) if deemed necessary

The SENCO meets regularly with SENCOs from other schools which enable her to keep up to date with current initiatives locally and nationally and to seek out and share best practice.
We regularly ask our children and parents how we are doing. We do this by:

  • Talking and Listening to our children throughout the school day
  • Holding regular school council meeting where children give their views
  • Completing questionnaires that tell us what children and parents think
  • Set up groups such as our Ethos group to explore aspects of school life
  • Provide informal opportunities for feedback e.g. Friday morning coffee club
  • Providing a Parental Feedback board in our front entrance where views are shared

See our website for what our children and parents think.

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

  • We hold regular child protection training for all staff to ensure all our children are appropriately safeguarded
  • We have a robust and needs based Continuing Development Plan for all Staff that includes specific training for children with Special Educational Needs
  • The SENco regularly attends forums, meetings and training events.
  • There are regular meetings between the SENco and our link professional to ensure advice is sought for any issues that arise around our children with Special Needs
  • We arrange personal training for staff in order to meet a child’s Medical needs e.g. Epi-pen training, hearing loss training

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Collaton St Mary School keeps parents informed about their child’s progress through daily discussions, learning diaries, parents evenings and annual reports. Our SEN register is reviewed half termly and where an Individual Education Plan (IEP) is required we will meet with parents and inform them of the need to put such a plan in place. In addition to IEP meetings parents are warmly invited to make appointments with the class teacher and/or the SENco.

How can parents, children and young people make a complaint about our provision?

We always seek to resolve any issues before they get to the stage of a complaint being raised. We encourage parents to discuss any concerns that they may have, as soon as the need arises. In the first instance parents should consult with the class teacher. If need be the Key Stage leader may be called upon to offer further guidance or support. In the unlikely event that any problems cannot be solved, the Head of School can then be consulted. We regularly send out questionnaires to receive feedback in order to continue to improve all areas of school life. You are able to download our Complaints Policy and Procedure from our website or you can request a copy from our school office.

How can parents, children and young people get more information about the setting?

You can contact us directly via phone on 01803 556433 or by email
http://www.collaton-st-mary.eschools.co.uk/site/contact-us.

You can also visit our website for further information at
www.collaton-st-mary.eschools.co.uk.

We always welcome potential parents to visit the school but we do ask that you ring the school office first so that we can ensure your visit is worthwhile. We welcome anyone that is interested in coming to Collaton to come to one of our coffee mornings in our community room. These take place on Friday mornings and you will have the opportunity of meeting other parents.

Cristy Nelson – Head of School