Clarice Cliff Primary School
We pride ourselves in creating a warm, happy, caring atmosphere where everyone is encouraged to achieve their full potential and develop a love of learning.
We aim to work in partnership with you to provide a rich and stimulating learning experience with your child at the very centre.
Our Early Years Foundation Department ensures that our children are given the best possible start to their education. Our governors are keen to involve children at the earliest opportunity and offer free full time places within our nursery class.
Who to contact
Where to go
- Clarice Cliff Primary School
Stoke on Trent
- ST4 3DP
- Contact Name
- Clare Harvey
- Contact Telephone
- 01782 881480
- Contact Email
- Local Offer Age Bands
- What kinds of SEND does the school provide for?
The school accommodates all SEND in line with Equality Act 2010 and provision is available for all four areas of need as outlined in the 2014 SEND Code of Practice.
- How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?
When children are due to start our school in the nursery we carry out home visits to meet the children and their families. This also helps to identify if there are any additional needs and put in to place any interventions or support before the pupil starts at our school. If children join our school in another year group we communicate with the child’s previous school to ensure the correct support is in place.
Once a part of Clarice Cliff the pupils are assessed regularly and routinely. Their progress is tracked every half term through pupil progress meetings and these meetings include the Senior Leadership Team and the SENCO. If a pupil is highlighted in one of these meetings interventions are put in to place and parents are informed. If you are concerned about your childs progress or think that they may need extra help with something please speak to their class teacher in the first instance. If after discussion with the class teacher there are still concerns please speak to the SENCO.
- How will the setting support my child/young person?
If your child is identified as needing extra support this will, in the first instance, be delivered by the class teacher and other staff within the classroom. It may take the form of small group work for a short period of time. If after this short period of time your child is not making expected progress they will be referred to the SENCO and the SENCO will refer your child to an outside agency such as SEND Services, Educational Psychologist, Speech and Language Therapist. Your child will then be placed on the SEN register and have a plan of support through a Pupil Passport.
The Pupil Passport will be written with you, your child and your class teacher in a structured conversation meeting. These meetings are held termly with you to assess the progress of your child towards their targets. Those pupils with an Education, Health and Care Plan will receive additional support as stated in their plan and this will also be tracked half termly in pupil progress meetings, termly through structured conversations and yearly through their annual reviews.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Our curriculum is planned and personalised to meet the needs of our children. When a pupil has been identified as having SEN their work will be differentiated to enable them to access the curriculum. Through on-going assessments and monitoring, staff can provide a well differentiated curriculum for your child. Work is set at the level appropriate to the child as are their targets for improvement. Those pupils with SEN are given additional support in line with their difficulties through interventions, these interventions may come as a result of consulting with external agencies.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
Through our on-going assessments and tracking we have an accurate measure of how well your child is doing. This is communicated to parents through a variety of ways. Children are formally assessed each half term against the National Curriculum and we also use standardised assessments.
The Home/School Diary is your daily opportunity to communicate with us.
We have termly parent’s evenings to share how your child is progressing in all areas of their development and we are keen that if you need to discuss your child at any point in the year, we will arrange this through whichever is the most convenient form of communication whether it be face to face meetings, telephone conversations or notes home.
If your child has any additional support for their Special Educational Needs, they will have their progress reviewed termly and their Pupil Passports will be reviewed through structured conversations with the class teacher, parents and the child. We are also able to support families as a whole, through the Early Help framework and are keen to meet regularly with you if there are any areas of support that you feel you and your child would benefit from.
- What support will there be for my child's/young person's overall wellbeing?
All the staff at the school ensure that the health and wellbeing of the pupils is a priority. We have an inclusion team that is made up of the SENCO, the Learning Mentor, the Home School Link Worker, a School Counsellor and a Speech and Language Therapist, this team is very accessible for parents and if you feel that your child would benefit from any member of this team you can contact the school and request a meeting at any time.
- What specialist services and expertise are available at or accessed by the setting?
At Clarice Cliff we work closely with the local authority SEND services team. This involves a lead SEND advisor who is available to advise the school in what support is needed for pupils requiring more than class teacher support.
The school works closely with the Educational Psychology Service when needs are becoming more complex and require additional support.
The school also employs the Partnership counsellor from Ormiston Sir Stanley Matthews Academy, one of the high schools that our year 6 children move to. She is in school every Friday and provides a range of emotional and social support for a caseload of children across the school. She works closely with the families and staff in order to ensure a consistent approach and build relationships.
We also employ an independent speech therapist to assess, advise and support our children with speech, language and communication difficulties and to train staff in delivering interventions for children. He comes into school every Tuesday and will work closely with the parents ensuring consistency of approach.
We also work with the Occupational Therapy/Physiotherapy service to support children with physical needs. By referral to a central hub we can also access a range of health services including CAMHS and school nurses.
- What training are the staff supporting children and young people with SEND have had or are having?
All of the staff at the school have regular training opportunities to support their work with pupils with Special Educational Needs. The training offered takes full account of the many and varied needs of the pupils we teach. Additional training for specific needs can also be accessed from the local authority SEND service.
- How will my child/young person be included in activities outside this classroom including school trips?
It is the aim of the school that all pupils will have opportunity to access a full range of activities both in and outside of school, including school trips. Where difficulties may arise the staff will liaise with parents to minimise issues and to reduce risks. We will always aim to make reasonable adjustments to ensure all children can fully participate.
- How accessible is the environment?
We have a disabled parking bay directly in front of the school. Within the building, there is disabled access to all of the ground floor classrooms and communal spaces. There is a lift to the first floor and there are disabled toilets available on both floors.
In terms of the curriculum, reasonable adjustments are made to accommodate all SEN needs and / or disabilities. With regard to information, parents and visitors can request information to be presented in a range of ways including larger print, different languages etc. These accessibility arrangements are reviewed every three years as part of the School’s accessibility plan.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
We do as much as we can to make all transitions as smooth and comfortable an experience as we can. Home visits are carried out before your child starts in our nursery and a number of stay and play sessions are offered to all the children and their parents to introduce your child to the staff and school during the Summer term before their Autumn start. Transition days take place each year for all of the children in the school during the summer term which enables all classes to move up to their next teacher and classroom.
For children for whom this move may be more of a concern, additional sessions are planned in to build relationships with key members of staff. All children will have a transition day at their chosen high school and any child who has additional needs or may find the move more difficult will have specific additional sessions planned. Discussions are held between key staff in our school and the high schools to share all the relevant information about your child to ensure their individual needs are met.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
The School aims to meet the needs of all pupils and in order to do this we resource accordingly. If there is anything that a pupil needs to overcome a barrier to learning we do our best to ensure that the pupil has access to it. The SEN budget is allocated each financial year and the money is used to provide additional support and resources.
- How is the decision made about what type and how much support my child/young person will receive?
All of our children receive quality first teaching which is rigorously monitored and evaluated every half term. Where this is not enough for an individual child, additional support or intervention will be planned to address your child’s needs initially by the class teacher. If this is still not having the impact required, discussions will be held with the Inclusion Team and an additional layer of support will be planned for which may involve requesting advice from one or more of the outside agencies.
- How will our child and young person be involved in the decisions about their learning?
Pupils are involved at all stages. In the first instance, pupils engage in assertive mentoring alongside their class teacher. These 1:1 conversations help the pupils to identify areas of strength and potential barriers to their learning. Strategies can also be identified. For SEND pupils, there are opportunities at least termly to discuss their needs using the Pupils Passport. These documents help a child to identify what will work well for them and what will not.
For pupils who have a higher level of support either through a statement or EHC plan, their views are gathered regularly and will be fed into the statutory reviews at least annually.
- How will we be involved in the decisions about the learning of our children and young people?
In much the same way as pupils are involved throughout, parents are also involved. Parents are invited to attend informal and more formal meetings with class teachers throughout the year. There are regular opportunities to share ideas and strategies. For SEND pupils, parents are invited to contribute to the pupil passport at least 3 times per year.
Also, for pupils with a statement or EHC, parents have opportunities throughout the year to contribute to reviews and share their views on how their child can best be supported. The school welcomes the views of any pupil or parent about how outcomes can be best achieved.
- How are parents involved in the setting? How can I be involved?
All parents are invited to meet with the class teachers prior to starting a new class. Parents are also invited to our family learning sessions and class workshops and assemblies which give an insight into the kinds of things we do. All parents are encouraged to contribute to their child’s education. This may be through discussions with the class teacher throughout the year, taking part in structured conversations to write the Pupil Passports for children with SEN, discussions at parents’ evenings and annual review meetings for children with an EHCP.
- What do I I do if I want to make a complaint?
In the first instance, the child's class teacher is the person to speak to if something is not quite right. They are available either at the end of the day when a child is dismissed or via an appointment made with the school office. If concerns continue, a member of SLT can be consulted. Appointments can be made via the Academy office. Governors can also be contacted if concerns continue. Enquiries of a specific SEND nature should be addressed to the class teacher or the Inclusion Manager.
- What other support Is available to parents and how can I contact them?
Support is available from:
Mrs C Harvey - SENCO and Assistant Head at Clarice Cliff
Tel no: 01782 881480
To contact SEND Services:
By telephone 01782 232538
By email SEND@stoke.gov.uk
The Mount Education Support Centre,
Mount Avenue, Penkhull,
Stoke-on-Trent, ST4 7JU
Special Educational Needs and Disability, Information, Advice and Support Service (SENDIASS)
Mount Education Support Centre
ST4 7JUTel: 01782 234701
Agency support can be located on the Stoke on Trent Local Offer website. The link is detailed below: