Lowick & Holy Island C of E First Schools Local Offer

(See Northumberland Local Offer - https://northumberland.fsd.org.uk/kb5/northumberland/fsd/localoffer.page )


Lowick and Holy Island C of E First Schools



First Schools with Early Years to Year 4 provision.


Wheelchair accessiblity

All school buildings completely wheelchair accessible.

Auditory/ Visual enhancements

Ramped entrances to buildings.

Other adaptions:

Low mobility accessible toilet.

Changing facilities available.


Are you currently able to deliver your core offer consistently over all areas of your school?

Pupils with SEND have a right to quality first teaching. Staff work closely with parents to identify children with SEND, and intervention is put into place at the earliest opportunity. All children in both schools receive quality first teaching. We use many different teaching strategies and flexible groupings to scaffold the children’s learning, to ensure all children make at least good progress from their different starting points.

  • We have a nurturing, family ethos which ensures all children feel safe and secure. This is exemplified by our Tutor Group System in which each child is part of a nurturing, mixed age ‘family-group’. The Tutor Group session focuses upon emotional intelligence as well as peer mentoring (reading).The caring ethos is further embedded through the teaching of Christian values.
  • Success Criteria are used to help keep children on task. We employ self and peer assessment and positive feedback, with high challenge championed throughout the school.
  • A range of ‘thinking strategies’ are promoted throughout the school, enabling pupils to make cross curricular links, for example, the use of ‘The Mantle of the Expert’ technique. This gives learning a context set within the ‘real’ world.
  • Systematic phonics is taught throughout school from EYFS to Year 4, using the Jolly Phonics System.
  • Abacus Maths is used to target children’s learning. Through the use of personalised targets and Assessment for Learning, children know their next steps.
  • A range of mathematical strategies (linked to individual needs) supports the learning of all pupils including the use of partner work and access to physical resources, throughout school.
  • Visual maths aids are displayed in all class rooms e.g. 100 square, times tables, numbers, number lines etc. Individual resources are available for all children.
  • Teaching Assistants are used to support the learning of different groups of children.
  • We offer mentoring sessions on a one-to-one basis, for children to receive feedback on how to improve their work or go over any areas needing further support.
  • We work closely with parents to ensure good attendance of pupils. (Attendance figures are shared with parents on a half termly basis).
  • Fidget tools are available, when children have difficulty sitting still, as they provide an outlet for stress.
  • Emotional support is offered to any child who needs it through our trained Emotional Literacy Support Assistant (ELSA).
  • Staff meetings with focus upon SEND designated children; reviewing provision for additional needs
  • and targeted interventions for impact.
  • Continuing Professional Development, for all staff, with a focus upon SEND given high priority.


Are the school policies available on the website for:

NB: Please note that some of these policies will be subject to review to reflect imminent changes in SEND legislation.









Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010?



Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

Areas of strength

  • Early identification of pupils additional needs, initial support from ‘in-house’ expertise, swift access to support from further specialists (LIST Team).
  • Recognising, promoting and celebrating individual strengths and talents
  • All teaching and support staff trained in delivery of Jolly Phonics
  • Dyslexia friendly class rooms.
  • ELSA   and Narrative specialist trained teaching assistants
  • Daily one to one reading recovery
  • Talk Boost – targeted interventions
  • All teaching assistants trained to a minimum of NVQ level 3
  • Parent   Reading and Early Maths Workshops

Specialist Facilities/Equipment to support SEND

i-Pads available in all class rooms.

Low level IWBs.

Low mobility accessible toilet and changing facilities.

A range of specialist ‘sensory’ equipment.

Low level push bars on all exit doors.

Open plan, flexible teaching groups to respond to changes within cohort needs.

Input from Therapists/Advisory Teachers/other specialist support services

Locallity Inclusion Specialist Team (LIST) ,

Children and Young Persons Service (CYPS)

Education Other Than At School Service (EOTASS)

We can refer to Speech and Language Therapy (SALT) and Occupational Therapy (OT)

We can refer to the Sensory Support Team, for children with visual or hearing impairments.

The Grove Special School is in our partnership and are available to offer advice, support and specialist training on a needs basis.

Breakfast and After School support

Early birds provision available from 8:00 each morning (Monday-Friday).

After school provision available until 4.00 most evenings.

Both are available to all children for a small charge.


How do you promote inclusion within the school? Including day and residential trips?

Lessons are as inclusive as possible, with adjustments made depending on need.

Children are only withdrawn from lessons for interventions when it is felt this is most beneficial to the individual child.

Children with disabilities are included on all school visits and residential visits.

What proportion of children currently at the school have an SEND?

Intervention 4% (Nationally 9.7%)

Intervention Plus 17% (Nationally for SA+ and Statements 7.7%)

Statement 0%

(September 2015)



How do you involve/support the parents of children/YP with an SEND regarding and meeting their needs. How do you communicate their progress and areas of difficulty?

Intervention plans are discussed with parents and sent home on request, together with meetings around the child and review meetings

Formal parents’ evenings are held twice a year, in the Autumn and Spring with an optional third offered in the Summer term.

Targets are sent home termly.

Interim reports in the Autumn and Spring terms and final written reports are provided in the Summer term.

We hold regular open days, where parents are invited into school.

We operate an open door policy for parents to discuss needs.

We signpost toward other services, e.g. parent support groups

How will school prepare children with SEND to join their next setting/college/stage of education or life?

We have carefully planned and structured transition programmes between schools. These needs are assessed on an individual basis through consultation with parents, the child and middle schools.


What else do you think parents carers would like to know about your school?

Children with additional needs make rapid and sustained progress due to the early identification and implementation of appropriate targeted support.

We use the following intervention strategies / programmes at Lowick and Holy Island:

  • Small group phonics sessions taught daily, based on regular assessment of progress.
  • Individual one-to-one interventions.
  • Small group interventions.
  • ELSA/ Social skills.
  • Talk Boost.
  • Reading Recovery.
  • Narrative.
  • Proprioceptor exercises.
  • Peer massage.
  • Dyspraxia focussed exercises.

Parents have access to parent consultations three times a year, but if parents or teachers are concerned about a child’s progress they are invited in to discuss this with the staff, so swift action can be taken. Our SEND policy is currently on our school website, but is subject to change due to new legislation.


(Name and position)

C. Vanson (Head Teacher)

K. Fieldhouse (SENDCo)


April 2016


April 2017


We were awarded Outstanding in both schools Ofsted Inspections  ARTSMARK: We have achived a GOLD award for our arts in school. "Artsmark provides a benchmark for arts provision that encourages schools to consider the opportunities they offer in art, dance, drama and music.  ICTMark Award  HealthandWellbeingLogo s   Active 08  Financial Management in Schools  Naace Feature School  3rd-Millennium-Learning-Logo-v5Eco Schools Bronze Award s

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