Castle Cary Community Primary School

Castle Cary School

I love the surroundings of the school, it really makes it enjoyable to come to school here.

Year 3 Pupil

The teachers are funny and my friends are too!

Year 3 Pupil

Everyone is caring

Year 5 Pupil

I like it at our school because we do lots of work.

Year 2 Pupil

I like that it's about the children's rights and not just the teachers!

Year 6 Pupil

It's safe, fun and you always learn something new.

Year 5 Pupil

I love it at this school, nothing needs to be changed.

Year 3 Pupil

It's a great place to learn/

Year 3 Pupil

Everyone gets treated fairly; the whole school is kind.

Year 4 Pupil

Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School Life at Castle Cary Community Primary School

Inclusion

Including all children and supporting them to achieve their potential in all aspects of school life is central to the ethos at Castle Cary Primary School.

Whether children have English as an Additional Language (EAL), have Special Educational Needs (SEN) or are Gifted and Talented we hope that their needs are met and they feel challenged in their learning.

For children with Special Educational Needs (on average this can be 20% of a school’s population) we operate a graduated response in school in line with National Guidelines. This means the class teacher, with support from the SEN Co-ordinator, Mrs Lavis, will try to adapt teaching and learning approaches to best support your child. These approaches will be recorded on an Individual Provision Map and may include some specific small group work or additional adult support in the classroom.  This year, we have set up The Lodge as a focussed intervention space which enables our trained staff to offer high quality support and extension for our learners.

If these approaches do not appear to have an impact on the child’s progress then advice might be sought from other professionals for example; Speech and Language Therapist, Physiotherapist, Occupational Therapist, Educational Psychologist, Learning Support Team, Visual Impairment Team, Hearing Impairment Team, School Nurse, Medical Support Team and  Social Emotional and Behaviour Support Service. At this point a child will usually be issued with a Therapy Plan from a specific Service.

When a child has needs that are different from, or additional to others in their peer group they will be issued with an Individual Education/Behaviour Plan. This will have targets that are specific to your child, and supports them in their learning at a level and rate which is appropriate for their ability. This will be shared at appointments with the classteacher.

For a child who has has more complex needs you will be invited to take part in an Annual Review meeting to discuss provision and progress for your child.

As a parent, who knows their child the best, we value your opinion and contributions at all stages of provision and find that when school and families work together the outcomes for the child are greatly improved.

EAL

For children arriving from another country we aim to be as supportive as possible in establishing a positive experience at starting school in these challenging situations. With parental consent, we ask a specialist EAL teacher to come and assess the needs of your child and support us in making a plan. We set up language work to support the development of English and use symbols in class as well to aid learning. We understand that it is tiring for children with little or no English and plan the school day accordingly.

G&T

Children may be gifted and talented in a variety of ways, and teachers incorporate ‘challenge’ activities into their planning. We look out for outside activities, visitors and events that children can be involved in and hope they can be further stimulated to achieve their potential