admin@sutton.lincs.sch.uk

Tel : 01507 441319

Purple Mash

purple mash logoPurple Mash is an award-winning website for nursery and primary school children.

It enables children to explore and enhance their knowledge in a fun and creative way.

Our school subscribes to Purple Mash and all children have access to the site at home.  They should all have their individual usernames and passwords (if not they need to ask their teacher or Mrs Poynton).

Click on the logo above to login to Purple Mash or download more information below:

 

School Curriculum and Subject Documents

At Sutton-on-Sea CP school we believe that all of our pupils are entitled to a rich and varied curriculum, which provides them with the knowledge and skills which they need in order to succeed.  All pupils, irrespective of their starting points, will become enthusiastic, confident and resilient lifelong learners, who are prepared for the next stage of their education.  They will leave our school with broadened horizons, rooted securely in our shared British values.

Please see each individual class page for their own termly Curriculum bulletins.

 

 Whole School Curriculum Framework  Please click here for Curriculum Overview document.
 Development Matters  - Please click here to access the most up to date Development Matters Document.
 EYFS Long Term Plan 2021-22 - Please click here for EYFS Long Term Progression Plan

 

For subject details and policy documents please open the relevant subject folder below.

  

Subjects

E-Safety

The internet is invaluable in today's climate as a source of information and a medium for communication. It is, however, vitally important that certain protocols are followed to ensure personal safety is protected at all times. Internet Safety is taught to children in school as part of the curriculum and is reinforced whenever the children access the web or use emails. The use of the internet in school is strictly filtered via county servers and the tightest security is in place at all times.

We encourage parents, carers and family members to read the information on the links below and take action to protect their children when they are online at home. The internet can then be used to its full potential and greatly benefit your children's education.

childline
Childline - The Childline site offers help and advice on a range of issues.

 

get safe online
Get Safe Online
- Worried about hacking, viruses and online security? Visit this site for help and advice.

Internet Watch Foundation
Internet Watch Foundation
If you think you have come across something illegal online report it so that it can be investigated.

 

Think you know


Thinkuknow website

For a wide range of information about keeping safe online

 

Child Exploitation and Online Protection Centre
Child Exploitation and Online Protection Centre:
For help and advice, or if you wish to report something that is troubling you or your children online.

 Our Internet Safety Policy for our school website.

Learning Support

Winstons wish 

Children and families who are grieving after the loss of  a loved one, particularly due to the Corona pandemic, can find support and guidance on this website (click on logo above for website).  If preferred there is also a freephone National Helpline 08088 020 021

 

Below are some phone numbers and a link to the National Autistic Society Website where parents and carers can find help and good advice on Autistic Spectrum Disorders:-

Autism Helpline Lincolnshire County Council
Contact - Anne Tait
Tuesdays 1:30pm to 3:30pm 01427 787178 Option 2 or 07826 859097

Lincolnshire Autistic Society
01775 821213

The National Autistic Society (NAS)
www.autism.org.uk

Click on the picture below to visit the NAS website:

autism website

Story Starts

storystarts

Have you ever found it hard to get started when your teacher asks you to write a story? We've found the answer ....... Story Starts.

First decide what kind of story you would like to write by choosing a story type.  Then make a few simple choices about your story and the opening paragraph will be ready for you to print or copy to your computer.

It's SIMPLE and it's FUN!
Create your story HERE

adventure  funnyman  moonbat  dog

School Offer

Special Educational Needs and Disabilities at our school

  • We aim to provide a curriculum that is appropriate to the needs and abilities of all children.
  • We aim to provide a happy, stimulating, healthy and safe environment where children can develop independence and increasingly take responsibility for their own learning and behaviour.

The following describes how our school provides for children with special educational needs and disabilities.


  • Your child’s class teacher will usually be the first person in school who you could contact or Mrs Sands our SENCO or Mr Pearson our Head Teacher.

  • You will be invited into school to discuss your concern
  • Together we will decide on a route forward..
  • The Special Educational Needs Co-ordinator (SENCO) will be informed and if appropriate, the child will be placed on the Special Needs register.
  • A further meeting may take place with or without the SENCO, dependent on the need of the child.
  • Assessments or observations may be requested from external agencies to support with setting suitable targets.
  • A plan will be put together, including specific targets and shared with the pupil, parents and supporting adults.
  • The targets will be reviewed at least three times a year and new targets set if appropriate.
  • The class teacher or SENCO will meet with parents at least three times a year to discuss your child’s achievement, needs, support and next steps.

  • Decisions would be made based on both formal and informal methods including:
  • Adult observations over a period of time (by class teacher, teaching assistants and midday supervisors)
  • Monitoring progress and attainment data (collected and analysed throughout the year)
  • Pupil discussions – do they find something challenging? (this could be academic; communication; social, emotional or behavioural; physical)
  • Parent/carer discussions

The process of providing support is to assess - needs (through formal data collection and informal observations), plan - targets to be achieved, do – use a range of strategies to help your child to achieve their targets, review – progress against targets, success of strategies employed.

  • The class teacher will oversee, plan and assess your child’s learning to ensure that s/he makes good progress in all areas of the curriculum.
  • All learning within class is differentiated to ensure teaching and learning meets individual needs.
  • The class teacher, Higher Level Teaching Assistant (HLTA) or a Teaching Assistant (TA) will work with your child either individually or as part of a group to deliver intervention as appropriate. The regularity of these sessions will be explained to parents/carers when the support starts.

Interventions are managed and monitored by the SENCO through Class Provision Maps. Provision Maps provide information about:

  • Intervention groups for learning; personal, social and emotional development and physical development; or communication needs.
  • Agency support such as The Specialist Support Teacher.
  • Who is responsible for delivering the intervention
  • When and how often interventions take place
  • Resources required for interventions
  • Data to track the effectiveness of interventions

  • Every class has a Teaching Assistant (TA) or Higher Level Teaching Assistant (HLTA) who, organised, planned and directed by the teacher, supports small groups and individuals following intervention programmes.
  • The class teacher sets targets and monitors intervention delivery and effectiveness.
  • The SENCO (Mrs Sands) supports with effective target setting; monitors the effectiveness of intervention through the use of observations and class provision maps; supports colleagues with advice and resources; completes referrals to agencies; leads review meetings and completes paperwork.
  • Midday supervisors, on occasions, also provide support for monitoring and supporting personal, social and emotional and communication needs of your child through playground games.
  • Outside agencies complete assessments, make observations, offer advice, attend reviews and assist with target setting.
  • The SEND Governor meets regularly with the SENCO, reports to the Governors and oversees the provision for SEND.
  • Pastoral Support is provided through our nuture Nest group.

Our teachers and staff have a range of training and experience including:

  • Safeguarding
  • Trained in autism awareness
  • Trained in supporting visual impairment
  • Trained in lifting and handling
  • Trained in trauma awareness
  • Trained in dyslexic awareness
  • Trained in delivering auto injections
  • Trained in Makaton or introduction to Makaton

Our HLTAs and TAs have a range of training and experience including:

  • Trained in epilepsy awareness
  • Trained in supporting visual impairments
  • Trained in autism awareness
  • Trained in Accela Read/Write
  • Trained in delivering Beat Dyslexia
  • Trained in dyslexia awareness
  • Trained in supporting hearing impairment
  • Trained in dyslexia awareness First Class @ Number
  • Trained in leading Pyramid Intervention
  • Trained in moving and handling
  • Trained in supporting learning in Primary Schools
  • Trained in supporting Social, Emotional and Mental Health Difficulties
  • Trained in basic counselling
  • Trained in Lego Therapy
  • Trained in Precision Teaching
  • Trained in understanding Global Development Delay
  • Trained in musical communications
  • Trained in Makaton
  • Trained in 'Feelings Detective'

 


Educational Psychologist Assessment of learning styles; personal, social and emotional needs; observations; target setting; reviews; advice and support for staff
Specialist Teaching Service Assessment for learning difficulties (including the identification of dyslexia); target setting; advice, training and support for staff
Behaviour Outreach Support Service (BOSS)

Advice and support for managing behaviour difficulties (including weak and vulnerable behaviour); observations, target setting, reviews and working with your child.

 

Speech and Language Therapist Direct teaching of programmes of Speech Therapy, assessment and provision of programmes of work to be delivered in school, advice and target setting
Social Communication Teacher Observations; assessments; target setting
Sensory Education and Support Service
Teacher for the Visually Impaired
Support and advice, observations and assessments; reviews and target setting
Occupational Therapist Support for physical needs to ensure your child has full access to all aspects of the curriculum
Physio Therapist Support for physical needs to ensure your child has full access to all aspects of the curriculum
Children's and Young People's Nursing Team Support for medical problems
 

Medical needs

  • If your child has specific medical needs then pleased contact the class teacher or SENCO so appropriate plans can be put in place.
  • If needed a care plan can be written to inform all staff of the specifics of the condition and what should be done to support the needs of the child.
  • If your child requires ongoing medication, please contact the school office and complete a medicine administration form.
  • We have medical room which is staffed at playtimes.
  • We have 4 qualified first aiders.

  • Every child who has SEN holds a Pupil Passport. This is a written document in which the pupil is able to record his/her views. It contains information such as how the child feels about their needs and what we can do to help them to learn and make them feel happy.
  • Pupil Passports are held by class teachers and any other adults who work with a child.
  • Your child’s view will be recorded throughout interventions to judge their engagement and progress. This will inform future planning.

If your child has SEN then they will require support that is ‘additional to and different from’ the rest of the class. Teachers employ a number of different strategies to support children’s learning; for example:

  • Using ICT to record – we have computers in all rooms, an ICT suite, AlphaSmarts and Note Books
  • Using ICT to support learning – we have software to support the acquisition of basic learning skills
  • Using multisensory activities – we include lots of practical activities and resources in our teaching
  • Appropriate seating for learning – careful positioning of pupils on the carpet / at a table / near an adult
  • Use of talk to aid learning – talk partners, talk time
  • Use of visual aids – visual timetables, learning walls, table learning aids
  • Use of different groupings – we use a mixture of ability and mixed ability dependant on the subject
  • School Council – every class has representatives who contribute ideas to improve school life

  • Review meetings with the SENCO, class representative and, if appropriate, outside agencies, to discuss attainment, achievement and progress and to plan for the next steps in learning
  • Assessment or observation feedback (dependent on need) led by outside agencies
    Target setting events with the class teacher
  • General teacher feedback dependent on the needs of the child. Your child’s class teacher will always make themselves available to discuss any specific issues at an appropriate time – either call in or phone the office to make an appointment
  • Home / School book can be used for daily communication
  • Tapestry is used as a method of communication.

  • We carefully track all of our children’s progress across each term using a variety of procedures as appropriate to the attainment of the child. These include:
  • Observations of learning and behaviour within the classroom and playground
  • Data: National curriculum levels, P scales (steps before the National Curriculum levels), Early Years Assessments Framework.
  • Assessment for learning – within the classroom by the children
  • Individual targets – through a personalised plan

We have internal pupil progress meetings every term to discuss individual progress and to plan for next steps of learning


We will always include your child on a visit by ensuring all needs are fully met and appropriate Risk assessments have been carried out. Dependent on the needs of your child you may be asked to accompany them on an educational visit.

All children have an equal right to attend our extra-curricular clubs.


  • We are fully accessible to wheelchairs.
  • We have a disabled toilet.
  • We have a medical room with a sink and hydrolic changing unit.
  • Our site is all on one level.

  • We encourage all new children to visit our school prior to starting when they will meet the staff, children and have a tour around the school.
  • Foundation Stage children will be visited in their pre-school setting and be invited to spend time in their new classroom both with parents and without. Transition meetings are held between pre-school staff and our Foundation Stage teachers / SENCO to discuss individual needs. If appropriate our SENCO will attend a review in the summer term prior to your child starting school. Appropriate paperwork is passed from pre-schools to our Foundation Stage teachers and SENCO. Children begin school on a part-time basis and this can be maintained, if necessary, until your child reaches statutory school age.
  • Transition between year groups includes the passing on of Pupil Passports, records and class visits.

  • The children will fill in questionnaires about themselves to pass on to the secondary school.
  • We will invite parents and the secondary school SENCO to a transition review in the summer,where possible, to discuss the child’s progress, learning, social and physical needs as appropriate.
  • We will pass on all records and pupil passports to the secondary school.
  • Children are invited to spend some time in the secondary school during the summer term
    If appropriate, we complete transition booklets to support your child in becoming familiar with the new routines e.g. maps, timetables, photos of key members of staff.

  • We provide workshops for parents on literacy and numeracy. As part of the workshops we inform parents of practical ideas and ways to support learning in the form of games and websites to visit.
  • Home / School books which accompany reading books can be used for communicating ideas and ways to support your child with their learning.
  • At review meetings we share ideas about support which can be offered in the home.
    Parents are encouraged to join us for celebration assemblies, sports day, craft afternoons and a variety of events.

Useful organisations include:

Organisation Telephone Website/Email

Lincolnshire Family ServicesDirectory & Local Offer

 lincolnshire.fsd.org.uk
Lincolnshire Parent Carer Forum

07925 232466

www.lincspcf.org.uk

This email address is being protected from spambots. You need JavaScript enabled to view it.

Liaise (Information advice & Support Service) 0800 195 1635

 

www.lincolnshire.gov.uk/liaise

This email address is being protected from spambots. You need JavaScript enabled to view it.

PAACT (Autism Support)   This email address is being protected from spambots. You need JavaScript enabled to view it.
Lincolnshire ADHD Support Group 01522 539939 This email address is being protected from spambots. You need JavaScript enabled to view it.
Family Action 01522 69010 This email address is being protected from spambots. You need JavaScript enabled to view it.
Lincolnshire Centre for Grief and Loss 01522 546168  

 

The Lincolnshire County Council Local Offer can be found at:

www.lincolnshire.fsd.org.uk

 


If you require any further help or support please contact:

  • Your child’s class teacher as first point of contact
  • Mrs Sands (SENCO) – by making an appointment via the school office