Search the Community

Armitage CE Primary School is a warm, welcoming school that is committed to the welfare and pastoral care of its children. The staff aims to bring out the best in each child and have high expectations of achievement and behavior. We are always looking at ways to provide a wide range of curricular and extra-curricular activities to prepare our young people for life. Armitage CE Primary School provides the ideal setting for children to develop as individuals, to grow in confidence, and to be responsible members of the school, its community, and the larger community of Manchester and beyond. We trust that your child will feel secure in the caring environment which we endeavor, at all times, to create. We also hope that the partnership between the family at home and school will provide a strong foundation for the children to grow and develop to their full potential. Our curriculum is designed to allow every child to achieve a correct balance of knowledge, skills, and qualities. When children enter our Early Years Foundation Stage (EYFS), they follow the Statutory Framework for the EYFS - this is laid down by the Department for Education. Alongside this, the Development Matters in the EYFS guidance material is used, to help adults to understand and support each child's development pathway. From the age of 5 children are required by law, to follow the National Curriculum - the programs of study in every subject are laid down by the Department for Education. The National Curriculum must be followed by every primary and secondary school in England and Wales and covers the areas listed opposite. As well as the statutory requirements we are keen to educate the whole child, including personal, social, health, emotional, and citizenship (P.S.H.E and C). We also encourage children to take part in peer massage and relaxation to help meet their emotional needs. British values are always parts of Armitage CofE Primary School life. Armitage CE Primary School, as do all state schools, has a Governing Body that is made up of several volunteers. Our Governors have many different life experiences and work roles outside of school, for example, community roles, parents, church, etc – this is key, as you can gain a different perspective from a range of people. The Governing Body meets six times a year to review school improvement and to support the school in making those difficult decisions as to our next steps. The Governing Body is split into committees that also meet through the year to look at key areas of school management eg finance, performance management of staff, pupil progress, etc. Armitage CofE Primary School prides itself in being an inclusive mainstream school that aims to ensure that all children achieve their full potential, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability, or educational need in line with the British Values. Our ability to meet the needs of all pupils including those with SEN is central to the aims and values of our school and we work closely with all parents/carers, children, Governors, and outside agencies to ensure that all children have access to the highest quality teaching and learning and can develop a thirst for knowledge and learning whilst at Armitage C of E Primary School. Armitage Primary school is an inner-city school that caters to children age 3-11. Over the past few years, we have moved from a one to two-form entry school – we are now fully two-form. This report outlines the key indicators in educating all pupils with Special Education Needs or Disabilities (SEND). We are an inclusive school and strive to ensure that all pupils achieve their full potential through quality first teaching. All lessons are differentiated to meet the needs of all children in the class. Children may work in small ability groups, or when necessary in a 1:1 situation. Interventions are carefully chosen and matched to meet children’s needs and the effectiveness of these is monitored regularly throughout the year. The school aims to develop the independence and skills of all pupils with SEND by making appropriate adaptations. The curriculum and teaching sequences are adapted to meet the needs of individual children and their different learning styles. Armitage takes all reasonable steps to modify/adapt the learning environment to meet the individual needs of the children e.g. visual timetables, now and next boards, alternative methods of recording, task boxes, etc. Quiet areas may be designated for pupils who work better in a low distraction environment. All children identified as benefiting from intervention/support are monitored against the progress they are making this is normally at the half termly pupil progress meetings. Class teachers evaluate lessons daily which then informs planning. Book scrutiny, lesson monitoring, and learning walks provide effective feedback for staff to accelerate the progress children make. Task books and weekly record progress sheets are also evaluated by the SEND team and feedback is given as appropriate. IEP targets are evaluated and set on a termly basis but can also be altered at any time where appropriate to meet the needs of the child. We have a massage therapist, garden therapist, and a therapist of art. Termly therapeutic meetings evaluate the work done with children who are accessing these interventions and may be displaying signs of social and emotional and behavioral issues. The SENCO/Headteacher reports regularly to our Governors about the progress of children who require SEND support. View full school