At Distington Community School, we are committed to equal opportunities for all of our pupils. We believe that all children with Special Educational Needs must have their needs recognised and assessed, through a whole-school approach, with appropriate and timely intervention put in place through an assess, plan, do, review cycle. We strive to remove barriers to learning to ensure that all children can reach their full potential, whatever their special educational need (SEN) or disability. Many of the pupils with SEND in our school are supported within the class by reasonable adjustments to work, resources, or teaching methods. We intend to ensure that all children receive a high-quality and ambitious education regardless of need or disability. We value our children’s feelings, creativeness and success in their learning equally so that our pupils are equipped with the tools needed to become independent, inquisitive learners both in and out of the classroom.
Whilst we strive to be as inclusive as possible, we recognise that sometimes, to achieve their full potential, some children need very different strategies, teaching styles or learning provision and in such cases some children may receive a more bespoke curriculum catered towards their individual needs following The Engagement Model.
The Headteacher, SENCo, teachers and support staff work closely with parents and outside agencies to ensure the best approaches possible are used to support children with SEND.
At Distington Community School, we believe that all teachers are teachers of children with special educational needs, and it is therefore a whole school responsibility to ensure that these children’s needs are addressed and met to the best of our potential. As such, inclusion is a thread that runs through every area of the school enhanced by collaboration between senior leaders, teachers, support staff, external agencies, parents/carers and most importantly, the child. All staff have due regard to general duties to promote disability equality, including having a clear understanding of youth mental health issues and how to approach these with sensitivity and care. We value quality first teaching methods and activity promote inclusive strategies within our daily teaching.
If you are concerned about your child, please do not hesitate to contact the class teacher in the first instance, who will happily discuss your child's progress and ways in which you can help your child at home.
If you have specific questions or need further advice after reading the policy and information report, please do not hesitate to contact the school Special Educational Needs Co-ordinator (SENCo), Cheryl Sanderson, who can be contacted via the school office.
West Cumbria Carers provides support to carers who look after a family member, relative, friend or neighbour who could not manage without their help. The organisation provides services to carers in the districts of Allerdale and Copeland in the county of Cumbria.
Children and Young people at West House
Autism Support Allerdale and Copeland
They are a friendly bunch and support each other through the good times and the bad, they have the empathy and the understanding of what it is like with a child with Autism. This is where you can off load, without feeling you are being judged, get tips and ideas from other parents in the same situation, it helps you feel you're not on your alone!
The purpose of Bee Unique is to relieve the needs of those diagnosed with Autism and those who are currently engaged in the medical diagnosis of Autism and their immediate families and carers in England in particular, but not exclusively, by the provision of support and recreational activities.
Cumbria information, advice and support services
Offering impartial information, advice and support to children and young people with special educational needs and or disabilities and their parents and carers.