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Constantine Primary School
Trebarvah Road, Constantine, TR11 5AG, UK Falmouth
Tel. 01326 340554

Constantine Primary School is a co-educational County Primary School, administered by Cornwall Education Authority. It has approximately 120 pupils on roll whose ages range from 4-11 years.

The school has its own hall, equipped with P.E. apparatus; a new adventure play area; sports field and garden. There is a canteen, fully staffed and equipped to prepare excellent meals on the premises. Classroom accommodation provides ample room for pupils, with splendid views over the Lizard peninsula towards Goonhilly Downs.

The original building was constructed in 1966. But in 2005 the school was completely tranformed by the addition of new classrooms, library and computer suite. All the existing classrooms have been brought up to modern standards and the old building has been completely refurbished.

The school has an adventure play area on site as well as a purpose built garden area for the pupils to grow and harvest plants. Also on site is the Constantine Pre-school. Although this is a totally separate unit to the school, we liaise very closely with the Pre-school staff and the pupils are able to share our facilities as well as prepare and familiarise themselves for entry into the primary school.

We seek to enable the children to develop their full potential as individuals, and as valued and fulfilled members of society.

We transfer our pupils in the September after their eleventh birthday to our local Secondary Schools at Penryn, Mullion and Helston.

We consider ourselves to be an integral part of Constantine village and involve ourselves with village life.

The school has a flourishing association with The Friends of Constantine School which serves to promote goodwill and understanding between the staff and the community in which we live.


An effective team of Staff and Governors, with the involvement of pupils and parents, will seek to:

  • Provide an environment in which real learning takes place.
  • Foster in each child a love of learning and the ability to acquire knowledge.
  • Enable each child to fulfil his/her potential. Provide a broad and balanced curriculum which provides for a childs social, intellectual, physical, emotional, and moral development.
  • Encourage each child to communicate effectively through speech, writing and creative activities.
  • Identify children with special educational needs and address those needs.
  • Ensure the monitoring of the progress of each child through effective record-keeping and close staff liaison.
  • Provide opportunities for regular review of the curriculum.
  • Report children's progress regularly to parents by informal contact and formal reports.
  • Encourage parents to become partners in their childs learning experience.
  • Create a friendly, caring atmosphere where all are valued and listened to, adults and children alike.
  • Give children a sense of their own value within a caring school and the wider community.
  • Promote in children an appreciation of other peoples interests and needs.
  • Support the professional development of all employees at the school.
  • Develop and maintain inter-school liaison to ease the transition from Primary to Secondary School.

Policy Implementation and Success

There have been no significant changes to the SEN or Dyslexia policies this year. The SEN policy was reviewed and updated to take account of personnel and organisational changes and adheres closely to the LEA’s guidance. An indicator of success is that pupils move between stages of the register as need increases or decreases. Fewer pupils in Year 6 have special educational needs owing to successful intervention as they move through the school. The needs of those who will continue to need support as they transfer to Key Stage 3 are discussed with the receiving school.

Special Educational Needs Register

There are currently 29 pupils on the Record of Need and this represents approximately 24% of all pupils. Individual Education or Behaviour Plans (IEPs/IBPs) are reviewed each term and parents are invited to discuss targets as it is our wish to form a partnership with them to support the child. In the majority of cases, pupils meet the targets on their IEPs/IBPs and are actively involved in assessing their own progress.

Outside Agencies

The school is fortunate in having support from the Educational Psychologist, Behaviour Support Service, support service for children with physical disabilities, Occupational Therapy Department of Royal Cornwall Hospital, hearing support service, speech and language support service, social services, school doctor and school nurse. All these services provide us with valuable expertise and information which we use in supporting the pupils. The ‘Parent Partnership’ which is based in Penryn has also proved to be a useful source of guidance and advice to individual parents.


There are currently no pupils with statements of special educational need. £4831 was provided by the LEA to support the school’s provision for special educational needs, which is designated by the school for teaching assistants who give extra support for pupils with special educational needs. In addition to this amount, the school spent in the region of £6000 on teaching and teaching assistants to support children with SEN. This year the Teaching Assistants have run the Toe by Toe, and Early Literacy Support programmes aimed at improving children’s phonic and general literacy skills, as well as supporting pupils in the classroom.

In-Service Training

Judith Carroll has attended SENCO network meetings, and a four day course organised by the LEA Developing the Role of the SENCO. Recently, all staff attended a training session to prepare us to run Funfit sessions, aimed at improving pupils’ physical and mental performance.

Inclusion and Accessibility

We believe we are a truly inclusive school. No child is excluded on grounds of special educational needs or disability from any areas of the curriculum or from extra-curricular activities. The on-going re-modelling of the school takes account of the needs of physically disabled pupils who may attend in future. Our staff work hard to ensure that children receive the right kind of support to help them make the most of school life.


Staff and SEN governors have conducted a self-review including a questionnaire for parents. 69% of these were returned and analysis revealed that parents believe we are successful in our approach to special educational needs. The few points raised as issues we intend to address over the year ahead; for instance, we are hoping to implement an improved system for identifying and accessing the most appropriate support agencies, as from next academic year.

Future Developments

When the new building is complete, we will be lucky enough to have a well-equipped room, where adults can work with groups of children – this will benefit all children and resources particularly helpful to children with SEN will be kept here. We are already acquiring items with the intention of starting a lending library of resources.


The governors who have responsibility for SEN are: Mrs Rozelle Micklem and Mrs Laura Brittain-Long Judith Carroll,

Rozelle Micklem and Laura Brittain-Long
June 2005

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