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Ernest Cookson School

Ernest Cookson School helps pupils with Social, Emotional and Behavioral Difficulties to gain the self-esteem, self-identity, independence and skills to lead successful lives.

Working in partnership with parent/carers, colleagues in health, education and social care, we aim to provide a stimulating, supportive and safe learning environment to assist each pupil to develop the skills and confidence to achieve their potential.

Ernest Cookson School:

  • Has a positive environment where learning is fun and enjoyable and achievements are celebrated;
  • Encourages and appropriately challenges all pupils to achieve their full potential;
  • Recognises and celebrates individual differences and promotes positive self image and worth;
  • Provides a caring, safe environment in which pupils are taught to respect themselves and others both in school and the wider community;
  • Promotes effective working partnerships with parents, carers and external agencies;
  • Equips pupils with the knowledge to make informed healthy choices and the confidence to take measured calculated risks;
  • Teaches all pupils to become effective communicators;
  • Promotes good behaviour through positive adult role models and high quality positive behaviour management;
  • Utilises the community to enhance the curriculum and enable pupils to practice their social skills in real life situations;
  • Develops pupil self esteem, confidence and independence in preparation for challenges ahead;
  • Has a reputation for providing sustained, high quality care, guidance and education;

Ernest Cookson is a special school for SEBD. As of September 2014, the school has sixty places. We offer KS1 to KS3 provision on a single level in a well appointed and equipped school. 

In September 2015 the school will become a KS1 and KS2 provision.

Classes are determined by pupils age, social-emotional development and learning priorities. We have high expectations for all our pupils and we aim to fully extend their academic, physical and social-emotional development. High levels of quality, skilled staff and individualised learning programmes ensure both the learning and social needs of each child are met within their class.

We put a high emphasis on inter-disciplinary working. We have onsite ADHD Clinic, CAHMS worker, NHS nurse, Police Liaison, Educational Psychologists and work closely with social care teams and other local organisations to ensure the best outcomes for pupils.

Throughout their time in our school, pupils receive varying levels of support according to their changing needs and circumstances. For more information please the attached document.

Who to contact

0151 235 1350
Fax: 0151 252 1238

Where to go

Mill Lane
West Derby
L12 7JA

Local Offer

Local Offer Age Bands
Secondary (11-16 years)
Primary (4-10 years)

Schools Extended Local Offer Response

 How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Admissions are via the Local Authority SEN Team.

Once the school has been identified the Parents/carers are able to contact school and request a visit in order to see if they think the school can meet their child's learning needs. Pupils are placed at Ernest Cookson school following a parental/carer request and with agreement by Liverpool SEN Admission's Team and the Head Teacher. Pupils should already have a statement of Special Educational Needs or an Education, Health Care Plan which describes their individual areas of special needs and informs his/her individual education plan.

A formal Annual Review is held once a year to discuss your child's progress. Any additional needs are discussed as part of the review and if appropriate, alternative or additional sources from within school or from outside of school are discussed.

 How will early years setting/school/college staff support my child/young person?

Classes have high staffing ratios and each highly skilled team is able to quickly identify requirements for additional support on an ongoing basis throughout the year and will discuss these with senior managers and parents. Class sizes average 10 pupils. The class teacher and Lead Teaching Assistants plan for the pupils. The class teacher is responsible for the overall assessment of pupil progress. Pupils are taught as a whole class, in small groups and 1:1 by both the class teacher and teaching assistants.

We believe it is important for pupils to develop relationships with a number of adults and so we do not allocate specific assistants to work with identified pupils. All pupils work with every adult in their class

The school works closely with the Alder Hey Hospital, school nurse, police, to limit the barriers to being able to access the curriculum.

The school Governors are ultimately responsible for the progress and attainment of all the pupils although they delegate this responsibility to the Head Teacher. Governors receive collated and anonymous data about the progress of groups of pupils and hold the Head Teacher to account for how good this is, in comparison to nationally similar groups of pupils.

 How will the curriculum be matched to my child's young person's needs?

Our curriculum is based on the National Curriculum, which has been adapted by staff to enable all pupils to access each subject in a meaningful and purposeful way. Comprehensive plans have been produced for every subject or area of learning.

Every child has an Risk Assessment Plan 

Our pupils make progress in many ways, not only academic progress. We teach 'learning to learn' skills to help a child learn to sit, listen, and focus as part of a group as well as an individual. Pupils also have the opportunity to generalise and transfer their learnt skills to other settings through educational visits. Personal, social and health education is very important and an emphasis is placed upon all pupils becoming as independent as possible, as both a learner and a young person. 

An important aspect of our work is to help our pupils' develop their communication skills.

 How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

The class teacher determines the level of support for individual pupils from within the class team. For those pupils where assessments and tracking indicate additional support maybe required, discussions are held between the class teacher and senior leaders to determine what this might be. Typically, this support continues to be provided from within the class team, but may be targeted at specific times, i.e. break times.

If the evidence suggests that even higher levels of support maybe beneficial, this is agreed by senior leaders as the resource is provided from within the school. Due to the high levels of staffing in each class this is not required very often and only in extreme situations, would additional support be requested from the Local Authority.

 What support will there be for my child's/young person's overall well being?

Pupils' well being and emotional health is as important as their academic progress. Class teachers plan for the holistic development of each child in his/her class, using detailed knowledge of each individual to promote their confidence and self esteem. On admission a one page 'Pen Portrait' summary, outlining a pupil's needs and abilities, is written for each child. This information is based on written reports received, information from parents and early assessments.

Individual behaviour plans and expectations use a child's personal likes such as football etc which are incorporated as motivators and rewards. This increases the chance of the programmes success and adds to the child's enjoyment of school. When a child's behaviour becomes challenging, teachers are supported by senior leaders in understanding the behaviour and agreeing with parents as to how best to manage it in a positive and proactive way.

Our first aiders support individual medical needs and staff are trained

Parent/Carers can request a formal multiagency review is called if they are concerned regarding their child's health, well being or academic progress.



 What specialist services and expertise are available at or accessed by the setting/school/college

Senior leaders, teachers and support staff are highly skilled in meeting the individual learning, behavioural, communication and social needs of pupils.

Outreach Support is offered to primary schools via local consortia groups.




 What training are the staff supporting children and young people with SEND have had or are having?

All staff receive comprehensive and ongoing training in meeting the needs of pupils with a range of SEN.

Mandatory training includes: safeguarding, positive behaviour management.

The five annual training days and weekly one hour INSET (18 one hour INSET for all staff) are used to further extend staff knowledge and expertise and to work collectively on areas of whole school improvement. Class teams receive regular updates from medical and therapy staff. Individualised training in medical procedures is provided to support specific pupils.




 How will my child/young person be included in activities outside this classroom including school trips?

As a fully inclusive school, all pupils participate in whole school, curriculum and off site activities. The extent to which each child participates and the levels of support received will vary between pupils and across time but we differentiate the activities and expectations to enable all pupils to take part.

Parents are asked to give generic permission for their child to participate in activities in support of the curriculum i.e. a visit to a local church, museum  etc. visits which last for a whole day or are further afield, involve detailed risk assessments and information is both sought from and shared with parents.




 How accessible is the setting/school/college enviroment

As a purpose built special school, Ernest Cookson School is fully accessible. The building is light, classrooms are large and the site is both safe and secure.



 How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

Parents will be invited to meet the class teacher at a pre-admissions meeting, which is run by the Head Teacher or Assistant Head, the purpose of the meeting is to gain detailed information about your child. From this meeting each child has a Pen Portrait written on admission to provide staff with a summary of key information to help them get to know your child. The class teacher will observe your child at their current setting or attend the final Annual Review, if possible.  



 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Each child receives support matched to their own level of need. With permission from parents, a request for assessment by the therapy teams will be made. They then conduct an assessment and support is allocated based on this report. The focus of support and resources is related to individual needs and circumstances.



Journey Planner

Address: Mill Lane  West Derby  LIVERPOOL  MERSEYSIDE