St. Peter's C.E. Primary School, Ashton

 

SEND Information

Our Vision for Inclusion

At St Peter’s Church of England Primary School, we are committed to providing an inclusive, caring and nurturing environment where every child is valued as a unique and individual. Guided by our Christian vision of “Growing and Learning Together,” we ensure that all pupils are involved in every aspect of school life and are encouraged, supported and challenged to achieve their full potential.

We recognise that some pupils may require additional support to help them meet their learning needs. Our staff work closely with pupils, parents/carers and external agencies to ensure that all children receive the provision they need to flourish academically, socially and emotionally.

Special Educational Needs Coordinator (SENDCo)

Our SENDCo is responsible for the operation of the Special Educational Needs and Disabilities (SEND) and for coordinating provision for pupils with SEND.

SENDCo:  Rachel Connolly
Telephone: 0161 330 1691
Email: admin@st-peters-ashton.tameside.sch.uk

SEND Governor

Our Governor with responsibility for SEND is: Lesley Beresford

Safeguarding Team

Designated Safeguarding Lead (DSL): John Wilson (Headteacher) & Chris Colvin (Deputy Headteacher)

Attendance Officer

Attendance Officer: Pat Duffy

Senior Lunchtime Supervisor

Senior Lunchtime Supervisor: Lynne Bardsley

The Kinds of SEND We Provide For

At St Peter’s Church of England Primary School, we currently provide additional and/or different provision for a range of needs, including:

Communication and Interaction

For example:

• Autism Spectrum Condition (ASC)
• Speech, Language and Communication Needs (SLCN)
• Social communication difficulties

Cognition and Learning

For example:

• Dyslexia
• Dyspraxia
• Moderate learning difficulties
• Working memory difficulties

Social, Emotional and Mental Health Difficulties

For example:

• ADHD
• Anxiety
• Attachment needs
• Emotional regulation difficulties

Sensory and/or Physical Needs

For example:

• Hearing impairments
• Visual impairments
• Physical disabilities
• Medical conditions such as epilepsy

Identifying Pupils with SEND and Assessing Their Needs

We assess each pupil’s current skills and levels of attainment when they join our school. Information is gathered from previous settings, parents/carers and external agencies where appropriate.

Teachers make regular assessments of progress for all pupils and identify those whose progress:

• Is significantly slower than that of their peers
• Fails to match previous rates of progress
• Fails to close the attainment gap
• Shows difficulties in developing social or emotional skills

Assessments may include progress in areas other than attainment, for example attendance, emotional wellbeing or social interaction. Specific assessments may be used for SEND pupils

Consulting and Involving Pupils and Parents/Carers

We believe that parents and carers know their children best and we value their views and contributions.

Parents/carers are encouraged to:

• Speak regularly with class teachers/ SENDCo
• Share concerns at the earliest opportunity
• Attend review meetings and parents’ evenings
• Work in partnership with school to support their child’s progress

Pupils are also encouraged to share their views and contribute to decisions about their support and targets.

Where needed, meetings can be arranged with the SENDCo to discuss concerns in greater detail.

Assessing and Reviewing Pupils’ Progress Towards Outcomes

Children identified as requiring additional support will be part of the graduated approach known as:

Assess → Plan → Do → Review

This cycle helps us:

• Identify needs
• Plan suitable support and interventions
• Deliver targeted provision
• Review impact and next steps

Individual targets and outcomes may be recorded in:

• Provision Maps
• SEN reviews
• EHCP reviews

These are reviewed regularly with teachers, parents/carers, pupils and the SENDCo.

Supporting Pupils Moving Between Phases

We work closely with families and other educational settings to ensure smooth and successful transitions.

Starting School

We encourage families to visit our school before admission and offer opportunities to meet staff and explore the learning environment. This can be arranged by contacting the school office to book a tour of the school.

We liaise with nurseries and previous schools to gather information about each child’s strengths and needs.

Where pupils already have identified SEND needs, additional transition arrangements may include:

• Extra visits to school
• Meetings with parents/carers
• Observation visits in current settings
• Transition booklets and visual supports
• Gradual transition arrangements

Transition Between Year Groups

To support pupils moving into a new class:

• Staff hold transition meetings at the end of the school year in July readiness for the school new school year in September
• Information is shared between teachers
• Pupils visit new classrooms and staff
• Pupil one-page profiles and provision maps are reviewed

 

Transition to Secondary School

We work closely with receiving secondary schools to ensure information is shared effectively.

Enhanced transition support may include:

• Additional visits
• Small-group transition work (including sessions provided by our private speech and language therapist (Speech Leap)
• Social stories or transition booklets
• Meetings with secondary SEND teams
• Liaising with outside agencies for extra support (e.g.Tameside Specialist Outreach Support).

 

Our Approach to Teaching Pupils with SEND

Teachers are responsible and accountable for the progress and development of all pupils in their class.

We use a graduated approach to support pupils with SEND through high-quality teaching and carefully planned interventions.

Support may include:

• Adaptive teaching strategies
• Small-group interventions (including 1to1 work where appropriate)
• Targeted adult support
• Specialist resources
• Personalised learning approaches

 

All support is tailored to meet the individual needs of pupils.

Adaptations to the Curriculum and Learning Environment

We aim to ensure that all pupils can fully access learning and school life.

Our school environment includes:

• Wheelchair accessibility where possible (including portable ramps where necessary)
• Accessible toilet facilities
• Quiet spaces and nurture areas
• Intervention spaces for targeted support

We make adaptations such as:

• Adapted teaching and resources
• Visual timetables and prompts
• Use of laptops or assistive technology
• Modified learning materials
• Flexible grouping arrangements
• Additional scaffolding and adult support

Accessibility 

The Premises and Safety Committee complete a school accessibility check on a 3 year basis. This is available to view in the Policies section of the website.

• All areas of the school are accessible by wheelchair. Ramps are provided near stepped areas including the main entrance.
• Two disabled parking bays are available in the staff car park. 
• Accessible toilet facilities are located by the main reception and next to the staff room.
• The school has a separate classroom base, which has a ramp, and this is accessible for wheelchair users.

Additional Support for Learning

We have a team of skilled teaching assistants who support pupils through:

• Small-group interventions
• In-class support
• Targeted intervention programmes
• 1 to 1 support

Teaching assistants work under the direction of the class teacher and SENDCo.

Pupils with Education, Health and Care Plans (EHCPs) receive support in line with the provision specified within their plans.

Expertise and Training of Staff

Our staff receive regular training to support the needs of pupils with SEND.

Training may include:

• Autism awareness
• Speech and language support (provided by both NHS and Private Speech Therapy (Speech Leap)
• Emotional wellbeing and mental health (provided by Educational Mental Health Practioner)
• Behaviour support strategies
• Dyslexia-friendly approaches
• Safeguarding and inclusion

The SENDCo works closely with external agencies and attends professional development opportunities to ensure provision remains effective and up to date. The following agencies who work with St. Peter’s include:

• NHS Speech and Language
• Private Speech and Language (Speech Leap)
• Occupational Therapy (ISCAN)
• Physiotherapy (ISCAN)
• Teacher of the Deaf  
• Educational Psychology
• Child and Adolescent Mental Health Services (CAMHS)
• Tameside Outreach Specialist Support
• School nursing

 

Securing Equipment and Facilities

The school allocates funding to ensure that pupils with SEND receive appropriate support and resources.

Resources may include:

• Specialist equipment
• Assistive technology
• Sensory resources
• Intervention programmes
• External professional support

We work closely with external agencies and follow professional recommendations when purchasing or allocating resources.

Evaluating the Effectiveness of SEND Provision

The effectiveness of SEND provision is reviewed regularly through:

• Monitoring pupil progress
• Reviewing intervention impact
• Lesson observations
• Pupil voice
• Parent/carer feedback
• SEND reviews and assessments

Provision is adapted where necessary to ensure pupils continue to make progress.

Where appropriate, the school may work with parents/carers to request an Education, Health and Care Needs Assessment.

Enabling Pupils with SEND to Engage in Activities Available to Those Without SEND

All pupils are encouraged to participate fully in school life.

This includes:

• Educational visits
• Collective worship
• Sports activities
• School performances
• Clubs and enrichment activities
• Leadership opportunities such as Worship Leaders, Earth Stewards and The Ethos Council

No child is excluded from activities because of their SEND or disability.

Reasonable adjustments are made where necessary to ensure accessibility and inclusion.

Support for Improving Emotional and Social Development

At St Peter’s, emotional wellbeing and personal development are central to our Christian ethos.

Through our curriculum, worship, pastoral support and wider school experiences, we encourage pupils to:

• Develop confidence and resilience
• Build positive relationships
• Respect others and celebrate diversity
• Take responsibility for their actions
• Grow spiritually, morally, socially and culturally

Support available may include:

• Learning mentor support
• Emotional wellbeing interventions
• Nurture provision
• Social skills groups
• Access to external wellbeing services

We maintain a zero-tolerance approach to bullying and discrimination.

Working With Other Agencies

We work collaboratively with a range of external agencies and professionals, including:

• Educational Psychology Service
• Speech and Language Therapy (SALT)
• Occupational Therapy
• School Nursing Team
• CLASS (Communication, Language and Autism Support Service)
• SEMH Support Services
• Healthy Young Minds / CAMHS
• ISCAN
• Specific Learning Difficulty Teams
• Social Care and Early Help services

These partnerships help ensure pupils receive appropriate specialist support.

Complaints About SEND Provision

Complaints regarding SEND provision should initially be discussed with:

1. The class teacher
2. The SENDCo
3. The Headteacher

Further information can be found in the school’s Complaints Policy.

Parents/carers also have the right to make disability discrimination claims to the First-tier SEND Tribunal if they believe their child has been discriminated against.

Contact Details of Support Services for Parents of Pupils with SEND

Please refer to the Tameside Local Authority SEND services and support directory.

Tameside Local Offer:
https://www.tameside.gov.uk/localoffer

The Local Authority Local Offer

The Tameside Local Authority Local Offer provides information about services available for children and young people with SEND and their families.

Further information can be accessed here:
https://www.tameside.gov.uk/localoffer

Further Information

Further details can be found in the school’s:

• SEND Policy
• Accessibility Plan
• Relational Policy
• Safeguarding Policy
• Anti-Bullying Policy

If you would like further information or wish to discuss SEND provision, please contact the school office to arrange an appointment with the Headteacher or SENDCo.

Telephone: 0161 330 1691