Inclusion Manager & SENDCo: Mrs L Edwards

Assistant SENDCo (EYFS): Miss E Drake

Introduction

At Bedford Hall Methodist Primary School, we are committed to providing an inclusive environment where every child is valued, supported and encouraged to achieve their full potential. We work in partnership with pupils, parents, carers and external agencies to ensure that children with SEND receive the support they need to thrive academically, socially and emotionally.

Our aim is to ensure that all children can access a broad, balanced and ambitious curriculum and make the best possible progress from their individual starting points.

This information outlines the support available for children and young people with SEND at Bedford Hall Methodist Primary School and provides links to services available through Wigan's Local Offer.

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How does Bedford Hall Methodist Primary School know if my child needs extra help?

A child has special educational needs if they have a learning difficulty or disability, which calls for special educational provision to be made for them.

Children with SEND may have learning difficulties and/or disabilities that make it harder for them to learn than most children of the same age. They may need additional support with:

• Some or all areas of learning
• Reading, writing or mathematics
• Understanding information
• Expressing themselves
• Managing emotions
• Understanding others
• Organisation and independence
• Sensory processing or physical mobility
• Developing friendships and relationships with adults

Class teachers regularly assess children's progress and identify strengths and areas where additional support may be required. Concerns may also be raised by parents, carers, external professionals or the child themselves.

If a child continues to experience difficulties despite receiving quality first teaching, Extended Learning Opportunities (ELOs), interventions or targeted support, they may be identified as having SEND and placed on the school's SEND Register. This decision will always be discussed with parents/carers alongside the class teacher and SENDCo.

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The Four Areas of SEND

The Special Educational Needs and Disability Code of Practice: 0-25 Years (2015) identifies four broad areas of need:

1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health (SEMH)
4. Sensory and/or Physical Needs

The SEND Code of Practice provides guidance on how schools identify, assess and support pupils with SEND through a graduated approach. Parents and carers are involved throughout this process.

Further information about Wigan's Graduated Approach can be found here:

Wigan Graduated Approach
https://www.wigan.gov.uk/Business/Professionals/SEND/HEFA/Chap-4.aspx

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Levels of Support

Universal Support

All children receive high-quality teaching that is adapted to meet their needs. Teachers use ongoing assessment to identify children who may require additional support.

Additional Support (Low-Level Need)

Within Wigan's Graduated Approach, some children may require additional support beyond that normally available in the classroom.

This may include:

• Additional support from a teacher, teaching assistant or higher-level teaching assistant
• Small group or individual interventions
• Extended Learning Opportunities (ELOs)
• Adapted resources, visual supports or access to technology
• Targeted support programmes

Enhanced Support (High-Level Need)

If a child continues to experience significant difficulties despite additional support, school may seek advice from external professionals.

These may include:

• Targeted Education Support Service (TESS)
• Educational Psychology Service
• Speech and Language Therapy (SALT)
• Occupational Therapy (OT)
• School Nursing Service
• Visual Impairment Team
• Hearing Impairment Team
• Children's Disability Service
• Outreach Services from Specialist Provisions
• Local Authority SEND Team
• Other health and care professionals

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The Graduated Approach: Assess, Plan, Do, Review

If a child is identified as having SEND, school will follow the graduated approach:

Assess

Information is gathered about the child's strengths, needs and barriers to learning.

Plan

Appropriate support, strategies and targets are agreed with staff, parents/carers and, where appropriate, the pupil.

Do

The agreed interventions and support are implemented.

Review

Progress is reviewed regularly and support is adjusted where necessary.

Class teachers remain responsible for the progress and development of all pupils in their class, including those receiving additional support.

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Further Information and Advice

Information about support available for children and young people aged 5-16 can be found through the Wigan Local Offer:

https://www.wigan.gov.uk/Resident/Education/Special-Educational-Needs-and-Disability/Local-Offer/Parent/School-age-5-16/Support-and-advice/Index.aspx

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Who will support my child at Bedford Hall Methodist Primary School?

We have an experienced and dedicated team committed to supporting all children.

Class Teachers

Class teachers are responsible for:

• Planning and delivering high-quality teaching
• Adapting learning to meet individual needs
• Monitoring progress
• Informing parents/carers about support and targets

Teaching Assistants and Higher-Level Teaching Assistants

Teaching assistants provide support within lessons and deliver targeted interventions under the guidance of teachers.

SENDCo and Inclusion Manager (Mrs L Edwards)

The SENDCo:

• Coordinates SEND provision across the school
• Supports staff in identifying and meeting pupils' needs
• Liaises with parents, carers and outside professionals
• Monitors the effectiveness of SEND provision
• Keeps up to date with current guidance, legislation and practice

SEND Governor (Mrs Pierce)

The SEND Governor works alongside the SENDCo to monitor SEND provision and ensure statutory responsibilities are met.

External Agencies

School works closely with a range of professionals to ensure children receive appropriate support and intervention.

Support is reviewed regularly by the SENDCo, class teachers and any involved external agencies. Parents and carers are kept informed through meetings, reports and reviews.

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Education, Health and Care Plans (EHCPs)

For some children with significant and complex SEND, it may be necessary to request an Education, Health and Care Needs Assessment from the Local Authority.

An Education, Health and Care Plan (EHCP) brings together education, health and social care professionals to identify a child's needs and the provision required to support them.

Requests for an assessment may be made by school, parents/carers or other professionals where it is felt that a child's needs require support beyond that which is normally available through the school's resources.

EHCPs are reviewed at least annually and involve:

• Parents and carers
• The child or young person
• Class teacher
• SENDCo
• Relevant professionals

Further information is available through Wigan Council:

https://www.wigan.gov.uk/Business/Professionals/SEND/Education-health-and-care-plans.aspx

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How do we adapt the curriculum and monitor progress?

Teachers plan adaptations across all curriculum areas to ensure learning is accessible and appropriately challenging for every child.

Children with SEND are supported to participate fully in classroom learning. Support may include:

• Adapted teaching approaches
• Adult support
• Small group work
• Specialist resources
• Collaborative learning opportunities

Pupil progress is monitored regularly by class teachers and the Senior Leadership Team through rigorous assessment and tracking systems.

For a small number of pupils working significantly below age-related expectations, PIVATS may be used to measure smaller steps of progress and support planning. Parents and carers are informed when alternative assessment approaches are being used.

Support Provision

At Bedford Hall Methodist Primary School, we provide additional targeted support for a small number of pupils whose learning needs are significantly below age-related expectations and who require a more personalised curriculum.

Where appropriate, pupils access elements of our targeted provision for part of the school day. This support is carefully tailored to individual needs and focuses on:

• Communication and language development
• Early literacy and numeracy skills
• Independence and life skills
• Social interaction and emotional development
• Executive function
• Readiness for learning
• Access to the wider curriculum

Most pupils accessing this provision will have an Education, Health and Care Plan (EHCP) or be undergoing assessment for one; however, placement within the provision is determined by individual need rather than diagnosis alone.

Pupils continue to be included in the life of the school and spend time learning alongside their peers in the mainstream classroom for part of the school day. Provision is planned and reviewed regularly by the SENDCo, class teacher, parents/carers and any involved professionals to ensure it remains effective and meets the child's individual needs.

Nurture

At Bedford Hall Methodist Primary School, we recognise that some children may require additional support with their social, emotional and mental health needs.

A small number of pupils may access our nurture provision for a temporary period of time. This support aims to develop self-esteem, emotional regulation, resilience, communication skills and positive relationships with others.

Nurture support may be delivered through:

• Small group sessions
• Individual support
• Structured social skills activities
• Emotional literacy programmes
• Transition support
• Opportunities to develop confidence and independence

Access to nurture provision is determined according to individual need and is reviewed regularly in partnership with parents, carers and relevant staff.

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How will I know how my child is doing?

Parents and carers are informed about progress through:

• Parents' evenings
• End-of-year reports
• SEND review meetings
• Informal discussions and updates

The class teacher and/or SENDCo may communicate more frequently where additional support is being provided.

If you have concerns about your child's progress or wellbeing, please contact the class teacher as soon as possible. You do not need to wait for a parents' evening.

At Bedford Hall Methodist Primary School, we recognise that parents and carers have valuable knowledge about their child and we aim to involve them fully in the decision-making process.

 

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What support is available for my child's overall wellbeing?

The wellbeing of every child is a priority.

We encourage all members of our school community to follow our School Rules, Methodist Values and Home-School Agreement.

Our Pastoral Manager provides support where appropriate, including support for:

• Wellbeing
• Emotional needs
• Behaviour
• Attendance

If a child has a medical need, trained first aid staff are available across all key stages. Mrs J Latu-Andrews and Miss V Connor coordinate Health Care Plans.

Pupil voice is highly valued. Children are regularly given opportunities to share their thoughts through:

• Conversations with staff
• Pupil voice activities
• School committees
• SEND review meetings

Parents and carers are also invited to contribute their views through questionnaires and feedback opportunities.

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Are there other professionals who can support my child?

School works closely with a range of professionals, including:

• Speech and Language Therapists (SALT)
• Educational Psychologists (EP)
• Occupational Therapists (OT)
• Outreach Teachers from Specialist Provisions
• Early Learning and Childcare Team (ELCC)
• Secondary School SENDCos
• GPs, Paediatricians and Hospital Professionals
• School Nursing Service
• Ethnic Minority Achievement Service (EMAS)
• Local Authority SEND Team
• Early Years SEND Team

These professionals may assess needs, provide advice, recommend strategies or work directly with pupils and families.

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How will my child be included in activities outside the classroom?

At Bedford Hall Methodist Primary School, we are committed to ensuring all children can participate fully in school life.

All pupils are encouraged and supported to attend:

• Educational visits
• Residential experiences
• Clubs
• Sporting activities
• School events

Risk assessments are completed for all visits and activities. Where required, individual risk assessments are undertaken to ensure appropriate support is available.

Parents and carers are involved in planning where additional arrangements may be needed.

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How accessible is Bedford Hall Methodist Primary School?

Bedford Hall Methodist Primary School is committed to fulfilling its duties under the Equality Act 2010 and making reasonable adjustments for disabled pupils.

We:

• Have adaptations in place to support wheelchair access.
• Consider reasonable adjustments on an individual basis.
• Maintain clear emergency evacuation procedures.
• Develop Personal Emergency Evacuation Plans (PEEPs) where required.
• Carry out regular accessibility audits.
• Maintain an Accessibility Plan and Equality Policy.
• Support pupils and families whose first language is not English through translation and language support services where appropriate.

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Who can I contact for further information?

Your child's class teacher should always be your first point of contact via Class Dojo.

Alternatively, you may contact:

Mrs L Edwards
SENDCo and Inclusion Manager

Miss E Drake
Assistant SENDCo (EYFS)

Mrs Anderton
Pastoral Manager

For SEND enquiries, please contact the school office, who will direct your query to the appropriate member of staff.

Any complaints regarding SEND should be directed initially to the Headteacher, Mrs Draper, and may then be referred to the Chair of Governors, Mr Meredith, following the school's complaints procedure.

For further information about SEND services available within Wigan, please visit the Wigan Local Offer website.