Charlestown Community Primary SchoolSEND: Children with additional needs
Inclusion at Charlestown
At Charlestown Community Primary School, we believe that every child is unique and deserves the opportunity to thrive.
Our school values of responsibility, resourcefulness, resilience and respect underpin everything we do. They are particularly important in our approach to supporting children with Special Educational Needs and Disabilities (SEND). We want every child to feel included, valued, listened to and supported, whatever their individual strengths or needs. We recognise that children learn in different ways and that some children may require additional support or reasonable adjustments to help them access learning and fully participate in school life. Our aim is not simply to identify difficulties, but to understand the whole child: their strengths, interests, aspirations and individual barriers to learning.
What is SEND?
A child or young person has a Special Educational Need (SEN) if they have a learning difficulty or disability which requires special educational provision to be made for them.
SEND can affect children in many different ways. Some children may need additional support with:
Communication and interaction
Learning and cognition
Social, emotional and mental health
Sensory or physical development
A child does not have to have a diagnosis to receive additional support in school.
We follow the principles of the SEND Code of Practice and use a graduated approach to identify needs, provide appropriate support, monitor progress and review provision. We do this through Individual Education Plans (IEPs). These are written by the class teacher using specialist tools and reviewed throughout the year. These plans are shared with home each term.
The Four Areas of Need
The SEND Code of Practice identifies four broad areas of special educational need. These areas help us to understand a child's needs and plan appropriate support.
1. Communication and Interaction
Some children may experience difficulties with communication, language or social interaction.
This could include children who:
Have difficulty understanding language or instructions.
Find it difficult to express their thoughts, needs or feelings.
Need support developing vocabulary and communication skills.
Experience difficulties with social communication.
Find it difficult to make or maintain friendships.
Have needs associated with autism or speech, language and communication difficulties.
In order to support, we may use:
Visual timetables and visual prompts.
Clear and appropriately paced instructions.
Visual or practical resources.
Communication-support strategies.
Structured opportunities for social interaction.
Language and communication interventions.
Advice from speech and language professionals where appropriate.
Our aim is to help every child become an increasingly confident communicator, supporting them to express themselves and participate fully in school life.
2. Cognition and Learning
Some children may experience difficulties in acquiring, retaining or applying new knowledge and skills.
This may affect areas such as:
Reading and phonics.
Writing and spelling.
Mathematics.
Memory and processing.
Concentration and attention.
Organisation.
Working independently.
Applying learning in different situations.
Children may have a range of learning needs, including specific learning difficulties such as dyslexia or dyscalculia.
In order to support, we may use:
High-quality, adapted classroom teaching.
Scaffolding and differentiated resources.
Small-group or individual interventions.
Additional opportunities to practise key skills.
Multi-sensory approaches to learning.
Visual and practical resources.
Appropriate assistive technology.
Support with organisation and independence.
Regular assessment and monitoring of progress.
We encourage children to develop resourcefulness, helping them to find strategies that enable them to overcome barriers and become increasingly independent learners.
3. Social, Emotional and Mental Health
Children may sometimes experience difficulties with their social and emotional development or mental health which affect their learning, relationships or wellbeing.
Children may need support with:
Managing emotions.
Developing self-esteem and confidence.
Understanding and expressing feelings.
Managing anxiety or worries.
Developing positive relationships.
Coping with change and transitions.
Emotional regulation.
Social understanding.
Engagement with learning.
We recognise that behaviour can be a form of communication. We seek to understand the reasons behind a child's behaviour and respond with appropriate, nurturing and supportive strategies.
Depending on individual needs, support may include:
A trusted adult or key person.
Regular check-ins.
Emotional literacy activities.
Social skills support.
Support with transitions and changes in routine.
Regulation strategies.
Access to an appropriate calm space.
Individual support or behaviour plans where required.
Learning mentor support
Working with families and relevant professionals.
Our value of resilience is particularly important here. We help children to understand that difficulties and setbacks are part of learning and that they can develop strategies to manage challenges and move forward.
4. Sensory and/or Physical Needs
Some children may have sensory or physical needs which affect their ability to access learning or participate fully in school.
This may include:
Hearing or visual impairments.
Physical disabilities.
Fine or gross motor difficulties.
Sensory processing differences.
Physical or medical needs.
Difficulties with coordination and movement.
Support may include:
Adaptations to the classroom environment.
Accessible resources and equipment.
Sensory resources and movement opportunities.
Fine and gross motor activities.
Adapted learning materials.
Appropriate seating or positioning.
Support with physical access.
Advice from specialist professionals where appropriate.
Individual healthcare or support plans where required.
We aim to ensure that children can participate as fully and independently as possible. Our building is accessible for wheelchair users and has a number of toilet facilities to accommodate wheelchair users.
Our SEND Approach
Responsibility
We believe that supporting children with SEND is everyone's responsibility.
Class teachers, teaching assistants, the SENDCo, school leaders, families and external professionals all have an important role to play.
We encourage children to take responsibility for their own learning and to understand the strategies that help them succeed.
Resourcefulness
We recognise that children may need different approaches to access learning.
Our staff use a range of strategies, resources and adaptations to remove barriers and enable children to participate.
We encourage children to become resourceful learners who can identify strategies that help them overcome challenges.
Resilience
Learning is not always easy. We support children to develop confidence, perseverance and positive attitudes towards challenge.
For children with SEND, developing resilience can be particularly important as they may experience barriers that require additional determination and support to overcome.
Respect
Every child deserves to be treated with dignity, kindness and respect.
We celebrate difference and promote an inclusive school community where children understand that everyone has different strengths, experiences and needs.
We expect children and adults to listen to one another, value differences and ensure that everyone feels they belong.
Identifying and Supporting SEND
We use a graduated approach to supporting children who may have additional needs.
This involves:
Assess - We gather information about a child's strengths, needs, progress and barriers to learning.
Plan - We identify appropriate strategies, interventions or adjustments.
Do - The agreed support is put into place, usually as part of the child's everyday classroom experience.
Review - We monitor the impact of the support and review progress regularly.
Where a child continues to experience significant difficulties, we will work with parents, carers and appropriate external professionals to identify further support.
Working in Partnership with Parents and Carers
We believe that parents and carers are important partners in supporting children with SEND.
You know your child best, and we value your knowledge, experience and views.
We aim to maintain open communication with families and involve parents and carers in discussions about:
Your child's strengths and needs.
Progress and attainment.
Additional support and interventions.
Strategies that work well.
Any concerns or changes in need.
Next steps and future aspirations.
We also encourage children to have a voice in decisions about their education and support, in an age-appropriate way.
Working with Other Professionals
Where appropriate, we work with services and professionals who can provide specialist advice and support.
This may include professionals such as:
Speech and Language Therapists.
Educational Psychologists.
Occupational Therapists.
Physiotherapists.
Specialist Teachers.
School Nursing Services.
CAMHS and other appropriate health or wellbeing services.
Local authority SEND services.
We work collaboratively with families and professionals to ensure that support is coordinated around the individual child.
Meet the Team
The following members of staff work most directly with children with SEND. They work alongside our team of class teachers and teaching assistants.
Mrs Peters Deputy Head Teacher and Inclusion Lead
Mrs Ingram SENDCo
Mrs Clare SEN Assistant
Miss McConnell SEN Assistant
Mrs Griffin Learning Mentor
Mr Greaves Learning Mentor
The SEN teaching assistant team
SEND Governor: Nicola Welch
For all queries regarding the information on this page please contact: [email protected]
SEND Support in Manchester
As a school in Manchester, we work within the national SEND framework and alongside relevant local services and the Manchester Local Offer.
The Manchester Local Offer provides information about education, health and social care services and support available for children and young people with SEND and their families.
The Local Authority offer can be found by clicking on the link: http://www.manchester.gov.uk/sendlocaloffer
The Local Offer Team
Email: [email protected] / 0161 234 1946
Searchable directory: www.manchester.gov.uk/sendlocaloffer
Welcome to Manchester Local Offer / Local Offer SEND Information Hub
Twitter: @MCRLocalOffer
Our Commitment
At Charlestown, we believe that SEND is not a barrier to success.
We are committed to creating an inclusive environment where every child can develop their strengths, overcome barriers and achieve their potential. Through responsibility, resourcefulness, resilience and respect, we aim to help every child become a confident, independent and successful learner.
Every child is valued.
Every child belongs.
Every child deserves the opportunity to thrive.