Belle Vue Street, Gorton, Manchester. M12 5PW


All Saints Primary School

Aiming High

SEND Information Report


September 2019

This Special Educational Needs and Disabilities Information Report provides information about the identification of and provision for pupils with Special Educational Needs, paying regard to the SEND Code of practice 2014.

At All Saints Primary School we work hard to provide a, caring, stimulating and inclusive environment to ensure that every child reaches their full potential. We are aware that for some children additional help or support may be needed. The following information is to inform you of the types of support that is available for your child at All Saints Primary School.


How will the school Involve Parents / Carers and Pupils?

If your child is identified with a special educational need or disability, school will follow the Special Educational Needs Code of Practice 2014. It sets out a step by step approach. You will be consulted and involved at all stages.

The school will set up a meeting to discuss with you in more detail your child’s needs. We will listen to any concerns that you and/or your child may have. If everyone agrees your child will be placed on the SEN list in school. This ensures the SENDco starts the Assess, Plan, Do, Review approach.

Together we will plan any additional support your child may receive and discuss with you any referrals to outside professionals to support your child’s needs. The Inclusion Team will closely monitor your child’s progress and you will be invited into school during the year for reviews. Your child will be actively encouraged to think about areas of development and how best to develop in these areas in school and at home. Support is in place to address needs and any modifications to this support which children feel may be helpful to them.


Who are the best people to talk to about your child’s difficulties?

We know that parents or Carers may be concerned about their child’s learning or progress, in this instance we would first encourage them to speak to the Class teacher. Concerns are then passed to our Inclusion Team.

Our Inclusion Team are:

  • Inclusion Team Lead/SENDCo:  Mrs Jessica Reed
  • Inclusion Manager: Mrs Tracey Reed-Morrison.
  • Lead Pastoral Support: Miss Gemma Latham.

The Inclusion Team can be contacted on 0161 223 9325 or by email:


What Provision is available for all children at All Saints Primary School?

All Saints Primary School is a mainstream setting where all children are welcome whatever their abilities and needs. We believe that all children should have access to a broad, balanced and relevant curriculum, which is differentiated to meet their individual needs. Our building is accessible to children with a physical disability and we ensure that equipment used is accessible to all children regardless of their needs. Extra curricular activities and after school provision is accessible for children with SEND.

At All Saints we know that children learn and develop in different ways. Teachers know and understand this and use different teaching styles to plan work at different levels, in order to meet the needs of all pupils in their class. This is called “Quality First Teaching.” Our aim is to provide the highest quality learning environment for your child and for them to achieve their full potential. We have a number of teaching assistants, who are able to support children individually or in groups and are trained to offer small group or 1 to 1 interventions where needed. Children have access to our Coral Room, for social and emotional support. We also have a Speech and Language Therapist who visits the school each week.


How we identify and assess the needs of children.

At All Saints Primary School the progress and attainment of all our children is reviewed on a termly basis by the Senior Leadership Team. These termly progress meetings help identify children who may need additional support.

We provide support for pupils across the 4 areas of need as laid out in the SEN Code of Practice 2014:

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and or physical needs

Children may also be identified as having one of these needs in a number of other ways, including:

  • Close liaison with parents or carers and listening to their concerns.
  • Concerns raised by a teacher, especially when a child is not responding well to in class differentiation.
  • Monitoring of assessment results and identifying if a child is consistently performing below age related expectations.
  • Monitoring of progress and identifying if a child is making slower than expected progress, especially when compared with other children at the same age or stage of development.
  • Continued difficulties after extra support has been put into place.
  • Additional observations or assessments, including use of standardised tests by class teacher or SENDCo.
  • Observation and assessment by other professionals, such as Speech and Language Therapist or Educational Psychologist.

If a child is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum and which is intended to overcome the identified barriers to their learning.


What support is available for children with SEND at All Saints Primary School?

  • All children at All Saints Primary School receive quality first teaching – this means that Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met through differentiated work.
  • Specially trained support staff can adapt the teachers planning to support the needs of your child where necessary.
  • Your child may be given an Individual Education Plan (IEP). This will form part of their individual portfolio and will detail specific targets that will be matched to your child’s needs
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • The SENDCo liaises regularly with the class teachers to offer advice on ways that lessons can be adapted to meet the range of needs within their class

Your child may also receive:

Specific group work within a smaller group of children
This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.These group work sessions are often called intervention groups and may be

  • Run in the classroom or in an alternative quite environment around the school.
  • Run by a teacher or most often a Teaching Assistant who has had training to run these groups.

For your child this would mean:

  • He/ She will engage in 1-1 /group sessions with specific targets to help him/her to make more progress.
  • A Teaching Assistant/Teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan or advice from the SENDCo.

Specialist groups run by outside agencies e.g. Speech and Language therapy or Occupational Therapy groups.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. The children receiving this level of support will be on the school’s SEND register.  Specialist input may come from:

  • Local Authority central services such as the  Sensory Support Service (for students with a  visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service and Occupational Therapy (OT)

For your child this would mean:

  • Your child will have been identified by the SENDCo (or you will have raised your worries) as needing more specialist input in addition to quality first teaching and intervention groups. You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist, Educational Psychologist or Play Therapist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.

Support for the development of Emotional and Social Skills

  • Therapeutic Interventions. Our Pastoral Lead has been trained in delivering Therapeutic Interventions to support individual and group needs. The children have timetabled slots and the focus of the sessions is identified following analysis of a strengths and difficulties questionnaire. 


Specified Individual Support

This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/ Inclusion Team as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school.

Usually your child will also need specialist support in school from a professional outside the school.

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process, which sets out the amount of support that will be provided for your child.
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the support that is already in place.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write an EHC Plan..
  • The Statement or EHC Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short-term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

To ensure that children are appropriately supported, school works in close partnership with a number of other professionals. These include:

  • Educational Psychology Service
  • Speech and Language Therapy
  • School Nurse
  • Occupational Therapy
  • Physiotherapists
  • Health Visitors
  • Social Workers


How will we measure the progress of children with SEND?

  • Your child’s progress is continually monitored by his/her class teacher and is discussed formally each term with the Inclusion Team and yourself as part of the schools pupil progress meetings.
  • All children when entering Reception, will have their progress measured using a baseline assessment. This will enable us to track   your child’s progress through the year.  
  • If your child is in Year 1 and above, but is not yet at National Curriculum levels, a more sensitive assessment tool called Pivats is used which shows their level in more detail and will also show smaller but significant steps of progress.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are formally assessed using Standard Assessment Tests (SATs) and Teacher Assessment (TA). This is something that the government requires all schools to do and the results from these assessments are published nationally.
  • Children identified as requiring ‘SEN support’ will have individual education targets as part of their SEND profile. These targets are reviewed regularly and each term you will have the opportunity to meet with your child’s class teacher and/or SENDCo to review the progress made and discuss plans for the following term.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review and involves all the agencies that are a part of your child’s education.
  • The SENDCo will also check that your child is making good progress within any individual work and in any group that they take part in.


How will we support your child moving to a new class or moving on?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible.

If your child is moving to another school:

  • We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that needs to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.

When moving between classes at All Saints:

  • Information will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher. All SEND profiles will be shared with the new teacher.

In Year 6:

  • Transition to high school is planned on an individual basis with the high school and pupils / parents.  All Saints are able to provide accompanying adults and transport for some High School visits.
  • Your child may do focused learning about aspects of transition to support their understanding of the changes ahead.


How are the teachers in school helped to work with children with SEND and what training do they have?

The SENDCo and Inclusion Team's job is to support the class teacher in planning for children with SEND. The school provides training and support to enable all staff to improve the teaching and learning of all children, including those with SEND. This includes whole school training on SEND issues, such as Autism, Speech and Language Needs and Specific Learning disorders. Our Teaching Assistants are trained to deliver interventions such as Early Literacy Support, Better Reading Partners and Springboard.

What activities are available for children with SEND in addition to those available in accordance with the curriculum

  • All extra curricular activities are available to all our children
  • Before and after school care is available to all our children.
  • Our residential trip is available to all our children.
  • All our children play on the playground together at lunch and break times.


What arrangements do we have for dealing with complaints about the provision for children with SEND?

It is in everyone’s interests for complaints to be resolved as quickly and at as low a level as possible and our complaints procedure is as follows:

In the first instance please contact the class teacher if there is anything that you are concerned about or the SENDCo depending upon the nature of your worry.

If the matter cannot be resolved please contact the Head teacher, Ms Toni Elliott on 0161 223 9325 to arrange an appointment. She will investigate your concern and report back to you. If, having taken the above action, you are not satisfied by the outcome, you can raise your concern in writing to Mrs Anne Unwin, Chair of Governors via the school.

Parents can also contact the Information and Advice Service by phone on 0161 209 8356 or by emailing parents@manchester.gov.uk.

If you would like advice from professionals outside of school you may find the following numbers helpful:
Statutory Assessment Team:  sen@manchester.gov.uk   245 7439
School Admissions:  234 7188
School Nurse Service:  215 2012
Manchester Families Service Directory: http:/Manchester.fsd.org.uk
Information, Advice and Support (IAS) parents@manchester.gv.uk  209 8356
Special Educational Needs Families Support Group: www.senfsg.com
Sensory Support Service – 0161 445 0123
Living with ADHD – www.livingwithadhd.co.uk 

Autistic Society Greater Manchester – 0161 866 8483
The British Dyslexia Association – 0845 251 9002
The Dyspraxia Foundation – 01462 455016
Headway: The Brain Injury Association – 0808 800 2244
Manchester Autism Resource Centre – 0161 945 0040
Manchester Asian Parents Carers Project – 0161 227 8708
Manchester Mencap – 0161 728 8109
Manchester Speech and Language Therapy Service – 0161 248 1208
National Autistic Society, Greater Manchester – 0161 998 4667
National Blind Children’s Society – 0800 781 1444
National Deaf Children’s Society – 0808 800 8880
National Down’s Syndrome Society – 0333 1212 300
South Manchester Down’s Syndrome Support Group - 07593 542 107
Rodney House Pre-school Outreach Team – 0161 230 6854
SEND Local Offer Hub Drop In Sessions – 0161 998 7280
The Sensory Team at Manchester City Council – 0161 219 2658
Sleep Manchester (sleep problems) – 0161 448 8895

Further Information about services for children in Manchester with SEND can be found with the Manchester Local Offer at: