Special Educational Needs



Special Educational Needs and Disabilities Information Report


We value all the children in our school equally and we recognise the entitlement of each child to receive the best possible education. Within a caring and mutually supportive environment we aim to:

• Build upon the strengths and achievements of the child

• Create an environment in which all individuals are valued, have respect for one another and grow in self-esteem.

• Give equal access to all aspects of school life through academic, social and practical experiences. This will allow all children to experience success regardless of SEN, disability or other factors that may affect their attainment. This is in so far as it is reasonably practical and compatible with the child receiving their special educational provision and the effective education of their fellow pupils.

• Ensure that effective channels of communication are sustained so that all persons including parents and carers are aware of the pupil’s progress and Special Educational Provision (SEP) made for them.

• Assess children regularly so that those with SEN are identified as early as possible. • Enable pupils with special educational needs to make the greatest progress possible.

• Work towards developing expertise in using inclusive teaching and learning strategies.



In order to achieve our aims and to ensure that children with special educational needs achieve their full potential and make progress we will categorise the need into the Four Broad Areas of Need.

These four broad areas give an overview of the range of needs that may be planned for:

• Communication and interaction

• Cognition and learning

• Social, emotional and mental health difficulties

• Sensory and/or physical impairment.


The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. We identify the needs of pupils by considering the needs of the whole child, which will include not just the special educational needs of the child or young person.


There are occasions when progress and attainment are affected by factors other than special educational needs. For example:

• Having a disability

• Attendance and punctuality

• Health and welfare

• Using English as an Additional Language (EAL)

• Being in receipt of Pupil Premium Grant

• Being a Looked After Child


Where this is the case, appropriate provision will be made, but this does not automatically necessitate the child receiving Special Educational Support (SES).

A Graduated Approach to SEN Support

The school is committed to early identification in order to meet the needs of children with SEN. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

Teachers’ ongoing assessment will provide information about areas where a child is not progressing satisfactorily. These observations may be supported by formal assessments such as Baseline Assessments or termly assessments. Teachers may complete an ongoing Assess, Plan, Do Review (APDR) document which will collate all of the information regarding the pupil.

Teachers will then consult the INCLUSION TEAM to consider what else might be done – the child’s learning characteristics; the learning environment, the task and the teaching style should always be considered.

Progress for children will be achieved by focussing on classroom organisation, teaching materials, teaching style and differentiation.

If subsequent intervention does not lead to adequate progress then the teacher will consult the INCLUSION TEAM to review the strategies that have been used. This review may lead to the conclusion that the pupil requires help that is additional to or different from that which is normally available.

This would constitute Special Educational Support (SES) and the child would be registered as receiving SEN Support.

We seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

• Is significantly slower than that of their peers starting from the same baseline.

• Fails to match or better the child’s previous rate of progress.

• Fails to close the attainment gap between the child and their peers.

• Widens the attainment gap.

• Fails to make progress with wider development or social and emotional needs.

• Fails to make progress in self-help, social and personal skills.

The school will use the graduated approach as advised in the Code of Practice 0-25 Years – ‘Assess, Plan, Do, Review’. This process is initiated, facilitated and overseen by the INCLUSION TEAM, whilst the class teacher is responsible for carrying out the process of assessing, planning, doing and reviewing. Where external agencies are involved, the INCLUSION TEAM will be responsible for liaising with those agencies.

The INCLUSION TEAM will also provide advice and guidance throughout the process, and may carry out some additional assessment. The INCLUSION TEAM will updated all records of provision and impact of that provision. The teacher will maintain the personalised plans and keep them updated.

ASSESS – The teacher and SENCO will consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress. This will include formative assessment, using effective tools and early assessment materials. From this, we identify the child’s current attainment, achievements and learning profile. This may involve taking advice from the INCLUSION TEAM, external specialists and may include the use of diagnostic and other assessments to determine the exact areas of need and strategies recommended. Where external specialists are involved directly with the pupil, parental consent will be sought first. Information may also be gathered using person-centred tools to discover what is important to the pupil and how best we can support them.

PLAN – Pupils and parents will be involved in the planning process as much as possible. Person centred tools may be employed to facilitate this. This means that the pupil and their parents/ carers are supported in the planning process to arrive at goals and plans that make them key players in the learning process. This will be used to ascertain aspirations and outcomes for the child in the short and longer term. The plan will include the expected outcomes, actions and strategies and provision to be used. A review date will also be set.

DO- The strategies and interventions agreed in the plan will be implemented and progress monitored using the school’s usual assessment systems, plus specific tracking of progress through St Cuthbert’s interventions. Progress may be measured through assessment scores and/or through qualitative observations.

REVIEW- The progress of the pupil will be reviewed at the end of the specified period of intervention. This review will form the basis of further assessment and planning. Meetings with pupils and parents happen at least termly.

The school’s Local Offer can be found on the school website:

This indicates the type of provision the school currently offers to pupils with SEN and disability. It is reviewed annually. The level and type of provision decided on for individual pupils is that which is required to meet the planned outcomes. The SENCO and BUSINESS MANAGER records the cost of provision made through provision mapping.









Statutory Assessment of SEN

If the school is unable to meet with all of the agreed provision from its existing resources, finance and staffing expertise; and the outcomes for the child are not improving despite SEN Support, then the school may request a statutory assessment from the Local Authority, which may lead to an Education, Health and Care Plan.

The school will provide the evidence about the child’s progress over time, documentation in relation to the child’s SEN Support and St Cuthbert’s action taken to meet their needs, including St Cuthbert’s resources or special arrangements in place.

This information may include:

• the child’s individual plans ( APDR’s)

• records of reviews with pupils and parents, and their outcomes

• Common Assessment Framework (if applicable)

• medical information where relevant

• National Curriculum attainment, and wider learning profile

• educational and other assessments, e.g. Educational Psychologist

• views of the parent and the child

• involvement of outside agencies

If the Local Authority (LA) agrees to a Statutory Assessment, it must assess the education, health and care needs of that child. The LA must request advice and information on the child and the

• parents/ carers and/ or child

• the school

• an educational psychologist

• health

• social care

• anyone else that parents/ carers request

• a specialist teacher for the visually impaired or hearing impaired, if appropriate

From this information, it must then be decided by the Local Authority whether or not to issue an Education, Health and Care Plan (EHCP).


Annual Review of the EHC Plan

The LA has a three year period in which to legally make the transition between existing Statements of SEN, and EHC Plans. All Statements/ EHC Plans must be reviewed at least annually. The INCLUSION TEAM initiates the process of inviting relevant people to the meeting. This will include pupils, parents and others close to the child who pupils and parents would like to attend. Relevant professionals from within school and outside agencies will also be invited, as will a representative from the LA.

The review will be person (child)-centred, looking at:

• progress on actions towards agreed outcomes

• what we appreciate and admire about the child

• what is important to the child now

• what is important to the child in the future

• how best to support the child

• questions to answer/ issues we are struggling with action plan

St Cuthbert’s amendments to the EHC Plan will be recorded. The INCLUSION TEAM will record the outcomes of this meeting and the Head Teacher will ensure that it is sent to the LA.


Criteria for exiting Special Educational Provision

A child may no longer require Special Educational Support, where they

• make progress significantly quicker than that of their peers

• close the attainment gap between them and their peers

• make significant progress with wider development or social and emotional needs, such that they no longer require provision that is additional to or different from their peers

• make progress in self-help, social and personal skills, such that they no longer require provision that is additional to or different from their peers

This would be determined at the review stage.


Supporting pupils and families

Manchester Education Authority’s Local Offer can be found at : cal_offer_for_children_and_young_people_with_sen_and_disabilities

This policy forms part of the school’s SEN Information Report. The school is committed to working closely with parents and a number of initiatives to develop closer working relationships have been developed.

Parents meet regularly with school staff and concerns and successes are shared. Parents are made aware of the Information, Advice and Support Services (IASS), formerly Parent Partnership Service, and supported to engage with external agencies.

Parents will be involved at every stage of their child’s progress, through liaison with the class teacher and later the INCLUSION TEAM.

Parents are encouraged to be involved with target setting for personalised plans. Some home activities may be provided. Parents and pupils are invited to target setting meetings and to review progress.

Parents of children with Statements/ EHC Plans will also be invited to a yearly review, along with relevant support service personnel connected to the child, and the pupil themselves.

Medical issues are first discussed with the parents/carer. If support is required the school nurse will be contacted. The child may then be referred for assessment through his/her GP.

If a member of staff is concerned about the welfare of a child they should consult St Cuthbert’s Child Protection Co-ordinators.

Depending on the special educational needs of the children different agencies may be involved e.g. occupational therapist, speech and language therapist, physiotherapist, psychiatrist.

The School’s Designated persons for safeguarding leads are;

  • Mrs McGuire
  • Mr Lawrence
  • Miss Thompson
  • Mrs Mulryan
  • Mrs Santonastasi
  • Miss Kay
  • The School’s safeguarding Governor is Caroline Darnbrough



Pupils with special educational needs will be admitted to St Cuthbert’s Roman Catholic Primary School in line with the school’s admissions policy.

The school is aware of the statutory requirements of the Children and Families Act 2014 and will meet the Act’s requirements.

The school will use their induction meetings to work closely with parents to ascertain whether a child has been identified as having, or possibly having special educational needs.

In the case of a pupil joining the school from another school, St Cuthbert’s Roman Catholic Primary School will seek to ascertain from parents whether the child has special education needs and will access previous records as quickly as possible.

If the school is alerted to the fact that a child may have a difficulty in learning they will make their best endeavours to collect all relevant information and plan a relevant differentiated curriculum.

The Admissions policy is available on the school website.

When a pupil transfers to another school, transfer documents, including full records of their special educational needs, will be sent to the receiving school.



On transfer to secondary school the Year 6 teacher and a member of the INCLUSION TEAM will meet with the SENCO of the receiving school to discuss SEN records and the needs of the individual pupils. An invitation will be issued for a representative of the receiving school to attend the transition review meeting held in Year 6.


Medical Needs

The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.

The school’s policy on medicines can be found on the school website at:

Medical care plans are written in conjunction with the parent and the school nurse.

This policy will be reviewed annually and updated in the light of new developments. Progress will be monitored and evaluated via the action plan.


Training and resources

Governors will ensure that there is a suitably qualified SENCO who has the time necessary to undertake the role. Time is identified for staff to review pupil progress, discuss pupil curriculum needs and to transfer information between classes and phases.

Teacher Assistant time is allocated to ensure pupils receive the individual support outlined in the individual plans and teachers are responsible for ensuring this takes place and is monitored.

The Governors ensure that time is allocated to allow for monitoring of provision and pupil progress.

Training for teachers and teacher assistants is provided both within school and through other professional development activities. The school uses funding to provide external professional advice and support for individual pupils in line with their statements and in relation to needs.

The governors will ensure that they are kept fully abreast of their statutory responsibilities by attending training and receiving regular updates from the Headteacher or the INCLUSION TEAM.

The INCLUSION TEAM will keep abreast of current research and thinking on SEN matters.

The INCLUSION TEAM will be supported to enhance their knowledge, skills and abilities through courses or from the support of other professionals.

The INCLUSION TEAM will disseminate knowledge or skills gained through staff meetings, whole school INSET or consultation with individual members of staff.

External agencies may be invited to take part in INSET.

SEN training is included within INSET days and staff meetings to reflect the needs of the school and individual staff members.

Funding is deployed in the budget to meet the cost of; Learning Support Assistants, additional teachers, an Educational Psychologist, a Speech Therapist, counsellors.

Funding received for a statement/ Education Health Care Plan is allocated to ensure appropriate provision.


Roles and Responsibilities

The Governing Body: The SEN Governor, will support the Governors to fulfil their statutory obligations by ensuring:

• The Curriculum Committee receives a report at every curriculum meeting to update progress on SEN issues,

• The SEN policy is reviewed annually

The Headteacher: The Headteacher is the school’s ‘responsible person’ and manages the school’s special educational needs work.

The Headteacher will keep the Governing Body informed about the special educational needs provision made by the school.

The Headteacher will work closely with the INCLUSION TEAM, the Special Needs Governor and Staff to ensure the effective day-to-day operation of the school’s special educational needs policy.

The Headteacher and the INCLUSION TEAM will identify areas for development in special educational needs and contribute to the school’s improvement plan.

St Cuthbert’s Inclusion Team

The INCLUSION TEAM at St Cuthbert’s RC Primary School are; Mrs Joann Mulryan (SENDCO)), Mrs Andrea Santonastasi (Pastoral Manager), Miss Jo Kay (HLTA and TA Manager)

The INCLUSION TEAM are responsible for:

• co-ordinating SEN provision for children.

• liaising with and advising teachers

• maintaining the school’s SEN register and overseeing the records of all pupils with special educational needs

• liaising with parents of children with special educational needs

• liaising with external agencies including the educational psychology service and other support agencies, medical and social services and voluntary bodies

• consultation with the class teacher to ensure that APRD’s are written and that reviews take place.


Role of Class Teacher and Support Staff

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. Both the teaching staff and the Learning Support Assistants have an integrated role in curriculum planning and in supporting the child’s learning. They are fully involved in the identification, curriculum differentiation and assessment of pupils with SEN. They work together with the INCLUSION TEAM to formulate and review APDR’s and to maintain a class SEN file that is kept in the classroom for reference by staff including supply staff and students as appropriate.


Storing and managing information

The confidential nature of SEND information is fully recognised at St Cuthbert’s Roman Catholic Primary School. Information is stored in a secure room and complies with the GDPR regulations.


Reviewing the policy

The policy will be reviewed as part of the school’s evaluation cycle. The policy is due for review Summer 2019.




The DDA, as amended by the SEN and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans. St Cuthbert’s Roman Catholic Primary School publishes its accessibility plans on the website:


The complaint procedure for special educational needs mirrors the school’s other complaints procedures. Should a parent or carer have a concern about the special provision made for their child they should in the first instance discuss this with the class teacher.

If the matter is not resolved satisfactorily parents have recourse to the following:

• discuss the problem with the INCLUSION TEAM

• discuss the problem with the Headteacher

• More serious on-going concerns should be presented in writing to the SEN Governor, who will inform the Chairman of the Governors

• A copy of St Cuthbert’s complaints procedure can be found on our website.



Bullying is taken very seriously at St Cuthbert’s Catholic Primary School. Statistically, children with SEND are more likely than their peers to experience bullying. Consequently, staff and governors at St Cuthbert’s Roman Catholic Primary School endeavour to generate a culture of support and care among pupils.

How can I find out more? 


The SEND Code of Practice published in July 2014 is available on the DFE website.




Manchester City Council also publishes all the services they offer to children / young people with SEN.


You can view this on the following website:




Other useful Links

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