Cannon Street, Salford, Manchester, M3 7EU
0161 832 4664
0161 835 2915
forward into the future
In September 2014, the Special Educational Needs (Information) Regulations came into force.
These regulations require schools to publish information online about how children with special educational needs and/or disability are helped and supported. Our SEND Information Report should be read in conjunction with the school's local offer.
What kinds of special educational needs and/or disability (SEND) does The Friars Primary School make provision for?
At The Friars Primary School, we make provision for the four main areas of SEND that are outlined in the statutory Special educational needs and disability code of practice: 0 to 25 years available from the Department of Education. The four areas of need are:
For more details on these areas, you can visit our Areas of Need page and follow the links to find further information.
At The Friars Primary School, we have a strong capacity for identifying and assessing children. Please see Identifying and Assessing SEND for more details on our resources in this area.
Who can I speak to about SEND at The Friars Primary School?
Mr Williams, the Deputy Head Teacher, is responsible for coordinating support for children with SEND. He is the main point of contact for parents/carers and other agencies involved in helping children who are in our mainstream classrooms.
Mrs Doorbar is the main point of contact for parents/carers and other professionals involved with children who have a placement in our resource provision for children with moderate learning difficulties (MLD).
Where can I get information from Salford City Council about SEND?
You may wish to find out what help Salford can give to children and young people with SEND by visiting their Local Offer webpage(s).
How does The Friars Primary School make provision for children with SEND whether or not they have an Education, Health and Care Plan?
|How we evaluate effectiveness of provision for children with SEND||
We maintain a provision map that enables us to determine which interventions have brought about the intended impact on children's progress and achievement. Through School PUPIL TRACKER Online, we are able to establish what provisions have been value-for-money and had the greatest impact on children's learning. As well as using statistical data, we also collect qualitative information on how well children are meeting outcomes.
|How we assess and review the progress of children with SEND||
We use teacher assessment against the standards in the National Curriculum programmes of study, P Scales and PIVATS-5 as appropriate. Each term standardised tests for Reading and Mathematics are used. Individual assessment conducted on a one-to-one is used for some children with SEND to measure progress and offer objective data on whether or not outcomes set for the individual have been met.
|How we approach teaching children with SEND||
In line with the National Curriculum Inclusion Statement and SEND Code of Practice, teachers plan lessons at an appropriate pitch and expectation and consider what barriers to learning need to be addressed to ensure access and participation. Children with SEND are given appropriately differentiated work. At times, they might be provided with additional adult support (working with a TA) or become part of a teacher focus group. This intervention is known as Tier 1 and Tier 2 support in our school's response-to-intervention model.
|How we adapt the curriculum and learning environment for children with SEND||
Teaching builds on what children already know, can do and understand. The use of formative and diagnostic assessment drive the classroom curriculum for all children. There is more information about the use of assessment to drive the curriculum in our Assessment and Response-to-Intervention Policy for 2016/17.
We ensure that children who have particular needs have the equipment necessary to work with independence in the classroom.
|Additional support for learning available for children with SEND||
Intervention programmes based on rigorous assessment are available for children with SEND. These may be delivered by teaching assistants or members of teaching staff. We offer interventions that cover all of the areas of need in the Code of Practice (2015).
Professionals from outside agencies (such as Speech and Language, CAMHS, Educational Psychology, Occupational Therapy and so on) provide advice and support to the school.
What support is available for improving the emotional and social development of children with SEND?
We have due regard for the Department of Education's (2015) publication of Mental health and behaviour in schools: departmental advice.
At The Friars Primary School, we have several instruments available to assist in the assessment and identification of social, emotional and mental health (SEMH) difficulties as well as determining appropriate intervention for groups and individuals. The school uses:
All of the above are accompanied by intervention manuals enabling group and individual programmes to be devised to help children with SEMH difficulties.
The Friars Primary School is a member of the Child and Adolescent Mental Health Service (CAMHS) School Link Project with Mr Williams (the Deputy Head Teacher) as the Designated School-Based Mental Health Lead. Participation in the School Link Project enables us to make direct referrals into CAMHS. You can read more about the CAMHS School Link Project here.
Our school also has two Children and Families Officers who are able to support children with their social, emotional and behavioural development.
What specialist expertise do the staff at The Friars Primary School have in the area of SEND?
Mr Williams is a specialist teacher holding Associate Membership of the British Dyslexia Association and Specific Learning Difficulties Assessment Practising Certificate (APC). This allows our school to provide timely assessments that help plan for intervention and children meeting educational outcomes. He has also undertaken the Certificate of Competence in Educational Testing with registration with the British Psychological Society.
He is in the process of completing the National Award for SEN Coordination (NASENCO). It is expected that those in a SENCO role and involved with SEN obtain this qualification. Please click here for more details on NASENCO.
Mrs. Doorbar oversees the education and development of children attending the school’s Enhanced Resourced Provision. These children have moderate learning difficulties. A team of teaching assistants work in the Enhanced Resource Provision in the mornings and then support children from the unit in the mainstream classroom during the afternoons.
There are several outside agencies that can provide expertise to staff working with children who have SEND. These include:
Where it is clear that individuals need access to particular resources and facilities (recommended by an outside agency or identified by the school through its own research), this provision is secured through contingency funds in the SEND budget.
How does The Friars Primary School consult with parents/carers and children with SEND?
There are several ways in which our school works with parents/carers and children:
What support services are available to parents/carers?
There are many sources of support that can be accessed. Please see our dedicated page, Support Services for Parents/Carers.
What happens when children with SEND transfer between phases of education?
The Friars Primary School holds transition meetings (to which parents/carers are invited) to ensure all information about a child with SEND is shared between staff who will be responsible for the child's learning. Through using School PUPIL TRACKER Online, we ensure important information is securely uploaded online and accessible to members of staff who need to know this information. The Deputy Head Teacher maintains case files for children with SEND and these can be accessed by staff who need to access information to better understand and individual's background and needs.
We engage with secondary schools and their arrangements for transition.
Circle time is used to prepare children for their move to the next year group or a move from primary school to high school.
What is the role of the Governing Body in SEND?
It is recommended that, as good practice, a SEND Governor's responsibility includes: