'A diverse school community where everyone is welcomed with open arms.' OFSTED 2020'Pupils thrive in collaborative learning.' OFSTED 2020'Children in the early years are enticed to learn many new things by skilled staff. ' OFSTED 2020'Pupils with complex needs are well cared for.' OFSTED 2020'Exciting learning activities that capture children's interest.' OFSTED 2020'A place of safety and tranquillity for many pupils. Pupils treat each other with respect.' OFSTED 2020

SEND at The Friars

SENCo Contact Details:

Email: sarah.loftus@salford.gov.uk 

Phone: 0161 832 4664

Please find a link to the school's local offer.

SEN information report


5.1 The types of SEN that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

The Friars has an Enhanced Provision for children with moderate learning difficulties (MLD), which it provides on behalf of the Local Authority (LA). It is staffed by a teacher (Mrs Doorbar) and 2 learning support assistants. Mrs. Doorbar, an experienced teacher of children with SEN, oversees the education and development of children using an adapted continuous provision model. The children experience a broad and balanced curriculum that also includes work towards EHCP outcomes.  Children spend time in the mainstream class, where beneficial, learning alongside their peers.  Progress is tracked using SOLAR.  This package enables the tracking of small steps progress in curriculum areas, personal development and communication skills.

The Provision has places for up to 10 children, between the ages of 5-11, from anywhere within the LA. The children will have been assessed by professionals including educational psychologist or paediatricians as having learning difficulties or a global learning delay within the mild to moderate range and will already have an EHCP. A placement at the provision can only be offered on the recommendation of Salford’s SEN Panel.


5.2 Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • 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

This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.


5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

We will notify parents when it is decided that a pupil will receive SEN support.

5.4 Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review


SEN Flowchart with details of graduated approach. 


The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

Pupils with an EHCP will be supported to work towards outcomes identified in the plan.  A child-centred annual review is held with the pupil, parents and professionals to assess what is working well, what is not working and if additional/different support is needed.


5.5 Supporting pupil transition

All pupils have transition visits to new classes or phases. Teachers may provide a transition booklet for the pupil to take home. Pupils needing additional support for transition between year groups will be identified by the class teacher. The SENCO will provide support and guidance on tailoring transition. Support is also available from the Learning Support Service; this can be accessed through the SENCO.

We will share information with the school or other setting the pupil is moving to, for example through pen portraits and transition meetings. We will agree with parents and pupils which information will be shared as part of this.Y6 pupils with an EHCP will have a representative from the High School invited to their annual review.

Pupils moving into the Enhanced Resource or moving out will have a carefully planned transition.  This will be agreed between all parties involved before transition begins, with the understanding that it may need to be flexible to respond to the needs of the pupil.  Transition may involve observation of the pupil in the current setting, meeting the pupil in their current setting, sharing photographs of staff and the pupil (with consent), short visits to the new setting and several visits building up to spending a whole day.  Transition will be monitored and reviewed throughout the process to ensure the pupil’s needs are met.



5.6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

We will also provide the following resources, strategies and interventions for children identified as having additional needs:



Area of Need

Communication & Interaction

Cognition & Learning

Social, Emotional & mental Health

Sensory & Physical Needs

In school assessment and checklists


Autism checklist

Early Years or Primary Speech Language and Communication Needs (SLCN) checklist

Non-verbal skills checklist

Read, Write Inc assessment

Salford sentence reading test

Dyscalculia checklist

Dyslexia checklist

Non-verbal skills checklist

Boxall profile



Coordination matters checklists (fine and gross motor)

Irlen teacher observation

Teach Handwriting assessments

Resources used

Visual timetable

Visual cues

Task plan



Ear Defenders

Coloured overlays

Coloured paper

Task plan

Working memory resources

Alphabet strip

Word bank


Fidget toys

Task plan


Personalised reward system


Pencil grip

Move n Sit cushion

Fidget toys


Ear defenders

Alternate methods of recording

Referrals made and outside agency involvement

Speech Therapy

Learning Support Service (LSS) SLCN

ACE Team

Educational Psychology

LSS (dyslexia, dyscalculia, Moderate Learning Difficulties)

Educational Psychology


School Health


Educational Psychology

Occupational Therapy

LSS (Irlen, physical difficulties, hearing impairment, visual impairment)

School Health

Educational Psychology

Interventions used

Speech therapy

Listening & Attention groups

Auditory Memory


Lego Therapy

Social Stories

Pre-teach vocabulary


TEACCH Approach

Auditory Memory

Precision teaching


Maths keep-up

Read, Write Inc Phonics 1:1

Read, Write Inc Fresh Start

Project X Code

Reading Rocketeers

Toe By Toe

Plus 1/Power of 2


Social skills

Lego Therapy

Nurture Group

Art Therapy

Calming strategies



Coordination Matters

Fine motor/pencil control

Let’s Look (visual discrimination)



5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.


5.8 Additional support for learning

We have teaching assistants in each phase of the school who are trained to deliver a range of interventions.

Teaching assistants will support pupils on a 1:1 basis when necessary eg. when advised by LSS or EP. This may be due to a physical impairment or significant social, emotional or mental health needs. 1:1 support is only used when there is a high level of need.

Teaching assistants will support pupils by:

  • Delivering interventions to specific children addressing their weak areas of development
  • Evaluating and monitoring progress of children
  • Providing activities which develop specific skills and learning.
  • Supporting and enhancing the emotional wellbeing of children.
  • Working with the children in a variety of settings: one to one, group and within class.
  • Assisting in the collection of data and evidence to track progress
  • Delivering speech and language interventions/spport to key children specified by the SENCO.
  • Meeting and communicating with class teachers/SENCO on pupil progress and success in

achieving targets.

  • Helping teachers devise appropriate targets and assisting in teaching these targets.


5.9 Expertise and training of staff

The SENCO has 10 years’ experience in this role and has worked as a class teacher and a specialist teacher of children with SEND.  The SENCO has NASENCO accreditation and is ELKLAN trained to level 4. The SENCO is allocated approximately 2 days per week to manage SEN provision.

The teacher in the Enhanced Resource is an experienced SEN teacher who also holds the NASENCO qualification.

We have a team of 14 teaching assistants, including 1 higher level teaching assistants (HLTAs) who are trained to deliver SEN provision.

In the last academic year, staff have been trained in Mental Health Awareness, Attachment, RWI Phonics & Wellcomm. Additional training based around key interventions are planned for this academic year.

We use specialist staff for supporting children with hearing impairments.




5.10 Securing equipment and facilities

Each year a proportion of the budget is allocated to the development and purchasing of resources to support the provision for pupils with special needs. The School Leadership Team will detail annually any plans for the development of resources and maintenance in an action plan, which will be part of the school improvement plan. Resources cover a wide range of need, including games, construction activities, English and Maths resources, equipment and software. The SENCO maintains and audits these resources making them available for all staff. Digital resources are stored on the school network.


5.11 Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after 6 weeks
  • Monitoring by the SENCO and SLT
  • Tracking specific pupils using SOLAR
  • Holding annual reviews for pupils with EHC plans


5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

All pupils are encouraged to go on our residential trips.

All pupils are encouraged to take part in sports day, school plays and special workshops.

No pupil is ever excluded from taking part in these activities because of their SEN or disability.


5.13 Support for improving emotional and social development


We provide support for pupils to improve their emotional and social development in the following


  • Pupils with SEN are encouraged to be active members of the school and to express their

needs assertively.

  • School has clear expectations which are shared with pupils. Rewards and consequences

are consistently applied throughout school.

  • School has a zero tolerance approach to bullying. Pupils are encouraged to speak to adults

in school if they have any concerns or worries.

  • Interventions such as Art Therapy, Nurture and Lego Therapy are in place and can be accessed through referral the SENCO.









5.14 Working with other agencies


School will utilise and call in external agencies to assess and advise teachers about targets, strategies and resources. The parties available in Salford to assist are:

  • Educational Psychologist
  • School Nurse
  • Learning Support Service
  • Primary Inclusion Team
  • Portage
  • Occupational therapy
  • Physiotherapy
  • Speech and Language Therapy
  • NHS
  • Education Welfare Officer




5.15 Complaints about SEN provision

Should any parent/carer have cause for complaint, they should be addressed in the first instance to the Headteacher. The complaint may be directed by the Headteacher to the Chair of Governors and/or the Governor for SEND. Should action need to be taken, the Salford complaints procedure will be followed.


5.16 Contact details of support services for parents of pupils with SEN


Salford Information Advice and Support Services (SIASS):


  • offer information, advice and support to children, young people and parents about special educational needs and disability. This includes matters relating to health and social care. They have a role in ensuring your views are heard, understood and respected.
  • are a free, dedicated, confidential and impartial service offering a single point of regular and consistent contact. They can explain how special educational needs are identified and assessed and who you should talk to. They can also tell you what your rights and responsibilities are.


Contact – siass@salford.gov.uk or call 0161 778 0343/0349