SEND Information Report

To download our SEND Information Report, please click HERE

We aim to make early identification and take appropriate action for those children who experience SEND during their learning journey at St Elisabeth’s.

We collect admission information provided by Parent/Carers and previous Schools and settings. We use Baseline Assessment, Language Link screening and closely monitor pupils progress academically against National Age Related Expectations (ARE) and also their Social and Emotional progress linked to their year group. We listen to concerns raised by Parent/Carers, teachers, staff or the child.

Ongoing marking and assessments by the class teacher identify lack of progress or concerns in certain areas of the curriculum and School life.

Information provided by external agencies including health diagnosis through paediatrician, Speech and Language assessment, Educational Psychologist through Early Help and Prevention teams and Primary Jigsaw.
All Staff are trained to identify barriers to learning, including Speech and Language, Social/Behavioural concerns such as changes to behaviour, and attitude to learning and difficulties with motor skills.
The Special Educational Needs and Disability (SEND) Code of Practice: for 0 – 25 years (2014) states that:

  • A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
  • a) have a significantly greater difficulty in learning than the majority of others of the same age; or
  • b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

The SEND Code of Practice, Ref: DFE-00205-2013 (Chapter 6 paragraphs 28 – 35) then goes on to define the 4 main areas of need as follows:

    Broad areas of need
    Communication and interaction
  • 6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
  • 6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

  • Cognition and learning
  • 6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
  • 6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

  • Social, emotional and mental health difficulties
  • 6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
  • 6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

  • Sensory and/or physical needs 6.34 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link).
  • 6.35 Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

At St Elisabeth’s CE Primary School we welcome any discussion about your concerns as parents. We operate an open door policy and should you have any concerns, your first point of contact should be your child’s class teacher. They are available before and after School for informal conversations but you can make a longer appointment with them at a time that is mutually convenient.

If you have further concerns, contact Mrs Tootell Headteacher and SENDCO (Special Educational Need and Disability Co-ordinator). Appointments can be made through the Office with Mrs Bradley on 0161 432 5785 or by email

Following initial discussions it may be appropriate to complete an Early Help Assessment (EHA) form with the Parent/Carers to obtain a full picture of your child’s needs and to prioritise these. The EHA can then be used (with parental permission), to refer to outside agencies such as Speech and Language, Occupational Therapy, so that a more specialised assessment can be completed. In some cases, if several barriers to a child’s learning and development are identified, then a TAC (Team Around The Child) meeting will be arranged where the most appropriate agencies are invited along with Parents/Carers to plan a support package to help your child.
Each pupil’s education programme is planned by the class teacher and Quality First Teaching is delivered to all. It will be differentiated according to the individual needs of the pupil. This may include additional general support by the teacher or the teaching assistant in class. If a pupil has needs related to more specific areas of their education e.g. phonics, Mathematics, English, Speech and Language, social skills development or motor skills then the pupil may be placed in a small intervention group. This will be led by the class teacher, an experienced teaching assistant or a specialist teacher. The length of time of the interventions will vary according to the programme but usually will last at least a term. The interventions will be regularly reviewed to check the effectiveness of the provision and to inform future planning for the pupil.

Pupils will have access to specific resources as required e.g. large print/overlays/visual timetables in order to support their learning in class. Pupil progress meeting are held each term. This is a meeting where the class teacher meets the Headteacher and or Leadership team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned.

The class teacher will meet with you at least termly, if your child has Special Educational Needs, and at the additional review meetings. The class teacher will meet you to discuss on-going support and to update you on progress. Occasionally, a pupil may need more expert support from an outside agency such as Learning Support Service, Speech and Language Service, Occupational Therapy Service, Educational Psychologist, Behaviour Support Service, Stockport Family, the School Nursing Team, Health Visitors, the Child Development Unit (CDU) or Primary Jigsaw. A referral will be made, with your permission, and forwarded to the appropriate agency. After a series of assessments, a programme of support is usually provided to the School and Parents/Carers. This could include additional advice for the class teacher or more specialised one-to-one support within School, including additional support from a teaching assistant to support your child in class.

The SENDCO oversees all support and progress of any child requiring additional support.

The Governors of St Elisabeth’s Primary School are responsible for ensuring appropriate support for all learners. There is a named link Governor, Mrs L. Revill, who monitors SEND.

Mrs Tootell is responsible for Safeguarding and Child Protection procedures. The responsibility of the Governors is to provide both support and challenge to the Headteacher and staff so that the School is as inclusive as possible and that all pupils and staff are treated in a fair and equitable way. The designated Governor meets with the SENDCO to monitor and review the accessibility plan and all other statutory policies as defined by the Department of Education.

A full SEND report is included to Governor’s in the termly Governing Body Report.
  • When a child has been identified with SEND their work will be differentiated by the class teacher to enable them to access the curriculum more readily. All children have differentiated work to meet their ability however in cases of children with SEN this will be differentiated further. It may be that children on P Scales follow an earlier curriculum whilst covering the same topics as their peers.
  • Teaching assistants or specialist teachers may be allocated to work with the pupil in a 1:1 or small group situation to target more specific needs. Team Teaching at specific times of the year will allow the teacher to withdraw individuals or small groups for concentrated targeted teaching.
  • If appropriate specialist equipment will be given to the child to support their learning e.g. sloping writing/vision frames, sensory cushions, different styles of writing equipment, sprung scissors, ipad, touch screen computers, coloured overlays, speech buttons, talking books etc.
  • The support plan will be discussed with Parents three times a year – October, March and in the summer term before the transition to the next class.
  • Parent interviews are held twice a year and are given the opportunity at the end of the year to come into School.
  • Parents’ Evening Teacher comments are given to Parents in November and March
  • Children with an Education Health and Care Plan will also have a formal annual review. If necessary, an interim review can be held if there is a change of need or circumstances.
  • Appointments can be made with Mrs Tootell SENDCO via the School office.
  • Appointments with Learning Support Teachers, Specialist Teacher and outside agencies can be made via the School office.
  • All reports and information from any agency are sent to parents.
  • Class teachers are available before and after School. Concerns can be raised then, if it is an appropriate environment to do so. The teacher will usually be able to chat with you at this time. However, they may ask you to visit at an alternative time if confidentiality is an issue or if other meetings or clubs have already been arranged for that time.
  • Our children follow an individual reading programme and books, keywords and spelling are sent home. These are tailored to individual needs.
  • We believe that your child’s education should be a partnership between parent, teachers and your child. When appropriate we aim to keep close regular communication by the use of a Home/School link book which your child will bring home every day with comments. We share our planning and visual timetables so you are aware of your child’s day.
  • The class teacher and agencies involved in your child’s education will provide you with ideas/ resources to support their learning.
  • Staff provide all Planning/Assessments for Parents. Planning is also available on the School Website.
  • All children take home a class writing bag for Parent/Carers and children to write in
  • Creative Homework for children are set at holiday time (resources are provided by the School)
  • Class teachers provide a Learning Booklet at the beginning of the year with ideas and websites of how to support your child’s learning.
  • We have a number of staff who run courses for Parents in School on how to support their child’s learning and are able to sign post Parents/Carers to more specialised support if necessary.
  • We have workshops during the School day and in the evenings on specific areas of the curriculum each year to support Parents/Carers to become actively involved in their child’s learning.
We are an inclusive School; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s wellbeing. We have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required, the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as Health, Social Services, Primary Jigsaw and the Behaviour Support Team.

The School has a B.I.P. Worker (Behaviour Intervention Person) who works under the direction of the SENDCO with identified children and parents during the School day.

The School Council allows all pupils voices to be heard.

Bubble Time boxes are in all classrooms where children are encouraged to leave a note for the teacher.

A Treasure Box is outside the Headteacher’s Office where children can leave messages.

At St Elisabeth’s, the well-being and pastoral support of all children is our priority. Throughout the School there are a number of strategies in place to develop the relationship between older and younger child, e.g. KS2 children are play leaders at lunchtime working with Reception, Year 1 and Year 2. The older children buddy with younger children. Classes also buddy.

Beyond this, for children with SEN, there are further opportunities available.
  • All members of staff are readily available for children and families to discuss areas of concern.
  • We have access to Behaviour Support and Primary Jigsaw to support children having additional emotional difficulties
  • We can access out of School activities, through the Behaviour Support Service such as Forest Schools for children with additional needs.
  • School can access support from Young Carers, a support network for siblings of children with SEND.
  • Children with medical needs will also have support of the School Nurse and appropriate Health Workers.
  • Staff have had support in recognising and dealing with Asthma and Diabetes.
  • All staff are first aid trained every 3 years.
  • Early Years staff completed paediatric First Aid Training.
  • The School has adopted the Local Authority ‘Managing Medicine in School Policy’ This is available on the School website and in paper form in School.
  • Medicine will be administered with the written consent of a parent using the School medicine form. A written record is kept. It will be administered by two members of staff to check the identity of the child, the medicine and the dosage.
We have a positive approach to all types of behaviour management and a consistent system of rewards and sanctions. Parents are provided with a summary as children enter Nursery and Reception.

This positive approach is understood by children and staff and followed consistently. If a child needs support with behavioural difficulties, strategies are identified in consultation with the class teacher, the Behaviour Support Service, Parents/Carers and pupils. These are then outlined in their SEN support plan. Some children receive support from ‘Behaviour Support Mentors/Teachers’ from the Local Authority. This support is reviewed on a regular basis with the class teacher, Parents/Carers and the pupil.

Behaviour needs that are consistent or of a high level of concern are recorded and then referred directly to the Headteacher. Parents/Carers are contacted so that School and home can work together to improve behaviour.

Our exclusion rate is very low. It is reported to Governors termly. On the very rare occasion that we have made a short-term exclusion we have seen a long term improvement and Parents/Carers have ensured that this is an effective measure by supporting us.

Our administrative team works closely with the Stockport Family Worker to monitor lateness and attendance and ensure improvement.

The School has a structured system for following up concerns around attendance and lateness and aims to work in a supportive way to overcome obstacles to full attendance. This could include TAC meetings to support a family to improve their child’s attendance.
We believe that all children should be included in all parts of the School curriculum. We aim for all children to be included on School trips and visits (including swimming) and will endeavour to provide the necessary support, making reasonable adjustments e.g. such as adapted/specialist equipment. A risk assessment is carried out prior to any off site activity to ensure that everyone’s health and safety needs are accounted for. This may include additional one to one support to enable a child to take part in a trip. In the very unlikely event that it is considered unsafe for a child to take part in an activity, alternative activities will be arranged that will cover the same curriculum areas. If this is the case for your child then this will be discussed with you well in advance.

Parental support and additional support will be sought as necessary in order to ensure the safety and wellbeing of all pupils during activities outside the classroom.
At times it may be necessary to access services outside of School but within the authority to use specialist expertise. School has access to the following Services:
  • 1. Autism Outreach Team
  • 2. Child Protection Advisors
  • 3. Educational Psychologists
  • 4. HYMS ( Healthy Young Minds Stockport)
  • 5. Young People’s Education and Careers Advice Service
  • 6. Services for children with sensory impairment
  • 7. Primary Inclusion Team
  • 8. Parent Partnership
  • 9. Social Services
  • 10. Speech and Language Therapy Services
  • 11. Occupational Therapy Services
  • 12. School Nurse
  • 13. Primary Behaviour Support Service
  • 14. Primary Jigsaw
  • 15. Family Support Services
  • 16. Learning Support Service

Facilities we have at present are:-
  • 1. A toilet adapted for disabled use in both buildings
  • 2. Adaptions in the Nursery toilets and KS2 toilets
  • 3. Rails on corridors
  • 4. The ends of the stairs in different colours
  • 5. Disabled parking space
  • 6. Ramp access to both buildings
  • 7. Flat entrance to Ground Floor
  • 8. Alternative dining room seating
All staff are experienced in supporting children and young people with a variety of needs.

All staff have completed Team Teach Programme, Dyslexia Friendly Schools Awareness Training, Asthma, Diabetes and Epilepsy. All staff are first aid trained and some staff are Paediatric First Aid trained. This training is regularly reviewed and qualifications are kept up to date.

Different members of staff have received training relating to SEND.
  • Understanding and working with children with Autism/Asperger’s
  • Inclusion in the classroom
  • Supporting children with ADHD
  • Supporting children with Cerebral Palsy
  • Supporting children with Speech and Language difficulties
  • Motor Skills United Training for Physical and Co-ordination difficulties.
  • Training with the Early Years and Primary Inclusion Team.
  • The role of ICT and ipad to support SEND
  • Future training is planned on helping children with ‘Stammers and Elective Mutism’.
  • Speech and Language training
  • Couse led by the Educational Psychology Service to promote Emotional Wellbeing
  • SMEH toolkit
Many strategies are in place to enable a pupil’s transition to be as smooth as possible these include:-
  • We encourage all new children to visit the School prior to starting so that they can become familiar with the staff and our working environment. This will include transition sessions for parents and children and home visits from staff in our Early Years prior to starting School.
  • If necessary and appropriate, we can arrange additional visits for children with specific transition needs. We are happy for Parents/Carers to request these. Mrs Tootell and Early Years staff are happy to meet parents for further discussion on specific needs prior to their children starting School.
  • All pupils have transition sessions with their future class teacher during the summer term, with Parents/Carers invited to meet their child’s class teacher and visit the classroom in the first week of the new term.
  • For transition to High School we liaise with the Schools involved and arrange visits. Some children benefit from extra visits and we arrange Transition Meetings if necessary, for children with a higher level of need. Parents are invited to attend these.
  • We have handover meetings with SEN staff from our main feeder Schools.
  • All relevant paperwork is transferred via a safe system.
  • In some instances, resources are produced e.g. social stories, photographs to aid pupil’s transition.
  • Transition booklets are used in Year 6. Booklets with photographs of their teachers, classroom and environment are provided for identified children to help them with transition.
The SEN Budget is allocated each financial year. The money is used to allocate support and resources depending on the needs of the individuals.

Some of this budget is allocated to specific individuals as determined by the LA.

Other aspects of support funded by SEN budget and additional funds from School are:-
  • 0.6 buyback of Learning Support Teacher
  • 1 day a week Speech and Language Therapist
  • Additional Psychology Time
  • Teaching assistant support for children with support plan
  • Teacher and teaching assistant to deliver additional Phonics support (years 1-3)
  • Reading programmes for identified children
  • Provision of Motor Skills United (an occupational therapy programme for Key Stage 1 and 2 pupils)
  • Speech and Language programmes for specific children as required
  • Behaviour Improvement Worker supporting social emotional well-being of children and families

The allocation of our budget is monitored by the Governors and Local Authority. All resources and training are reviewed regularly and change made as required.
We are a Rights Respecting School where we value and celebrate each child being able to express their views on all aspects of School life. This is usually carried out through the School Council which has an open forum for any issues or viewpoints raised.

Children with Support Plans discuss and set their targets with their class teacher and relevant key workers.

There is an annual pupil questionnaire where we activity seek the viewpoints of children especially concerning being able to speak to an adult if they have a worry.

The Headteacher and Local Authority Advisor conduct Pupil Voice Interviews e.g. ‘What is learning? How do you learn best? Children also take part in evaluations in their learning journey.

If your child has an Education, Health and Care Plan, their views are sought before any review meeting and are put together as a PowerPoint presentation to share at the review meeting.
These decisions are taken very seriously. Consultation with teachers and agencies alongside assessment results guide the production of a provision map. A provision map is a paper document that allocates support in the areas of School where it is most needed. It gives information about costs and staffing as well as the type of support. The Senior Leadership and SENDCO work together to allocate resources to the areas which most need it. This is presented to the Governing Body.

If a child has an Education, Health and Care Plan the number of hours support a child receives may be determined by the authority. These hours are then integrated into the provision map and follow the child through School for as long as may be necessary.
All Parent/Carers are encouraged to participate in their children’s learning as a partnership between Home and School.

Advice and suggestions may be offered in a variety of ways:-
  • Informal discussions
  • Parent interviews
  • Through written reports
  • Discussions/reports from other agencies
  • Through the Home/School targets on the support plan
  • Participation in homework.

We aim to ensure Parents/Carers are fully informed and supported.

Who can I contact for further information?

The first point of contact is your child’s class teacher.

The next point of contact is the SENCO Phillipa Charlesworth. 

Appointments can be made by contacting Mrs Bradley at the School Office by phone or email 0161 432 5785

Prospective parents are welcome to make an appointment via the School Office.

Information and Resources about the (Special Educational Needs and Disabilities) SEND Reform in Stockport are available on SEND Reform Webpages.

Local Authorities are required to publish a ‘Local Offer’ of support that is available.  Stockport’s ‘Local Offer’ will provide Parent/Carers with information about how to access services in the area and what they can expect from these services.  With regard to Education, it will show Parent/Carers how Schools and Colleges can support them and what they can expect across the local settings.

Useful Website Links and Phone Numbers

Parents in Partnership can be contacted through:   0161 428 5445 

Stockport Council A – Z index 

SEND Section at the Local Authority on 0161 474 2525