Special Educational Needs and Disability
Our commitment to inclusion
At Saughall All Saints C of E Primary School, we are committed to ensuring that every child is valued, included and supported to achieve their full potential. We recognise that every child is unique, with their own strengths, interests, abilities and individual needs. We are dedicated to making our best endeavours to meet the special educational needs of our pupils and to ensuring that they achieve the best possible educational and wider outcomes.
Our Christian vision, “Love, Learn and Grow Together,” underpins everything we do. We strive to provide a loving, supportive and inclusive school family in which every child feels safe, respected and able to flourish. Inspired by Mark 12:31, “Love your neighbour as yourself,” we encourage our children to show kindness, compassion, respect and understanding towards others, recognising and celebrating the differences that make each person special.
Our mission is to develop the academic potential of every child and to meet their social, moral, physical and spiritual needs within a happy, secure Christian environment.
We believe that every teacher is a teacher of every child, including those with SEND. All staff share responsibility for ensuring that pupils with additional needs receive high-quality teaching, appropriate support and opportunities to participate fully in school life.
We want every child to feel that they belong, that their contribution matters and that they can succeed. We encourage all our pupils to be curious, concentrate, be resilient, cooperate and continuously improve, supporting them to become confident, independent learners who never give up.
What does SEND mean?
A child or young person has special educational needs if they have a learning difficulty or disability that calls for special educational provision to be made for them.
A child may have SEND if they find learning more difficult than other children of a similar age, or if they have a disability that affects their access to education and the facilities and opportunities available in school.
SEND can affect children in different ways and may change over time. Some children need additional support for a short period, while others require more sustained or specialist provision.
In accordance with the SEND Code of Practice, we consider the four broad areas of need:
Communication and interaction: including speech, language and communication needs and autism.
Cognition and learning: including specific learning difficulties and difficulties acquiring, retaining and applying knowledge and skills.
Social, emotional and mental health: including difficulties with emotional regulation, anxiety, relationships, attention or managing feelings and behaviour.
Sensory and/or physical needs: including hearing or visual impairments, physical disabilities and sensory processing differences.
Some children have needs across more than one area. We recognise that each pupil's needs are individual and that support must be tailored accordingly.
A child does not necessarily have SEND simply because their attainment is below that of their peers. We consider the reasons for any difficulties, the progress a child is making and whether they require provision that is additional to or different from that normally available to pupils of the same age.
How do we identify and assess SEND?
We aim to identify additional needs as early as possible so that appropriate support can be put in place promptly.
Children's needs may be identified through:
Ongoing assessment and monitoring of progress by class teachers.
Observations of children's learning, communication, relationships and emotional wellbeing.
Concerns raised by parents or carers.
Information shared by previous schools, nurseries or other professionals.
Discussions with the Special Educational Needs Coordinator (SENCO).
Assessment information, including phonics, reading, writing, mathematics and language development.
Monitoring of attendance, engagement, independence and participation in learning.
Advice from external specialists, where appropriate.
We recognise that difficulties with speech, language, vocabulary, processing information, working memory, emotional regulation and transitions can create barriers to learning. We work to understand the underlying reasons for these difficulties rather than making assumptions about a child's ability or potential.
Where a concern is identified, the class teacher will discuss it with parents or carers and consider what adjustments or support may help. The SENCO may be involved to advise on assessment, appropriate strategies and whether further investigation or specialist advice is needed.
We recognise that parents and carers know their children best. Their views, knowledge and concerns are an important part of the identification and assessment process.
How do we support pupils with SEND?
Our starting point is high-quality teaching that is adapted to meet the needs of individual pupils. We aim to remove barriers to learning while maintaining high expectations for every child.
Support may include:
Clear explanations, modelling and instructions broken into manageable steps.
Repetition, overlearning and regular opportunities to revisit important knowledge.
Visual prompts, practical resources and concrete examples.
Vocabulary pre-teaching and additional opportunities to practise language.
Carefully structured tasks and additional processing time.
Adapted learning materials and appropriate scaffolding.
Small-group or individual intervention where assessment shows this is needed.
Support to develop reading, writing, spelling, phonics and mathematical fluency.
Strategies to develop attention, independence, organisation and working memory.
Support with social interaction, emotional regulation and positive relationships.
Planned movement breaks, sensory adjustments or access to a calm space where appropriate.
Preparation for changes in routine and support with transitions.
Reasonable adjustments to enable children to participate in lessons, visits, collective worship, clubs and wider school activities.
Support is reviewed regularly to check whether it is making a difference. We aim to develop children's independence and confidence, ensuring that additional support helps them to participate as fully as possible rather than creating unnecessary dependence on adults.
The provision offered will depend on each child's assessed needs. Not every pupil will require every type of support listed above.
The graduated approach: Assess, Plan, Do, Review
We follow the graduated approach set out in the SEND Code of Practice.
Assess: We gather information about the child's strengths, needs, progress and barriers to learning. This may include classroom assessment, observations, discussions with parents and advice from other professionals.
Plan: The class teacher, working with the SENCO and parents or carers, identifies suitable adjustments, interventions and outcomes. The child’s views are considered in an age-appropriate way.
Do: The agreed support is implemented, usually by the class teacher and other staff working with the child. Teachers remain responsible for the progress and development of all pupils in their classes.
Review: We evaluate the impact of the support, consider the child's progress and agree any changes needed. Parents are involved in reviewing outcomes and planning next steps.
This cycle is repeated as necessary so that provision responds to the child's changing needs.
Where a child requires SEN Support, we use an approach that identifies individual needs, records appropriate outcomes and reviews the effectiveness of the provision. If progress remains a concern despite appropriate support, we may seek further advice from external professionals or discuss whether an Education, Health and Care needs assessment should be requested.
How do we support learning and achievement?
At Saughall All Saints, we want all pupils to experience success, develop a love of learning and make meaningful progress from their individual starting points.
We recognise that some children may need additional support to develop speech and language, vocabulary, reading, writing, spelling, mathematical understanding, working memory or processing skills.
Teachers adapt teaching and learning in response to assessment and observation. This may involve breaking learning into smaller steps, revisiting essential knowledge, providing additional practice and checking understanding before moving on.
Where appropriate, children may receive targeted intervention or specialist support. We monitor progress to establish whether the provision is helping pupils develop the knowledge, skills and confidence they need.
We also recognise that achievement extends beyond academic attainment. We value improvements in communication, independence, resilience, relationships, emotional regulation and participation in school life.
Social, emotional and mental health
Children learn best when they feel safe, understood and valued. Our Christian ethos places relationships, kindness, respect and belonging at the heart of school life.
We recognise that some pupils may need additional help to manage emotions, cope with change, develop friendships, build confidence or engage successfully with learning.
Depending on individual need, support may include:
Consistent routines and clear expectations.
Positive relationships with trusted adults.
Support to recognise and communicate feelings.
Explicit teaching and modelling of social skills.
Opportunities to develop emotional regulation and problem-solving strategies.
Preparation for changes and transitions.
Appropriate access to pastoral support or a calm space.
Partnership with parents and external professionals where necessary.
We aim to understand the reasons behind a child's difficulties and respond with compassion, consistency and appropriate support. We promote positive behaviour by helping children develop the skills they need to manage situations successfully.
Working with parents and carers
We believe that the strongest outcomes are achieved when school and home work together.
We encourage parents and carers to share any concerns about their child's learning, development or wellbeing. We will listen carefully, explain our assessment and discuss possible next steps.
Depending on the child's needs, partnership may include:
Meetings with the class teacher and SENCO.
Regular updates about progress and provision.
Jointly agreed targets and strategies.
Advice about ways to support learning and independence at home.
Discussions with external professionals, where appropriate.
Reviews of the effectiveness of additional support.
We aim to communicate clearly, sensitively and respectfully, ensuring that parents understand how their child is being supported and have opportunities to contribute to decisions.
If you have concerns about your child's progress, please speak to the class teacher in the first instance. You may also contact our SENCO.
Listening to children and involving them in decisions
We want our pupils to understand their own learning, recognise their strengths and develop confidence in explaining what helps them succeed.
Where appropriate, children are involved in setting and reviewing their targets and discussing the support they receive. Their views, wishes and feelings are considered when planning provision.
We encourage children to ask for help, express their needs and develop strategies that support their independence. We celebrate effort, perseverance, individual achievements and personal progress.
Working with other professionals
Some children benefit from advice or support beyond that available within school. With appropriate parental involvement and consent where required, we may work with relevant services and professionals to gain a fuller understanding of a child's needs.
Depending on the circumstances, this may include:
Speech and language therapy.
Educational psychology services.
Specialist teachers or advisory services.
Occupational therapy or physiotherapy.
Health professionals.
School nursing services.
Mental health or emotional wellbeing services.
Social care or other family support services.
External professionals may contribute assessments, recommendations and strategies. We work with families to consider this advice and incorporate appropriate recommendations into the child's support plan.
The availability and involvement of particular services depend on individual circumstances, referral arrangements and the relevant service's eligibility criteria.
Children with Education, Health and Care Plans (EHCPs)
Some children have an Education, Health and Care Plan (EHCP), which identifies their special educational needs and the provision required to support them.
We work with parents, the child, the local authority and relevant professionals to implement the provision specified in the plan.
EHCPs are reviewed at least annually, in accordance with statutory requirements, to consider the child's progress, changing needs and the effectiveness of the support provided. Children and their parents or carers are involved in the review process.
Where a child may require provision beyond that ordinarily available through SEN Support, we will discuss the appropriate next steps with the family and relevant professionals.
Accessibility, equality and participation
We are committed to promoting equality, inclusion and participation for all pupils.
We consider the reasonable adjustments and support needed to help children with SEND access learning and participate in school life. This may include adapting teaching approaches, resources, routines, the learning environment or arrangements for particular activities.
We aim to ensure that pupils with SEND can take part in educational visits, enrichment opportunities, collective worship, clubs and other school activities wherever reasonably possible, with appropriate planning and adjustments.
We recognise our duties under the Equality Act 2010 and the Children and Families Act 2014. We work to prevent discrimination, promote accessibility and ensure that pupils are treated with dignity and respect.
Further information about accessibility arrangements can be found in our school Accessibility Plan and relevant school policies.
Supporting transitions
Changes between classes, key stages, schools or other settings can be challenging for some children, particularly those who benefit from predictability and preparation.
We plan transitions according to individual needs. This may include:
Liaison with nurseries and previous settings before children join us.
Opportunities to visit and become familiar with the school environment.
Sharing relevant information between staff.
Transition meetings with parents and professionals where appropriate.
Additional visits, visual information or transition resources.
Careful preparation for changes of classroom, teacher or routine.
Liaison with secondary schools to support a successful move at the end of Year 6.
Our aim is to help every child feel secure, confident and ready for the next stage of their education.
Who is responsible for SEND at Saughall All Saints?
Our Special Educational Needs Coordinator (SENCO) is Mrs G Cook.
The SENCO works with the Headteacher, class teachers, support staff, parents and external professionals to coordinate provision for pupils with SEND.
The SENCO's responsibilities include supporting the identification of additional needs, advising staff on appropriate strategies, helping to coordinate interventions, monitoring provision and supporting communication with families and relevant professionals.
The Headteacher has overall responsibility for the leadership and management of the school, including ensuring that pupils with SEND are appropriately supported and that the school fulfils its statutory duties.
All teachers are responsible for the progress and development of pupils in their classes, including those receiving SEN Support or who have an EHCP.
Our staff work together to ensure that provision is responsive to children's needs and reflects our shared commitment to helping every pupil love, learn and grow together.
Contact our SENCO
Mrs G Cook, SENCO
Telephone: 01244 455466
Email: deputy@saughallallsaints.cheshire.sch.uk
If you have a concern about your child's learning or development, please contact the school to arrange a discussion.
What if I have a concern or complaint?
We encourage parents and carers to raise concerns as early as possible so that we can work together to resolve them.
In the first instance, please speak to your child's class teacher or contact the SENCO. If your concern remains unresolved, you may contact the Headteacher.
Any formal complaint will be considered in accordance with the school's Complaints Policy, which explains the stages of the procedure and how concerns are handled.
Further information and the Cheshire West and Chester Local Offer
The local authority's Local Offer, known as Live Well Cheshire West, provides information about the support, services and provision available for children and young people with SEND and their families.
It includes information about education, health and care services, assessments, support for families and the options available locally.
Visit the website here:
https://livewell.cheshirewestandchester.gov.uk/
Further information about SEND at Saughall All Saints can also be found in our SEND Information Report, SEND Policy, Accessibility Plan and other relevant school policies.
Our promise to every child
At Saughall All Saints, we believe that every child deserves to feel valued, included and able to succeed. We celebrate individual strengths, recognise that children develop at different rates and work together to overcome barriers to learning.
Through high-quality teaching, appropriate additional support, strong relationships with families and our Christian values, we aim to ensure that every child has the opportunity to develop academically, socially, emotionally, morally, physically and spiritually.
Together, we will help every child love, learn and grow.