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Manchester Local Offer - SEND in the city

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What We Believe

We work closely with families, for families. Everything we do is carried out in the hope of improving the lives of our familie. We achieve this by working directly with parents and carers. We are driven by what they tell us.

We are ambitious. We believe that families with disabled children deserve better. That's why we won't stop until we have achieved our mission. We are driven to fight and advocate for what is right.

We transform lives. We drive innovation and change wherever it will benefit families with disabled children. We always focus on the impact we are having. Through this, we support the change t the lives of our families.

We challenge disadvantage. We tackle inequality wherever it exists, and we help our families to deal with the barriers they face on a daily basis.

We trust, and are trusted. That's because we always act in an open, transparent, and accountable manner. We work collaboratively to achieve more, and respect the strength and knowledge of others.

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Special Needs Trust | Newton Heath, Manchester

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What We Believe We work closely with families, for families. Everything we do is carried out in the hope of improving the lives of our familie. We achieve this by working directly with parents and carers. We are driven by what they tell us. We are ambitious.

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We are here to help and support Parent Carers across Manchester!!

If you would like to book an appointment or would like to find out more please call us on;

0161 203 4095

We are open 9:30am to 3:00pm, Monday to Friday

Or email us at;

For the latest news and information please check out our Facebook and Twitter pages;

So, what do we do? Talbot House is a charity that provides support services for parents and unpaid carers of people with severe learning disabilities who live in the Manchester area. We operate a user-led one-stop-shop service that has supported parents and carers of all age ranges and ethnic backgrounds for over 45 years (founded 1976).

Our Mission statement is;
"Talbot House exists to improve the quality of life for parent-carers of people with learning disabilities. Our parents receive respite and support in a safe environment where they can laugh, cry, identify with and support each other through the sharing of personal experiences with honesty and acceptance"
Below is an overview of the support we provide for our service users;

How we support our carers ;

One to one support

Advocating for carers

Information about benefits

Brief Interventions

Help with form filling, letter writing

Emotional and wellbeing Support

Our THRIVE service for elderly carers (see our THRIVE section)

Housing, education concerns and much more ...

In addition to our support services we also use our Support Centre building as hub for carers to enjoy various community events and activities, and to meet and socialize with other carers to build friendships and support networks.

Social and Wellbeing Activities and Events;

Monthly Carers Lunch

Free Pampering Services - nail bar, massage and beauty Treatments

Drop-in service

Day trips our

Social venue for carers to meet (Tuesday & Fridays)

Training and Information sessions for carers

Call us or pop into the centre you will always be made welcome and our tea is second to none!

We are open from 09:30am - 3:00pm Monday to Friday

Talbot House is extremely grateful and thankful for the funding and support we have received from the below organisations and trusts during 2022 & 2023. Without them we wouldn't be able to support our parent carers, so thank you !!

Find out more about our funders here

Talbot House is an associate partner of Carers Manchester.

Carers Manchester is a partnership of statutory and voluntary organisations, working together to improve services for Manchester's unwaged carers.

This partnership has developed a new pathway for unwaged carers in the city to receive advice, guidance and support.

Talbot House works within this partnership and we are here for the unwaged carers of Manchester and our local community, striving to ensure that they get the right support at the right time, and in the right place.
Contact Point
Phone number: 0161 543 8000

Email: contact.point@carersmanchester.org.uk
www.carersmanchester.org.uk

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Talbot House is a support service for parents and carers of people who have learning disabilities who live in the Manchester area. It is led by parents themselves. Listed here are some of the services we offer; emotional support, consulting with carers to shape services, access to training for carers, information about money and benefits, breaks for carers and advocacy.

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IAS offer independent information, advice and support to parents and carers to increase their involvement in the education of their children with Special Educational Needs and Disabilities. They can also provide information and advice relating to health and social care issues.

They are based at Westwood Street Centre, Westwood street, Moss Side, Manchester and can be contacted by emailing parents@manchester.gov.uk or telephoning between 10am-3pm on 0161 209 8356.

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IAS Manchester is the new name for the Parent Partnership Service. IAS Manchester offers independent information, advice and support to parents and carers to increase their involvement in the education of their children with Special Educational Needs and Disabilities (SEND). The service also ensures that parents, carers and young people have access to information and advice about issues relating to the child or young person's health and social care.
What does IAS Manchester do?

advice, information and individual support about the special educational needs system including Education, Health and Care (EHC) plans

where appropriate, referral to Independent Supporters to help families and young people going through the process of converting a SEN Statement to an EHC Plan

support with education letters and meetings about your child's SEN

support to make your views, choices and decisions known

a confidential and impartial telephone helpline service

parental/carer drop-ins in community locations and home visits if needed

encourage partnership and dialogue between parents, Children's Services (Education), schools and voluntary organisations

liaise with the Statutory Assessment Team and schools' SENCOs to progress your issues

signposting to statutory, voluntary and community organisations

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Information, Advice and Support (IAS) Manchester | Information, Advice and Support (IAS) Manchester | Manchester City Council

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IAS Manchester is the new name for the Parent Partnership Service. IAS Manchester offers independent information, advice and support to parents and carers to increase their involvement in the education of their children with Special Educational Needs and Disabilities (SEND).

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The Manchester Local Offer brings together information in one place. It helps children and young people with SEND up to the age of 25 and their parents understand what services and support they can expect locally. This includes their statutory entitlements which are required by law. Watch our short film about Manchester Local Offer localoffer@manchester.gov.uk, 0161 219 2125.
Accessibility - Click on the orange circle on the top right to open the ReachDeck toolbar. (If you are on a mobile phone, you may need to swipe left to make it appear.) This provides a range of access options, including text enlargement, MP3 Maker and language translation. You can also make changes from the Accessibility option at the top of each page.

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The Local Offer (Special Educational Needs and Disability)

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The Manchester Local Offer brings together information in one place. It helps children and young people with SEND up to the age of 25 and their parents understand what services and support they can expect locally. This includes their statutory entitlements which are required by...

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Help and Support ManchesterTake your pick of services, opportunities, advice and guidance to help you and your family improve your lives.

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More information about the support and services offered by the Local Authority can be found at:

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Before children start in our nursery or reception classes the EYFS staff and the SENDCo, with parental permission, speak to private nursery providers, school nurseries and childminders to collect information about each child moving into the school. Home visits are done, when appropriate, or phone calls made so that information can be shared by the parents about their child, any questions answered by school staff and any worries alleviated. Children in nursery are invited to two Stay and Play sessions in the summer term and reception are invited to the Transition Morning.

This year we are part of a new information sharing scheme, where information will be shared between private nurseries and schools relating to EYFS.

We also share information with receiving high schools through a secure portal.

We also plan for transitions throughout the school each year. Meetings are held between the headteacher, deputy headteacher, SENDCo and class teachers before the end of the summer term. This gives the receiving class teacher a clear insight into the needs of the children that they are going to be teaching in the September.

At the end of Year 6 every effort is put in place to transfer information to the receiving high school. The Year 6 class teacher and SENDCo work closely to ensure that transfer documents are complete and accurately reflect the needs of the child as well as including any pastoral care notes and information regarding friendship groups. In addition to this children are invited to attend transition days with extra transition days being arranged for some children with SEND, where appropriate. Transition Packs are completed in school which the children take with them to the high school on their transition days. Receiving schools are also invited to Annual/interim Reviews in the summer term of children with EHC Plans.

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For personal and medical care needs children are supported by:

Medical information being checked regularly and updated annually

Individual Healthcare Plans being developed with medical professionals, where appropriate, and shared with all staff

Medical conditions and allergies lists being available to all staff

Access to Breakfast Club

Completion of fluid consumptions charts & food diaries

Staff meeting with medical professionals eg. Specialist Nurses, Physiotherapists & Occupational Therapists

Staff meeting with specialist teachers eg. Visual/Hearing Impairment Teachers

Referrals made to School Health for height and weight/hearing checks etc

Referrals made to Occupational Therapy

Meeting with dieticians where appropriate

Toilet passes

Securely holding medication

Staff receiving appropriate training

Access to a lift to the second floor and junior classrooms

Staff being trained to deliver exercise programmes by Physiotherapists and Occupational Therapist

Staff placing children with hearing difficulties at the front of the classroom and in a noise reduced area

Staff enlarging teaching and learning materials, providing writing slopes and sitting the child at the front of the class near the interactive board/shared resources where the child has a visual impairment

Providing modifications where needed eg. seating, painting/cutting/writing equipment, cutlery, wobble cushions, computer keyboards etc

Access to an EVAC chair for exiting the building in an emergency

Epipen Emergency Kit

Emergency Asthma Inhalers

When going on off-site educational visits some additional risk assessments may need to be carried out for children with medical needs. This is the responsibility of the trip leader. This is recorded on our EVOLVE system and the information is shared with the headteacher, deputy headteacher, SENDCo and all the staff that are attending the educational visit.

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More information about TLG Early Intervention can be found here. 

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More information about TLG Early Intervention can be found here. 

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Consent is needed for a child to take part in the mentoring sessions which take place once a week for a year. This is through an outside agency in a 1:1 session.

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The programme enables trained volunteers to become coaches and work on a one-to-one basis with children, with the overall aim of reducing the child's felt anxieties and increasing their confidence and aspirations. TLG trains and equips volunteers with proven resources to help children explore their choices and the consequences of the decisions that they make. Our specialist training equips each coach to become a trusted support to the child, their teacher and their family.

Through regular conversations with home, the coach will be able to offer support and discuss strategies used to help the pupil in the sessions which may be helpful at home too. In many cases feedback is given on a weekly basis.
We are looking to set up more TLG Early Intervention programmes in partnership with churches across the UK. Please let us know if you'd be interested in running a programme by enquiring below. I'd like to find out more!

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The programme enables trained volunteers to become coaches and work on a one-to-one basis with children, with the overall aim of reducing the child's felt anxieties and increasing their confidence and aspirations. TLG trains and equips volunteers with proven resources to help children explore their choices and the consequences of the decisions that they make.

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For behaviour interventions include:

TLG Early Intervention

Target Books

Think Good, Feel Good

Comic Strip Conversations

Individual Behaviour Plans

Individual Support Plans

Boxall Profile Assessments

Access to calm areas

Clear reward and sanction system adopted throughout the school

Additional support as and when needed at playtime/lunchtime

Additional advice, support and training can be sought from Bridgelea PRU Outreach and Bowker Vale Outreach.

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For mental health and wellbeing interventions include:

Think Good, Feel Good

Drawing & Talking Therapy

Circle of Friends

Purr-fect Skills Programme

TLG Early Intervention Programme

Boxall Profile Assessments and Targets

Staff may also be asked to complete Strengths & Difficulties Questionnaires (SDQ), RISE questionnaires, Signs of Safety Maps and Boxall Profiles to help ascertain any specific difficulties or areas that need to be addressed in supporting the child to develop positive mental health and wellbeing.

Miss Caveney is also able to make referrals to the Child and Adolescent Mental Health Service (CAMHS) at The Bridge, M-Thrive, Healthy Young Minds in Oldham and The Gaddum Centre.

Miss Caveney is a trained Mental Health First Aider.

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For maths skills interventions include:

Maths Support Programme

Number Box

Plus 1

Power of 2

Doodle

Dyslexia Gold Timetables

Dyscalculia Toolkit

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For literacy skills interventions include:

Direct Phonics

Five Minute Box

Early Literacy Skills Programme

Writing Support Programme

Write From The Start

Toe by Toe

Dyslexia Gold

Spelling Shed

Doodle

Spelling Toolkit

As well as children accessing additional focused reading sessions either in a group or individually.

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We employ our own Educational Psychologists, Katie Lees from Lightbulb Psychology and Katie Power from Power Psychology.

They assess children throughout the school where we need to develop a greater understanding of the learning difficulties faced by a child so that we are able to put the appropriate support place to address their needs.

They also come into school as and when needed to conduct assessments and attend Team Around the Child Meetings in preparation for applying for Education, Health and Care Plans.

Before they are able to work with a child, parents are asked for their consent by signing a referral form which has been completed by school stating the overarching concerns.

Katie Lees's contact details are available using this link -

If you would like to contact Katie Power please ask Miss Caveney who will facilitate contact.

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Copyright © Lightbulb Psychology 2021 | Company Registration Number 07860225

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More about dyscalculia can be found here. 

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More about dyscalculia can be found here. 

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School have bought a screening tool for highlighting dyscalculic tendencies in children. This is not a diagnosis but enables us to put a planned intervention in place to support with maths difficulties. School would make a referral to the Educational Psychologist for diagnosis, advice and guidance on how best to support the child.

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Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with mathematics. It will be unexpected in relation to age, level of education and experience and occurs across all ages and abilities.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

(BDA Definition)

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Dyscalculia - British Dyslexia Association

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What is Dyscalculia? Dyscalculia is a specific and persistent difficulty in understanding numbers which can lead to a diverse range of difficulties with...

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More information about dyspraxia can be found here. 

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More information about dyspraxia can be found here. 

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Referrals can be made through either the GP or School Health. School are able to use Manchester Motor Skills Assessment to highlight any areas of concern and complete Occupational Therapy criteria reports to support the referral.

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More information about ADHD can be found here. 

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More information about ADHD can be found here. 

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Advice will be sought from the Educational Psychologist and CAMHS upon a diagnosis being made.

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More information about dyslexia can be found here. 

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More information about dyslexia can be found here. 

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School have bought a screening tool for highlighting dyslexic tendencies in children. This is not a diagnosis but enables us to put a planned intervention in place to support with literacy difficulties.

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Specific learning difficulties include:

Dyslexia

Dyscalculia

Dyspraxia

ADHD

If you think your child has a specific learning difficulty you should start by speaking to your child’s class teacher about your concerns.

Parents will always be asked for their consent before outside agencies are contacted and any recommendations given by professionals will be put in place and suggested support resources will be purchased budget allowing.

Referrals for ADHD can be made to CAMHS through school.

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Local support group for parents of children with autism. 

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Local support group for parents of children with autism. 

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Autizma is a Greater Manchester and Lancashire Community Interest Company providing services throughout the UK.

​

Our aim is to support services who support children, young people and adults.

​

Autizma delivers bespoke training in all aspects of autism using an asset-based approach. Our training can be delivered to Work forces and Practitioners, Families, Parents and Carers, Health, Educational and Social Care professionals, Voluntary organisations in fact...anyone who wants to know more about autism. The mission of Autizma is to enable individuals affected by autism to access and participate in everyday activities in a safe and positive manner. Our view and ethos is that we should aim high when working with or caring for individuals with Autism.

​

If you would like to find out about what we do, take a look at our services here, if you can't find what you're looking for, drop us a line here.

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Autism Manchester | Manchester | Autizma.co.uk

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Autizma is a Greater Manchester and Lancashire Community Interest Company providing services throughout the UK. ​ Our aim is to support services who support children, young people and adults. ​ Autizma delivers bespoke training in all aspects of autism using an asset-based approach.

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More information about autism can be found here. 

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More information about autism can be found here. 

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If you think that your child has autism please contact the school and your GP to discuss your concerns.

A referral can be made to either the Community Paediatrician or the Social Communication Pathway (SCP) through your GP or school. School will complete any information requests from outside agencies as well as provide initial reports to accompany the referral where appropriate.

Children with autism have access to:

Social stories written specifically for them to address any worries/ inappropriate behaviours that they have or to prepare them for any situations that they are unfamiliar with

Visuals

Ear defenders

Wobble cushions

Fidget toys

Chew toys

Writing aids

iPads as an alternative method of recording

Gross and fine motor skills programmes

Visual timetables

Now and Next Boards

Social skills groups

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Over the years the school has invested in a range of programmes that can be used to develop a range of academic and social skills.

For speech and language these include:

Early Language Skills Programme

Early Language and Listening Skills Programme

Language Through Listening Programme

Picture Detectives Programme

Memory & Recall Programme

Mr Goodness Programme

Developing Concepts Programme

Wellcomm Early Years

Wellcomm Primary

NELI

ELKLAN

Some members of staff have accessed specialist training to support the delivery of speech and language programmes.

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Children’s views about their learning and what support they feel needs to be provided for them are gathered through the regular check-ins when reviewing their learning plans. Children with EHC plans are also invited to their annual reviews to feedback on how they feel they are being supported, what’s worked well and what could be better moving forward.  In addition to this the school has an elected School Council that meet regularly to discuss a wide variety of school issues.

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Contact Us

Use the form on the right to contact us.

You can edit the text in this area, and change where the contact form on the right submits to, by entering edit mode using the modes on the bottom right.

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School Council - All Saints C of E Primary School

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Use the form on the right to contact us. You can edit the text in this area, and change where the contact form on the right submits to, by entering edit mode using the modes on the bottom right.

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If a child is found to be making little or no progress and there is a concern that there is a barrier to them learning effectively then assessment, intervention and extra support is put in place to address this.

Manchester’s Matching Provision to Need Tool is used to ascertain the child’s level of need to decide whether a child needs to be added to the SEND list at SEND Support. The SEND list is a list of children that have been highlighted that need something different from or additional to their peers to enable them to learn effectively. Parents will be informed if their child is being added to the SEND list.

A child can be removed from the school’s SEND list at any time if they are shown to be making progress and no longer need anything additional to and different from their peers.

There are times when a child’s level of need warrants permanent extra support being put in place. Miss Caveney is able to apply for, with parental consent, Educational, Health & Care (EHC) Plans which can co-ordinate support from Health, Social Care and Education where appropriate.

Here is some more information on Education, Health & Care Plans from Manchester City Council.

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children in early years settings

children of school age.

young people aged 16-25

An EHC needs assessment is a detailed look at a child or young person's special educational needs (SEN) and the support he or she may need in order to learn. Local authorities are responsible for carrying out EHC needs assessments under the Children and Families Act 2014.

The following people have a specific right to ask a local authority to do an education, health and care needs assessment for a child or young person.

the child's parent

a young person over the age of 16 but under the age of 25, and

a person acting on behalf of a school or post-16 institution (this should ideally be with the knowledge and agreement of the parent or young person where possible)

The needs assessment brings together information about

what your child or the Young person can and cannot do

the special help they need.

It includes information from:

you

your child/Young Person

the early years' setting or school

other professionals who work with or support your child

The assessment is to see if your child or Young Person needs an Education, Health and Care plan (EHC plan).

The school or early years setting can often give your child help through SEN support. This means that the school makes additional or different provision to meet their needs. Sometimes other professionals will give advice or support to help your child/Young Person learn.

Some people need more intensive and specialist help. If your child or Young Person does not make progress despite the SEN support an EHC needs assessment might be the next step. The SEND Code of Practice says:

In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress.
(Section 9.14)

The local authority will look at:

your child's attainments and rate of progress

their special educational needs

what has already been done

the difference that support has made

your child's physical, emotional and social development and health needs

The SEND Code of Practice says:

A local authority must conduct an assessment of education, health and care needs when it considers that it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.
(Section 9.3)

Some children and young people will have needs that clearly require an EHC needs assessment and EHC plan. Once the local authority is aware that this is the case it should start the process without delay.

You can find out more about the criteria that local authorities should follow in the SEND Code of Practice sections 9.3 and 9.14 to 9.16.

parents

a young person over the age of 16 but under the age of 25

the early years setting or school, but only after talking with you first.

Requests for EHC needs assessments should be made in writing to:

The Statutory Assessment Team
2nd Floor
Universal Square,
Devonshire Street North,
M12 6JH

Email: sen@manchester.gov.uk

It's a really good idea to talk to the school or early years setting before asking for an EHC needs assessment. You can also contact IAS Manchester for advice about making a request. Other people, such as your doctor or a health visitor, can tell the local authority that they think your child needs an assessment.

As soon as the local authority gets a request for an EHC needs assessment they must tell you about it. The SEND Code of Practice says:

In considering whether an EHC needs assessment is necessary, local authorities should pay particular attention to the views, wishes and feelings of the child and his or her parent, or the young person.
(Section 9.12)

The local authority has up to 6 weeks to decide whether to make a needs assessment. During this time it may ask you, the school and other professionals for information. It will look at all the information and must then tell you whether it has decided:

To start the EHC needs assessment immediately

OR

That an EHC needs assessment is not necessary

The local authority must tell you why it thinks that an EHC needs assessment is not needed. It must also tell you about:

your right of appeal

independent disagreement resolution and mediation

how to get further information, advice or support

If you disagree with the decision, IAS Manchester can explain your options to you.

The SEND Code of Practice says:

Local authorities must consult the child and the child's parent or the young person throughout the process of assessment and production of an EHC plan. They should also involve the child as far as possible in this process. The needs of the individual child and young person should sit at the heart of the assessment and planning process.
(Section 9.21)

The local authority will write to you to tell you what will happen and ask for your views. Your views and your child's views are really important. IAS Manchester can give you information, advice and support to help you with this.

The local authority will ask a number of other people for information about your child. This is called 'advice' and it should include information about:

your child's education, health and care needs

the desired outcomes for your child

the special educational, health and care provision that might be required to meet their needs and achieve the desired outcomes

The local authority must ask for advice and information from:

parents (or the young person)

your child's early years setting or school

an educational psychologist

health professionals who work with your child. This might include a paediatrician, speech and language therapist, physiotherapist or occupational therapist

social care staff

anyone else you ask them to contact who may be able to give relevant advice

If your child has a vision or hearing impairment the local authority must also seek information and advice from a suitably qualified teacher.

The local authority should also try to find out your child's views. You, the school and other professionals may be able to help with this. If you think your child needs someone to help them give their views, you can ask IAS Manchester for more information about this.

You will have the chance to discuss your child with everyone involved in the needs assessment and you will receive a copy of all the reports when the needs assessment is finished.

If you want information, advice or support during the EHC needs assessment contact IAS Manchester.

You can find out more about advice and information for EHC needs assessments in the SEND Code of Practice sections 9.45 - 9.52.

Sometimes advice and information is already available because other professionals have been working with your child.

The SEND Code of Practice says:

The local authority must not seek further advice if such advice has already been provided (for any purpose) and the person providing the advice, the local authority and the child's parent or the young person are all satisfied that it is sufficient for the assessment process. In making this decision, the local authority and the person providing the advice should ensure the advice remains current.
(Section 9.47)

Once the local authority has all the information and advice it must decide whether your child needs an Education, Health and Care plan.

An EHC plan is a legal document written by the local authority. It describes the special educational needs that a child or young person has and the help that they will be given to meet them. It also includes the health and care provision that is needed.

Sometimes the local authority will decide that your child has special educational needs that can be met through SEN support. If this is the case the local authority must tell you of its decision within 16 weeks of receiving a request for an EHC needs assessment. The local authority must also tell you about your right of appeal.

If the local authority decides an EHC plan is necessary it must first write a draft plan. It will send you the draft EHC plan and copies of the reports so that you can read it all. You should check that everything you think is important has been included and that you agree with the outcomes and the proposed provision. The local authority will also ask you which school you prefer your child to go to.

You have 15 days to make comments, to ask for a meeting or accept the draft plan.
Note that if you do not reply within 15 days the local authority may assume that you agree with the draft plan.

The last stage is for the local authority to send you the final EHC plan. If you are still unhappy with the plan or cannot agree with the local authority on a school, you have a right to go to mediation and/or to appeal.

If you need help at any stage, you can contact IAS Manchester.

The local authority receives a request for an EHC needs assessment. The authority must tell parents about this request.

This is the start date

The local authority decides whether an EHC needs assessment is needed. The authority must tell parents about its decision.

Within six weeks of the start date

The EHC needs assessment takes place

This starts as soon as the decision is made

The local authority tells the parents of the decision not to issue an EHC plan

Within 16 weeks of the start date

The local authority sends a draft EHC plan to parents

Parents must respond to the draft EHC plan. They can:

agree that the draft is accurate

ask for changes

ask for a meeting

Parents also state a preference for a school or early years setting
Within 15 days of receiving the draft EHC plan

The local authority consults with the school or early years setting

Within 15 days of parents' response to the draft EHC plan

The local authority issues the final EHC plan

Within 20 weeks of the start date

The Code of Practice, paragraph 9.42, outlines exemptions from the timescales for an EHC needs assessment. These are set out in the Special Educational Needs and Disability Regulations 2014 and include:

when the child or young person is absent from the area for a period of at least 4 weeks;

exceptional personal circumstances affect the child or his/her parent, or the young person; and

the educational institution is closed for at least 4 weeks, which may delay the submission of information from the school or other institution (this does not apply to the duty on partners to comply with a request under the EHC needs assessment process within six weeks)

There is also an exemption to the duty on partners to comply with a request under the EHC needs assessment process within six weeks where appointments with people from whom the local authority has requested information are missed by the child or young person.

At any stage you can ask to talk to a member of the local authority's staff. This will usually be the person named in the letter the local authority sends to you when it receives a request for an EHC needs assessment.

can give you impartial information and advice about the options open to you, and support you through the process.

You also have a right to request independent disagreement resolution and, in some circumstances, mediation. You can find out more about disagreement resolution and mediation below and in the SEND Code of Practice Chapter 9.

can give you:

information about EHC needs assessments

advice and support during the process of assessment

details of the local arrangements for Independent Support

details of other organisations, support groups and services that may be of help

information, advice and support about your rights to make a complaint, seek independent disagreement resolution or mediation.

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children in early years settings children of school age. young people aged 16-25 An EHC needs assessment is a detailed look at a child or young person's special educational needs (SEN) and the support he or she may need in order to learn.

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Parents will be kept informed of their child’s attainment, progress and targets throughout the school year by:

attending parents meetings

reading the summer school annual report to parents

reading targets sheets

reading reports and attending feedback meetings from outside agencies where appropriate

attending review meetings where there is an Education, Health and Care Plan in place

attending Team Around the Child meetings

attending Early Help Assessment meetings, where appropriate.

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All children receive first quality teaching where class teachers:

use a range of effective teaching and learning styles

set learning objectives that are appropriate to the child’s level of attainment

develop personalised curriculums to match children’s needs

deploy teaching assistants to support groups of children

monitor children who are not making progress or who have behavioural needs which are
affecting their ability to engage in learning

review the progress and attainment of all children and attend Pupil Progress Meetings
with the Headteacher, Deputy Headteacher and SENDCo to ensure that provision is planned to match areas of need

engage with outside agencies, following any advice and recommendations given.

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Autism

ADHD

Speech and Language Difficulties

Visual Impairment

Hearing Impairment

Dyspraxia

Dyscalculia

Dyslexia

Memory Difficulties

General Learning Difficulties

Development Delay

Sensory Integration Disorder

Recognised Medical Conditions eg. epilepsy, STOMA care & diabetes

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Mrs Flatman is responsible for children who are looked after by the Local Authority.

She is responsible for:

overseeing and monitoring the provision of children who are in the care of the Local Authority.

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Rhea Coo is the SEND governor.

She is responsible for:

supporting the school to evaluate quality and impact of provision for all children with SEND throughout the school.

The SENDCo meets with the SEND Governor once a term to discuss SEND throughout the school.

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Miss Caveney is responsible for:

developing and implementing the school’s SEND policy

co-ordinating provision within the school for children with special educational needs and disabilities (SEND)

monitoring SEND children throughout the school to ensure that they are making progress

liaising with outside agencies who offer advice and support to school staff to help children fulfil their potential

liaising with outside agencies that offer advice and support to parents and carers

ensure that parents are:

involved in supporting their child’s learning

kept informed about the range and level of support offered to their child

included in reviewing how their child is progressing at school

consulted with in order to plan successful transition between classes, key stages and schools

providing advice and sourcing specialist training to ensure that all staff are skilled and confident in meeting a range of needs

providing emotional and behavioural support to parents, carers and children

compiling information about children’s educational & medical needs for school staff & outside agencies

signposting parents to the wide range of agencies that offer support through the local offer

meeting with parents to provide pastoral support

safeguarding children

She can also provide advice and support to parents in completing paperwork relating to their child’s SEND needs, for example, DLA forms and parental applications for Educational, Health and Care Plans as well as understanding technical medical/educational assessment reports written by other professionals.

We operate an open door policy and you are able to leave a voicemail message, Class Dojo or email Miss Caveney and she will get back to you.

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Your concerns will be passed on to the Special Educational Needs and Disabilities Co-ordinator (SENDCo) who may contact you for further information.

In our school this is Miss Caveney.

She can be contacted by calling 0161 681 3455, Class Dojo or by emailing senco@allsaintsnh-pri.manchester.sch.uk or hubteacher@allsaintsnh-pri.manchester.sch.uk

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If you have concerns about your child you should speak to their class teacher in the first instance.

They are responsible for:

adapting the curriculum to respond to the strengths & needs of all the children in their class

monitoring the progress of each child in their class

identifying, planning and delivering in class additional support

devising personalised targets to prioritise & highlight the next steps of learning

applying the school’s SEND policy

Your child's class teacher might tell you that they need to speak to the SENDCo for advice.

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Children with SEND are encouraged to participate in all aspects of school life. At All Saints we nurture their emotional wellbeing and celebrate their successes and talents. We aim to be a fully inclusive school where every child is given the opportunity to fulfil their potential in all areas of the curriculum with adjustments made to support the child’s needs enabling them to succeed. This report explains how our school provides such a learning environment.