Headteacher: Mr J Gregory

Kings Road, Prestwich, Manchester M25 0HT



Sedgley Park Community Primary School

Special Educational Needs & Disabilities

SEN Information Report

Support for your child at Sedgley Park Primary School

At Sedgley Park Primary School we believe excellent teaching gives children the life chances they deserve. We work hard to provide a caring, stimulating and inclusive environment to ensure that every child reaches their full potential. We recognise that you know your child best and you may feel that they need additional help or support for some or all of their time at our School.
Not all children will need extra support with their learning but the progress of all children at Sedgley Park is monitored closely to ensure support is provided where necessary. Support can be given for a variety of reasons. This information is to inform you of the types of support available
for your child at Sedgley Park. It will help you understand who can help and how this support can be accessed.
 Teaching and Learning
Children learn and develop in different ways. Teachers know and understand this and use different teaching styles to plan work at different levels in order to meet the needs of all pupils in their class. This is called “Quality First Teaching.” All pupils at Sedgley Park receive “Quality First Teaching” from their class teacher. Our aim is to provide the highest quality learning environment for your child and for them to achieve their full potential. All our classes, when necessary, are supported by teaching assistants and pupils are offered additional support or catch up intervention programmes where needed.
At Sedgley Park the progress and attainment of all pupils is reviewed on a termly basis by the School Leadership Team. These termly pupil progress meetings help identify children who may need additional support.
Parents and Carers are informed about their child’s academic progress and targets through the twice yearly Parent’s Consultation Evenings and the annual end of year school report. 
  Additional Support
If a child continues to have difficulty after intervention or has a high level of difficulty when they join our School, they may be considered to have special educational needs/disability (SEND) and are placed on the SEND register. This decision is made in partnership with parents and carers.
At Sedgley Park Primary we provide support for pupils across the 4 areas of need as laid
out in the SEN Code of Practice 2014:

  • Communication and interaction

  • Cognition and Learning

  • Social, emotional and mental health difficulties

  • Sensory and or physical needs

Children with SEND have learning difficulties and/or physical disabilities which make
it harder for them to learn than most children of the same age. They will need extra
support or different help eg. modified tasks, extra time or breaks in formal assessments.

Our school and other agencies can help most children overcome their difficulties quickly
and easily. A few children will need extra help for some or all of their time in school.
This means they may have difficulty with:

  • some or all of the work in school
  • reading, writing and mathematics
  • understanding and processing information
  • expressing themselves
  • understanding others
  • organising themselves
  • sensory perception or physical mobility
  • managing their behaviour or emotions
  • making friends or relating to adults

At Sedgley Park Primary School teaching and learning opportunities are adapted and continually evaluated (with support of external agencies when required) to ensure the needs of all our learners are met. Parents and carers should not feel unduly anxious about such additional support as it allows children to receive the specific help they need to make the next steps in their learning journey

SEND Stages
The Special Educational Needs Code of Practice gives guidance to schools in meeting the needs of pupils. It sets out how help should be given in a graduated approach.

Our school SEN Policy reflects the new SEND Code of Practice. Parents and carers will be consulted at all stages of our graduated approach and the class teacher will inform you of the additional work they, or other adults in School, do with your child.

The process is as follows:

Wave 1 (Quality First Teaching)
All pupils in School receive quality first teaching which is also known as Wave 1.
Wave 1 is the effective inclusion of all pupils in high-quality every day personalised teaching. Such teaching will, for example, be based on clear appropriate objectives that are shared with the children and returned to at the end of the lesson. Teachers use a lively, interactive range of teaching styles and
make maximum use of visual and kinaesthetic teaching techniques such as Kagan structures as well as auditory/verbal learning.

Wave 2
If a pupil has needs which are related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, then they may be considered for a Wave 2 intervention. A Wave 2 intervention is a targeted catch up provision for children to ‘put them back on course’. This will be led by a teacher or a teaching assistant and is usually done in focus groups. Interventions at Wave 2 will be planned and reviewed by the class teacher half-termly to ascertain the effectiveness of the provision and to inform future planning.

Wave 3
If a child continues to have difficulty after a Wave 2 intervention or has a high level of difficulty when they arrive at school, they may require support from an outside agency such as an Educational Psychologist or a Speech and Language Therapist. After an assessment is undertaken by the EP or Speech Therapist, a programme of support is sent to the School from the involved agency and is shared with parents and carers. School may seek professional advice from a range of
agencies including:

  • Speech and language therapists
  • Visual/hearing impairment teachers
  • Health professionals
  • Educational psychologists
  • School nurse
  • The Ark - behavioural support


Wave 3 interventions are a deeper intervention, offering more personalised solutions.
They may be on a one to one basis or delivered in a small group.

Education, Health and Care Plan – EHC Agreement (Formerly Statement of Special Education Needs.)
If your child’s needs are complex or severe we may suggest that we make anapplication for an EHC Agreement to the Local Authority. This document will describe your child’s SEND and the special help they should receive. Education, Health and Care Plans usually involve the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment or attendance at a school with specialist resourced support. This additional provision will be reviewed annually or sooner if required and would include Parent, teacher, SENCo and pupil.
From September 2014, all children and young people from age 0-25, who have significant special educational needs will undergo an Education, Health and Care (EHC) assessment (unless the Parents/Carers of the young person decide to opt out of the new system). This will lead to an
EHC Plan instead of a Statement of SEND. For children and young people who already have a Statement of SEND, the transfer of Statements into EHC Plans will be a gradual process and this is the responsibility of the Local Authority.
  Sedgley Park Staff
Here at Sedgley Park Primary School we have an experienced team of staff who work together and may be involved in supporting your child in school. These include:

  • Your child’s teacher who will always make sure that learning is differentiated appropriately and that tasks set are accessible for your child. Your child’s teacher is available at the end of each day or a meeting can be scheduled either directly or via the school office. Please talk to your child’s teacher if you have any concerns regarding your child in school.
  • Teaching assistants support all pupils in class. Here at Sedgley Park we have several teaching assistants who support groups and individucals with their learning.


  • Our School SENCo is Mrs H Forrester and she is responsible for co-rdinating SEND provision throughout the school.


  • Our SEND School Governor is Mrs H Williams who works with the SENCo in leading SEND across the school.


  • Our School Nurse is Ms Z Wilkinson


Frequently Asked Questions

 Who should I talk to if I am worried about my child?
Your child’s class teacher is always best placed to answer any questions you may have relating to any aspect of school life. They may consult other staff members involved with your child. You can also contact the school SENCo either via email or the school office if your concerns have not been answered by your child’s class teacher.
What types of support will be available to my child? How will teaching be
There are many types of SEND support available at Sedgley Park Primary School. These range from full time 1-1 support to short 20 minute intervention sessions. Support for all children begins in the classroom with ‘Quality First Teaching’, where the class teacher plans differentiated activities in all lessons including a range of learning styles and outcomes. If a teacher feels that a child needs more support, they will share this information with you as a parent/carer and outline and deliver initial provision. If progress remains a concern, the class teacher and SENCo will discuss further intervention.
How will I find out about my child’s progress?
You can attend regular Parent’s Evenings throughout the School year. In addition, you can contact the class teacher or call the School Office to arrange an appointment to meet with the class teacher to discuss any concerns.
How can I support my child?
Stay in regular contact with School – we want to work in partnership with parents and carers. Attend all parent meetings and support your child in following tasks and homework set by school. Encourage your child at all times and let us know of all successes outside of school. Always talk to your child’s class teacher if you have any concerns or worries about your child.

Special Educational Needs and Disability Policy