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Cadishead Primary School

Learning together for a confident future

Cadishead Primary School, Allotment Road, Cadishead, Manchester M44 5JD

0161 921 1430

SEN- Our Local Offer

Click here to read our SEN information reportMarch2018


At Cadishead Primary we aim to support all our children to achieve well


Our Local Offer – This document sets out the support Cadishead Primary offers and the procedures we use at Cadishead Primary to support children with additional or Special Educational Needs (SEN) and their parents.

 There is also lots of help and support available in Salford and the surrounding areas, for children and young people with special educational needs or disabilities. This is a link to the Salford website:

There’s lots of advice and support available through these pages, as well as events and activities. The pages are constantly being updated with news and links to other useful sites. Parents, children and  young people can  contact the website with useful information, as well as ideas and suggestions, of what can be added to the site, via the e-mail address on the website.

You can also download our latest report on SEND in school click on the link at the top of the page


 The Cadishead Primary Local Offer


To support Teaching and Learning

In the class room we provide the following additional support:

•      Teaching assistant support for small groups and individuals

•      Differentiated work and resources.

•      Personalised teaching to pupils’ specific needs

•      Dyslexia Friendly practice in all classrooms


In order to facilitate access to the curriculum and to develop independent learning we provide access to:

•      Advice from the Educational Psychologist and other professionals

•      Laptops

•      IPads

•      Tablet computers

•      E-readers

•      Coloured overlays for students with dyslexic tendancies

•      ELKLAN Trained TAs (for Speech and Language support)

•      Speech and Language Screening and Intervention where required for all Reception children

•      Links with school health – physiotherapy / occupational therapy teams

•      EMTAS support for children with EAL


 We have the following Staff specialisms/expertise around SEN or disability

•      Experienced SENco trained in Dyslexia , Dyscalculia and ADHD/ADD

•      Interventions Manager

•      TA ‘s trained in Phonics, Catch up Literacy, First class @ Number, ELKLAN (speech and language intervention)

•      LA staff support from trained VI and HI personnel

•      Staff trained in supporting children with SEN

We provide  ongoing support and development for staff with  regards  to supporting children and young people with SEN in the following ways:

 CPD training offered regularly on:

•      ADHD training

•      Dyslexia training

•      Behaviour modification programmes

•      Supporting EAL pupils in/out of  the classroom

•      Supporting children in literacy

•      Supporting children in Numeracy

•      Supporting children in phonics

•      Supporting children in reading

           We make reasonable adjustments to the curriculum and offer the following support  to pupils during tests

•      Access arrangements during national testing – which includes Readers, Scribes, extra time, small classroom for anxious students/behaviour students

•      Coloured overlays for pupils with dyslexic tendencies

•      Differentiated work and resources.

•      Teachers informed of all pupils’ reading ages

•      Teachers informed of all pupils having special needs

•      Training for Readers and Scribes before exams.

We share educational progress and outcomes with parents in the following ways

•      Parents Evenings

•      Mid year progress reports

•      School reports – once yearly

•      Meetings with parents

•      Review of statements

•      Review of IEPs

We offer the following external teaching and learning

•      Speech and Language support

•      Support from VI and HI teams

•      Support from EMTAS

•      Support from Learning Support Service (LSS)

Arrangements for "off site provision"

•      No pupils  currently access offsite provision



Annual Reviews

The following arrangements are in place for review meetings for children with Statements or Education, Health and Care (EHC) Plans

•      Parents and al professionals involved are invited to attend meetings

•      Review  meetings are held at school

•      Review  meetings are held at a convenient time for parents who work/have commitments during the day

•      Translators are provided if needed

•      Consultation with staff take place prior to the meetings

•      Parents are made aware of parent partnership support

•      Support is given  from a school named SEN case-worker

•      Mid-year reviews are held if necessary

The following arrangements are in place for children with other SEN support needs

•      SENco support

•      Small group support

•      Phonics intervention – for pupils on phase 5 or below

•      Authority HI teacher and TA

•      Authority VI teacher and TA

•      Educational Psychologist for assessments and strategies

Keeping Children Safe

We plan handover arrangements to meet the needs of any children where necessary. This could include:

•      Use of school parking facilities

•      Use of main entrance where parents can wait for pupils / drop pupils off

•      Handover at bespoke times

        The following support is offered during breaks and lunchtimes

•      Pupils who are upset, lonely or worried can access staff during the above times.

•      TA / welfare support for pupils where necessary

•      Playground Leaders / Peer Mentors

We ensure children stay safe outside the classroom (e.g. during PE lessons and school trips) in the following ways:

•      Classes are always escorted by staff when moving around school

•      Risk assessments are undertaken for all school trips and individual risk assessments are taken out for pupils in conjunction with the parent, school nurse or any outside agency

•      All risk assessments are completed in line with Salford guidance

•      PE lessons are always supervised and risk assessments for individuals are undertaken if and when necessary


Health (including Emotional Health and Wellbeing

The school’s policies :

•      The school has a policy on administering medication. This has been agreed by governors and is available on the website or from the school office.

•      The school has a policy on anti bullying This has been agreed by governors and is available on the website or from the school office.

•      The school has a policy on behavior. This has been agreed by governors and is available on the website or from the school office.

We work with the families to draw up care plans and ensure that all relevant staff are aware of the plan:

•      A meeting is held with the parent/carer, SENco, school nurse and any other professionals involved with the child. 

•      The care plan is then shared with all relevant  staff and monitored by the SENco  every half term or sooner if needed

•      Parents are consulted should there be any adjustments made to the plan. 

•      Parents can come into school and meet with the SENco if they feel the plan needs to be amended.

In the case of a medical emergency we will do the following:

•      Contact a qualified first aider – at least one in each age phase

•      School has a defibrillator – some staff have been trained to use it

•      Contact parent/carer if necessary

•      Call 999 if necessary

•      In the absence of a parent/carer a member of school staff would accompany the pupil to the hospital

•      If language is an issue the member of staff would stay at the hospital and explain to the medical staff what had happened

We ensure that staff are trained/qualified to deal with a child’s particular needs in the following ways:

•      All staff are trained every 3 years on Safeguarding/Child protection

•      Relevant staff undertake external courses provided by the LA and private companies

•      Where necessary asthma training is given in school to relevant staff

•      Relevant staff trained on how to use an epi plan

•      Relevant staff all trained on CAF completion and other relevant documents

•      Training by outside professionals for ASD, ADHD, EAL etc

•      Relevant staff are trained in the administration of medication

Communication with Parents

We ensure that parents know “who’s who” and who they can contact if they have concerns about their child/young person in the following ways:

•      List of staff and additional responsibilites sent out to all parents annually

•      List of staff and additional responsibilites is displayed on the school website

•      Home visits are made prior to children starting Nursery

•      SENCo gives her contact number to all parents who express a need to speak to her regularly and parents are told that they are welcome to ring regarding any concerns thay may have.

•      All staff are available to speak to parents and the beginning and the end of the school day

•      Headteacher and Deputy Headteacher have an open door policy

•      Teachers will phone parents / carers if necessary

•      Curriculum evenings held in Autumn term where staff are introduced and parents have the opportunity to visit classrooms

•      Induction meetings for new Nursery parents

•      Regular topic days where parents are invited to spend an afternoon in school taking part in activities

•      Play Days in Foundation Stage

•      Regular Newsletters

•      New parents are welcome to visit school to look around and meet staff

•      Family Assemblies

Parents give feedback to the school in the following ways:

•      Via the Website / Twitter / Blogs

•      Parent conferences

•      Via questionnaires

•      Parental meetings

•      Telephone calls, after parental meetings (SEN)

•      Arrange to see staff at a mutually convenient time.

•      Via the open door policy

Working Together

Pupils have the following opportunities to put forward their views:

•      Student Council-  one per term

•      Class / school suggestion boxes

•      Pupil questionnaires

•      Competitions

•      Assemblies

•      Circle Time

Parents have the following opportunities to put forward their views:

•      School suggestion boxes

•      Parent questionnaires

•      Curriculum Evenings

•      Newsletters

•      Open door policy

    Parents have the following opportunities to get involved in the school

•      Invitation to be a governor given when a vacancy arises

•      Opportunity to volunteer in class / make toast for break times

•      Invitations to accompany classes on trips and visits

•      Through FRIENDS of Cadishead

•      Parents invited to talk to classes and share their expertise

•      FAST programme

•      Red Pepper club / other after school initiatives

•      Family Breakfasts

    The Governing Body is involved  in meeting the needs of pupils with SEN in the following ways:

•      Named Governor for SEN

•      Named Governor for Safeguarding

•      Governor linked to SEN  regularly meets with SENCo

•      Governors Pastoral committee meets termly and SEN update is given

What Help and Support is available for the Family?

•      The SENCo and Parent Partnershi[p offer support in completing paperwork where necessary

•      If necessary additional information, advice and guidance is provided by the SENCo or parents are signposted to appropriate provision.

•      Where appropriate school will assist in the development of a travel plan where getting to and from school is problematic.

Transition to High School

•      Pupils take part in activities with the local high school including transition days in Year 6

•      Teachers from the high school visit and teach in Year 5 and 6

•      Classes visit the high school for taster lessons

•      Staff meet with high schools to share progress data and pastoral information

•      Pyramid club

•      Buddying system

Extra Curricular Activities

•      There is a before school and after school club offerd by an exterior provider

•      Morning Movit sessions take place before school 3 days a week

•      Family Breakfasts take place on a regular basis

•      There are numerous after school activities that pupils are warmly invited to and we actively encourage pupils to participate in these some clubs have a small charge to cover materials or trainers, most are free.

•      Lunch time activities are provided by a sports coach and the Playground leaders

•      All clubs are mentioned in newsletters and on the website.



The school policies on  Behaviour, Antibullying, SEN and Administration of Medicines are available on the website or at the school office.


Glossary of Terms


Annual Review


All statements and Education, Health and Care Plans must be reviewed annually. The Annual Review ensures that that once a year the parents, the pupil, the Local Authority, the school and all professionals involved consider the progress the pupil has made over the last 12 months, and whether amendments need to be made to the statement or Education, Health and Care Plan.


Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder


ADHD/ADD is a disorder that appears in early childhood. ADHD/ADD makes it difficult for students to hold back their spontaneous responses (responses can involve everything from movement to speech to attentiveness). Students with ADD are not diagnosed as having excessive hyperactive behaviour but display all other symptoms.

Children with ADD/ADHD may be:

Inattentive, hyperactive, and impulsive (the most common form)

·         Inattentive, but not hyperactive or impulsive.

·         Hyperactive and impulsive, but able to pay attention.





This involves building a picture of your child’s abilities, difficulties, behaviour, his/her special educational needs and the support required to meet those needs. Assessment is an important part of deciding whether your child’s progress rate is as good as is expected. Teachers carry out routine assessments regularly.


More specialised assessments may be required if progress is not at an expected rate. This may be carried out by the SENCO, an Educational Psychologist or an Advisory Teacher.


A statutory assessment is a formal procedure which involves the collection of information from as many people as possible who have detailed knowledge about your child. This may lead to the issue of a statement of special educational needs.



Asperger Syndrome


An autistic spectrum disorder characterised by difficulties with social interaction, social communication and inflexible thought patterns in an otherwise intelligent and able child.


Autistic Spectrum Disorder


Autistic spectrum disorders are characterised by difficulties interacting and communicating. 
The characteristics of autism can be described as the 'triad of impairment':

·         Socialisation - poor social skills;

·         Communication - difficulties with speech language and communication;

·         Imagination - rigid thought and resistance to change.

The commonly used terms 'autism' and 'asperger syndrome' are autistic spectrum disorders.

C up L

Catch up Literacy

Pupils with lower than expected reading age attend extra literacy sessions to boost their reading scores and improve their access to the curriculum


Clinical Psychologist

Clinical Psychologists help parents and children who are experiencing emotional and/or behavioural difficulties in their home environment.


Code of Practice


The SEN Code of Practice (often referred to as ‘The Code’) gives practical guidance on how to identify, assess and support children with special educational needs. All early education settings, state schools and Local Education Authorities must take account of this Code when they are dealing with children who have special educational needs. 




Differentiation is the adjustment of the teaching methods and/or resources according to the learning needs of the pupils. It can be aimed at the groups within the class or individuals. See also personalised learning.


Differentiated Curriculum

A curriculum that is specially adapted to meet the special educational needs of individual children.




Dysarthria is a motor speech disorder. The muscles of the mouth, face and respiratory system may become weak, move slowly or not move at all following a stroke or other brain injury. Dysarthria can also be caused by cerebral palsy and muscular dystrophy. It can cause slurred speech, speaking softly or barely able to whisper, slow rate of speech, rapid rate of speech, drooling or poor control of saliva, chewing and swallowing difficulty. 




Children with dyscalculia have difficulty in acquiring mathematical skills. Children may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures. Dyscalculia is a type of Specific Learning Difficulty (SpLD). See under SpLD below.



Dysgraphia makes the act of writing difficult. It can lead to problems with spelling, poor handwriting and putting thoughts on paper. People with dysgraphia can have trouble organising letters, numbers and words on a line or page. This can result partly from trouble processing what the eye sees (visual-spatial difficulties) or trouble processing and making sense of what the ear hears (language processing difficulties).




Children with dyslexia have a marked and persistent difficulty in learning to read, write and spell, despite making good progress in other areas. Areas of difficulty include:  working memory, organisation, reading comprehension, handwriting, punctuation, concentration, sequencing words and numbers. Students with dyslexia may also mispronounce common words or reverse letters and sounds in words. Dyslexia is a type of Specific Learning Difficulty (SpLD). See under SpLD below




A disorder that affects the co-ordination of movement. This can affect co-ordination of the speech organs (oral dyspraxia) or other actions e.g. eating, dressing or writing. Dyspraxia is a type of Specific Learning Difficulty (SpLD). See under SpLD below.


Education, Health and Care Plan


From 1st September 2014, Education, Health and Care Plans (EHCPs) will be issued instead of statements of SEN. Existing statements will be converted to EHCPs over the next three years. An EHCP has the same statutory protection as a statement but it can be issued at and maintained to any point from birth to the age of 25. The criteria and procedure for securing an EHCP for your child is detailed as part of Salford’s Local Offer.



Educational Psychologist

Most, but not all, Educational Psychologists are employed by local authorities (LAs). Their main work is with schools and pre-school settings to provide advice, support and staff training for children with SEN. They may perform assessments of children with SEN and produce a report as part of the statutory assessment.


Exam Special Arrangements

Special arrangements can be made for pupils who are disadvantaged during exams because of certain difficulties such as dyslexic tendencies. Readers, scribes and or extra time can be arranged, for pupils who meet the exam board criteria, in order that the disadvantage they have can be redressed.


Exam Special Concessions

Special concessions can be arranged for pupils who qualify for these e.g. the exam paper can be enlarged or written in Braille for pupils with visual difficulties or a scribe can be used if a pupil breaks an arm before the exam etc.




Each school has a board of Governors that is responsible to parents, funders and the community for making sure the school provides a good quality education. In Academy schools the governors are often called ‘directors’.


Hearing Impairment


Children with a hearing impairment range from those with a mild hearing loss to those who are profoundly deaf. They cover the whole ability range. For educational purposes, children are regarded as having a hearing impairment if they require hearing aids, adaptations to their environment and/or particular teaching strategies in order to access the concepts and language of the curriculum




Inclusion is the process by which schools and other establishments change their principles, policies, practices and environments to increase the presence, participation and achievement levels of children with special educational needs and/or a disability.


Individual Education Plan


An IEP sets out the special help that a child will receive at school or early years setting to meet his or her special educational needs (SEN). It is not a legal requirement for your child to have and IEP but it is good practice for parents and the child to be involved in drawing it up and reviewing it if there is one. An IEP should be reviewed regularly and at least twice a year. If there is no IEP the school should have another method of recording how it is meeting your child’s SEN


Learning Difficulties

A child has learning difficulties if he or she finds it much harder to learn than most children of the same age.


Local Education Authority


Each council has an LEA. The LEA is responsible for the education of all children living within the council’s area and has some responsibility for all state schools in our area.  In Salford, the LEA is combined with the children’s social services departments and is known as Children’s Services. Children’s Services have the same responsibilities for educational provision for children with special educational needs as LEAs.


Learning Support Unit

A room where small numbers of pupils with severe emotional and behavioural difficulties can work together, with support, to achieve at least 5 A*-C grades (including maths and English) at GCSE level.


Moderate Learning Difficulties

Children with moderate learning difficulties have much greater difficulty than their peers in acquiring basic literacy and numeracy skills and in understanding concepts. They may also have associated speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.


National Curriculum


This sets out a clear, full and statutory entitlement to learning for all children, setting out what should be taught and setting attainment targets for learning. It also determines how performance will be assessed and reported. The national curriculum is taught in a way that meets the needs of individual children, e.g. setting goals that are achievable.


National Curriculum Inclusion Statement

A detailed statement within the national curriculum, setting out the principles that schools must follow, to make sure that all children have the chance to succeed.



OFSTED stands for the Office for Standards in Education. OFSTED is the inspectorate for children and learners in England and they oversee the quality of the provision of education and care through inspection and regulation. They inspect childcare providers, schools, colleges, children’s services, teacher training and youth work. 


Personalised Learning


Personalised learning is about tailoring education to meet individual needs, interests and aptitudes to ensure that every pupil achieves and reaches the highest standards possible, no matter what their background or circumstances or level of ability




A system of teaching reading and spelling that stresses basic symbol-sound relationships and how this works in decoding words.


Phonological Difficulties

A child with phonological difficulties finds it hard to select and use the correct sounds necessary for speech.



Physical Difficulty

There is a wide range of physical disabilities and pupils cover the whole ability range. Some children are able to access the curriculum and learn effectively without additional educational provision. They have a disability but do not have a special

educational need. For others, the impact on their education may be severe. In the same way, a medical diagnosis does not necessarily mean that a child has SEN. It

depends on the impact the condition has on their educational needs.

There are a number of medical conditions associated with physical disability which can impact on mobility. These include cerebral palsy, heart disease, spina bifida and hydrocephalus, muscular dystrophy. Children with physical disabilities may also have sensory impairments, neurological problems or learning difficulties. Some children are mobile but have significant fine motor difficulties which require support.



Physiotherapists see children who have difficulties with movement (e.g.: walking, kicking a ball). The therapist will assess the child’s movements and identify what the physical problems are and then devise a treatment plan.


Pyramid Club

Club set up in liaison with the Schools' Psychology Service. This is an after school club for very quiet, vulnerable Year 7/8 pupils who need support to grow in confidence, make friends and build trusting relationships with nurturing staff who can support them in school and help them to become more independent.


Responsible Person


The person (either the headteacher/deputy headteacher, chair of the governing body or SEN Governor), who has responsibility for making sure that staff know about a child’s special educational needs.


Special Educational Needs Co-Ordinator

A Special Educational Needs Co-ordinator or SENCO is a teacher who has the responsibility for overseeing the day-to-day SEN provision within his or her school. The SENCO and your child’s teacher/s should work together to plan how his/her needs should be met.


Special Educational Needs

The special help given to children with special educational needs which is additional to or different from the provision generally made for other children of the same age.


Special Educational Provision

The special help given to children with special educational needs which is additional to or different from the provision generally made for other children of the same age.


Specific Learning Difficulties

See Dyslexia, Dyscalculia and Dyspraxia above.


Special Educational Needs

Children with special educational needs have significantly greater difficulty in learning than most children of the same age or have a disability. These children may need extra or different help from that given to other children of the same age. Approximately one fifth of all children may have an SEN at some point in their school career.


Special Educational Needs (SEN) Code of Practice

See ‘Code of Practice’ above.


Statement of Special Educational Needs

The Statement of Special Educational Needs, or 'Statement' describes the special educational needs of a child and the help that she or he will get to meet those needs. It is a legal document that is produced at the end of a process known as ‘statutory assessment’. Only those children with the most severe, complex and persistent SEN will need a Statement. From September 1st 2104, no new statements will be written. Instead a new document – an Education, Health and Care Plan (EHCP) with the same legal protection as a Statement will be produced.


Statutory Assessment


This is the legal process for producing an Education, Health and Care Plan (EHCP). Parents, a young person over the age of 16 who is deemed capable and a variety of professionals can request a statutory assessment. Parents and/or the young person themselves if they are deemed capable, must give their permission for this to go ahead. Not all Statutory Assessments result in the issuing of an Education, Health and Care Plan. From September 2014, Statutory Assessment can be carried out at any time between a child’s birth and the age of 25, although there will be very few young people undergoing the process for the first time beyond the age of 16.


Teaching Assistants


Almost all schools now employ teaching assistants to support whole classes, small groups or individual pupils. Teaching assistants may be called other things, such as learning support assistant (LSA) or special support assistant (SSA) particularly if they support a child with special needs.




Transition is when a child moves from one setting to another, such as from home to a childminder, to nursery, to primary school, to secondary school, or from education into adult life. Planning for transition is important if your child has a significant level of need where advance preparations may need to be made in the new setting to ensure it is successful.


Transition Plan


If your child has a statement of SEN that has not yet been converted in to an Education, Health and Care Plan (EHCP), the annual review in year 9 (and any subsequent annual reviews until the young person leaves school) must include the drawing up and subsequent review of a Transition Plan. The Transition Plan should draw together information from a range of professionals within and beyond the school in order to plan for the young person's transition to adult life.

If your child ahs an EHCP, the Transition Plan is replaced by a ‘Preparing for adulthood’ review (see above).


Visual Impairment


Vision loss to such a degree that additional support is required. Refers to people with irretrievable sight loss and does not include those whose sight problems can be corrected by spectacles or contact lenses, though it does include those whose sight might be improved by medical intervention. This simple definition covers a wide spectrum of different impairments.