As we are all created in the image and likeness of God, as a school, we endeavour to provide all children with the highest standard of education. For some children, this means providing them with additional support.
Our SENDco lead is Miss Sam Rowland (Year 3 teacher). You can contact Miss Rowland by ringing the school on 0161 483 0977 or via email sam.rowland
In our school we have a wonderful range of abilities and needs. Class teachers work alongside other professionals in order to provide all of our children with the best education, regardless of need. As a school we provide training throughout the year for our staff to access the most up to date recommendations for children with SEND. Some of the professionals we work alongside are Ms Nicole Hand from the Learning Support Service, Mrs Louise Lamont from the Behaviour Support Service and Mrs Helen Barr our Education Psychologist.
At St Philip’s, we use a graduated approach to teaching children with SEND. All teachers are teachers of children with SEND and quality first teaching with appropriate differentiation is provided for all children. Adaptations are then made to the curriculum and the learning environment for children with SEND through short-term targeted support, long-term targeted support, or specialist support. Targeted support may include small nurture sessions and interventions, 1:1 work where appropriate, and personalised provision through intervention programmes and adapted resources.
At St Philip’s we provide need for children across the four areas of need as laid out in the SEND Code of Practice (January 2015)
Each class teacher knows the children in their class best and has the responsibility of ensuring progress for all children in their class. Each class teacher will work closely with colleagues, including the SENDCo, to plan the best learning for each individual.
Subject leaders are responsible in ensuring adaptations are made in their specialist subject and are responsible in supporting staff with inclusive and adaptive teaching and learning. It is the Headteacher’s responsibility to oversee all progress of children in each class and report on progress and monitoring to the Governors of the School.
We aim to maintain a high level of training for all our staff to ensure specialist expertise is secured to support children with SEND at our school. A staff audit of expertise in SEND is undertaken annually to identify training aspects. Both Ms Cahill, head teacher, and Miss Rowland, SENDco, have completed the NASENCO accreditation. Individual training is provided for all staff including, but not exhaustive of, Behaviour Support, Team Teach training, Dyslexia Friendly training, Specific Learning Difficulties, ADHD, and SALT training.
Name of staff member
Area of expertise
Level of qualification (e.g. BA (Hons), MA)
Ms Emily Cahill
Miss Sam Rowland
Name of SENCO
0161 483 0977
Equipment and facilities
At St Philip’s, we have many resources which are used to support children with a wide range of additional needs. Through our Graduated Response Approach, all learning is differentiated to the children’s current level of attainment, whist ensuring appropriate challenge is provided. Children’s needs are at constantly reflected on and access to appropriate resources are provided. We make good use of technology in supporting children such as typing methods using Chromebooks, voice over recording/typing, relevant iPad apps and resources.
We have many areas in school which the children love learning in such as our Forest School Area, our Woodland Area, Nurture Intervention rooms such as the Rainbow Room, and the Sensory Room. We offer many interventions for both academic and nurture support which are detailed as part of our School Offer. More details can be found in our Graduated Response – ‘School Offer’ page on our website. All children are assessed before and after an intervention so progress can be monitored.
All children’s needs are different, and we identify these needs in a number of ways. We use the following sources to establish if a child may need additional support:
Teachers use their professional judgement and criteria set out by the Local Authority (LA) to decide if a child has additional needs which are creating a barrier to their learning, or if their specific needs require additional support. If teachers or parents are concerned, the details of the concern are recorded and discussed with the SENCO, Sam Rowland, where additional support may be given through our Graduated Approach.
Provision is evaluated to ensure it is effective for all children through half-termly Pupil Progress meetings with the school’s Senior Leadership Team. An Annual report is sent to the Governing Body and the SEND Information Report is updated and made accessible on the school’s website.
If a teacher feels that a child requires additional support to what is offered at the Universal Level of our Graduated Approach School Offer, they may discuss this with parents and the SENDCo, Sam Rowland, to discuss the option of putting the child on an SEND Support Plan.
Through co-production, parents and carers work together with the class teacher and SENDco and meet to create an SEND Support Plan. These plans highlight children’s needs and set out SMART targets for each individual child. The plans will also identify the child’s, parent’s, and school’s long-term aspirations for the child as a driving aspect of support provision.
Through our Graduated Approach, we review pupil’s progress towards their SMART targets through an Assess, Plan, Do, Review cycle with opportunities to consult parents in every step of the journey.
SEND review meetings are held three times a year, but as they are a working document, changes can be made at any time to ensure effective support is in place.
One Page Profiles are created with the child to ensure their voice is heard throughout the process.
If the class teacher, SENDCo and parents are all in agreement that the outcomes on the SEND Support Plan have been achieved and their needs can now be met through the Universal Offer, then they may no longer need the SEND Support Plan and may come off the SEND register.
An education, health and care plan (EHCP) can be applied for any child or young person aged up to 25 who needs more support than is available through special educational needs support. An EHC plans identify educational, health and social needs and set out the additional support to meet those needs. Some children and young people may require an EHC needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an EHC plan. Statutory guidance states that EHC plans should be issued when the local authority considers the special educational needs of the child cannot be reasonably provided for within the resources available to mainstream early years provision, school and post-16 institutions.
A school may choose to apply for an EHCP when a child receiving support at the Universal and Targeted level, is still not making the expected progress. They may require more Individualised support and provision. The application process requires evidence to show that the Targeted support outlined on the SEN support plan has been reviewed and adapted to try to meet the child's needs.
‘Where, in the light of an EHC needs assessment, it is necessary for special educational provision to be made in accordance with an EHC plan, the local authority must prepare a plan’ - SEN Code of Practice (2015) 9.53
An EHC plan can only be issued after a child or young person has gone through the process of an EHC needs assessment.
Parents can also apply for an EHCP through the Local Authority themselves.
Further information about this can be found by speaking to Miss Sam Rowland, SENDCo, or by following the links below.
At St Philip’s, we ensure all pupils are listened to at all times and pupil voice is at the forefront of supporting pupils’ wellbeing. Social and emotional development for all our pupils is carefully planned throughout our curriculum. We do this by:
At St Philip’s, parents can speak to class teachers on a daily basis, alongside SLT members and the Head Teacher. Informal conversations and longer appointments can be made to gain parental views and concerns. Arrangements for consulting parents can be through telephone conversations, open door policy and appointments with staff, email, parents evening, parent questionnaires and SEND review meetings.
Each year, there are two formal parents’ evenings, the first in the Autumn Term and the second in the Spring Term. Parent’s evening meetings for parents of children with SEND are arranged with enough time to ensure effective discussion and co-production of the SEND Support Plan.
If parents have any concerns outside of the arranged formal parents’ evenings, they should make an appointment to see the class teacher to discuss them. The class teacher can then request a further meeting with the SENDCo / Headteacher to address the issues raised. Children with SEND Support Plans who are on the SEND register will have a termly meeting with the class teacher to discuss and update the child’s SEND Support Plan. The final meeting in the Summer term will be a Transition meeting between the SENDCo, current class teacher, future class teacher and parents.
Children with an Educational and Health Care Plan (EHCP), will also have an Annual Review meeting. This meeting is a person-centered approach and will give everyone involved the chance to meet, discuss and update their outcomes, aspirations, targets, and provision.
In some cases, if several barriers to a child’s learning are identified, then a TAC (Team Around the Child) or a TAF (Team Around the Family) meeting will be arranged where relevant agencies are invited along with parents/carers to plan a package of support to help an individual child. All decisions are made collaboratively between the pupil, parents/carers, school staff and external agencies to ensure the best outcome for the child. We strongly encourage ongoing dialogue between staff and parents/carers to ensure pupil and parent/carers voice is heard and they feel supported.
At times it may be necessary to consult with outside agencies to receive more specialised expertise to help school and parents/carers to best support their child. Any referrals will be a done co-productively with parents and carers and you will be fully aware of the process prior to the referral.
The services we access through school can include, but are not limited to:
At St Philip’s, our Educational Psychologist, Helen Barr, works with pupils who have significant additional needs, who have an EHCP or are in the process of an EHCP referral. Helen Barr provides advice to both parents/carers and the school once assessments and observations have been completed.
(Emotional Health and Wellbeing)
Sensory Support Service
Ethnic Diversity Service
Signpost Young Carers
School Age+ Workers
Transition to a new Year Group
Each year, the children transition to a new year group. For those on an SEND Support Plan, a transition meeting will be arranged by Miss Sam Rowland (SENDCo) to review progress from the current academic year with the current class teacher and to plan future provision with the next class teacher. These meetings will take place between parents and carers, Miss Sam Rowland (SENDCo) and the relevant teachers.
Transition from a Nursery or previous school to St Philip’s
Many strategies are in place to enable a pupil’s transition when joining St Philip’s to be as smooth as possible.
Transition from St Philip’s to High School
How will school help parents to support their child’s learning?
All children who are on the SEND register will have an SEND Support Plan which is co-produced with parents and teachers. This plan outlines mutual targets and provision with both school and home can work on together in supporting their child’s needs.
The school website has resources and tips for supporting children’s learning and is updated regularly with new ideas.
If your child is supported by an outside agency, they might produce specific programmes with support and guidance on for both school and home to follow.
We believe that all children should be included in every part of the school curriculum. Every aspect of St Philip’s is supported through a Graduated Approach, and we strive to ensure all children to be included in all St Philip’s life.
We aim for all children to be included on school trips and visits (including swimming and our Year 6 residential trip) and will endeavour to provide the necessary support, making reasonable adjustments (such as adapted transport and specialist equipment).
A risk assessment is carried out prior to any off site activity to ensure that everyone’s health and safety needs are accounted for. This may include additional one-to-one support to enable a child to take part in a trip.
In the very unlikely event that it is considered unsafe for a child to take part in an activity, alternative activities will be arranged that will cover the same curriculum areas. If this is the case for your child, then this will be discussed with you well in advance
Parental support and additional support will be sought as necessary in order to ensure the safety and well-being of all pupils during activities outside the classroom.
At St Philip’s we are an inclusive school, and we are all committed to developing emotional wellbeing as much as we support academic progress. We achieve this by:
If you have a complaint about the support St Philip’s provides for your child, please refer to our Complaints Policy which can be viewed . At St Philip’s, the vast majority of concerns can be resolved informally. There may be occasions where concerns and complaints from parents of children with SEND about the provision made at the school are raised. We aim to ensure all parents feel able to raise concerns with members of staff informally in person, by telephone or in writing.
If a parent wishes to make a more formal complaint regarding their child with SEND, the procedure is as follows:
Unfortunately not the ones with chocolate chips.
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