The Special Educational Needs and Disability Code of Practice 2015 defines Special

Educational Needs as follows:

‘A child or young person has SEN if they have a learning difficulty or disability

which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or

disability if he or she:

1. a) has a significantly greater difficulty in learning than the majority of others

of the same age, or

1. b) has a disability which prevents or hinders him or her from making use of

educational facilities of a kind generally provided for others of the same

age in mainstream schools or mainstream post-16 institutions.’

Special educational provision is defined as provision that is additional and different

from that made generally for other children of the same age.

Special Educational Needs are classified under four areas:

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health
• Sensory and/or physical.

Some children may have needs that fall under more than one of these areas.

We recognise that children learn and develop at different rates, and some may need additional support at certain points in their journey. Our approach to identifying SEND is proactive, compassionate, and rooted in early intervention.

We identify needs through:

Ongoing teacher observation and assessment across the curriculum.

Regular progress reviews, where staff monitor academic, social, and emotional development.

Discussions with parents and carers, who know their child best and can provide valuable insight.

Pupil voice, ensuring children have opportunities to share how they feel about their learning.

Working closely with external professionals, such as educational psychologists, speech and language therapists, and health specialists, when needed.

A graduated approach, following the cycle of assess → plan → do → review to ensure interventions are targeted and effective which is done through Person Centred Planning Meetings (PCP) and Pupil Provision Maps.

Strong relationships with families are at the heart of our SEND provision. We believe that children make the best progress when school and home work together.

We aim to:

Listen carefully to parent and carer concerns and act on them.

Hold termly PCP meetings to review progress, update Provision Maps, and set new targets.

Communicate openly, ensuring you feel informed about your child’s development and the support in place.

Signpost external support, including local services, community groups, and professionals.

Celebrate achievements, no matter how big or small, and share positive steps along the way.

Your knowledge of your child is crucial, and we value your partnership deeply.

What the school provides.

Parents contribute and take part in PCP’s and Annual Reviews and receive copies of all relevant paperwork concerning their child. Pupils are also asked to make a contribution to the review. Pupil Provision Maps are produced termly or half termly depending on the circumstance and pupil. The school operates an Open Door policy with regards to any concerns a parent may have.

All children on the SEN register have a Pupil Provision Map written by their class teacher; this provides the child with targets to achieve on either a termly or half termly basis. The Pupil Provision Maps are signed and approved by the parent and reviewed regularly to assess if targets have been achieved. Teachers differentiate work appropriately to ensure all children are included in their lessons. Pupils’ progress is monitored throughout the school by the teacher, SENCO and Assessment Co-ordinator.

The monitoring criteria include:

• Analysis of pupil tracking data and test results for individual pupils and cohorts
• Value added data for pupils on the SEN register
• How well identification and assessment procedures have ascertained pupils’ needs and contributed to future success
• Ascertaining parents/carers views on how effective they believe provision to have been
• Evidence from Ofsted inspection reports
• School development plan

Lis Rodgers is the acting governor for Special Educational Needs until one it appointed. The governor works closely the SENCO and regularly discuss the effectiveness of SEN provision. Parents are informed about their child’s progress twice a year, at parent’s evenings. Also, there are additional meetings to set targets for PP maps. Parents may contact their child’s class teacher and the SENCO anytime they wish to discuss the progress of their child.

How will our school support your child and how will the teaching be adapted to meet their needs?
The class teacher will provide teaching and activities to match the levels of learning of all children in the class. This is known as differentiation. Sometimes, additional resources will be provided to support children’s learning, for example, writing slopes, pencil grips, dictaphones, sensory objects and visual time tables etc. Teaching and Learning Assistants may also be used to support your child. If your child has been identified as having SEN then provision will be tailored and the support aids will be provided.

Mrs Glover carries out Risk Assessments where necessary. Teachers supervise children at playtimes. Lunchtime support staff supervise children in the play areas at lunch times. Children with an EHC are supported over break-times if the EHC specifies this is required.

On school trips, the correct ratios of adults to children is adhered to and, if necessary, additional adults are taken to ensure safety.

Please refer to our SEN Policy and Accessibility Plan for detailed provision for children with SEN.

How are decisions made about the type and how much support my child will receive?
We have a budget for SEN that is allocated each financial year. This money is used to provide additional support or resources that children with SEN will need. If school cannot meet your child’s needs through existing resources, then a submission the Education and Health Care Panel may be made.

Our goal is to ensure every child receives the right support at the right time. The support we offer is personalised and responsive to individual needs.

This may include:

High‑quality teaching, adapted to meet different learning styles.

Small‑group or one‑to‑one interventions focused on specific skills (e.g. reading, maths, social communication).

Differentiated resources, such as visual supports, manipulatives, and assistive technology.

Emotional and social support, including pastoral care, nurture groups, or mentoring.

Individualised support plans, outlining key targets and strategies.

Access to specialist services, where additional expertise is beneficial.

We work hard to create an inclusive environment where all children feel confident, capable, and supported.

Please refer to our SEN Policy and Accessibility Plan for detailed provision for children with SEN.

To see a break down of what is offered in each year group, please click on the link below:

Greswell Offer to parents

What should I do if I think my child has SEND?

Speak to your child’s class teacher or the Mrs Handford, our school’s SENDCo. We will listen, discuss your concerns, and explore the best next steps together.

➤ What is the role of the SENDCo?

The SENDCo coordinates SEND provision, supports staff, liaises with families and external professionals, and ensures children receive the help they need.

➤ Will my child need a diagnosis to receive support?

No. Support is based on need, not diagnosis. If your child would benefit from additional help, we will put this in place.

➤What specialist services and expertise are available or accessible through our school? 

We work closely with the agencies from Tameside Specialist Outreach Support Services (TSOSS)

Healthy Young Minds (HYM)

Educational Psychology (EP)

Education Welfare Officer (EWO)

Occupational Therapy (OT)

Multi – agency Autism Team (MAAT)

Speech and Language Therapy Service (SALT)

School Nurse

➤ How often will I be updated about my child’s progress?

You will be invited to termly review meetings, and teachers will keep you informed throughout the year. You can also request a meeting at any time and the SENDCo’s consultation times are Monday 1pm – 3pm each week. You can also email senco@greswell.tameside.sch.uk and Mrs Handford will reply in her SEND time.

➤ What happens if my child needs more support than school can provide alone?

If appropriate, we may work with external professionals or explore whether an Education, Health and Care Plan (EHCP) is needed. You will always be involved in this process.

Disabled facilities include:

• Accessible toilet
• Sloping entrances

Please see the Accessibility Plan on our website for further details.

• classrooms are on the same level however 4 are only accessible via a staircase. There are accessible parking spaces available for the public and disabled persons and disabled toilets are available for wheelchair users if the need should arise. Information such as policies are available on the school website. Parents receive weekly newsletters; these are also published on the website. Furniture is of a suitable height appropriate to the age group of children being taught in that classroom. The school has a range of ICT programs for pupils with SEN in addition to computers, headphones and interactive whiteboards installed in every classroom. A set of iPads and netbooks are accessible for children at all times if required. We have access to visual symbols, pictures and signing resources; these are used throughout the school to include children with SEN.

Tameside SEND Local Offer

Tameside SEND Local Offer gives you information on services available for children and young people with special educational needs in Tameside.

https://tamesidelocaloffer.co.uk/

🌐 SENDIASS

SENDIASS – SEND Information, Advice & Support Service Tameside which is independent advice and support for parents and carers.

https://www.togethertrust.org.uk/community-support/sendiass

🌐 Our Kids Eyes

Our Kids Eyes or otherwise known as OKE support network for families of children with additional needs.

https://www.ourkidseyes.org/

✨ Contact information

Our school’s SENDCo is Mrs Handford and her consultation time for parents is every Monday afternoon 1pm – 3pm.

Email address: senco@greswell.tameside.sch.uk

Phone  number: 0161 336 6854