SEND

Manchester’s local offer makes it easier for families to find out about the support that is available for children and young people with Special Educational Needs or Disabilities (SEND). All schools and academies in Manchester are expected to identify and support pupils with Special Educational Needs.

More information on Manchester’s local offer can be found at: www.manchester.gov.uk/sendlocaloffer

• The Special Education & Disability Information, Advice & Support Manchester (SENDIASS)offers information, advice and support around SEND education in the city. It’s a free, confidential and impartial service with a dedicated Information, Advice and Support IAS helpline. About SENDIASS Manchester (iasmanchester.org)
• Guidance for New Parents/ Carers Guidance For New Parent Carers | Help & Support Manchester
• Guidance around the different levels of support schools should be providing to meet your child’s needs. There is a set of tools for 0-5 years, 5-14 years and 14-25 years. Matching Provision to Need Tool (MPNT):
• A tool for parents/carers and schools to talk to children and young people regarding their anxieties and to provide strategies to encourage school attendance. Anxiety Based School Avoidance:

The family of a child with SEND has the right to request for their child to be educated in a mainstream setting. Manchester schools are supported to be inclusive. Manchester’s Graduated Response document outlines guidance that they could provide to support schools. Schools have a duty to publish SEND information on their website which is updated annually. Outlined below are frequently asked questions in regards to how children with Special Educational Needs are supported at Dean Trust Ardwick:

What SEND needs are provided for at Dean Trust Ardwick?

Dean Trust Ardwick provides for children with SEND in line with the Equality Act 2010. This would be if they have a significantly greater difficulty in learning than the majority of their peers, or have a disability which prevents or hinders them from making use of educational facilities in mainstream schools or mainstream post-16 institutions.

There are four types of Special Educational Needs and Disability (SEND) as described in the SEN Code of Practice 2014:

1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health difficulties
4. Sensory and/or physical needs

If a pupil is identified as having SEND, then their needs will fit into one or more of these categories. Pupils with medical conditions will have Individual Health Care Plans (IHCP) which specify the type and level of support required to meet their medical needs.

How does the school know if pupils need extra help with learning?

When deciding whether to make special educational provision, the teachers and Special Educational Needs and Disability Co-ordinator (SENDCo) would consider all of the information gathered from within the school about a child, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For pupils with higher levels of need, school would have arrangements in place to draw on more specialised assessments from external agencies and professionals.

This information gathering should include an early discussion with the pupil and their parents. These discussions should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parent’s concerns, the agreed outcomes sought for the child and the next steps.

If parents have any concerns regarding their child, they are encouraged to discuss this with the school’s SENDCo.

What should I do if I think my child has Special Educational Needs?

Please contact the SENDCo to arrange a meeting, or alternatively, you may discuss any concerns about their progress with their Head of Year who will refer them to the SENDCo if necessary.

How will I know how my child is doing at school?

For those pupils with SEND, in addition to normal reporting arrangements, there are opportunities for parents to discuss progress with teachers, Learning Support Assistants (LSAs), Higher Level Teaching Assistants (HLTAs) and the SENDCo. Parents are informed by HLTAs/LSAs working with their child of their progress at regular intervals throughout the school year. If there are any concerns or questions the SEND team is always available for consultation by appointment.

Parents are encouraged to liaise with staff to share information via a home/school communication book or by direct contact with school. Teachers offer advice on how to support pupils at home and help with homework.

For all pupils with Education Health and Care Plans (EHCP), annual reviews with the young person, parents and staff supporting the pupil are arranged as part of statutory procedure.

How will my child be informed about their progress and support?

All pupils are able to access support from the pastoral team who liaise closely with the SEND Team to offer extra support if necessary.

All pupils with an EHCP are assigned a key worker, either a HLTA/LSA. A key worker involves the young person in their education by meeting with them at regular intervals throughout the year. Where necessary, communication with parents is also part of this process. This is to allow dialogue between home and school, and to allow parents to have an input into their child’s education and progress.

The effectiveness of support provision put in place is reviewed at regular intervals throughout the year by the SENDCo and the school’s Senior Leadership Team.

How will my child be supported?

All subject teachers are responsible for the outcomes of pupils in their lessons. They are responsible for making the curriculum accessible to all pupils through Quality First Teaching and will receive ongoing training about additional learning requirements.

All pupils are grouped in mixed ability classes across all Year Groups. Where appropriate pupils are support through transitions to lesson through:

• Universal: Relentless Routines- which provide predictable beginning and ends to lessons
• Visual Timetables
• Five Minute Early Passes

The SENDCO will ensure that:

• All relevant information is distributed on pupils needs so that teachers have a good understanding of how to support your child in school.
• High quality training is provided to all staff so that teachers are equipped in meeting those needs.
• Teachers and LSAs meet regularly to plan to meet a pupil’s needs.
• The quality of teaching provision for pupils with SEND across the school is efficiently managed.
• There is high quality support in place in classrooms.
• There are regular intervention sessions offered in the Inclusion Base at
• Parents/carers are kept informed of any changes to the provision that is in place for their child.
• The following types of additional support are also available, all dependent on need:

1. Additional adult support in the classroom. There are dedicated LSAs in the SEND department who support teachers in helping the learning of whole classes. Pupils with an Education and Health Care Plan (EHCP) will receive this support according to their needs.
2. Small group withdrawal sessions. When pupils come out of some lessons for prearranged sessions with LSAs or external agencies for example, handwriting, reading, numeracy skills, organisation skills, social skills.
3. Intervention from external agencies. Educational Psychology/ Speech and Language Therapy/ Sensory Support Service are at hand to support your child through recommendations and arrangements via the SENDCo.
4. We have a comprehensive early reading programme which ensures that any child reading significantly below their chronological reading age can catch-up. For many children, this is a significant barrier to their learning and we ensure that all children in years 7-10 are tested and the right support is provided.

How do we help your child at key transition points?

Planning for Year 6-7 Transition for pupils with SEND is undertaken by the SENDCo, AHT Inclusion, the HLTA in charge of Year 7 Transition, and the Head of Year 7. We make sure that a thorough process takes place and information is shared between Primary and Secondary school to make sure that we know your child as much as possible before they arrive. Parents/ Carers and children will also have numerous opportunities to visit our school and get used to the change before they arrive. We also have an invite only Summer School for pupils who may find the transition process challenging in which they get used to:

• Following our systems and processes
• What to expect in lessons
• How to find your way around the school building
• Find out more: https://www.deantrustardwick.co.uk/parents-pupils/year-6-7-transition/

All staff are given appropriate information about pupils when they arrive in September through our Inclusion Bulletin. Pupil Passports are also provided for all pupils.

Through transition between KS3 and KS4 parents/carers and pupils are invited in for bespoke meetings to help them navigate the options process. Parents/carers are given all the information they need to help their child make an informed decision about their GCSE choices.

At KS4 all pupils receive 1-2-1 careers advice and go through an extensive process of writing applications to their next educational destination. The Inclusion Faculty ensures that pupils with SEND are given bespoke advice about their next steps with Parents/Carers. Find out more: https://www.deantrustardwick.co.uk/parents-pupils/adviceguidanceandcareers/

What support will there be for my child’s overall wellbeing?

All pupils are able to access the Pastoral Support Team in school who liaise closely with the SEND Team to offer extra support if necessary. The SEND team offers pupils the facility to spend time in the department during lunch if they prefer a quiet area. There is the opportunity for social interaction with peers with support from LSAs. Pupils are encouraged to share any concerns/anxieties with members of the team and there is close liaison with both parents/carers and teachers. Dean Trust Ardwick will support the emotional, mental and social development of pupils with SEND through listening to the views of pupils and their parents/carers.

For those with medical or physical needs Dean Trust Ardwick follows the statutory guidance for supporting pupils with these needs. There is also a specialist LSA who works closely with those pupils whose needs are long term.

If a child has a medical condition school will liaise with all professionals working with the child and will follow their advice and strategies to support the child in school.

School has a designated member of staff to work with attendance issues alongside the appropriate agencies from the local authority.

How is the decision made about what type and how much support my child will receive?

Our provision is arranged to meet our pupils’ needs within the resources available. This approach reflects the fact that different pupils require different levels of support in order to achieve age expected attainment. The SENDCo will consult with the pupil, staff and parents/carers as well as with support staff, to discuss the pupil’s needs and what support would be appropriate.

There are always on-going discussions with parents/carers for any pupil who requires additional support for their learning. We ensure that all pupils with SEND have their needs met to the best of the school’s ability, within the funds available. The budget is allocated on a needs basis. The pupils who have the most complex needs are given the most support. If the school feels that further support is needed they may involve other services to support the child’s or family’s needs; these include health and social care bodies, local authority support services and voluntary organisations.

How accessible is Dean Trust Ardwick for my child?

The school is on one site. There is currently one main building, with three storeys and all levels have lift access. All areas can be reached via permanent ramps which means that the ground floor of the building is accessible for wheelchair users or those with impaired mobility. The site has disabled toilets on every floor. There is also a specialist hygiene room on the ground floor with a hoist, and rise and fall bed to aid pupils with mobility impairments engage in all aspects of the curriculum. There is one car park on site. The car park has parking bays for disabled badge holders, marked clearly in yellow paint. Every classroom has a rise and fall desk. Science and Design Technology rooms are also fitted with rise and fall sinks.

How will my child be included in learning activities both in and outside the classroom including school trips?

Dean Trust Ardwick is a fully accessible school so all pupils are able to participate in all activities. Appropriate differentiation through Quality First Teaching is provided in all lessons and arrangements are made for inclusion on all trips.

English as an Additional Language (EAL)

All pupils with EAL will be supported to ensure that they can access the curriculum, make academic progress and successfully operate within society. Pupils with EAL are assessed on how proficient they are in English. Pupils identified as ‘absolute beginners’ and ‘beginners’ will be withdrawn from lessons for a period of time so that they can receive intensive English Language teaching. Gradually pupils will be phased into a full timetable whilst still accessing support when necessary. For other pupils with EAL, who have some acquisition of English, support will be provided by the classroom teacher and they will receive intervention appropriate to their proficiency of the English Language.

Contact Us

SENDCO: J Hallam – send@deantrustardwick.co.uk