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Old Hall

Primary School

Aspirational, Inspirational, Motivational - Aim High

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Special Educational Needs

Our school's Special Educational Needs Co-ordinator (SENCO) is Mr R Cooley


Telephone: 0161 761 2051   Email:

What are special educational needs?


Children learn at different rates and show a variety in the ways in which they learn. Teachers try to take this into account when they organise their lessons. This is known as differentiating the curriculum. However, some children still find it much harder to learn than others of the same age and may need extra help. This may be because they have difficulties:


• Reading, writing, number work or understanding information
• Expressing themselves or understanding what is being said to them
• Organising themselves
• Understanding and following rules and routines
• Making friends or relating to adults
• A medical condition
• A sensory need such as a difficulty with seeing or hearing


These children are said to have Special Educational Needs. (This does not include children who are having trouble keeping up because their first language is not English).


The aim of this section of the website is to provide you with a link to sources of more information and help with these areas. If you have any questions at all then please speak to Mr Cooley (SENCO).

Mr Cooley

SEN Coordinator


SEND Information Report 2023 - 24

How does our school know if a child needs extra help ?

We use a variety of ways to identify children who need extra help in school:

  • we measure children's progress through a variety of informal and formal assessments; we measure their attainment against their previous learning and national expectations
  • we track the progress of all pupils closely and regularly so we can quickly identify pupils who may benefit from extra support
  • class teachers meet regularly with the senior leadership team to discuss pupil progress and with the SENCO to identify support and intervention for pupils
  • outside agencies often provide us with information about children who will need extra help
  • pupils themselves can ask for extra support and help
  • parents are encouraged to bring concerns or information about their child to their child's class teacher
  • if parents believe their child may have special educational needs, they should initially speak to their child's class teacher who will involve the SENCO as appropriate
  • parents can also contact the SENCO directly, via the school office
What is the school's approach to teaching children with special educational needs ?

Once children have been identified with a special educational need, or there are concerns over a child's progress, we use a range of strategies to meet those needs:

  • support from a teaching assistant during lessons to enable a child to access the learning of a particular lesson
  • small group teaching with a teacher or teaching assistant
  • 1:1 teaching with a teacher or teaching assistant
  • 1:1 teaching with a specialist teacher
  • directed individual work using specific computer programmes
  • implementing a care-plan or intervention provided by external professional (e.g. a child's speech therapist)

The class teacher oversees the setting up, delivery and monitoring of each child's individual programme, often supported by the SENCO.

The nature of the programme will vary from child to child and parents will work with the class teacher to devise a plan to meet the needs of their child. The class teacher is always the first port of call for any additional information, although parents are welcome to contact the SENCO.

Some children may need additional support throughout their time at Old Hall; other pupils may only need it for a short period of time.

For a very small number of pupils, we may request that an application for Statutory Assessment be made to the Local Authority for an Education, Health and Care Plan (EHCP). This will be discussed through consultation between parents and the SENCO.

The governors have the general oversight of the provision for SEND within the school and have the duty to ensure that resources are allocated to meet the needs of the children.
How will the school adapt the curriculum and learning environment for children with special educational needs ?

High quality classroom teaching is the key to learning in school. Through on-going assessment, teachers build up a picture of children's needs. Class teachers have the responsibility to ensure the teaching they deliver to their class is matched to the abilities of all pupils in the class.

In some lessons, pupils are grouped with others that are working on similar targets.

Additional adult support may be used in a variety of ways: small groups, one to one support within the classroom or in a quieter space, or to release teachers to work with small groups or individuals.

For some children with special educational needs (e.g. children with dyslexia) additional physical resources are provided to help them access the curriculum (e.g. coloured overlays, different coloured papers). 
How is expertise secured for teaching staff and others working with children with special educational needs ?

All staff are trained in teaching pupils with special educational needs. Individual staff members have also undertaken additional specialist training in a range of areas, accessing CPD offered by the local authority or other providers. 

Expertise is shared amongst staff - we work as a team to support all of our children.

Staff attend local and national conferences and network meetings to ensure we are aware of current initiatives.

We work closely with Bury's SEN team and Additional Needs Team (including specialist teachers). We have developed strong working relationships.

Where appropriate we work with health and social care to support children's individual needs e.g. CAMHS, Speech Therapy, Occupational Health
What additional learning support will be available to children with special educational needs ?

This will depend on each individual child and their needs.

Parents are involved closely in determining the type of support that will be given to children with special educational needs.

The class teacher, parents and SENCO will discuss the levels of support that will be offered to each individual child. This will be reviewed on a termly basis or more regularly if required.

All support programmes that are devised will have a time scale and expected outcomes. Progress towards these outcomes will be assessed toward the end of the specified time period and will inform the discussion at the next review meeting.

As appropriate, we will involve other agencies in the assessment and review process. This will predominantly be the Local's Authority's SEN and Additional Needs teams.
How will the emotional and social development of children with special educational needs be supported and improved ?

All staff at Old Hall have a responsibility for the emotional and social development of all children. A child's class teacher has the prime responsibility, supported by members of the senior leadership team.

When required, individual health care plans are produced to meet needs. The school has a comprehensive administration of medicines policy (a copy can be found on our website).

We recognise that in the aftermath of the Covid-19 pandemic there has been an increase in social, emotional and mental health (SEMH) needs.  Mrs Grant is our SEMH Lead and offers a range of pastoral support children who have a worry or need someone to talk to.  She also supports children who have suffered significant life-changing events, such as bereavement. 

We work closely with the Ramsbottom Primary SEMH (Social, Emmotional and Mental Heath) Partnership where schools work together closely to develop provision for children with SEMH needs.

We encourage and expect good attendance and punctuality. This is monitored on a weekly basis and support offered to parents where improvement is needed. 

We promote and reward positive behaviours. Our school's policy can be found on our website. Friendship groups or social skills sessions may be included in the provision for an individual child if appropriate.

We have appropriate Safeguarding procedures in place - our relevant policies are available on our website. Our Designated Safeguarding Lead (DSL) is Mrs Carlile; Mr Cooley and Mrs Grant are the Deputy DSLs

Pupils contribute their views on their learning and their attitudes towards school as part of their regular reviews.
How will the progress of children with special educational needs be assessed and reviewed ?

Class teachers and the senior leadership team measure the progress of all children in school. In addition, for children with special educational needs, the SENCO tracks their progress carefully. We track their progress against national expectations, since previous assessments and the outcomes of interventions that have been delivered.

Parents will be informed what the expected outcomes of any intervention programme could be; progress towards these outcomes will be shared at the termly review meetings.  Home-school diaries are often used with children with SEND to facilitate a regular dialogue between school and home. 
How will those children and their parents/carers take part in any assessment or review ?

There will be a termly review for each child identified with special educational needs. This will normally be between the parents and class teacher, although the SENCO may also be involved. This is in addition to the regular parents' evening appointments, although the parents' evening and SEN review may be amalgamated for practicality.

At this review meeting, staff and parents will discuss the progress towards targets set at the previous review meeting. New targets will be set and provision agreed.

How will the effectiveness of the school's special educational provision be assessed and evaluated ?

How will children and their parents/carers take part in any assessment or review ?

Effective provision should impact on children's progress; this is therefore the first measure we will use to assess the effectiveness of our provision for children with special educational needs. An annual analysis is undertaken once we have the results of annual assessments (both statutory and non-statutory).

Parents, children and staff will also evaluate the effectiveness of provision as part of the termly review meetings.

How can children with special educational needs access the school's facilities ?

The school is built on one level. There is ramped access to both the main school and our before/after school care club.

What activities are available for children with special educational needs in addition to the curriculum ?All activities are accessible and available for all pupils. This includes extra-curricular activities and educational visits. If necessary, additional adults are arranged to support a pupil with special needs or a disability. Comprehensive risk assessments are carried out by the visit leaders, approved by our Educational Visits Co-ordinator and Head Teacher and shared with all adults accompanying the trip. Parents would be involved in the planning of Educational Visits as necessary.

Transition to and from school can be a difficult time for all children, particularly for those with special educational needs or a disability.

Joining Reception

Parents of all children joining the Reception class are invited to a "New Parents' Meeting" during the Summer Term. Additional meetings with the SENCO will also be arranged as necessary.

Each child is visited in their pre-school setting by one of our Reception teachers or teaching assistants. Where there is a child with special educational needs or a disability, the school's SENCO will visit the child in their pre-school setting and meet the the setting's SENCO.

All children entering Reception are able to visit the school for five afternoons in June/July. Additional sessions can always be arranged.

There is a staggered start for all Reception children - this can be adapted for children with special educational needs or a disability.


Joining in Other Years

Before any child starts at Old Hall, we recommend a "taster" session to meet their new teacher and class mates. For a child with special educational needs or a disability, additional sessions would be offered. Our SENCO would also liaise with the SENCO from the previous school or setting to ensure we have all the necessary information.


Moving to High School

Once a high school place has been allocated, our transition programme begins. Our SENCO will liaise with the high school's SENCO to plan a series of sessions both at our school and the high school. This is in addition to the comprehensive transition programme that we operate for all our year 6 pupils. At the end of the summer term, all relevant records and files are taken to the SENCO at the receiving high school.
Who can parents contact for further information ?

For current parents, the first point of contact is always your child's class teacher.

Our school's SENCO is Mr R Cooley.

Parents are welcome to make an appointment to speak with the SENCO or the Head Teacher (appointments can be made via the school office).

Prospective parents should telephone the school office to make an appointment to view the school and meet with the Head Teacher.
Handling parental complaints

Through regular meetings, we hope we can work with parents to ensure the best possible provision for individual children.

In the first instance, concerns should be raised with the SENCO.

If parents are not satisfied with the result, they should contact the Head Teacher.

A copy of the school's Complaints Policy can be found on our Policies page.

Who can I contact?

If you have any concerns or queries please contact:

Mr R Cooley (SENCO)

Mrs A Grant (SEMH and Additional Needs Lead)

Mrs N Carlile (Head Teacher)

0161 761 2061




Bee Proud Events and Inclusion Games

This term, Bury School Games are offering a programme of events that give every child the opportunity to take part in and represent the school. A group of our Key Stage 2 children have taken part in a Ten Pin Bowling event at Hollywood Bowl in Bury- they had a great time!