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Special Educational Needs

What is SEND?

A child or young person has SEND (Special Educational Needs and Disabilities) if they have a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

(b) have a disability which prevents or hinders them 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.

(SEND Code of Practice 2014)

The Special Educational Needs Co-ordinator (SENDCo) at Elton Primary School is Miss A. Dickie (Assistant Head Teacher). The SENDCo is responsible for managing and co-ordinating all areas of special educational needs and is a member of the school’s Senior Leadership Team.  Miss Dickie can be contacted by ringing the school office or by sending a message through the school email address.   


The School's SEN Governor is Gemma Capps.


Elton Primary School and Bury Council SEND Offer:

You can find more information about the local Bury SEND offer by clicking on the following link:

Bury SEND Offer

The Elton Primary School SEND offer is shown below (Elton Primary School SEND Information Report June 2018) along with the School's SEND Policy (updated June 2018). 



 Elton Primary School

 Special Educational Needs and Disabilities (SEND) Policy 2014

(updated June 2018)


The School’s Vision:


‘As a school we celebrate individuality to bring out the best in our pupils within a safe, secure, exciting and inclusive environment’




This policy complies with the statutory requirements laid out in the SEND Code of Practice 0-25 (2014) and has been written with reference to the following guidance and documents:


  • Equality Act 2010: advice for schools DfE February 2013
  • SEND Code of Practice 0-25 (September 2014)
  • Schools SEN Information Report Regulations (School Offer – available on school website)
  • Statutory Guidance on Supporting pupils at school with medical conditions (April 2014)
  • The 2014 Primary National Curriculum in England: Key Stages One and Two Framework
  • Safeguarding Policy
  • Accessibility Plan
  • Teachers Standards 2012


This policy was created by the school’s SENCo in consultation with the SEN Link Governor in liaison with: the Senior Leadership Team, school staff and parents of pupils with SEND.  This document was co-produced in the spirit of current reform.


Section 1:


The Special Educational Needs Coordinator (SENCo) at Elton Primary School is Miss Anna Dickie.  The SENCo is responsible for managing and coordinating all areas of special educational needs and is a member of the school’s Senior Leadership Team.  Miss Dickie can be contacted by ringing the school office or by sending a message through the school email address. 


The SEND Link Governor is Mrs Jane Chapman, who is a Governor at Elton Primary School.  The SEN Link Governor meets with the SENCo on a regular basis to monitor and evaluate SEN provision and report back to the Governing Body.


The Headteacher, Miss Rachel Pars, along with the SENCo ensure that the school’s provision for children with additional needs is met and children’s progress is evaluated on a regular basis.


Class teachers provide a planned curriculum that meets the needs of all the learners in their care.  They monitor and evaluate all children’s progress and set future targets for them.  They report to the SENCo any child that may be causing concern and are responsible for reviewing and updating children’s ‘Assess-Plan-Do-Review’ (APDR) target sheets on a regular basis.


Teaching assistants provide specified work and carry out planned intervention strategies according to the child’s APDR.


Based on the four areas as outlined in the 2014 SEND code of practice:


  1. Cognition and learning
  2. Communication and interaction
  • Social, emotional and mental health
  1. Physical and sensory needs


We aim to:

Raise the aspirations and expectations for all pupils with SEN by;


  1. Providing a broad and balanced curriculum for all children. The curriculum is designed to help all children to achieve their full potential and teachers plan to remove barriers to learning.


  1. Ensure that pupils with special educational needs are able to take part in all activities of the school, including those off-site and outside of school hours.


  1. Ensure that all our pupils are involved in decisions made about them and their education.


  1. Ensure we involve our parents in their child’s education and keep them informed about their child’s progress.


A Definition of Special Educational Needs:


A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.  Special educational provision that is ‘additional to and different from’ that accessed by others of the same age.


Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.






Section 2:


Aims and Objectives


At Elton Primary School we aim to provide the best possible outcomes for our pupils, including those pupils who have special educational needs.  We believe in using a child-centred approach by using support, resources and strategies which will most benefit an individual child’s needs.


We will do this by:


  • Identifying and providing for pupils who have special educational needs and additional needs
  • Work within the guidance provided in the SEND Code of Practice (2014)
  • Operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs
  • Provide a SENCo who will work with the SEND Policy
  • Provide support and advice for all staff working with pupils with special educational needs


Section 3:


How do we identify special educational or additional needs?


Provision for pupils with special educational needs is a shared responsibility for the whole school.  The governing body, the Headteacher, the SENCo and all other members of staff, particularly class teachers and teaching assistants have important day-to-day responsibilities.  Every teacher is a teacher of every child, including those with SEN.


Pupils are only identified as having special educational needs if they do not make adequate progress once they have had access to adjustments in the curriculum, inclusive ‘quality first’ teaching and appropriate interventions.  The four broad areas identified in Section 1 of this document detail the areas for which a range of needs can be planned for, most relevant to the child. The purpose of identification is to work out what action the school needs to take, rather than fit a child into a category.


Other areas which may impact upon progress and attainment but not considered as SEN are:


  • Disability (“reasonable adjustment” must be made for pupils to access learning and the curriculum)
  • Attendance and Punctuality
  • Health and Welfare
  • English as an Additional Language
  • Being in receipt of the Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman


Behaviour as a concern category alone is not acceptable to be considered as a special educational need.  However, a child with special educational needs may have any combination of the above factors in addition to.


Before a child starts school


Some children will have their special educational needs identified and supported through the pre-school settings they have attended.  If a parent has concerns regarding their child, or the child has a medical diagnosis which impacts on learning, this will be discussed during the start period of the child at school.  Ongoing parent-teacher consultation sessions will be encouraged as the child continues at school.


Section 4:


A Graduated Approach to SEN Support


The class teacher has the responsibility of teaching all of the pupils and ensuring they access the learning through ‘quality first’ teaching.  Teachers are accountable for the progress and development of all the pupils in their class, including deploying teaching assistants appropriately to support learning in lessons. 


High quality teaching and differentiation for individual pupils is the first step in responding to pupils who have or may have special educational needs.  Additional intervention and support cannot compensate for a lack of good quality teaching. Teaching through school is observed on an annual cycle and provision and progress checks for the pupils in classes is regularly reviewed and discussed.  Teachers receive updates on changes and improvements in SEN through the school SENCo and attend relevant courses and training covering a range of areas of SEN.




At Elton Primary School, we work in line with the system of, ‘assess-plan-do-review’ for two cycles.  For example, a child who may be struggling with decoding for reading will be assessed against the national curriculum by the class teacher.  The teacher or other member of support staff will then plan an intervention which may take the form of intensive support using specific resources to help the pupil make personal progress.  When the intervention is completed, the member of staff will review the progress that the pupil has made and repeat the cycle again, either continuing with the intervention, trying a different intervention or working on another identified area of SEN for the child.  If the child is deemed to have made little or no progress, they will have an APDR, identifying areas of development with targets set and a ‘Pupil Passport’ will be created for certain pupils as well. The Pupil Passport is intended to be a living document and must be reviewed and updated as and when necessary. 


It is the class teachers’ responsibility to evidence progress according to the outcomes described on the APDR.  It is the role of the SENCo to ensure that the process is regulated and updated by monitoring and reviewing the evaluation cycle.


Evidence gathered from the APDR is discussed with the School Leadership Team during pupil progress meetings and achievement and attainment measured.  New strategies are discussed and further suggestions for interventions and targets are set.


A child who is involved in the process will be added to the school SEN register and will be considered as a child having ‘SEN Support’. As the process will be considered as a natural and everyday process and in the culture of inclusivity created by school, the child will not be labelled or segregated. 


‘SEN Support’ is then broken down into two areas; the first being pupils who require additional support to the quality first teaching and differentiated curriculum and a second tier of pupils whose needs are greater. 


In the first tier of SEN Support, pupils may require involvement from an outside supporting agency, such as Speech and Language Therapy (SALT) or advice and strategies from the Bury Local Authority Additional Needs Team (ANT).  Advice and ideas in how to support these children will be fed back to parents and teachers and strategies used in school and at home. 


In the second tier of SEN Support, pupils will require further input from more intensive interventions and increased involvement from outside agencies.


If pupils have more extensive special educational, additional needs and a wider involvement with outside supporting agencies, then a pupil may be considered for an Education and Health Care Plan (EHC).  The EHC plan will contain many areas of focus for the pupil, including targets, preferences, medication (if relevant) and will detail the level of involvement from all concerned parties.  The EHC plan will be used as a working document and will be reviewed on an annual basis at a meeting with all professionals involved with the child, including the parents.  The Annual Review meeting takes a pupil-friendly approach, where the child is able to be involved in the decisions that are made for them.


Parents are fully involved in the process of assessing and supporting children with special educational needs and are invited to meetings and informal discussions. They are strongly encouraged to share their views on the hopes and aspirations they have for their child and discuss opinions on how they would like their child to develop through their education.


For information regarding how level of provision is organised, please refer to Bury’s Local Offer.


If, after every effort has been made by all involved (including parents) to help a pupil with SEND, it is deemed that the setting is not appropriate for the needs of the child, then it may be recommended that an alternative setting more suitable for the child’s specific needs is made.  This process will be fully evidenced through the SEN annual review process.






Managing Pupils Needs on the SEN Register


Any pupil who requires support “additional to or different from” their peers will be included on the SEN register as needing “targeted support”.  This type of support may include:


  • Different learning materials or specialist equipment
  • Some small group or individual support on specific intervention programmes to support their level of need, e.g. additional phonics, Numicon, Jump Ahead! etc.
  • Interventions are carried out for an agreed period of time and follow the ‘assess-plan-do-review’ cycle. All interventions are recorded on school intervention plans and on the child’s individual APDR.
  • Meetings with staff carrying out the interventions are held over the course of the year with the SENCo. Discussions focus on impact and next steps for the child.
  • If the child has made good progress and is achieving in line with their peers, the decision is made to remove them from the SEN register and continue to monitor progress through quality first teaching.
  • If more support is required, it may be decided to continue to run the intervention for a second period of time, or alter the duration, frequency or focus of the intervention or the intervention itself. Once again this is reviewed by the class teacher and teaching assistants working with the pupil and forms part of the ‘assess-plan-do-review’ cycle.
  • All interventions are reviewed on a weekly basis by teachers and teaching assistants and progress of interventions is discussed at half-termly pupil progress meetings.



The use of outside supporting agencies


If after two cycles of ‘assess-plan-do-review’ demonstrates little or no progress is evident, the child will be noted as requiring further or more expertise support.  A referral will then be made to request support from the most appropriate agency.  Some of the outside supporting agencies may involve: The Additional Needs Team (ANT), Speech and Language Therapy (SALT), Occupational Therapy, Educational Psychologist etc.


The outside supporting agency may act in an advisory capacity, provide additional specialist assessment or be involved in teaching the child directly.  The child’s targets will be recorded on their APDR and form a third cycle of ‘assess-plan-do-review’.


School Request for an Education, Health and Care Plan:


The school requires at least four cycles of ‘assess-plan-do-review’, with at least two cycles evidencing involvement of an advisory professional (outside supporting agency) and involvement of an Educational Psychologist before applying for a request for an EHC plan.





A request will be made by the school or parents to the Local Authority (LA), if the child demonstrates a significant cause for concern.  The LA will be given information about the child’s progress over time and will also receive documentation in relation to the child’s special educational needs and any other action taken to support those needs.


Section 5:


Supporting Pupils and Families


As any support or documentation relates to the child, they are involved in gathering their thoughts and opinions as much as is possible.  Likewise, the voice of the parent is essential in planning the support and provision for their child and involvement from parents is thoroughly encouraged. 


Parents have access to the school’s SEND Information Report (School Offer), which can be found on the school website.


Parents can access the LA Local Offer, through a link on the school’s website as well.


Bury SEND Information, Advice and Support Services (IASS) is an independent agency who support parents through the special educational needs process and a link to their website can also be found on the SEND Information Report (School Offer).


Transition meetings are held from class to class and where teachers share information about all pupils, with a particular emphasis on children with SEND and other additional needs.  Pupil progress and targets will be shared with the new class teacher, with a stronger focus when moving from key stage to key stage.  For pupils making the transition from primary school to secondary school, a meeting will be arranged with professionals involved with the child and the SENCo from the secondary school.  Information, routines, targets and pupil progress is discussed at these meetings to ensure the transition into secondary school is as smooth as possible.


The Headteacher, along with the SENCo and other appropriate members of staff will ensure access arrangements for assessments (internal and external) are in place for pupils.  This may involve applying for additional time, using a reader/scribe or modifying reading materials.


Section 6:


Supporting Pupils at School with Medical Conditions


Elton Primary School recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education.  Some children with medical conditions may be disabled and where this is the case, the school will comply with its duties under the Equality Act 2010.


Some pupils may also have special educational needs (SEN) and may have an EHC plan which brings together health and social care needs, as well as their special educational provision and school will ensure the SEND Code of Practice (2014) is followed.


Please contact school for access to the LA Medicines Policy.  School also has an ‘administering medicines’ policy.


Section 7:


Monitoring and Evaluating SEND


The class teacher as well as the SENCo is responsible for monitoring the progress of all pupils with special educational needs and disabilities.  This information is shared with the SEND Link Governor, Mrs Capps on a termly basis.  The SENCo supports teachers where necessary, in drawing up APDRs and deciding on the most appropriate interventions to support the pupil’s needs.


The SENCo shares information on pupil progress with the Headteacher and other senior leaders in school on a half-termly basis during pupil progress meetings.


Parents are encouraged to evaluate the provision on offer in the school through completing person centred review forms during Parents’ Evenings and pupils are asked to complete pupil questionnaires to evaluate the provision within the school.


The evaluation and monitoring systems that are in place promote an active process of continual review and support priorities in our School Improvement Plan.


Section 8:


Training and Resources


In order to maintain and develop the quality of teaching for pupils with SEND, all staff are encouraged to undertake training and development.  The training is either provided by Bury LA or organised within the school.


Training organised in school is linked to school improvement priorities and outcomes from monitoring activities carried out throughout the year. 


Staff are observed as part of ongoing school improvement cycles to ensure provision for pupils with SEN and additional needs are accessing the learning to their fullest. The school also organises cycles of peer lesson observation, where staff can share good practice and fine tune their own teaching.


The impact of any professional development is discussed and fed back into the school improvement cycle.


All new members of staff undertake an induction procedure, including Newly Qualified Teachers (NQTs) and new and returning staff.  As part of the induction procedure, staff will meet with the SENCo who will explain the systems and structures in place regarding the school’s SEND provision and practice, including discussions about the individual needs of pupils.


The SENCo regularly attends the LA SEN Network Meetings in order to keep up to date with current policy and practice.  Although the school is an Academy, we still buy back into Bury LA training and use the advice services of the SEN Team. The SENCo networks with other SENCo colleagues from local schools and the school is a member of NASEN.


SEN funding is paid into the school’s budget based on the number of pupils placed on the school SEN register.  Pupils being considered for an EHC plan, need the school to have proven that they have spent the amount of money needed to provide for the additional needs of the child before the money is given to the school.


Section 8:


Roles and Responsibilities


The role of the SENCo is to:


  • Oversee the day to day operation of the school’s SEN Policy
  • Co-ordinate provision for SEND pupils
  • Liaise and advise fellow colleagues on issues relating to SEN
  • Ensure all APDRs and SEND records are kept up to date
  • Liaise with parents at every step in the SEN process
  • Monitor the impact of interventions
  • Ensure all high needs SEND support is costed on personalised provision maps
  • Contribute to the CPD of all staff in relation to SEND support
  • Liaise with outside supporting agencies including the Local Authority, Educational Psychologist, members of the Additional Needs Team (ANT) and other health professionals
  • Organise effective pupil centred reviews
  • Monitor the progress of SEND pupils on a half-termly basis
  • Keep Governors informed with SEND reform, support and pupil progress
  • Coordinate and develop school based strategies for the early identification and review of pupils with SEN
  • Line manage any SEN teaching assistants


The Headteacher, Miss Rachel Pars, is the Designated Teacher with specific Safeguarding Responsibility.  Miss Dickie is responsible, along with Miss Pars and the Senior Leadership Team, for managing the schools responsibility for meeting the medical needs of pupils.



Section 9:


Storing and Managing Information


All documents relating to a child and their SEND status are treated as confidential. Copies of APDRs and Pupil Passports are kept electronically on the school’s password protected network and paper documents for each child on the SEN register are kept in an individual file in a locked, secure cupboard, which only the SENCo and other members of the Senior Leadership Team have access to. 


All information on past and present pupils with SEND are held on the school system for up to seven years.


For pupils who are making the transition to secondary school, information is passed on to the new school after the final review/transition meeting has taken place in Year Six.  The records will usually be forwarded to the secondary school’s SENCo or another member of the school’s Senior Leadership Team. Information regarding these pupils may also be discussed with the secondary school SENCo at review meetings held in school, or over the phone.


Confidential information which is no longer required is shredded in the school office.


Section 10:


Reviewing the Policy


This policy will be reviewed annually in consultation with parents, governors and staff.  The policy will be updated with any national changes as and when necessary.  The policy is available to view through the school website.


Section 11:




Please see the Accessibility Plan.


Key Objective


To reduce, and where possible, eliminate barriers for disabled people with particular reference to accessing the curriculum, the physical environment and providing information.  All pupils, parents and carers should have access to full participation within the school community.


Access to the Curriculum


The school provides all pupils with a broad and balanced curriculum, which is differentiated and adjusted to meet the needs of individual pupils and their learning styles.  All pupils are fully included in all aspects of the curriculum including Physical Education and after school sporting activities.



Physical Environment


The school premises, including the building, playgrounds and school field are all accessible either by a level floor or ramp.


The school takes account of the needs of pupils and visitors with physical difficulties and sensory impairments when planning and undertaking improvements and refurbishments of the site and premises, including lighting and colour schemes. School is equipped with two disabled toilets with accessible facilities and fittings.


Provision of Information


All letters sent home with children are available on the website.  The website also has links to important policy documents.


Children for who a regular routine is important are provided with a visual timetable to aid their communication and independence.


Information and resources provided to children with SEN during the lesson, will have been carefully selected and modified to help maximise the learning opportunities for the child.


Section 12:


Dealing with complaints


If parents have any questions or queries regarding their child and the SEN procedures, they should contact the SENCo to discuss this further.


If parents require independent and objective support or advice they can contact:


Any matters of complaint from parents are dealt with effectively and efficiently.  In the first instance, parents are encouraged to speak to their child’s class teacher to resolve the issue.  If parents are still unhappy, an appointment can be made with the SENCo and/or the Headteacher where the issue can be discussed further.


In the event of the issue failing to be resolved, the Chair of Governors Mrs Sandra Morton, will happily meet with parents.


A written record of any meetings will be kept in school as evidence of what has been discussed.





Section 13:




At Elton Primary School we have a zero tolerance policy regarding any form of bullying or discrimination against any groups of people or stereotyping.  Please find our Anti-bullying policy on our school website.


We identify that some pupils with SEN could be considered as vulnerable, considering their individual circumstances.  We identify the need to teach skills in developing independence and resilience in these pupils in the culture of an inclusive school environment.


June 2018



Elton Primary School SEND Information Report

Children and Families Act 2014

Special Educational Needs and Disability – Elton Primary School Offer

(Updated June 2018)

Bury’s Local offer is available to allow families to explore the support provision accessible for children and young people with special educational needs or who are disabled.  All schools and academies in Bury are expected to identify and support children with special educational needs, enabling them to be as inclusive as possible, striving to meet the needs of the children in a preferred mainstream setting, if they are able.  A ‘graduated approach’ has been developed to identify pupil needs as early as possible.  The school will then work with the pupil and their family to plan provision for the child and consider any further possible intervention.

The Special Educational Needs Coordinator (SENCO) at Elton Primary School is Miss Anna Dickie.  If you have any questions or queries about your child, relating to special educational needs please speak with your child’s class teacher as a first point of contact or the SENCO.  It may be that your child’s class teacher will approach you with regards to identification of a special educational need through parent consultation meetings.

How do we know if a child or young person needs extra help?

The following methods of identification of SEN in a pupil may be used:

  • Information provided from your child’s pre-school setting
  • Discussions with parents prior to admission into school
  • Discussions with parents and teachers over the school year to discuss any concerns
  • In-school observations of pupils
  • Assessment data collected by the school indicating attainment is below age-related expectations, or little or no personal progress over time is being made
  • Observations and/or reports provided by supporting agencies, such as educational psychologists (EP) and the additional needs team (ANT)
  • Some of the supporting agencies may identify areas of SEN for a child and offer advice for the school and parents in supporting the child
  • Health diagnosis through a medical practitioner
  • Pupils raising concern about their own learning


Children who are usually identified as performing below age-related expectations will not necessarily be identified as having special educational needs. For those pupils, school will put in place intervention strategies to help children consolidate learning and ‘catch up’. 

Elton Primary school is a thoroughly inclusive school and ensures that pupils with special educational needs are supported through the four areas as outlined in the 2014 SEND code of practice:

  1. Cognition and learning
  2. Communication and interaction
  • Social, emotional and mental health
  1. Physical and sensory needs


What is our approach to teaching children and young people with special educational needs?

At Elton Primary School we believe in ‘quality first’ teaching for all our pupils and ensure that a variety of ability levels and learning styles are catered for.  All staff are updated regularly on changes to the curriculum and attend training on various areas of SEN.

Once children are identified as requiring additional support, their specific needs are taken into consideration and provision is carefully planned for them. At Elton Primary School we have developed a child-friendly ‘pupil passport’ system, where needs are identified and pupil voice is gathered. Targets are set following the ‘assess-plan-do-review’ model and saved on an Assess, Plan, Do, Review (APDR) target sheet to be reviewed termly with pupils and parents. Support is planned to ensure personal steps of progress against targets or areas of focus and additional support is evaluated and targets are reviewed regularly.  Support may take one or a combination of the support systems below:

  • Intervention strategies taught within a small group or 1:1
  • Extra resources to aid learning, e.g. a sloped writing board, a piece of computer software, a coloured overlay for reading, etc.
  • Support from a teaching assistant to help access the learning in class
  • Over-learning a new concept or pre-teaching something before it is delivered in a lesson
  • Behaviour charts, challenges, strategies for anger management, etc.
  • Multi-sensory toys and educational resources
  • For pupils with physical needs; exercises or activities to encourage fine and gross motor skills
  • Self-esteem/confidence groups/Lego Therapy for pupils with social and emotional needs
  • Suggestions and intervention strategies recommended by outside supporting agencies

Children who have been identified as having Special Educational Needs and require medical and/or more extensive support will be considered for an Education and Health Care Plan (EHC Plan).  If your child requires this level of support, the SENCo and outside supporting agencies will guide you through the process. Everything your child will require with regards to support will be outlined in the plan and you will have the opportunity to share thoughts and hopes for your child’s future.  The EHC Plan will be reviewed at an Annual Review meeting, which you will be invited to share your views at.  The review meeting usually takes place at school.

The class teacher and/or the SENCO will be happy to talk you through any support systems in place for your child.

The school’s Governors are aware of the new SEND regulations and a Governor with a special interest in SEND is updated with information regarding SEN procedures and pupils on a regular basis.  The SEN link Governor for Elton Primary School is Mrs Gemma Capps. Gemma is a parent governor and a Specialist Advisory Teacher for pupils with Special Educational Needs in Bolton.

How will my child be assessed?

Every pupil in school is assessed by the class teacher throughout the year, which will often take place without the child even realising.  Informal assessment will usually take the form of:

  • Marking of work
  • Questioning pupils’ understanding in lessons
  • Observing pupils’ learning
  • Observing pupils’ behaviour including social interaction
  • Informal tests, such as spelling tests and mental maths tests

All pupils will be aware of more formal testing, such as end of Key Stage National Curriculum Tests.  If a child has an identified special or additional need, this data will be used as evidence to demonstrate a need for further support.

Pupils who have more specific identified needs may be assessed using tests conducted by outside supporting agencies.  Usually, the child will need to be referred to the service required and a member of the service’s team will come in to school to carry out the test.  Some examples of tests carried out are listed below (this will depend on the level of need of the pupil and suitability of the test):

  • Dyslexia screening
  • Visual stress screening
  • Reading, writing and spelling assessments
  • Numeracy assessment
  • Educational Psychologist assessments
  • Additional Needs Team assessments

At Elton, we also source services from qualified independent specialist teachers.  This cuts down on waiting time and provides more detailed feedback for parents.

Some medical-based testing, such as speech and language assessments, are usually carried out at local clinics. 

Parent permission will always be sought before any referrals are made and parents will be involved in the feedback and planning of the next steps for the child.


How are parents involved with SEN processes?

The class teacher will always be the first point of contact. A parent may raise concerns with the class teacher, or the class teacher with the parent.  Parents are encouraged to informally discuss their child’s needs with regards to progress, difficulties and issues on a regular basis.  Parents will receive a copy of the APDR target sheet termly and be invited to discuss it and involve their views.

If further involvement of outside supporting agencies is required, parents will be consulted and asked for permission before a referral is made.  Depending on what the referral involves, parents will be invited into school to provide further information that will help the professionals make their judgements, such as behaviour at home, attitude to learning, things the pupil has difficulty with, etc.

Any results of assessments and findings will be shared with parents and they will be involved in planning the next steps for their child.  It may be that at times, the parent will be requested to submit their views in writing.  Help is available for parents who may find this difficult so there will be no barrier to collecting parent voice.

It is important to establish a good working relationship with parents to gain the best possible outcome for their child.  We at Elton Primary School see the parent as the expert on their child and appreciate the support and input they provide.




Who can parents contact for further information?

Class teacher

SENCo – Miss Anna Dickie

Headteacher – Miss Rachel Pars

SEN Link Governor – Mrs Gemma Capps

All of the above can be contacted through school by either the school telephone number or school email address (contact details are available on the school website).

Parents considering starting their child at Elton Primary School should initially contact the school office to make an appointment to see the headteacher.

Parents can also contact Bury SENDiass for independent advice from a parents’ point of view.  They can be contacted on the details below:

Suite 36                          Telephone: 0161 705 4366

Impersial House

79-81 Hornby Street




What happens when a child makes a transition from one key stage to the next?


When pupils make the transition from the Foundation Stage to Key Stage One and from Key Stage One to Key Stage Two, the school ensures that information about pupils’ special educational needs is communicated to the Key Stage Leader and the next class teacher.  Pupils will have the opportunity to meet their new teacher and support staff at the end of the academic year and discuss any expectations and concerns they may have with them.


In a pupil’s transition from Primary school to Secondary School, a child’s special educational needs will be taken into consideration.  Parents are encouraged to communicate their thoughts with all parties involved to ensure the transition is smooth and of the most benefit to the pupil.  At Elton Primary School we are happy to facilitate a meeting with parents and the SENCo from the chosen secondary school to plan transition visits and discuss any concerns that you may have about your child as they move up to secondary school.  All documentation, including EHC Plans, reports and assessments carried out at Elton Primary School will be passed up to your child’s secondary school to ensure continuity of support.



How do children and young people with SEN access the school’s facilities?


Elton Primary School is an older school building in good condition.  All entrances and exits for pupils are fully accessible, with either flat surfaces or ramps at each door.  There is a disabled access toilet on the ground floor level in both buildings, which can also be used for physiotherapy sessions and changing. The school environment is risk assessed regularly and renovation and improvements are made, when needed, to a high standard.


Children who arrive at school with little or no English can access language support services through a supporting agency called Curriculum and Language Access Service (CLAS).


Safeguarding, Health and Wellbeing


Elton Primary School believes that the safety of children is vital.  The school has many policies which relate to keeping children safe and how to record and follow up concerns.  All policies, including the safeguarding policy can be found on the school website.  Where there are concerns about a child’s wellbeing, the school procedure is followed.  The designated person for Child Protection is the Headteacher, Miss Rachel Pars.  All staff in school attend Child Protection Training every three years, as in line with government recommendations.


We promote and ensure a positive well-being for the whole child.  As part of our curriculum we carry out assemblies and lessons following our RESPECT curriculum to support safety and well-being.


Any adventurous activities or school trips are subject to a risk assessment using the EVOLVE system.  The school ensures the correct ratio of adults to children is adhered to for school outings and within the school. The teacher to contact with regards to coordinating educational visits is the Headteacher, Miss Rachel Pars.


At Elton Primary School, we strive to ensure pupil’s health is good where possible.  Children who require medication on a long-term basis will have this identified on their pupil passport, and possibly on their EHC Plan, and the schools policy on administering medicines will be followed.  Children with allergies or medical conditions, which do not impact directly on their ability to learn, may have a separate care plan documented.


The school has a designated School Nurse and links with Health Visitors for pupils in the Early Years.  A number of staff at school are trained in first aid and minor accidents are dealt with in school, with a text message sent home to parents to inform them of a bumped head.


For pupils who require an epi-pen or insulin during the school day, training is provided for the appropriate staff involved with the child by the appropriate medical service.


If a child is feeling unwell at school and cannot participate in activities, the parent will be contacted to take the child home.


In the unusual event of a more serious accident, parents will be contacted immediately, with the appropriate first aid administered at school.  If necessary, an ambulance will be called and a full accident form completed.


At Elton Primary School, we are active in promoting ‘Anti-Bullying’ and cover related issues in the curriculum and assemblies.  For further information, please see our anti-bullying policy available on the school website.




Other Relevant Information

Special Educational Needs and Disability Policy – this is available on our school website

Links to SEND information, including the Local Offer from Bury LA website:


A guide for parents and carers to changes to the special educational needs system:


Support for Parents in Bury: