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Calder Vale St John C of E Primary School
Grow, Achieve, Explore
Special Educational Needs & Disabilities
Calder Vale St. John's CE Primary School is an inclusive school. We are committed to ensuring that every member of our school family feels valued, included and supported in everything they do.
We structure our classrooms and our lessons so that the children learn and participate together, making sure we create a supportive environment for all learners, including those with learning differences. We plan interesting and inventive ways to engage and challenge our gifted and talented learners, building a responsive learning environment, tailored to their needs and interests, enabling them to 'reach for the sky'.
It is a key part of our mission as a Christian school to teach our children to respect people from all backgrounds and cultures and of all abilities. By teaching our learners the importance of this, we create a much more tolerant and understanding environment, not just in the classroom and school but also in the wider community.
To find out more about the provision we offer our learners with additional needs, please read our Local Offer and Information Report below:
Our commitment to inclusion
At Calder Vale St John’s CE Primary School, we believe that every child is unique, valued and created in God’s image. Our Christian vision guides our inclusive practice:
Reach Up – We reach up to God to show us the way
Reach In – We reach inside for the courage and wisdom of the Holy Spirit to help us reach God’s goals for us
Reach Out – We reach out to everyone with the kindness and compassion of Jesus
We are a small, rural mainstream primary school for pupils aged 3–11 and are committed to removing barriers to learning so that all children can flourish academically, socially and emotionally.
The kinds of SEND we support
We support children with a wide range of needs, including:
Communication and interaction needs (e.g. Autism Spectrum Condition)
Cognition and learning needs (e.g. Dyslexia)
Social, emotional and mental health needs (e.g. ADHD, attachment difficulties)
Sensory and/or physical needs (e.g. visual impairment, epilepsy)
Our admissions arrangements are inclusive and comply with the Equality Act 2010.
How we identify SEND
Early identification is a priority. We identify SEND through:
Teacher assessment and observation
Termly progress tracking
Standardised and in-house assessments
Information from parents, pupils and previous settings
Where concerns are identified, we follow the graduated response: Assess, Plan, Do, Review, working closely with parents at every stage.
Parents who have concerns are encouraged to speak first with their child’s class teacher or the SENDCo.
How we support children with SEND
Support may include:
High-quality, differentiated classroom teaching
Targeted small-group or individual interventions
Teaching assistant support
Specialist equipment or resources
Advice and involvement from external professionals
Support is recorded through Pupil Passports and reviewed regularly.
Involving children and parents
Children
Pupils contribute to setting and reviewing their own targets
Pupil voice is recorded and valued
Pupils with EHCPs are supported to contribute to review meetings where appropriate
Parents and carers
Open Door Policy for informal discussion
Parents’ evenings held twice yearly
Termly review of SEND provision
Annual Review meetings for pupils with EHCPs
Parents are fully involved in decisions about SEND provision.
Adapting the curriculum
Our curriculum is inclusive and ambitious. We:
Differentiate lessons to meet individual needs
Use practical, visual and multi-sensory approaches
Break learning into manageable steps
Maintain high expectations for all pupils
Accessibility
The school is mainly on one level and wheelchair accessible
Disabled parking is available near the entrance
Classrooms are accessible and well resourced
We make reasonable adjustments in line with the Equality Act 2010 and our Accessibility Plan. Currently, the school does not have an accessible toilet; individual arrangements are made to support pupils as needed.
Allocation of resources
SEND resources are managed by the Headteacher/SENDCo and overseen by the Governing Body. Support may include:
Teaching assistant time
Intervention programmes
Specialist equipment
External agency involvement
For pupils with Education, Health and Care Plans (EHCPs), additional funding is used to deliver the provision specified.
Monitoring progress
Children’s progress is monitored through:
Ongoing teacher assessment
Termly tracking in reading, writing and maths
Review meetings with parents
Provision is adapted where progress is not as expected.
Staff training and specialist services
All staff receive regular SEND training. The SENDCo attends local authority updates and shares guidance with staff.
We work with a range of external professionals, including:
Educational Psychologists
Speech and Language Therapists
Occupational Therapists
Specialist Teachers
School Nursing Team
Therapeutic counselling services
Supporting transitions
We support transitions:
Into Nursery and Reception
Between classes within school
From primary to secondary school
Additional visits, transition resources and close liaison with receiving schools are provided for pupils with SEND.
Inclusion beyond the classroom
All pupils are included in trips, clubs and extra-curricular activities. Reasonable adjustments and risk assessments ensure access for pupils with SEND. Parents are involved in planning where appropriate.
Supporting wellbeing
We provide strong pastoral support, including:
High staff-to-pupil ratios
Emotional regulation strategies (e.g. Zones of Regulation)
Anti-bullying procedures
Support for medical needs and attendance
Individual healthcare plans are in place where required.
Complaints
If parents have concerns about SEND provision, they should first speak with the class teacher or SENDCo. If concerns remain, the school’s Complaints Policy is available on the website. Parents may also seek independent advice from SEND Information, Advice and Support (IAS).
Further information
Lancashire SEND Local Offer: https://www.lancashire.gov.uk/send
Frequently Asked Questions (FAQs)
What should I do if I am worried about my child’s progress?
If you have concerns about your child’s learning, behaviour or wellbeing, please speak first to your child’s class teacher. You may also contact the Headteacher/SENDCo to discuss your concerns. We value early conversations and work closely with parents to agree next steps.
How will the school let me know if they have concerns about my child?
If staff have concerns about your child’s progress or development, they will contact you to arrange a meeting. We believe in working in partnership with parents and will always discuss concerns openly and sensitively.
What happens if my child is identified as having SEND?
If your child is identified as having SEND, we will work with you to understand their strengths and needs. Support will usually begin with adjustments and targeted strategies in the classroom. If needed, additional interventions or advice from external professionals may be put in place. Support is reviewed regularly using the Assess, Plan, Do, Review cycle.
Will my child have an Education, Health and Care Plan (EHCP)?
Not all children with SEND require an EHCP. Many children’s needs can be met through SEND Support in school. If, despite appropriate support, your child continues to have significant difficulties, the school may discuss requesting an EHCP needs assessment with you.
How will I be involved in decisions about my child’s support?
Parents are involved at every stage. We consult with you before decisions are made, share plans and reviews, and value your views about what works best for your child.
How will my child’s progress be reviewed?
Your child’s progress will be monitored through regular assessment and review meetings. Pupil Passports and intervention outcomes are reviewed at least termly, and parents are kept informed through meetings, reports and ongoing communication.
How does the school support children’s emotional wellbeing?
We place a strong emphasis on pastoral care. This includes emotional regulation strategies, nurturing relationships with staff, anti-bullying procedures and, where appropriate, access to therapeutic or specialist support.
Will my child be included in trips and clubs?
Yes. All children are included in school trips, clubs and activities. We make reasonable adjustments and carry out risk assessments to ensure pupils with SEND can take part. Parents are involved in planning where appropriate.
How does the school support transitions?
We carefully plan transitions into school, between classes and to secondary school. Additional visits, transition books and close liaison with other settings are provided for pupils with SEND to help them feel confident and prepared.
Who can I contact for further advice or support?
You can contact the Headteacher/SENDCo for advice at any time. You may also find support through:
SEND Information, Advice and Support (IAS)
Lancashire County Council SEND Local Offer – https://www.lancashire.gov.uk/send
This SEND Local Offer is reviewed annually in partnership with pupils, parents, staff and governors.
Our Special Educational Needs Co-Ordinator (SENCO) is Mrs Rebecca Scholz. She can be contacted via the School Office - Telephone: 01995 603016 or Email: bursar@caldervale.lancs.sch.uk