SEND

At St Catharine’s C of E Primary School, we recognise the importance of identifying Special Educational Needs and Disabilities (SEND) at the earliest possible stage. Early identification allows us to provide timely and appropriate support to help every child thrive.

We gather information in a variety of ways to support this process, including:

• Concerns raised by parents/carers, teachers, or the child.
• Limited or slower than expected progress.
• A noticeable change in a pupil’s behaviour, wellbeing, or attainment.
• A child working significantly below age-related expectations (for example, around one year or more behind).
• Information or concerns shared by a previous setting or school.
• Assessments indicating that a child meets the criteria for support from an external agency.

Each term, pupil progress meetings are held with the Senior Leadership Team, during which the progress of all children is carefully reviewed. A child’s needs may be discussed at these meetings, or at any point during the school year, and referred to the SENCo if additional support is required.

We follow a graduated approach to SEND support, using the assess, plan, do, review cycle to ensure provision is tailored to individual needs and regularly evaluated for effectiveness.

If you have any concerns about your child’s learning, development, or wellbeing, these should first be discussed with your child’s class teacher. The class teacher will be able to share information about your child’s academic progress, as well as their social and emotional development in school.

If you feel that further advice or support is needed, you can arrange a meeting with our SENCo, Miss Weigh, who is responsible for coordinating provision for pupils with Special Educational Needs and Disabilities across St Catharine’s C of E Primary School.

If your concerns relate specifically to your child’s emotional or social wellbeing, you may also speak to Ms Fairhurst, who can provide additional support and guidance.

At St Catharine’s Primary School:

• All children are supported through high-quality classroom teaching (Quality First Teaching).
• Class teachers carefully monitor progress and identify any additional needs early.
• If a child requires extra support, this will be discussed with parents and appropriate interventions will be put in place.

Support may include:

• Small group work with a teacher or teaching assistant
• Targeted intervention programmes
• Individual support within the classroom
• Personalised learning targets
• Adapted resources and teaching strategies

If a child requires more specialised support, we works closely with a range of external professionals to ensure their needs are fully understood and supported. This may include involvement from the school SENCo (Special Educational Needs and Disabilities Coordinator), Educational Psychologists, Speech and Language Therapists, Occupational Therapists, and Behaviour or Learning Support Services. These professionals provide advice, assessments and tailored strategies, helping us to put the most effective support in place so that every child can make progress and feel confident in their learning.

We believe that strong communication between home and school is key to helping children succeed.

How we monitor your child’s progress 

• Your child’s progress is formally reviewed each term with members of the senior leadership team following assessment periods.

• The SENCo and class teachers have discussions to talk about progress, needs and next steps for pupils identified as having special educational needs.

• We are a welcoming and approachable school, and any concerns can be raised with your child’s class teacher or through the school office.

We will help you to support your child at home by:

• Sharing clear information about your child’s targets and next steps

• Providing practical strategies that can be used at home

• Suggesting helpful resources or activities

• Offering guidance on supporting reading, spelling, maths or other specific areas

• Being available to answer questions or discuss concerns

We value your knowledge of your child and will always listen to your views. By working together, we can ensure your child feels supported, makes progress and achieves their full potential.

At St Catharine’s Primary School, we understand that children learn best when they feel safe, happy and supported. Your child’s emotional, social and physical wellbeing is a priority for us.

In school, we provide:

• A caring and supportive class teacher who builds positive relationships with pupils

• A strong pastoral system and designated safeguarding team

• Support from our SENCo where appropriate

• Social skills groups or small group nurture support if needed

• A clear anti-bullying approach and a culture of respect

• Support during key transitions, such as moving year groups or starting secondary school

If your child needs additional support, we may work with outside professionals, always in partnership with you.

We can also signpost families to services available through the Wigan Council Local Offer. The Wigan Local Offer provides information about services for children and young people with special educational needs and disabilities, including:

• Health services

• Mental health and wellbeing support

• Short breaks and leisure activities

• Family support services

• Advice and guidance for parents

We believe that working closely with families and accessing the right support at the right time helps children to feel confident, secure and ready to learn. If you have any concerns about your child’s wellbeing, please speak to your child’s class teacher or the SENCo, who will be happy to help.

is committed to ensuring that all staff have the knowledge and skills to support children with Special Educational Needs and Disabilities (SEND). Staff receive regular training and professional development to help meet the diverse needs of our pupils.

Recent training and development have included:

• Reading, Writing and Phonics: Staff have received Read Write Inc phonics training to support literacy.

• De-escalation and Sensory Needs: Identified teachers and teaching assistants have been trained to support pupils with emotional or sensory challenges.

• Behaviour and Learning Consultations: Teachers receive guidance from the Targeted Educational Support Service to address individual or class-wide learning and behaviour needs.

• Mental Health: Staff training promotes emotional wellbeing and early intervention.

• Outreach Support: Identified staff receive additional outreach guidance and training.

• SENCo Network Links: Our SENDCo attends regular cluster and SEND meetings to stay updated on guidance and best practice.

• Specialist Agency Training: Individual staff attend external training to meet the specific needs of children in their classes.

• Speech and Language Support: The Speech and Language Therapy Service works with staff to deliver programmes for identified pupils.

• Occupational Therapy Support: Occupational Therapists train teaching assistants to deliver motor skills programmes for individual children.

As new needs arise, the school can access additional training from a range of providers, including the local authority’s Services for Schools training.

Our Local Governing Board treats all applications equally. The Local Authority will let parents know the outcome of their application.

If there are more applications than available places, we first admit all children who have an Education, Health, and Care (EHC) Plan that names our school. After that, places are offered according to our admissions criteria.

The next priority is given to children who have special medical or social needs that can only be met at our school. To consider your child under this criterion, you will need to provide professional supporting evidence from a doctor, psychologist, social worker, or other relevant professional. The evidence should explain why our school is the best place for your child and what difficulties would occur if they had to attend another school.

• There is wheelchair access from the school gates to the Key Stage 1 classrooms and the main school entrance.

• Key Stage 2 classrooms are accessible by wheelchair through individual classroom doors and the main Key Stage 2 entrance.

• An accessible toilet and a changing facility are located just inside the main school entrance.

• We are committed to clear communication with all parents. For families who do not speak English as their first language, we can seek support from other parents who share their language, provide simplified written information, and are happy to speak through a translator chosen by the parent.

We work closely with pre-school settings and our linked secondary schools to ensure smooth and well-planned transitions for all children.

Joining School (Reception)

• Our Reception teachers visit pre-school settings and gather detailed information about each child before they start. This helps us plan staffing, resources, and support.

• Children and families can attend INSPIRE sessions to meet staff and become familiar with the school environment.

• Records from previous schools are transferred securely once a child starts.

• If your child has an EHCP, a personalised transition plan will be created to meet their specific needs.

Moving Between Classes

• Information about your child’s needs and progress is shared carefully with the new teacher.

• A planning meeting takes place to ensure appropriate support is in place.

• Children have the opportunity to meet their new teacher.

• Where appropriate, transition booklets are created with the child to support confidence and understanding.

Transferring to High School (Year 6)

• The Year 6 teacher liaises with the pastoral team at your child’s chosen secondary school.

• The SENCo contacts the secondary school SENCo to discuss your child’s needs once a school place is confirmed.

• If your child has an EHCP, the secondary SENCo may be invited to the Year 6 transition review in the Autumn term.

• Many children attend additional transition sessions organised by secondary schools to help them feel confident and prepared.

Leaving the School (Other Year Groups)

• We contact the new school SENCo where appropriate.

• All records, including reports and support plans, are transferred securely to ensure continuity of support.

Our aim is to make every transition as smooth, positive, and well-supported as possible for your child.