SEND
At Little Lever School, we are committed to creating an inclusive environment where every pupil can thrive and achieve their full potential.
We make reasonable adjustments to ensure pupils with SEND can access the curriculum, the school environment, and information. Our aim is to remove barriers to learning and ensure pupils are fully included in school life alongside their peers.
Where needed, we provide support that is additional to or different from our ordinarily available inclusive provision. This support addresses the four broad areas of need identified in the SEND Code of Practice (2014):
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
- Sensory and/or physical needs
We work closely with parents/carers, pupils, the Local Authority and external agencies to ensure a coordinated approach. Staff receive ongoing training to ensure they have the skills and expertise to meet pupils’ needs effectively. We also support pupils with medical conditions to ensure full participation in school life.
What is SEND?
According to the SEND Code of Practice (2014), a child has special educational needs if they have a learning difficulty or disability that requires special educational provision that is additional to or different from that provided for others of the same age.
A disability, as defined by the Equality Act 2010, is a physical or mental impairment that has a long-term and substantial impact on a person’s ability to carry out normal day-to-day activities. This includes sensory impairments and long-term health conditions.
How do we identify additional needs?
Most pupils’ needs are met through high-quality teaching and inclusive classroom practice. However, some pupils may need additional support. We identify this through:
- Concerns raised by parents/carers, staff, pupils, or previous schools
- Screening and baseline assessments
- Monitoring of attainment and progress data
- Teacher observations and ongoing assessment
We follow a graduated approach, planning, reviewing and adapting support in partnership with parents/carers and pupils.
What should parents/carers do if they have concerns?
Parents/carers are encouraged to speak initially with their child’s learning leader, subject teacher or prep tutor. If appropriate, concerns may be referred to the SENDCo or Assistant SENDCo.
Parents’ views and aspirations are central to our approach, and we value working together to support every child’s success.
The Graduated Approach: How We Support Pupils with SEND
At Little Lever School, we follow the graduated approach outlined in the SEND Code of Practice (2014). This structured process ensures that support is carefully assessed, planned, delivered and reviewed so that pupils receive the right help at the right time.
Universal Offer (Ordinarily Available Inclusive Provision)
Most pupils’ needs are met through high-quality, evidence-informed teaching that is adapted to suit all learners. We:
- Set ambitious curriculum targets for all pupils
- Monitor progress through whole-school tracking systems
- Use adaptive teaching and targeted classroom strategies
- Make reasonable adjustments for pupils with disabilities in line with the Equality Act 2010
Pupils may receive short-term interventions, a pupil passport outlining strengths and strategies, or further assessment where needed. If a pupil requires provision that is additional to or different from what is ordinarily available, they may be placed on the SEND register in consultation with parents/carers.
Targeted Support (SEN Support)
When additional support is required, we follow the Assess–Plan–Do–Review cycle:
- Assess: Gather information from assessments, staff, parents/carers and the pupil to understand needs fully.
- Plan: Agree ambitious SMART targets and identify appropriate strategies or interventions.
- Do: Deliver support while class teachers remain responsible for progress.
- Review: Regularly evaluate progress with pupils and parents/carers and adjust support as needed.
If a pupil no longer requires additional provision, they may move off the SEND register and continue to be monitored through our universal provision.
Specialist Support and EHCPs
Where needs are more complex, we may seek advice from external professionals such as educational psychologists, speech and language therapists, health services, CAMHS, social care or Local Authority services. Parental consent is always obtained before referrals are made.
For a small number of pupils with significant and complex needs, the school or parents/carers may request an Education, Health and Care (EHC) needs assessment from the Local Authority. If approved, an Education, Health and Care Plan (EHCP) is issued and reviewed at least annually to ensure appropriate provision and outcomes.
Supporting Pupils with Medical Needs
Little Lever School is committed to ensuring that pupils with medical conditions are fully supported to access education safely and confidently, in line with statutory guidance.
Pupils with identified medical needs, such as asthma, epilepsy, diabetes or physical disabilities, have an individual Medical Healthcare Plan. These plans are created in partnership with parents/carers, relevant school staff and, where appropriate, the pupil. Advice from the school nurse or other healthcare professionals may be sought to ensure the plan accurately reflects the pupil’s needs.
Staff who volunteer to administer or supervise medication receive appropriate training. Medicines are stored securely, administered only by authorised staff and carefully recorded in accordance with Local Authority procedures and national guidance.
Our aim is to ensure that pupils with medical conditions can participate fully in school life, including educational visits and physical activities, wherever it is safe and appropriate to do so.
Inclusion in Activities and Educational Visits
At Little Lever School, we are committed to ensuring that all pupils, including those with SEND, can participate fully in activities beyond the classroom.
Where appropriate, individual risk assessments are carried out and reasonable adjustments are made in line with the Equality Act 2010 to ensure pupils can take part safely and confidently.
We ensure that appropriate staffing, expertise and support arrangements are in place so that pupils with SEND have equal access to educational visits, sporting events, enrichment activities and residential experiences.
We also have the opportunity to attend SEND sporting events held in the community, which are proving highly successful.
Our aim is to promote inclusion, accessibility and opportunity for every pupil across all aspects of school life.
Our Inclusive Curriculum
All pupils at Little Lever School access a broad and balanced curriculum within predictable, supportive learning environments.
We ensure inclusion through:
- High-quality, adaptive teaching strategies
- Structured, sequential curriculum design with ambitious end points for all
- Trauma-informed practice to support emotional and cognitive development
- Evidence-based teaching approaches informed by cognitive science
- Targeted interventions where needed, including support with Speech and Language, Literacy, Numeracy, Social Skills and Emotional Support.
- Specialist advice, technology and additional adult support where appropriate
Our aim is to reduce barriers to learning, promote independence and ensure that every pupil can thrive academically, socially and emotionally.
What support services are available for parents of pupils with SEND?
- The Information, Advice and Support (IAS) Network provides independent guidance and support to parents and carers of children and young people with SEND. They can help you access your local IAS service. For more information, visit: IAS Bolton or Bury SENDIASS | Barnardo's SENDIASS
Where can I explore the Local Authority’s Local offer?
The Local Authority (LA) Local Offer is a resource that provides clear, accessible information about the support and services available for children and young people with Special Educational Needs and Disabilities (SEND) and their families.
Bolton Local Authority’s Local Offer can be found here:
Bury Local Authority’s Local Offer can be found here:
Bury SEND Local Offer - Bury Council
The Inclusion Department Structure
1 x SENDCo - Miss J. Calvert
1x Assistant SENDCo – Miss E. Croft
1 x HLTA + Mental Health Lead Practitioner – Mrs J. May
1 x HLTA (Speech, Language and Communication + Cognition and Learning) – Mrs A. Marothi
1 x HLTA (Social, Emotional and Mental Health + Cognition and Learning) – Mrs N. Marothi
1 x HLTA (Physical/ Sensory + Medical + Cognition and Learning) – Miss M. Leader
1 x SEND Administration – Ms A. Beatty
12 x TA2 In-class support / Intervention – Miss E. Calderbank, Miss D. Ainsworth, Miss E. Curran, Mrs S. Beaumont, Miss C. Buchanan, Mr T. Ellis, Miss N. Gascoyne, Mr R. Hughes, Miss R. Jones, Mrs D. Lawson, Mrs S. Matadar, Mrs P. Vij, Miss K. Walker,
1 x Hub Manager – Ms G. Kendall
1 x Hub Coordinator – Mr A. Campbell
Who Can I Contact for Further Information?
If you would like to discuss your child’s special educational needs or have concerns about the support they are receiving, please contact:
- Your child’s PREP Tutor, subject teacher or Learning Leader
- The SENCo, Miss Jayne Calvert
- The Assistant SENCo, Miss Emily Croft
- The SEND Information Report, which can be found under the policies tab of the website
If you wish to make a formal complaint, please contact the school office to request a copy of the school’s Complaints Procedure.
