Our SENCo is Mrs Pawluk.

Our SEND Governor is Jackie Colley:

At our school, we are very proud of the support we provide for all individual children, whatever their need or disability.

We have a team of staff who work with individuals and small groups and who support teachers in planning and delivering a personalised curriculum.

Our provision includes:

  • Fab Four group, which provides social and life skills, such as cooking, shopping and road safety, for a small group of children
  • Support for children with physical and sensory disabilities
  • Booster groups and catch up sessions in English and Maths for children who need extra support
  • Bespoke programmes for Reading and Writing to allow children to make accelerated progress
  • Mastery curriculum in all classes to provide challenge for our more able pupils
  • One to one support for children with dyslexic tendencies and speech and language difficulties

We work closely with a variety of outside agencies, including the Autism team, Learning Support Team, Behaviour Support Team, Educational Psychologist, Speech and Language Therapists and health professionals





Information for Parents

How will we know if your child has an additional need?

Concerns about a child may be expressed a by a parent or a member of the school staff. If you have a concern about your child please don’t hesitate to contact their Class Teacher, the Inclusion Leader or the Headteacher. We have an Open Door policy. Please feel welcome to come and speak to us. If school staff have a concern about your child they will discuss this with the Inclusion Leader, who may arrange for an assessment in school and inform you.


How will we contact you about this?

We will always contact Parents if we have a concern about their child. This may be individually by appointment or at a Parent’s Evening.


How do we secure additional services and expertise to work with us?

If we have concerns about a child and feel we need extra expertise there are several different agencies we can ask to help us observe and assess children. They can then help us with strategies, resources and programmes of work for these children.

The additional services we have access to most commonly are:

  • Inclusive Education Service (Learning Support)
  • Inclusive Education Service (Autism Team)
  • Educational Psychology Service
  • Behaviour Support Service
  • Speech and Language Therapists
  • Children’s Centre
  • School Nurse
  • Health Services
  • Think Children (1:1 counselling service)


What support do we give pupils in the classroom?

Support for children in the classroom varies from group support in a particular session (eg English or Maths) to individual support by a Teacher or Teaching Assistant for some or all of the sessions.

Children may also receive support in the following ways:

  • Specially prepared learning materials
  • The use of appropriate ICT equipment
  • Deployment of teaching assistants
  • Individual and group teaching sessions/support sessions
  • Specialist equipment/resources
  • Signing and assisted communication
  • Using specialist intervention programmes

Social skills programmes from our Learning Mentor Intervention groups are run for children with needs in particular areas. These are time limited and the children are assessed at the beginning and end of the intervention. If pupils make good progress they will not be included in the intervention any longer. If needed they will repeat this or access another intervention. These interventions may be in a group or with individual children. Our interventions include those for Speech and Language, Social and Life Skills, Reading Recovery and Switch On (for reading) and Mentoring. We also have gained the Dyslexia Friendly Award and have a Teaching assistant who runs a group with Dyslexic children.


How will we ensure that your child has a successful transition from one school to another?

All children in the school are part of a transition programme to Secondary School. For children with additional needs extra programmes are put in place. These may be extra visits organised with one of our school adults or they may be longer programmes involving outreach agencies (eg Autism Team). These programmes may involve taking photographs of the new school, extra visits, meeting staff at the new school, meeting children they will be at the new school with, help with road safety (walking routes to school), help with finding their way around the new school (maps, photos). The Inclusion Leader at Edale Rise Primary meets with the SENCO from the Secondary school in the Summer Term to discuss the needs of the children who will be transferring, highlighting ant who have additional needs and how these can be met.


How do we know if your child is making progress towards their targets?

Children are assessed informally day to day to see how they are progressing. Every term formal assessments are made to check on progress against their targets. Children with High Level Need will have an individual provision map that sets out their targets and the provision for them. These will be reviewed every 6 weeks. If children have been involved in an intervention group they will be assessed at the beginning and end of the intervention (usually 6-8 weeks). Children are told their targets and encouraged to work towards them. Parents are informed of their child’s targets and progress at Parent’s Evenings. For children with High Level Need termly review meetings or CAF meetings are held that involve all professionals involved with the child.