Greenmount Primary School currently provides additional and/or different provision for a range of needs, including:

* Communication and interaction, for example, autistic spectrum condition, speech and language difficulties

* Cognition and learning, for example, dyslexia, dyspraxia

* Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), trauma, separation anxiety

Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 

* Multiple learning difficulties 

We encourage all parents to visit our school before applying for a place at Greenmount. 

If your child has SEND we encourage you to let us know when you initially contact us so that we can ensure that the Head Teacher or SENDCO are available to talk to you when you visit. 

Whenever any child joins Greenmount, we recommend a transition period.  This is particularly important for children with SEND.  We will be happy to discuss this with you and tailor it to best meet the needs of each individual child.  

Training and awareness raising for all staff on a wide range of SEND.

Awareness raising amongst pupils on an increasing range of SEND e.g. autism, ADHD, dyslexia 

A commitment to personalise learning approaches, on a case by case basis, for all pupils to SEND to ensure they have the same access to the curriculum and extra-curricular activities as other pupils.

Also see the school's Accessibility Plan (link above).

We use a variety of ways to identify children who need extra help in school:

*we measure children's progress through a variety of informal and formal assessments; we measure their attainment against their previous learning and national expectations

* we track the progress of all pupils closely and regularly so we can quickly identify pupils who may benefit from extra support

* class teachers meet regularly with the senior leadership team to discuss pupil progress and with the SENCO to identify support and intervention for pupils

* outside agencies often provide us with information about children who will need extra help

* pupils themselves can ask for extra support and help

* parents are encouraged to bring concerns or information about their child to their child's class teacher

* if parents believe their child may have special educational needs, they should initially speak to their child's class teacher who will involve the SENCO as appropriate

Once children have been identified with a special educational need, or there are concerns over a child's progress, we use a range of strategies to meet those needs:

*support from a teaching assistant during lessons to enable a child to access the learning of a particular lesson

* small group teaching with a teacher or teaching assistant

* 1:1 teaching with a teacher or teaching assistant

* 1:1 teaching with a specialist teacher

* directed individual work using specific computer programmes

The class teacher oversees the setting up, delivery and monitoring of each child's individual programme, often supported by the SENCO.

The nature of the programme will vary from child to child and parents will work with the class teacher to devise a plan to meet the needs of their child. The class teacher is always the first port of call for any additional information, although parents are welcome to contact the SENCO.

Some children may need additional support throughout their time at Greenmount; other pupils may only need it for a short period of time.

For a very small number of pupils, we may request that an application for Statutory Assessment be made to the Local Authority for an Education, Health and Care Plan. This will be discussed through consultation between parents and the SENCO.

High quality classroom teaching is the key to learning in school. Through on-going assessment, teachers build up a picture of children's needs. Class teachers have the responsibility to ensure the teaching they deliver to their class is matched to the abilities of all pupils in the class.

In some lessons, pupils are grouped with others that are working on similar targets.

Additional adult support may be used in a variety of ways: small groups, one to one support within the classroom or in a quieter space, or to release teachers to work with small groups or individuals.

For some children with special educational needs (e.g. children with dyslexia) additional physical resources are provided to help them access the curriculum (e.g. coloured overlays, different coloured papers). Our classrooms are becoming more dyslexia friendly.

We have two sensory rooms which children can use for sensory activities or when they need to regulate.  All classrooms have sensory trolleys to support pupils with sensory needs.  There are also two well=being stations around school where children can access sensory or other well-being activities to help them regulate. 

All staff are trained in teaching pupils with special educational needs through whole staff training sessions. Individual staff members have also undertaken additional specialist training in a range of areas, including dyslexia and communication difficulties.

Expertise is shared amongst staff - we work as a team to support all of our children.

Staff attend local and national conferences and network meetings to ensure we are aware of current initiatives.

Our SENCO holds the National Award for SEN Co-ordination.

We work closely with Bury's SEN team and Additional Needs Team (including specialist teachers). We have developed strong working relationships.

This will depend on each individual child and their needs.

Parents are involved closely in determining the type of support that will be given to children with special educational needs.

The class teacher, parents and SENCO will discuss the levels of support that will be offered to each individual child. This will be reviewed on a termly basis or more regularly if required.

All support programmes that are devised will have a time scale and expected goals. Progress towards these goals will be assessed toward the end of the specified time period and will inform the discussion at the next review meeting.

All staff at Greenmount have a responsibility for the emotional and social development of all children. A child's class teacher has the prime responsibility, supported by members of the senior leadership team.

When required, individual health care plans are produced to meet needs. The school has a comprehensive administration of medicines policy (a copy can be found on our website).

We have a Pastoral Support Team (known as PS3) who will support children who have a worry or need someone to talk to.  Children can refer themselves to a member of the team.  Parents and staff can also make referrals. 

We work closely with the Ramsbottom Primary SEMH (Social, Emmotional and Mental Heath) Partnership where schools work together closely to develop provision for children with SEMH needs.

We encourage and expect good attendance and punctuality. This is monitored on a weekly basis and support offered to parents where improvement is needed. We also draw on support from Bury's School Attendance Team.

We promote and reward positive behaviours. Our school's policy can be found on our website. Individual behaviour plans may be implemented if necessary. Friendship groups or social skills sessions may be included in the provision for an individual child if appropriate.

We have appropriate Safeguarding procedures in place - our relevant policies are available on our website. Our designated teacher for safeguarding is Mr Griffith.

Class teachers and the senior leadership team measure the progress of all children in school. In addition, for children with special educational needs, the SENCO tracks their progress carefully. We track their progress against national expectations, since previous assessments and the outcomes of interventions that have been delivered.

There will be a termly review for each child identified with special educational needs. This will normally be between the parents and class teacher, although the SENCO may also be involved. This is in addition to the regular parents' evening appointments, although the parents' evening and SEN review may be amalgamated for practicality.

How will the effectiveness of the school's special educational provision be assessed and evaluated ?

Effective provision should impact on children's progress; this is therefore the first measure we will use to assess the effectiveness of our provision for children with special educational needs. An annual analysis is undertaken once we have the results of annual assessments (both statutory and non-statutory).

Parents, children and staff will also evaluate the effectiveness of provision as part of the termly review meetings.

The school is built on one level. There is ramped access to both the main school and our before/after school care club.

Accessible toilets are available in both buildings. There is also a shower facility in the main school building.

As building work is undertaken in school, the needs of all are taken into account e.g. a recent classroom extension included provision of ramped access.

See the Accessibility Plan for more detailed information (link above).

Transition to and from school can be a difficult time for all children, particularly for those with special educational needs or a disability.

Joining Reception

Parents of all children joining the Reception class are invited to a "New Parents' Meeting" in May. Additional meetings with the SENCO will also be arranged as necessary.

Each child is visited in their pre-school setting by one of our Reception teachers or teaching assistants. Where there is a child with special educational needs or a disability, the school's SENCO will visit the child in their pre-school setting and meet the the setting's SENCO.

All children entering Reception are able to visit the school for five afternoons in June/July. Additional sessions can always be arranged.

There is a staggered start for all Reception children - this can be adapted for children with special educational needs or a disability.

Joining in Other Years

Before any child starts at Greenmount, we recommend a "taster" session to meet their new teacher and class mates. For a child with special educational needs or a disability, additional sessions would be offered. Our SENCO would also liaise with the SENCO from the previous school or setting to ensure we have all the necessary information.

Moving to High School

For current parents, the first point of contact is always your child's class teacher.

Our school's SENCO is Mrs C Balmer.

Parents are welcome to make an appointment to speak with the SENCO or the Head Teacher (appointments can be made via the school office).

Through regular meetings, we hope we can work with parents to ensure the best possible provision for individual children.

In the first instance, concerns should be raised with the SENCO (Mrs C Balmer).

If parents are not satisfied with the result, they should contact the Head Teacher (Mr D W Griffith).

A copy of the school's Complaints Policy can be found on our Policies page (link below).

Who can I contact?

If you have any concerns or queries please contact:

Mrs C Balmer (SENCO)

c.balmer@bury.gov.uk

Mr D W Griffith (Head Teacher)

greenmount@bury.gov.uk

01204 884031