Special Educational Needs and Disability (SEND) / Inclusion

At St Aidan’s Catholic Primary School, we are committed to creating a safe, stimulating, and inclusive learning environment where every member of our community is valued, respected, and supported. Rooted in the love of Jesus, our school is a welcoming place where all children are encouraged to reach their full potential and flourish academically, socially, and spiritually.

Every child is unique and entitled to equal opportunities. We embed high expectations for all pupils into the very culture of our school, ensuring that all children, regardless of background or need, are supported to achieve success. Inclusion is central to our ethos and practice, reflected in our actions, policies, and partnerships with families and professionals.

Our inclusive ethos is reflected in high expectations for every pupil’s academic progress, behaviour, and personal development. We cultivate a school culture where:

• Every child’s voice is heard and respected
• Diversity is celebrated as a strength
• Staff receive ongoing training to meet the diverse needs of our pupils
• Pupils are encouraged to develop resilience, kindness, and a growth mindset

We use a range of assessment tools and regular monitoring to identify pupils who may require additional support as early as possible. This proactive approach enables timely interventions that prevent small challenges from becoming barriers to learning.

We use Individual Education Plans (IEPs) and the PIVATS framework (Performance Indicators for Valued Assessment and Targeted Learning) to assess and monitor the progress of pupils with Special Educational Needs (SEN) more effectively. These tools allow us to set personalised targets and track small steps of progress, ensuring that each pupil receives the support they need to achieve their full potential.

Statutory Guidance and Frameworks

Our approach to inclusion is informed by key statutory frameworks:

• Children and Families Act 2014: Defines children and young people with Special Educational Needs and Disabilities (SEND) and outlines rights to support and education tailored to individual needs.
• SEND Code of Practice (2015): Provides statutory guidance on identifying, assessing, and making provision for children with SEND.
• Knowsley Local Offer: A comprehensive, transparent guide to local services and support available for children and young people with SEND. Find out more at: Knowsley Local Offer.
• Ofsted School Improvement Toolkit 2025: Highlights key areas for school improvement, including support for vulnerable pupils such as those with SEND, those eligible for pupil premium, those known to social care, and those facing other barriers to learning.

At St Aidan’s, we follow the SEND Code of Practice to provide timely and effective support for pupils with SEND. As stated in the Code of Practice a child or young person is considered to have SEND if they:

• Have a significantly greater difficulty in learning than the majority of others of the same age, or
• Have a disability that prevents or hinders them from accessing educational facilities provided for others.

We work closely with families and external agencies to ensure tailored support through:

• Early assessment and identification of needs
• Development of personalised support plans and regular reviews
• Access to specialist professionals including Educational Psychologists, Speech and Language Therapists etc.
• Specialist interventions and differentiated teaching strategies within the classroom

Our SEND Policy outlines these procedures in full and is also available upon request.

Pupil Premium

We recognise the importance of supporting pupils eligible for the Pupil Premium to overcome any barriers related to socioeconomic disadvantage. Our targeted support ensures these pupils receive the help they need to thrive, including additional academic support, enrichment opportunities, and pastoral care. Please go to our Pupil Premium page for more information.

Pupils Known (or Previously Known) to Children’s Social Care

We work in close partnership with social care teams to support pupils who are, or have been, known to children’s social care. Our safeguarding procedures and pastoral support systems ensure these children feel safe, secure, and able to engage fully with their learning.

Pupils Facing Other Barriers to Learning

We recognise that some pupils face additional barriers which may not be linked directly to SEND or social care but still affect their learning, wellbeing, or engagement. These may include mental health challenges, attendance difficulties, or language barriers. We strive to identify and address these challenges through whole-school strategies, targeted support, and external partnerships.

Specialist Support and Outside Agencies

Our school works collaboratively with a variety of external professionals and agencies to enhance support for pupils with additional needs, including:

• Educational Psychologists
• Speech And Language Therapists
• Teacher of the Deaf and Communication Support Worker
• Teacher of the Visually Impaired
• Occupational Therapists
• Physiotherapists
• Ophthalmologists
• Mental Health Support Team in Schools
• Autism Specialist Teacher
• Behaviour Support Team
• EAL Support Team
• CAMHS
• Child Development Team and Portage for Early Years
• Continence Team
• School Nurse
• Dieticians
• Social/Family Support Workers
• Healthcare professionals at Alder Hey; Community Paediatrician and Neurodiversity team
• Knowsley Parent Carers
• SENDIASS

These partnerships ensure a holistic approach to meeting each child’s needs.

Partnership with Parents and Carers

We believe that effective partnership with families is essential for the success and wellbeing of our pupils. We encourage open communication and invite parents and carers to be actively involved in:

• Planning and reviewing SEND support
• Participating in parent workshops and information sessions
• Sharing insights about their child’s strengths and needs
• Collaboration at termly coffee mornings with guest speakers and the SENDCo
• Knowsley Parent Carers
• SENDIASS
• Knowsley’s Local Offer

Together, we work as a community to nurture and empower every child.

We are proud to be part of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme for the 2025–2026 academic year. This national initiative, led by the Department for Education and NHS England, aims to improve outcomes for neurodivergent pupils in mainstream primary schools.

What this means for St. Aidan’s:

• Access to an additional Speech and Language Therapist alongside the NHS offer, providing enhanced specialist support for pupils with communication needs.
• Completion of a Speech and Language audit within the school to identify strengths and areas for development.
• Access to expert support and sensory audits from the Sensory Hive in Whiston, who provide specialist advice and resources for pupils with sensory processing needs.
• Implementation of sensory circuits and access to a dedicated sensory space, helping pupils regulate and engage more effectively throughout the school day.
• Membership to My Happy Mind, a leading wellbeing programme that supports pupils’ emotional health and resilience.

Through PINS, we are enhancing staff training, strengthening partnerships with health professionals and parent forums, and developing inclusive teaching strategies tailored to the needs of neurodivergent pupils. This ensures that every child at St Aidan’s receives personalised support in a nurturing and inclusive environment.