Local Offer

Yes (details below)
Primary school

Age

From 4 to 11 years old

Contact phone

01457 872 264
Greenfield St Marys, Manchester Road, Greenfield, Oldham, OL3 7DW

Opening times

Monday to Friday 8.55am - 3.15pm

Note

School lunch £2 per day or children can take a packed lunch Before & After School Club 08.00 - 08.55am - 15.15 - 18.00pm, 07815 801 460

Ofsted rating

Outstanding

Local Offer details

St. Mary's School seeks to develop all children to their fullest potential: spiritually, morally, personally, emotionally, socially, intellectually, creatively and physically.

How do you identify special educational needs and disabilities?

When pupils have been identified as having SEN, before they attend St Mary's, we visit the Pre-school/Nursery to meet with staff and professionals from external agencies in order to gather relevant information, which informs the support and provision which we will implement in school. If the pupil is transferring from a different primary school we liaise with the school and gather information about the child's needs and make a plan for their provision. If you tell us you think that your child has a SEN we will discuss this with you and investigate their needs. We will discuss the findings with you and agree with you what we will do next and what you can do to help your child. If our staff think that your child has SEN we will carry out observations/assessments and consult with you about what we have identified as being their barrier to learning.

How do ensure a child’s education meets their needs?

Learning tasks are modified in the classroom to enable all pupils to access their learning at the appropriate level to support children, e.g. writing frames, visual cues, visual timetables, task cards, etc. Pupils access adapted resources to meet the needs of pupils as necessary, e.g. covered overlays, sloping boards, etc. Intervention programmes are used to teach children on a 1:1 basis in order to support their learning or wellbeing.

How will we know my child is progressing?

We regularly moderate children's workin standardising sessions. The Senior Leadership Team monitor the progress of pupils termly and teaching staff devise plans to support children's learning. Pupils with SEN have Individual Education Plan (IEP) targets which are reviewed and modified termly.

What specialist services and expertise are available?

We access support from specialist teachers/support staff for accessing the curriculum and extra work on SEN related needs (Speech, Language and Communication needs, Dyslexia, Dyscalculia Dysgraphia, Dyspraxia, Autistic Spectrum Disorder, Social Mental and Emotional Health needs, Hearing Impairment and Visual Impairment. We get support from QEST and the Educational Psychology Service. We get support from the Speech and Language Therapy (SALT) service, Occupational Therapy (OT), Physiotherapy, Hearing Impairment and Visual Impairment teams, Child and Adolescent Mental Health (CAMHS) service and Counselling service. We take advice from the servicesand implement strategies and programmes to support the pupil's needs, agree targets for the pupil's achievement, review the pupil's progress and plan the next steps. This information is recorded in an IEP.

How are staff trained on extra needs?

All our staff are trained so that we are able to adapt to a range of SEN: Specific Learning Difficulties, including Dyslexia (SpLD), Autistic Spectrum Disorder (ASD), Speech, Language and Communication Needs (SLCN) and Social, Mental and Emotional (SMEH). We implement Dyslexia-friendly strategies. We have one skilled TA and the Inclusion manager qualified in APT Level 3 Speech and Language Support. We have one skilled TA who is qualified in CENTRA Level 1 Counselling.

What activities are there outside the classroom?

We have the capacity and specialism to run a Lego Therapy club, GR8 Brainz Dyslexia Club and Social Skills Groups. We have regular educational visits and a Year 6 residential where pupils with SEN are included. We provide additional and trained staff to support their full inclusion.

How will you support my child's needs?

Equipment and resources are used to give extra support. Coloured overlays/exercise books High interest/low readability books (Barrington Stoke) Dyslexia-friendly text on boards/wall displays Visual timetables Task cards Timers Visual cues Adapted worksheets to limit quantity of recording/scaffold writing Adapted scissors/pencil grips Move 'n' sit cushions Varioius intervention programmes

How do you support children when they start and leave?

The Inclusion Manager forwards on relevant information and records about each pupil to the receiving secondary school.

What is available to help my child with their education?

Transition visits are arranged for vulnerable children where necessary.

How do you identify special educational needs and disabilities?

We discuss initial concerns about a child with their parent/carer. We review Individual Education Plans (IEPs) with parents/carers, on a termly basis, to write new targets based on decisions made.