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Primary school
Trent Road, Shaw, Oldham, OL2 7YL

Contact phone

0161 770 8236
Ofsted URN:105659

Ofsted rating

Ofsted judgement: Good


From 4 to 11 years old

Opening times

Monday to Friday 8.55am - 3.15pm


We are a one form primary school in Shaw. We are a wheel chair accessible school graded GOOD by Ofsted. We value every child in our school and ensure everyone has the opportunity to make good progress. We are a caring family where children are accepting and tolerant of each other.

SEND Policy


How do you identify special educational needs and disabilities?

When children have identified Special Educational Needs and Disabilities ( SEND) before they start at Rushcroft, we work with the people who already know them and use the information available to identify how we can manage their SEND in our setting and what support we are able to provide. If you think your child has SEN we will discuss this with you and if required asses your child's progress. We will share our findings with you and agree what will happen next and how working together we can help your child. If you child is not making the progress we expect for their age we will discuss their progress with you, the class teacher will meet with the Achievement Co-ordinator, who will track their progress through half termly assessments, to might observe them in class . We will carry out relevant assessments and if we feel we need further advice and guidance to help your child we will ask for your permission to contact specialists outside of school eg Speech and Language Specialists, QEST , Educational Psychologist.

How do you support a child with extra needs?

Our Senior Leadership Team (SLT) check progress every term, discussing children's progress with the class teacher in performance management meetings. We use SIMMS to track the children's progress in maths, reading and writing, to check that progress is good and set targets for the coming academic year. We use termly staff meetings to moderate writing and maths throughout the school to check our judgements are correct for children at all ability levels. Pupils who are not making expected progress are identified and can be targeted with an identified short term intervention by specialist staff trained in the intervention. We have parent consultation meetings twice a year to discuss a child's progress with their parents. For pupils with SEN, teachers discuss progress with parents every term at the SEN review meeting. Children with statements/EHC Plans will have 2 reviews each year as well as the (annual review) Person Centered Review meeting, which is reported to the authority.

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

When planning lessons our teachers ensure that the work is differentiated to meet the needs of the children in their class, regardless of their ability. The delivery of the curriculum is adjusted to suit children's learning styles. Curriculum resources are available to enable children to access the curriculum at the appropriate level. Children are able to learn at their own pace working in groups, individually, with a teaching assistant or teacher. Changes can be made within the classroom environment to cater for children's different learning styles. We use many additional materials/interventions so that we have something at the right level for children with SEND. In Literacy we frequently use BRP and inference interventions for reading; Letters and Sounds and clicker docs for writing, we analyse reading procedures and practices , we have 5 minute boxes for Literacy, inference cards, Time to Talk and Blast 1 and 2 . In Numeracy we use 5 minute boxes, Numicon - Closing the Gap and Catch up Numeracy. We also have movement intervention groups, we use Lego Therapy and Emotional Weather .

How will we know my child is progressing?

We are a child and family centred school, so you will be involved in all decision making about your child's support. When we assess SEN/D we discuss it with you to determine whether your child's understanding and behaviours are the same at home and school; we take these findings into account and work with you so home and school are working together. We hold termly meetings with parents/carers where learning plans and pupil targets are shared. All topic plans and curriculum details are available on the school website.

How will you support my child’s overall wellbeing?

Your views are important to us and we want to listen to them and know that you are satisfied with what happens in school to support your child. The school council are there to give extra support to pupils and ensure their voice is heard. In school, all staff are here to listen and provide support for all children. In school, Mrs R Rawsthorne is our Achievement Co-ordinator. Mrs Rawsthorne will follow up your concerns and make sure your views are taken into account. Mrs Taylor is our Learning Mentor and is there to support children and parents.

What specialist services and expertise are available?

We purchase advice from QEST to train and advise our staff and we have specialist teachers/support staff for accessing the curriculum and extra work on SEND related needs (Speech, Language and Communication, hearing impairment, visual impairment, behaviour related needs and severe learning difficulties, i.e. autism) We get support from local authority services – Jigsaw, Parent support advisors, hearing, vision and physical impairment services, moving and handling team and CAMHs. We get support from Therapy (OT) for children who need assessment for special seating or other specific needs. We get support from Physiotherapy for children who need physical interventions. We get support from Speech and Language therapy to train staff; advise on targets and programs; we refer children for assessment if we believe they need a period of therapy. We purchase the advice of Educational Psychologists and specialist advisory teachers – QEST. Together with the pupil, parents and other services involved we review the pupil's progress. We will agree how we can all effectively support learning, targets will be set and an education plan/action plan devised. This will be reviewed on a regular basis, usually termly.

How are staff trained on extra needs?

Our staff are trained so that we are able to adapt our teaching to accommodate all children's learning styles and needs including Dyslexia (SpLD), Autistic Spectrum Disorder (ASD); Speech Language and Communication Needs (SLCN); Social, Emotional, to Behavioural difficulties ( SEBD) as well as mental health and physical difficulties. Staff have received Autism Education Trust (AET) level 2 training. We use a number of different teaching approaches to incorporate children's different learning styles. Staff are trained in a range of Speech and Language programs and can deliver BLAST training. Staff are trained to deliver a range of programs such as: Better Reading, Numicon, 5 minute boxes and inference. Some staff have been trained in PIVATS, Lego Therapy, Social Stories, toe by toe, plus 1, power of 2 and emotional literacy.

What activities are there outside the classroom?

We have a number of after school activities which are open to all children, these include sporting, musical and art clubs. Should any child need support to access these activities, school will try and make the necessary arrangements. We have a breakfast club from 8:30am; any child can access this club with parental support if required. Reasonable adjustments are made to ensure all children are able to participate in after school activities.

How will you support my child's needs?

We are a one storey school with external ramps to every classroom and the playground making us fully accessible for wheel chair users . We have a facilities suite with toilet and changing facilities. Every class room has special flooring to reduce the noise making it autisic friendly. Lighting has been updated in classes and we have new 'C' Touch interactive whiteboards.

How do you support children when they start and leave?

Children entering the Reception class have the opportunity to visit the school for one afternoon a week for 4 weeks before we break up for the summer holidays. Meetings will be arranged for those children who are already known to Early Years SEND services to make sure the school are aware of their needs and to ensure the correct support is in place. These are usually held at the Early Years setting and the Achievement Co-ordinator from Rushcroft will attend these meetings. We have a phased Reception intake to enhance transition into the Reception Class. In-year transition is supported with extra visits to the new class. For the last weeks of the summer term the whole school move up to their new classes 1 afternoon a week for 4 weeks. For children with ASD, booklets are made with pictures of new staff and the classroom in order to prepare the child for the new academic year and the changes they will face. This is sent home before the summer holidays. Staff from secondary school, come in and meet the children before they leave Rushcroft. Extra visits to the secondary school can be arranged for children with extra needs either educational or social. Secondary Head of Year or SENCO will meet Rushcroft staff to discuss any children with SEN, Statements or Education Health Care Plans. We ensure all pupil information is passed on to the new school when children leave us

What is available to help my child with their education?

We use workstations, visual timetables and cues, PECs, countdown timers, fiddle toys, carpet spots, writing slopes, reward charts and first/next for pupils who need it. We use a range of ICT equipment including ipads, notebooks and sensory switches. We have identified educational Ipad Apps/ICT programs such as: clicker docs, education city, boardmaker to support learning. We deliver speech and language as recommended by the speech and language therapy service. A therapist will demonstrate to school staff how to use the program and this will then be taught and assessed after a given period of time. We have light sensory equipment for children who require sensory support. Any specific physical requirements will be assessed individually and equipment will be provided if possible with the help of the Local Authority and SEND services.

What support can I expect for my child?

Schools receive fixed funding for each pupil in school regardless of any Special Educational Needs and Disabilities. School receives an additional amount of funding for pupils with SEND. The first £6000 of support for a child with a statement or a health care plan is also met from this funding as well as any extra adult support, resources and equipment for all children with SEND needs. The Local Authority may contribute more funding if cost of meeting an individual child's needs is more than £10,000 a year. If the assessment of a pupil's needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how it is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan and is decided by the Local Authority not the school.

How will I be involved in my child's education?

We hold termly parent meetings. The Headteacher will always meet with parents but if you have any concerns your first point of contact is always the person responsible – this may be the class teacher. Explain your concerns to them first We encourage parents to join our Board of Governors, PTA and coffee moprnings, all of which ensure parents have a chance to be involved in the daily life of the school.