Skip to content ↓

SEND

Special Educational Needs and Disabilities

Our Mission Statement

All students and staff in our community aim to build a respectful learning environment in which we:

  • Value each individual
  • Hold high expectations for all
  • Encourage curiosity
  • Recognise responsibilities and rights
  • Remove all barriers that affect learning in order that each child can achieve their personal best

SEND Information Report

Our statutory SEND Policy and Information Report, contains details of how we implement our SEND policies in school. It can be viewed/downloaded here.

Local Offer

Our local offer provides information on what provisioning children and their families can expect from The Prescot School in regards to SEND. It can be viewed/downloaded here.

Please also see the Knowsley Local Offer which addresses SEND support and provisioning across the whole borough. The Knowsley Local Offer site is provided and maintained by the Knowsley Family Information Service, who provide a range of information on local/national organisations and services offering advice and support to children and young people, their parents & carers as well as professionals working with families.

SEND Department Staff

Name Role Specialism
Mrs E Earps Assistant Principal Inclusion and Safeguarding English
Mrs Christine Ness SENDCo  
Mrs Kerry McTigue Assistant to the SENDCo  
Mrs Barbara Richardson Specialist Teacher  
Mrs Julie Moran Teaching Assistant Numeracy
Mrs Sharon Krelle Teaching Assistant  
Ms Gill Davies Teaching Assistant  
Mrs Christine Brown Teaching Assistant EAL and Handwriting
Mrs Rachel Morley Teaching Assistant English
Mr Dan Wilson Teaching Assistant  
Mrs Adele Garrett Teaching Assistant  

SEND Support

At the Prescot School we follow an internal referral system. If your child is experiencing difficulties, then your child’s teacher will consult with the school’s SENDCo. You will receive a letter informing you of an assessment before any screening tests are completed and you will be informed out the outcome of any arrangements offered to support your child’s learning needs.

It may be decided that your child will be placed on the SEND support register. This builds on what your child’s teachers have already been doing and offers further and additional support.

The involvement of the parent and child is crucial; and your views are important when the targets are agreed. All information is shared with parents through Provision Maps. If your child has a SEND need you will be sent a letter with your own login. This way you can contribute to this process.

SEND Support should take form as four parts:

  1. Access-this means we will access the needs your child has.
  2. Plan- then we will plan what we are going to do.
  3. Do - then we will do extra support, possibly small groups, and booster classes. All efforts will be made to remove all the barriers that are affecting your child in being a successful learner.
  4. Review- after intervention has been completed, it is important to review what we have done and see if it has been successful.

There are four defined categories of SEND support. These are:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physica
  • Children may have difficulties in one or more of the areas of speech, language and communication.
  • Specific learning difficulties such as dyslexia or a physical or sensory impairment such as hearing loss may also lead to communication difficulties.
  • Those with speech, language and communication needs (SLCN) cover the whole ability range.
  • This may include children and young people with an Autism Spectrum Disorder (ASD), including Asperger’s Syndrome and Autism who have difficulty in making sense of the world in the way others do.
  • Children may have greater difficulty than their peers in acquiring basic literacy or numeracy skills or in understanding concepts, even with appropriate differentiation.
  • May have difficulties such as speech and language delay, low self-esteem, low levels of concentration and under-developed social skills.
  • They may have difficulties in mobility and co-ordination, communication and perception, and the acquisition of self-help skills.
  • Often require a high level of adult support, both for their educational needs and for their personal care.
  • A child or young person with a Specific learning difficulty (SpLD) may have difficulty with one or more aspects of learning. This includes a range of conditions such as dyslexia (difficulties with reading and spelling); dyscalculia (maths); dyspraxia (co-ordination) and dysgraphia (writing).
  • These difficulties may be displayed through the child or young person becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour.
  • A wide range and degree of mental health problems might require special provision to be made.
  • Some children and young people may have other recognised disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), attachment disorder, autism or pervasive developmental disorder, an anxiety disorder or a disruptive disorder.
  • Many children and young people require minor adaptations to the curriculum, their study programme or the physical environment.
  • Many such adaptations may be required as reasonable adjustments under the Equality Act 2010.
  • Children and young people with a visual impairment (VI) or a hearing impairment (HI) may require specialist support and equipment to access their learning.
  • Children and young people with a Multi-Sensory Impairment (MSI) have a combination of visual and hearing difficulties, which makes it much more difficult for them to access the curriculum or study programme than those with a single sensory impairment.
  • Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.

Accessibility

The accessibility of our school’s physical environment, facilities and services for disabled pupils is regularly reviewed in accordance with the Equality Act 2010. As our school was built in 2008, it was designed with consideration for disability access.

Please see our school’s accessibility plan for more information. If you have any questions about accessibility for your child please contact school.

Documents

External Links

Knowsley Local Offer The Knowsley Local Offer site is provided and maintained by the Knowsley Family Information Service, and addresses SEND support and provisioning across the whole of Knowsley. The Knowsley Family Information Service provide a range of information on local/national organisations and services offering advice and support to children and young people, their parents & carers as well as professionals working with families.

The National Autistic Society We are the leading UK charity for people with autism (including Asperger syndrome) and their families. We provide information, support and pioneering services, and campaign for a better world for people with autism.

I CAN, the children’s communication charity I CAN, the children’s communication charity is a campaigning voice for children with speech, language and communication needs.

Do2Learn A resource for individuals with special needs.

Autism Education Trust Coordinating, supporting and promoting effective education practice for all children and young people on theautism spectrum.

Dyspraxia Foundation Supporting children, families and adults with dyspraxia.

The Dyslexia SpLD Trust The Dyslexia-SpLD-Trust, or the Trust, is a collaboration of voluntary and community organisations with funding from the Department for Education to provide reliable information to parents, teachers, schools and the wider sector.

Ambitious About Autism The national charity for children and young people with autism.