Inclusion / SEND
At Sutton Manor Community Primary School, inclusion is at the heart of everything we do.
We believe that every child should feel safe, valued, supported and ambitious about their future. Our inclusive approach is built upon the belief that all children, regardless of need or starting point, should fully participate in school life and access an ambitious, age-appropriate curriculum.
Inclusion at Sutton Manor is not a separate provision or isolated intervention. It is embedded within everyday classroom practice, relationships, routines and the wider culture of the school.
Inclusion is related to children:
with SEND needs, including EHCPs
who receive Pupil Premium
with medical needs
who receive support from social care, are LAC, or Young Carers
whose families do not ensure good attendance
who are new to the country or learning English
We are committed to ensuring children:
feel a strong sense of belonging
access ambitious learning opportunities
develop confidence and independence
are prepared for the next stage of education and life.
Our “SEND First” approach ensures that high-quality inclusive teaching, adaptive practice and strong relationships form the foundation of support for all children. We work closely with families, external professionals and children themselves to identify barriers early, provide appropriate support and ensure children thrive both academically and personally.
Through our Strong Foundations and SEND First approach, we prioritise communication, language, relationships, routines, emotional wellbeing and foundational knowledge so that every child is equipped to succeed.
There are two family meetings (parents' evening) for all children during the school year, and for children with SEND, there is a third family meeting (parents' evening) in the summer term to support transition.
School Support
Our SENDCo can be contacted by all families who have a child on the SEND or SEND monitoring register on School Spider. You can also email the school office or call to leave a message.
Email: suttonmanor@sthelens.org.uk
Telephone: 01744 678700
How do we recognise children with SEND?
It is essential to understand how children with SEND needs are identified. Schools are not able to diagnose needs such as autism, dyslexia, ADHD, or dyscalculia, as these are medical diagnoses. Schools are part of the early identification and assessment process, but other agencies make diagnoses. This is why we have a graduated approach: agencies cannot accept referrals until specific criteria are met or evidence has been collected.
The information below shows the stages we go through to collect evidence and undertake any assessments.
A vulnerability may be detected by universal screening, or when a teacher, family member, or other professional raises a concern.
Universal Screening: Screening for all children in school
We screen all children for Speech, Language, and Communication Needs, and Dyslexia.
Below are other screening and assessment points that involve all or targeted children,
On entry to EYFS
Reception Baseline
WellComm Baseline
Liaison with nurseries
On entry to Y1-Y6
Liason with the previous school
Termly Assessments
Phonics/Reading check
Wellcomm
SEMH assessment
Susnhine observations
Dyscalculia screening
Y2 - Dyslexia screening
In school (ongoing)
Needs identified by family, teachers, professionals, or SENDCo
Termly assessment week
When a teacher, family member, or other professional raises an intial concern
Stage 1 – Quality First Teaching (QFT)
Following a final concern, the teacher will implement classroom adaptations with the SENDCo's support.
The child will be monitored for approximately 6 weeks (one half-term).
Following this morning, the teacher will decide if the child has made sufficient progress. If they have, they will continue to implement the strategies; if not, the child will be placed on the SEND monitoring register by the SENDCo.
Stage 2 – SEND Monitoring Register
The SENDCo will meet or speak with the family and place the child on the SEND monitoring register.
Further adaptations will be implemented in the classroom.
The SENDCo may refer to TESSA or other agencies for advice.
The stage is typically one half-term, but can vary depending on the child's needs.
Stage 3 – SEND Register (SEND Support)
If the child has not made progress or continues facing difficulties after stage one and two, they are placed on the SEND register under the correct category of need.
An ISP or IBP is created in conjunction with the child, family, teacher, and SENDCo. This is reviewed temporarily.
Wave 3 interventions are put in place (Sunshine, Starlight, Aurora).
Identification and referral to any agencies as deemed necessary and dependent on the child's needs.
Stage 4 – EHCP (evidence gathering and referral)
When a child does not make progress after stages 1, 2, and 3, there may be significant and persistent SEND needs.
As the child has progressed through the previous stages, there will be clear evidence of this; however, the school may need to gather additional evidence to request an EHCP referral.
The school requests an EHCP from the LA, and an assessment period takes place. The LA determines whether the child requires an ECHP or can be supported without one. If the child does receive an EHCP, it will be reviewed annually, along with temporary ISPs/IBPs, to support them.
If the child does not receive an EHCP, they will continue to be supported temporarily by an ISP/IBP.
School-Based Provision
Starlight: staff work in Starlight to support children who require academic support, including dyslexia and dyscalculia interventions, phonics catch-up, reading support, and handwriting and spelling programmes.
Auroa: staff work in Auroa to deliver speech and language plans, interventions, and support children who may have communication needs.
Sunshine: staff work in Sunshine to support children with social, emotional, or mental health needs. They provide social skills training, therapeutic support, and short-term interventions for children who have or are facing trauma, for example, bereavement or family difficulties.
Transition
Positive transitions are essential to children’s wellbeing, confidence and long-term success. We work closely with children, families, staff and external professionals to ensure transitions are carefully planned, supportive and responsive to individual need. Our approach to transition is built upon strong relationships, communication and early preparation. We recognise that some children may require additional support during periods of change, and we adapt our transition arrangements to ensure children feel safe, secure and ready for the next stage of learning.
The SENDCo, DSL or relevant members of staff will contact families directly where enhanced or personalised transition support may be beneficial.
Starting in Tinies, Nursery or Reception
We place a strong emphasis on building relationships with children and families from the earliest stages.
Transition support may include:
home visits
visits to the setting before starting
opportunities for children to spend time with familiar adults
communication with previous settings or childminders
liaison with health visitors and external professionals where appropriate
sharing information about children’s strengths, interests and needs
gradual transition arrangements where needed.
Our Early Years team prioritises communication, emotional security, routines and belonging to help children settle confidently into school life.
Transition Between Year Groups and Key Stages
Children are carefully prepared for movement between classes and key stages throughout school.
Support includes:
transition meetings between staff
detailed information sharing
opportunities for children to meet new adults
transition activities and visits
transition week experiences
sharing information with families regarding children’s development, achievement and next steps
pastoral support where required.
Assessment information is used alongside teacher knowledge to ensure continuity in learning, support and adaptive provision.
Transition from Key Stage 2 to High School
We work closely with local high schools to support children in preparing for the next stage of education academically, socially and emotionally.
All children access a transition programme which includes:
preparation for secondary school routines and expectations
personal development and wellbeing support
independence and organisation skills
readiness for adolescence and puberty
opportunities to discuss worries or concerns
visits from high school staff
transition visits and induction activities.
For children requiring additional support, personalised transition plans may include:
additional visits to the high school
smaller group or individual transition sessions
visual supports and social stories
supported travel training, including practising journeys or bus routes
support with organisation and equipment
support managing timetables, homework diaries or lunch arrangements
enhanced information sharing with receiving staff
multi-agency transition meetings where appropriate.
Our Sunshine team may provide enhanced transition support for children with additional communication, emotional or SEND needs to ensure children feel confident, prepared and supported.
We aim to ensure that every child transitions successfully, develops confidence and independence, and feels ready for the next stage of their education.
The LA Local Offer
You can view the St Helens Local Offer by clicking here.
Contacts
Special Educational Needs Co-ordinator (SENDCo): Mrs Moran
Contact: 01744 678700
Designated Safeguarding Lead: Miss Dykes
Contact: 01744 678700
St Helens IASS - Information, Advice and Support Service: Beverley Ellis - St Helens IASS Coordinator; Joanne Taylor - IASS Case Worker
Contact: 01744 673428
Below are the policies, procedures, and information relevant to all children who may require additional support to ensure they are fully included in every aspect of school life.
Important Documents: September 2025. These documents will be reviewed in September 2026.