Sacred Heart RC Primary School · Westhoughton
Our Inclusion Strategy
Every child belongs. Every child learns. Every child is valued.
Inclusion is at the heart of Sacred Heart
Inclusion is the way our whole school works. Our Catholic mission calls us to recognise the dignity and uniqueness of every pupil.
We believe that children flourish when they experience belonging, friendship, high expectations and the right support to participate fully in school life.
Our inclusion strategy embraces pupils with special educational needs and disabilities (SEND), pupils experiencing disadvantage, children facing barriers to attendance or wellbeing, pupils with English as an additional language, and any child who needs additional support at a particular point in their education.
A needs-led approach
We seek to understand each pupil’s strengths and the barriers they experience. We involve pupils and families in identifying priorities, planning support and reviewing whether it is effective.
Support begins with identified need. We adapt teaching and provide appropriate help while seeking further assessment or specialist advice where necessary.
Learning within our class communities
We are a mainstream, two-form-entry primary school, with classes of 30 pupils. We do not operate a separate inclusion room or designated specialist resource provision.
Our approach is to support children to learn, participate and develop relationships within their class community wherever appropriate, with the adaptations, reasonable adjustments and additional provision that they need.
Some pupils benefit from short, purposeful individual or small-group sessions. These are planned to support their learning and maintain meaningful connections with classmates and the wider curriculum.
We remove barriers, recognise individual needs and maintain ambitious expectations. Children may need different approaches, resources and levels of support to participate and make progress.
More than a school. A community of love.
Our seven principles of inclusion
Our strategy reflects the Department for Education’s seven principles for inclusive mainstream education.
Ambitious leadership
Governors, leaders and every member of staff share responsibility for inclusion, high expectations and accountability.
Early identification
We identify emerging needs and provide evidence-informed support without waiting for a diagnosis or EHCP.
Adaptive teaching
High-quality teaching and an ambitious curriculum are planned to be accessible to all pupils.
Full participation
Children are supported to participate in educational visits, music, sport, prayer and liturgy, leadership and enrichment.
Belonging and safety
Our school culture promotes positive relationships, dignity, attendance, emotional wellbeing and respectful behaviour.
Family partnerships
Parents and carers are active partners in identifying needs, agreeing provision and reviewing progress.
Accessible environments
We continually review physical, sensory, communication and curriculum barriers and make appropriate adjustments.
Adaptive teaching: one curriculum, different pathways
Every child experiences adaptive teaching at Sacred Heart, including pupils who have an Education, Health and Care Plan (EHCP).
Teachers plan learning around the knowledge, understanding and skills that the class is studying. They adapt explanations, resources, modelling, scaffolding, practice, communication and assessment so that pupils can access that learning.
What adaptive teaching may look like
- Clear explanations, modelling and worked examples.
- Visual prompts, vocabulary support and pre-teaching.
- Tasks broken into manageable steps.
- Additional practice and opportunities to revisit learning.
- Adapted recording methods and assistive technology.
- Sensory, movement or regulation adjustments.
- Adult guidance that builds independence.
Our curriculum ambition
Our starting point is that pupils should access the full breadth of the curriculum alongside their peers.
For children with an EHCP, teachers continue to adapt the work of the class. Having an EHCP does not mean following an automatically separate programme.
Where a pupil requires substantially personalised learning, this is planned in accordance with their assessed needs and statutory provision, while preserving meaningful connections to the class curriculum wherever possible.
Every teacher is a teacher of SEND
The class teacher remains responsible for teaching, assessment, feedback, progress and relationships with families for every pupil in their class.
Teaching assistants, Special Needs Assistants and specialist professionals strengthen the implementation of planned provision. Their involvement supports the teacher’s continuing responsibility for the pupil’s education.
Strong foundations for learning
Early identification, particularly in the Early Years, helps us respond promptly to communication, language, developmental and learning needs. English, phonics and mathematics teaching provide important foundations for access to the wider curriculum.
We promote access to reading for every pupil, using appropriate teaching, accessible texts and additional practice. Where helpful, accessible technology and alternative ways of recording enable pupils to demonstrate their understanding and develop independence.
Individual plans and regular reviews
Many children at Sacred Heart have individual plans to support their learning, communication, development, wellbeing or access to school. These are not limited to pupils with an EHCP.
Plans are designed to be useful, specific and responsive. They identify what a pupil needs, what adults will do, the intended outcomes and how progress will be evaluated.
Understand the pupil’s strengths, needs, views and barriers to learning.
Agree priorities, adjustments, support and measurable outcomes.
Implement provision consistently through everyday classroom practice.
Evaluate impact with the pupil and family, then adapt the plan.
For pupils receiving SEN Support, we use the graduated Assess, Plan, Do, Review (APDR) approach, with a formal review at least once each term. Class teachers work with parents and carers, pupils and the SENCOs to evaluate progress and agree next steps.
Parents do not have to wait until the next scheduled review if concerns arise or needs change. Other individual plans, including those addressing medical or pastoral needs, are reviewed according to their purpose and the child’s circumstances.
For pupils with an EHCP, ongoing school reviews support implementation and progress. These sit alongside the statutory annual review of the EHCP.
Plans guide what happens each day. Their value lies in the provision children actually receive, the progress they make and the difference to their everyday school experience.
Planning transitions together
We plan handovers between classes and phases so that information about successful approaches, communication, adjustments and individual outcomes follows the pupil.
Where needed, additional preparation may include familiarisation visits, photographs, visual information, conversations with families and liaison with the receiving teacher or school. Pupils and parents help us identify what will make the transition successful.
Understanding the journey towards an EHCP
An EHCP is a statutory plan for children and young people whose special educational needs require provision to be secured through an Education, Health and Care Plan.
For many families, the journey towards an EHCP can feel long and complex. Identifying needs, gathering evidence, implementing and reviewing support, seeking professional advice and completing a statutory assessment can take considerable time.
Schools will often have implemented several cycles of additional support before an assessment is requested. However, there is no legal requirement to complete a fixed number of cycles before applying, and an assessment can be requested earlier where the child’s needs justify it.
Graduated support
Teachers and SENCOs work with families to identify barriers, adapt teaching, introduce support, monitor outcomes and seek specialist advice where appropriate.
Normally within 20 weeks
Once a local authority receives a request, the statutory process for issuing a final EHCP normally has a 20-week limit, subject to specified exceptions. The authority may decide not to assess or not to issue a plan.
Who can request an EHC needs assessment?
A parent, a young person over compulsory school age but under 25, or a person acting on behalf of a school or post-16 institution may request an assessment. Others can bring a child to the local authority’s attention.
Parents can request an assessment directly. School agreement is not a legal prerequisite.
What happens during the statutory process?
The local authority considers whether an assessment is necessary. If it proceeds, evidence is gathered from education, health and other relevant professionals, alongside the views of the child and family.
Where the authority decides to issue an EHCP, parents receive a draft and have an opportunity to comment. The final plan normally must be issued within 20 weeks of the original request, subject to specified exceptions.
Does a child need an EHCP to receive support?
No. Support should begin when needs are identified. Adaptive teaching, reasonable adjustments, SEN Support, targeted intervention and appropriate professional involvement should not be delayed solely because a child does not have an EHCP.
Does an EHCP guarantee a one-to-one adult?
No. An EHCP sets out the special educational provision required by an individual child. This may include specified adult support, specialist teaching, therapies, equipment or other provision. The precise wording of the plan determines what must be secured.
EHCP provision, SNA support and funding
It is important that families understand how statutory provision, adult support and funding arrangements work in a mainstream school.
EHCPs issued by Bolton
At Sacred Heart, support associated with Bolton-issued EHCPs is commonly organised through the deployment of Special Needs Assistants (SNAs), alongside class teaching and other provision identified in the plan.
EHCP funding does not necessarily cover the full cost of employing an SNA or delivering all the support a pupil requires. The school also uses its wider resources and staffing arrangements to meet pupils’ needs.
An EHCP specifies the provision a child requires. Where specialist teaching, therapy, equipment or other special educational provision is specified, the responsible local authority must secure that provision.
EHCPs issued by other local authorities
Where a pupil’s EHCP is maintained by a local authority other than Bolton, Sacred Heart works with that authority and the family to agree how the provision specified in the plan will be delivered.
Different authorities may use different funding, commissioning and service arrangements. This can sometimes provide opportunities to discuss a different combination of staffing, specialist services, equipment or provision.
Any such flexibility is individual to the pupil and subject to the statutory plan and commissioning arrangements. It is not an automatic entitlement arising simply because an EHCP was issued outside Bolton.
Our principle: provision follows need
Decisions about support begin with the child’s assessed needs and the provision legally required. An EHCP may specify different forms of support, according to the individual pupil.
We deploy adults in ways that support learning, communication, safety, participation and growing independence, while ensuring that the special educational provision specified in each EHCP is delivered.
Where funding or commissioning arrangements are insufficient or unclear, school leaders seek clarification and resolution with the responsible local authority. Funding discussions do not remove the statutory duty to secure the provision specified in an EHCP.
Support without unnecessary separation
Special Needs Assistants, teaching assistants, teachers and specialist professionals work together to help children become increasingly confident and independent learners.
Support within the classroom
Adults may provide prompts, modelling, communication support, guided practice, assistance with regulation or support for specific personal and educational needs. Support is organised around the pupil’s needs rather than routinely placing an adult beside them throughout every lesson.
Purposeful additional provision
Where individual or small-group interventions are needed, these have clear objectives and are reviewed for effectiveness. We aim to avoid pupils repeatedly missing important classroom teaching, friendships or enrichment opportunities.
We recognise that some children require substantial individualised provision or periods of learning away from the main classroom. Such arrangements are considered carefully, documented and reviewed, with attention to the child’s wellbeing, safety, statutory entitlement and connection with peers.
Planning for impact and independence
We describe what support will help a pupil achieve, alongside the staffing and resources required to deliver it. Reviews consider whether children are learning, participating and developing the greatest achievable independence.
This approach preserves the provision specified in each EHCP, including any requirement for individual adult support.
Working with Bolton and specialist services
Sacred Heart works within Bolton’s SEND Local Offer and graduated response arrangements. We draw on appropriate advice and support from education, health, social care and other relevant services.
Depending on a child’s needs, this may involve educational psychology, speech and language therapy, occupational therapy, specialist advisory services, health professionals or other commissioned provision.
Educational psychology and speech and language support are accessed through Bolton local authority routes, including annual service-level agreements (SLAs).
Specialist advice informs what happens in the classroom. Class teachers continue to teach and assess pupils, working with the SENCOs and relevant professionals to put recommendations into practice.
We work with families to coordinate teaching, pastoral support and relevant Family Help services where appropriate.
Our priorities for 2026–2027
Our School Improvement and Development Plan identifies inclusive mainstream education as a strategic priority. Inclusion is also embedded across curriculum, attendance, personal development, Early Years and leadership priorities.
Consistent adaptive teaching
Use professional development, curriculum planning and classroom review to make adaptations purposeful, ambitious and evident in everyday teaching.
Effective individual planning
Complete timely APDR cycles with meaningful family involvement and precise, ambitious outcomes that are regularly evaluated.
Impactful adult support
Review TA and SNA deployment and intervention effectiveness, with an emphasis on independence, curriculum access and measurable impact.
Attendance and belonging
Identify and address barriers to attendance, participation, emotional wellbeing and positive engagement in school life.
Early, joined-up support
Coordinate teaching, pastoral support, SEND provision and specialist advice so that needs are addressed promptly, including in the Early Years.
Strong accountability
Use pupil progress, attendance, provision reviews, classroom evidence and family voice to evaluate what is working and what needs to change.
Identifying barriers across our pupil cohort
Individual needs differ. Our planning considers the following barriers where they are evident, using assessment, classroom evidence and conversations with pupils and families to establish each pupil’s starting point.
- Communication and language: understanding instructions, developing vocabulary, expressing ideas and communicating needs.
- Access to learning: securing foundational knowledge in English, phonics and mathematics, remembering learning and applying it with increasing independence.
- Regulation and independence: managing routines, sustaining engagement and using appropriate strategies or resources with less prompting.
- Attendance and participation: overcoming individual barriers to being in school and taking part in lessons, friendships and enrichment.
- Consistency and transition: ensuring that effective approaches are understood and used across staff, classrooms and changes of year group or school.
Our starting points
The October 2026 SIDP identifies historical SEN-group attendance of 91.1% across five half terms and persistent absence of 33.3% in autumn 2025–2026. These describe different reporting periods and are not treated as a single current baseline.
The SIDP requires current SEN records and relevant attendance, assessment and provision baselines to be validated by 6 November 2026. Leaders will report the period, group definition and pupil or enrolment counts alongside percentages.
APDR records, classroom evidence, intervention reviews, staff feedback and pupil and parent views establish starting points for communication, learning, independence and participation. Where a numerical starting point is not already recorded, the initial audit will establish it.
How we use resources for inclusion
We plan inclusion through our overall school budget, alongside pupil-specific EHCP funding and the Inclusive Mainstream Fund. Where appropriate, Pupil Premium supports eligible pupils in overcoming identified barriers to learning. We avoid counting the same expenditure against more than one funding source.
Our core school budget supports high-quality teaching, reasonable adjustments, support staffing, pastoral care, staff development and accessible learning. Decisions reflect pupils’ assessed needs, our statutory responsibilities and the school’s overall financial position.
Our financial planning is informed by the barriers experienced by pupils and evidence of what works. The Governing Board scrutinises how resources are used and whether investment makes a meaningful difference.
2026–2027 Inclusion Strategy: funding and impact statement
Funding period: April 2026–March 2027. Sacred Heart is a maintained school and plans its budget on this financial-year basis.
Strategy period: academic year 2026–2027. Implementation and pupil outcomes are reviewed alongside the School Improvement and Development Plan.
Version: 28 October 2026.
Governance: scheduled for Governing Board consideration and approval on 2 December 2026.
Formal reviews: December 2026, March 2027 and July 2027.
Inclusive Mainstream Fund expenditure plan
Our Inclusive Mainstream Fund allocation for April 2026–March 2027 is £14,989. The Executive Headteacher has confirmed the following expenditure plan for Governing Board consideration.
| Area of expenditure | Budget | Purpose |
|---|---|---|
| Educational psychology SLA through Bolton | £4,200 | Access to specialist advice informing identification, classroom adaptations, individual outcomes and targeted support. |
| Speech and language SLA through Bolton | £7,632 | Access to specialist support for communication and language, informing classroom strategies, targeted provision and review. |
| Staff development, coaching and classroom communication resources | £3,157 | Support the implementation of specialist recommendations and strengthen adaptive teaching through professional learning and appropriate non-capital resources. |
| Total planned allocation | £14,989 | Financial year April 2026–March 2027 |
Educational psychology
Budget: £4,200.
Accessed through Bolton local authority SLA arrangements.
Barriers addressed: difficulty accessing learning, regulation and engagement, dependence on adult prompting and variation in the implementation of specialist recommendations.
Specialist advice will inform our understanding of pupils’ needs and the approaches used in teaching and targeted support. SENCOs and teachers will translate relevant recommendations into practical adaptations, individual outcomes and review arrangements.
Intended benefit: better access to learning, improved engagement and increasing independence through approaches matched to assessed needs.
Review: SENCOs will track implementation through APDR records and classroom evidence, with termly evaluation led by Mrs B Furey.
Speech and language support
Budget: £7,632.
Accessed through Bolton local authority SLA arrangements.
Barriers addressed: understanding spoken language and instructions, vocabulary development, expressing ideas and needs, and participating confidently in learning.
Specialist input will inform communication priorities, classroom strategies and targeted support. Teachers and SENCOs will connect recommendations to assessable outcomes and support their use in everyday learning.
Intended benefit: improved understanding, expression and participation, with communication skills used beyond targeted sessions.
Review: progress will be evaluated each term through individual outcomes, classroom evidence and family feedback, informed by specialist advice.
Staff development, coaching and resources
Budget: £3,157. This allocation supports additional professional learning, coaching and non-capital classroom resources linked to identified needs and specialist recommendations.
Priorities include communication support, clear modelling, appropriate scaffolding, accessible resources and approaches that increase independence.
By the December 2026 review, leaders will record the detailed allocation to training, coaching and resources, intended users, implementation responsibilities and arrangements for checking classroom use.
Termly reviews will evaluate changes in practice and pupil outcomes. Attendance at training or the purchase of a resource will not, by itself, be treated as evidence of impact.
Pupil-specific EHCP funding
Our financial-year budget also identifies funding associated with pupils’ EHCP provision. This is separate from the Inclusive Mainstream Fund allocation.
| Funding source | Amount |
|---|---|
| Bolton EHCP funding | £97,504 |
| Other local authority EHCP funding | £6,360 |
| Total budgeted EHCP funding | £103,864 |
This funding contributes to provision associated with individual pupils’ EHCPs. The provision specified in each plan remains a statutory commitment.
What success will look like
These success criteria align with the October 2026 SIDP. Leaders will report actual numbers alongside percentages, particularly where groups are small, and evaluate the ambition and quality of individual goals.
| Priority | Success criteria and deadline | Evidence and responsibility |
|---|---|---|
| Accurate starting points | By 6 November 2026, reconcile the current SEN register with school records and validate relevant assessment, attendance and provision baselines. Each identified concern has a named response and review date. | SENCOs, Mrs B Furey, Mrs P Cox and Mr Z Adam: reconciled records, baseline summary and provision audit. |
| Timely individual planning | Each term, 100% of pupils receiving SEN Support have a timely APDR review, with precise outcomes, implementation evidence and meaningful pupil and parent involvement. Attempts to involve families are recorded where engagement is difficult. | SENCOs and class teachers: termly audits reported in December 2026, March 2027 and July 2027. |
| Progress towards individual outcomes | By July 2027, at least 80% of pupils with SEND meet or exceed their agreed individual progress goals. Review progress in December and March and adapt provision where pupils are not on track. | SENCOs, class teachers and Miss F Duffy: moderated goals, assessment, work and APDR evidence, with pupil counts and goal quality reported alongside percentages. |
| Consistent adaptive teaching | By July 2027, at least 90% of teaching sampled through the agreed quality-assurance process shows secure implementation of relevant adaptive approaches. Record the sample and denominator at each review. | Mrs B Furey, SENCOs, Miss H Dewhurst and curriculum leaders: planning, observation, work and pupil and parent feedback, evaluated each term. |
| Staff confidence and application | By July 2027, improve the aggregate staff-confidence score by at least 10% relative to the autumn baseline, using the same questions and scoring method. Classroom review must also demonstrate application. | Mr B Tipton, SENCOs and Miss H Dewhurst: baseline and follow-up survey, coaching records and classroom evidence, noting any change in respondents. |
| Effective targeted support | By July 2027, at least 75% of tracked interventions show measurable positive impact against their starting points and intended outcomes. Review at least half-termly and adapt or stop ineffective approaches while securing statutory provision. | Miss H Dewhurst, SENCOs and Mrs B Furey: intervention measures, implementation checks and pupil outcomes. |
| Communication and language | Every pupil receiving targeted speech and language support has a recorded starting point, measurable communication outcome and review date. Review progress each term and include these interventions within the target of at least 75% showing measurable positive impact by July 2027. | SENCOs and class teachers, informed by specialist advice: communication measures, classroom use, APDR reviews and family feedback. |
| Attendance and access | Every pupil flagged for attendance concerns has a recorded assessment and named next step. Review individual plans every 4–6 weeks. By July 2027, narrow SEND attendance gaps against validated matched-period baselines, alongside the school’s attendance ambition of at least 96%. | Mrs P Cox, class teachers and SENCOs: attendance patterns, session counts, barriers, adjustments, family voice and termly impact reports. |
| Equitable enrichment | By July 2027, every pupil participates in at least one leadership or enrichment opportunity. Participation gaps for pupils with SEND and disadvantaged pupils are no more than 5 percentage points, or have a named corrective action, owner and review date. | Mr M Walker, Mrs P Cox, SENCOs and Mr Z Adam: participation records and termly analysis of access and barriers. |
| Successful transitions | Complete the Reception–Year 1 transition plan by May 2027 and evaluate it in July. By July, every pupil identified as needing additional transition support has a documented handover and agreed arrangements with receiving staff or the receiving setting. | Mrs J Wroe, SENCOs, Miss F Duffy and relevant teachers: transition plans, handovers and pupil and family feedback. |
Attendance evaluation will use matched reporting periods and clear group definitions. Historical attendance and persistent-absence figures will not be compared directly with a different period or changing cohort without explanation.
The SIDP proposes a reduction in whole-school persistent absence of at least 2 percentage points by July 2027 against a validated baseline. This proposed milestone will be considered alongside the strategy by governors.
Leadership, accountability and review
Inclusion is a whole-school responsibility. The Executive Headteacher retains overall strategic accountability, with the Head of School coordinating inclusion and SEND leadership.
Executive accountability
Mr M Johnson
Executive Headteacher
Retains overall accountability for the strategy, school improvement, resources and reporting to the Governing Board.
Strategic leadership
Mrs B Furey
Head of School and Strategic Inclusion Lead
Oversees SEND provision, implementation, accountability and partnership working.
SENCOs
Miss M Fairhurst and Mr M Stubbs
Coordinate identification, assessment, APDR processes, statutory planning and specialist advice, working with class teachers and families.
Assessment and pupil progress
Miss F Duffy
Deputy Headteacher
Oversees pupil progress and the improvement-impact overview, drawing on assessment information prepared by Mr Z Adam and evidence from relevant leaders.
Support staff consistency
Miss H Dewhurst
Supports consistent implementation and accountability for teaching assistants and Special Needs Assistants, including the impact of support on independence and access to teaching.
Pastoral support and attendance
Mrs P Cox
Leads pastoral and attendance support, working with families and relevant services to address barriers to wellbeing, attendance and participation.
Curriculum and professional learning
English, phonics and mathematics leaders strengthen foundational teaching. Subject leaders review access and adaptations within their subjects. Mr B Tipton supports professional learning and its application.
Class teachers
Remain accountable for the education, assessment, adaptations, individual planning and progress of every pupil in their class, including those receiving additional adult support.
Governing Board scrutiny
The strategy is scheduled for consideration and approval by the Governing Board on 2 December 2026. The approval outcome and date will be recorded following the meeting.
Termly reporting will bring together pupil outcomes, classroom practice, attendance, provision reviews, family voice and expenditure so that governors can evaluate progress and challenge areas requiring improvement.
Our review cycle
December 2026
Review validated starting points, APDR completion, classroom implementation, specialist support, expenditure and pupil and family feedback.
Record the Governing Board’s decisions on 2 December and incorporate any agreed amendments.
March 2027
Evaluate progress towards targets, implementation of specialist recommendations and the impact of targeted support.
Reconcile financial-year expenditure and commitments, identify variance and agree corrective action.
July 2027
Evaluate academic-year outcomes against starting points and success criteria. Review attendance, participation, independence, transitions and family experience.
Identify what will be sustained, changed or stopped, and use the findings to inform the next annual strategy.
Senior leaders review implementation and emerging evidence at least half-termly. Formal reviews take place in December 2026, March 2027 and July 2027, with actions adapted sooner where needs or evidence change.
Our standard for evaluating impact
Each review asks: What changed in provision? What changed for pupils? Which groups benefited? Where does variation remain? What should be adapted, stopped or intensified?
Completing an activity alone will not justify a positive impact judgement.
Reviewing the previous year and planning ahead
The October 2026 SIDP identifies priorities arising from assessment, attendance and provision evidence. Our starting position combines established adaptive teaching, APDR arrangements and specialist partnerships with the need for greater consistency and demonstrable impact.
This is the first year of the Inclusive Mainstream Fund. Historical school evidence informs the starting position; it is not described as the impact of this new funding. The July 2027 evaluation will inform the review published with the following year’s strategy.
Financial monitoring follows the school’s April–March budget cycle alongside these academic-year reviews. The strategy is updated at least annually.
Frequently asked questions
Will my child be taught separately if they have SEND?
Not automatically. Our starting point is that pupils belong to their class and should learn alongside their peers. Where additional individual or small-group provision is appropriate, it is carefully planned and reviewed.
Does every child with SEND have an individual plan?
Pupils receiving SEN Support have individual planning through our APDR arrangements. Pupils with an EHCP also have the statutory plan setting out their required provision. Other children may have individual plans for learning, medical or pastoral needs.
The type of plan and level of detail reflect the child’s needs. We review provision with families and update it as appropriate.
Will my child still study the same subjects?
Our ambition is that every pupil accesses the full curriculum. Teachers adapt the class learning and make reasonable adjustments. Where substantial personalisation is necessary, we plan it carefully around individual needs while maintaining breadth and ambition wherever possible.
Can my child receive help before an EHCP is issued?
Yes. Support does not depend on obtaining an EHCP or diagnosis. Teachers and SENCOs identify needs and implement appropriate support through our graduated approach.
Why might an EHCP take a long time?
Needs may be identified and reviewed over time before a statutory request is made. Once a request is received, the statutory process normally has a 20-week limit for issuing a final plan, subject to specified exceptions. We continue to support pupils throughout the process.
Will an SNA work only with my child?
That depends on the child’s needs and the provision specified in any EHCP. Support may be individual, shared, group-based or provided through other arrangements. Where an EHCP specifies individual support, that provision must be secured.
How will I know whether support is working?
Your child’s teacher will discuss progress towards agreed outcomes and review the provision with you. We consider learning alongside communication, independence, wellbeing, attendance and participation, according to your child’s needs.
Your views and your child’s experiences help us decide what should continue and what needs to change.
Who should I speak to about my child’s needs?
Your child’s class teacher is normally the first point of contact. The teacher can involve our SENCOs or senior leaders where appropriate. Parents can also use our regular inclusion and wellbeing drop-in opportunities.
To arrange a conversation, contact the school office: office@sacred-heart.bolton.sch.uk or telephone 01942 634681.
Further information and guidance
Our inclusion strategy should be read alongside our SEN Information Report, Accessibility Plan, SEND arrangements, School Improvement and Development Plan and other relevant school policies.