Special Educational Needs

Special Educational Needs and Disabilities
SEN Information Report / School Offer
School SENCO : Mrs A Gray (Deputy Headteacher)


This page sets out the school’s approach to Special Educational Needs and Disabilities (SEND), referred to as the School Offer.  It is a statutory requirement that schools publish this information.  This supports the local authority’s Local Offer.  The school offer sets out:

  • the range of the Special Educational Needs and disabilities for which the school provides
  • how children are assessed and identified as having SEN
  • the role of the Special Educational Needs Co-ordinator (SENCO)
  • the arrangements for consulting with children and parents about
  • how children with SEN are supported
  • the expertise and training of staff to support children with SEN
  • the range of specialist advice and expertise available to the school
  • sources of advice and information for parents

The document is underpinned by the requirements of the Special Educational Needs and Disabilities (SEND) Code of Practice 2015 and provides a summary of the school’s SEND policy.

Summary of SEND Provision

The school:

  • has high expectations of all children, including those with Special Educational Needs and Disabilities;
  • has a policy of inclusive teaching for all children;
  • uses a variety of teaching and styles to cater for the needs of different pupils;
  • assesses the progress of all children on a regular basis;
  • aims to work in partnership with parents;
  • has an appointed SENCO who is part of the school’s Leadership Team;
  • has a governor with designated responsibility and oversight for SEND;
  • plans outcomes and provision for children with SEND using Individual Education Plans (IEPs) and clear targets;
  • has a team of teaching assistants who support all children, including children with SEND;
  • works with a range of specialists and outside agencies to better assess and support children with SEND;
  • provides training for staff in key areas of SEND;
  • does not have any specialist facilities, e.g. multi-sensory room, specialist provision, at this time;
  • has disabled access (flat ground) access to the majority of classrooms;
  • has a disabled toilet on the ground floor.

Special Educational Needs – A Definition

A child or young person has a Special Educational Need if they have a learning difficult or a disability which calls for special educational provision to be made for him or her.  A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • have significantly greater difficulty in learning than the majority of others of the same age
  • have a disability (physical or mental impairment which last for more than twelve months) and the impairment has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities and prevents or hinders them from making use of the educational facilities of a kind generally provided for others of the same age in mainstream schools.  

Special Educational Provision is educational provision that is additional to or different from that made generally for other children of the same age by mainstream schools.   A child may have a Special Educational Need in one or more of these areas:

  • communication and interaction
  • cognition and learning
  • social, emotional, behavioural and Mental Health Difficulties
  • sensory or physical needs
  • physical disabilities and/or complex medical needs

 which may affect:

  • communication, including speech and language;
  • a child’s understanding or processing of information, including instructions;
  • the way in which a child expresses himself;
  • the way in which a child manages his behaviour and emotions;
  • a way in which a child organises himself;
  • a child’s social skills and relationships with other children and adults;
  • a child’s senses and his perception of the world around him;
  • a child’s physical movement or awareness of the space around him;
  • child’s reading, writing, number work and progress in other subjects;
  • a child’s fine or gross motor skills or other movement.

Broad Areas of Need 

There are four broad areas of need identified in the SEN Code of Practice. However, the purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children often have needs that cut across all four areas and their needs may change over time. For instance, speech, language and communication needs can also be a feature of a number of other areas of SEN, and children with an Autistic Spectrum Disorder (ASD) may have needs across all areas, including particularly sensory requirements.

Communication and Interaction

Children with speech, language and communication needs have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. Children with Autistic Spectrum Disorder (ASD) are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

Cognition and Learning

Support for learning difficulties may be required when children learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a range of needs, including moderate learning difficulties (MLD), server learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.  Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

Social, Emotional and Mental Health Difficulties

Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.

Sensory or Physical Needs

Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties may be age related and may fluctuate over time. Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require support and/or equipment to access their learning. Some children with a physical disability will require additional ongoing support and equipment to access all the opportunities available to their peers.

Identification and Assessment of Children with Special Educational Needs

As set out in the SEND Code of Practice, the school follows the Graduated Approach to Assessment, which follows the four stages of Assess, Plan, Do and Review.  This allowed for a more personalised approach to the identification, planning and assessment of SEND.

The identification of Special Educational Needs can be complex. Some children show obvious signs of difficulty from a very young age and their additional needs are often observed by staff and parents, allowing early identification of areas of concern and provision by either school, general practitioners or parents. Some Special Educational Needs are not so obvious and children may not show signs of having a SEND until they are older.  In some cases, it can be difficult to determine if the difficulty is a temporary developmental concern or due to the child’s circumstances or lack of nurture and learning before starting school.  In deciding whether a child has SEND, the school will look at a range of evidence and information, including:

  • baseline assessment (observations or tests at the point of entry to the school);
  • observations of children at play;
  • observations of the way in which children communicate and interact with other;
  • speech, language and communication skills;
  • literacy development, including reading, writing and spelling;
  • mathematical development, including an understanding or grasp of number;
  • their attainment and progress relative to other children of the same age;
  • their progress over a period of time;
  • information shared by parents and the child;
  • information already available from a previous setting;
  • information already available from a doctor or paediatrician;
  • assessments carried out by outside agencies, e.g. Educational Psychologist or CAMHS

Parental Concerns and Involvement

We encourage parents to discuss at an early stage their child’s development and potential needs. The sooner we are aware of difficulties experienced in early childhood or any diagnosis or support already in place before they start school, the sooner we can determine the most appropriate level and methods of support for the child.  Parents are asked to contact the school’s SENCO and share concerns or information as soon as possible.  Often, parents have letters and reports from medical professionals or other agencies which can be very helpful to school or provide the school with a contact for further information and advice. The school will involve and discuss matters with parents, particularly regarding initial assessment, including that carried out by specialists (e.g. Educational Psychologist), from the outset.


Once it has been determined that a child has SEN, a plan will be put in place to make clear the areas of the difficulty experienced by the child, the additional provision and support that is needed to secure progress and development, and the outcomes which are expected to be achieved. This plan will be drawn up by the class teacher and SENCO with the involvement of parent and, where possible, the child. These plans are known as My Learning Plans.

One Page Pupil Profiles

Where appropriate, the school will have a One Page Profile for those children with an EHCP (Education or Health Care Plan) to ensure that the views and needs of the child are recorded, valued and contribute, where possible, to any planned support or teaching style.  Not all children with special educational needs will have a One-Page Profile as their My Learning Plan (MLP) will provide a summary of their specific needs.

  • One-page profiles capture important information to enable teachers to personalise teaching and learning for each young person.  This information enables teadhers to be aware of the strengths, interests and specific support needs of their pupils.
  • One-page profiles can be used to inform action planning and target setting, so that these reflect what is important to the child and how best to support them.  This can make targets more meaningful and relevant to the child.
  • One-page profiles are means for a child to have a voice in how they are supported in school, and to have their strengths and what is important to them as an individual to them acknowledged.
  • One-page profiles are shared between staff, particularly when a child moves from one class to another or has another teacher part-way through the academic year.
  • One-page profiles are also a way for parents/carers to share their knowledge and expertise about how their child is best supported.

The School’s Provision

The school provides for children with a range of Special Educational Needs in a mainstream setting, including those with Statements of SEND and, from September 2015, Education and Health Care Plans. However, as a mainstream school, Northenden Community School is not a specialist provider and does not have the facilities which benefit some children with SEND in other schools. The school mainly supports children with SEND through additional resources and support in a classroom setting but also provides support for children in small groups outside the classroom. The school also has links with and takes advice from schools with specialist provision.

A child with one or more special educational needs or a disability will have a personalised Provision Map which shows exactly what extra support they are receiving, and from whom, to address their additional needs.  This is reviewed on a termly basis by the teacher, teaching assistants, the SENCO, any relevant external agencies or specialist support, and parents.

Inclusive Teaching

The school is an inclusive school and as such believes that all children are entitled to an education that enables them to make progress so they:

  • achieve their best
  • become confident individuals living fulfilling lives
  • make a successful transition to secondary school

All children with SEND are taught in an inclusive setting (alongside their peers in the classroom) and have access to the full national curriculum,  activities and resources which may be adapted for their individual needs.  Children with SEND are also taught on a one-to-one or small group basis at various times during the week so that they benefit from focussed time and space without the distraction of other classroom activities and their peers.

The school follows the principles of inclusive teaching and learning which include:

  • setting appropriate learning challenges based of prior attainment, skills and knowledge
  • responding to pupils’ diverse needs
  • overcoming potential barriers to learning and assessment

Support for children with SEN

Once we have identified a child as having a Special Educational Need or disability , the school will plan to provide appropriate support for the child. This support will be planned by the class teacher, working with the school’s Special Educational Needs Co-ordinator (SENCO) and, if necessary, professional and experts from outside agencies.

The child’s needs and provision will be recorded as part of an My Learning Plan which will set out the difficulties experienced by the child, the needs of the child and specific actions which will support the achievement of clear outcomes. These outcomes may be related to specific learning targets (e.g. in reading, writing or mathematics) or aspirations for the child’s social, mental or emotional health.

Support for children with SEN takes many forms, including (in no particular order):

  • adaptation of the curriculum and the outcomes to be achieved overtime and during lessons;
  • differentiated activities which may be different to those of the majority of the class;
  • additional small-group work directed by the class teacher or teaching assistant;
  • bespoke literacy or mathematics intervention programmes;
  • additional or adapted resources or equipment, e.g. enlarged print, overlays, pencil grips;
  • adaptation of learning or physical environment, e.g. adjustable chairs;
  • additional time to complete tasks or tests;
  • the regular one-to-one support of a teaching assistant (on a daily or weekly basis);
  • substantial one-to-one support to support most activities;
  • additional playtime or lunchtime to support friendships, play and behaviour;
  • additional specialist support on a weekly basis (e.g. for a visual impairment);
  • specialist teaching on a weekly basis (e.g. for dyslexia);
  • weekly support to develop fine or gross motor skills;
  • visual timetables and organisational support;
  • a scribe or computer to assist with the recording of ideas and written work;
  • adult support for daily medical routines, e.g. blood sugar readings;
  • alternative provision (e.g. specialist school) for part of the week or school day;
  • regular monitoring and review of progress;
  • Personal Emergency Evacuation Plans (PEEPs);
  • transition support for joining the school or moving onto another school.

The majority of additional support provided for children with SEN will take place in the classroom setting alongside their peers. However, there may be occasions when children with SEN are taught outside the classroom for a period of time. This usually enables the child, or a group of children, to focus without distraction on a specific task with the support of a teaching assistant or specialist teacher.

Degrees of Support

The school makes the distinction between the various levels of need and support required by children with SEN. Some children will have greater needs and require more support than others at different times. 

In the first instance the school will use its resources to help support a child’s needs. The school will tell parents when it is first giving extra or different help for a child because of his or her needs. The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or use of particular equipment like a computer or a desk with a sloping top.  The stage at which the school provides support for pupils without additional external support is known as School SEN Support.  There are three ‘waves’ of support:

Wave 1 : Inclusive Quality-First Teaching for All Pupils

All teachers are responsible for ensuring that they deliver high-quality lessons which are inclusive and planned to meet the needs of different learners.  Quality-First teaching takes into account the learning needs of all the children in the classroom, including those with Special Educational Needs or disabilities.  This includes providing suitably differentiated work and 

Wave 2 : Additional Interventions

Wave 2 is concerned with providing some specific and time-limited additional support for groups of pupils or individuals who are falling behind age-related expectations.  Waves 2 interventions usually aim to improve skills and understanding in English and Mathematics and are targeted at pupils with similar needs or gaps in their learning.  Examples of Waves 2 interventions are those aimed at developing social communication or improving specific skills in reading, writing or spelling, or number.  Class teachers manage the level of the support required; the intervention programme may be delivered by the class teacher or a teaching assistant who has been trained to deliver the programme. 

Wave 3 : Highly Personalised Interventions

SEN support at Wave 3 aims to provide targeted and possibly specialist support to a small percentage of pupils who require a higher level of support in order to meet their needs.

Wave 3+ : Statutory Assessment

Where additional support over a period time has had little or no impact on a child’s progress and it is clear that the child may need more support than the school can provide from its ordinary budget, the parent or school may apply to the Local Authority for a statutory assessment of the child’s needs.  The local authority will need to make a more detailed investigation of a child’s needs using specialist advice. If this assessment decides that the child needs more assistance than the school can provide, then the local authority will go through something known as the ‘statutory assessment process’. Only a few children will need a statutory assessment – usually this will be requested by the school , but parents have a legal right to request a statutory assessment if they feel the school is unable to provide the right level of support.

If the local authority decides not to carry out a statutory assessment parents have a right to appeal against this decision. The local authority will tell you about this, how to appeal and the time limits. If the local authority does carry out an assessment there are timescales for this.

The Information and Advice Service (see below) can offer more advice on this. One of the most important things to remember is that parents have an essential part to play in the process and parental views are very important. The local authority will contact parents and a range of professionals asking for views and information regarding the support that has already been offered and the impact of this support.  If the application is accepted, a range of information from a number of sources will be considered by a independent SEND panel who will determine if a higher level of need and support are required by the child and how this might be implemented.

Education and Health Care (EHC) Plans

If the application for Statutory Assessment is agreed by the SEND panel, a child’s needs and support strategies will be set out in a statutory document known as an Education and Health Care Plan (EHCP). The EHCP will set out:

  • Section A: the views, interests and aspirations of the child and his parents or the young person;
  • Section B: the child or young person’s special educational needs (SEN);
  • Section C: health care needs which relate to their SEN;
  • Section D: social care needs which relate to their SEN or to a disability ;
  • Section E: the outcomes sought for the child or young person;
  • Section F: the special educational provision required to meet their SEN;
  • Section G: any health care provision reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN;
  • Section H: any social care provision required from social services under the Chronically Sick and Disabled Persons Act 1970, and/or reasonably required by the learning difficulties or disabilities which result in the child or young person having SEN;
  • Section I: the name of the school or other institution to be attended by the child or young person, and the type of that institution (or just the type if no specific institution is named);
  • Section J: details of any direct payment which will be made;
  • Section K: copies of all of the advice and information obtained as part of the EHC needs assessment.

Depending on the level of need, the school will be given additional funding to support a child who has an EHCP.  It is up to the school to determine how this money is spent and the level of support which may be needed to meed the needs of the child on a daily basis.  Some children will require a significant amount of one-to-one adult support whereas others may be able to work independently in the classroom but need teaching in small intervention groups or on a one-to-one basis for specific aspects of their work, e.g. spelling.

Children with Medical Needs

The school provides for children with a range of medical needs. Staff are trained and procedures are in place, for example, to support children with allergies, including anaphylaxis, epilepsy, asthma, diabetes and eating disorders. The school also has experience of supporting children with more complex medical needs, including children undergoing treatment for serious illnesses. The school is flexible in its approach and acknowledges the need for some children to attend a range of hospital appointments during the school day. The school does not normally administer short-term prescribed medicines. It does support the administration of medicines over a long-term period. The administration of all medicines and any support for children with medical needs is carefully planned and recorded. Advice will always be sought from parents where uncertainties arise regarding the condition of a child or medication to be administrated.

Children with Disabilities

The school has some facilities to offer support for children with disabilities. The vast majority of classrooms and teaching spaces are on a single floor, with many classrooms having external doors enabling access for people who use a wheelchair. Not all of the school’s external doors are step-free at this time.  The school has disabled toilet facilities on the ground floor in the main building.  The school can also make adaptations for children with visual or hearing impairment. 

All children with disabilities have individual plans which make clear the adaptations and additional support required. This also includes Personal Evacuation Plans which come into action should the school be evacuated. Pupils with disabilities are provided with additional adult support in these situations.

Children with other Needs

The school also recognises that many children experience difficulties with their learning for other reasons with them having an identified Special Educational Need. This may because of family circumstances, bereavement or because the child has experienced trauma or neglect in their life. This can affect children who are looked after or who have been adopted, for example. Children for whom English is an Additional Language (EAL) may also experience barriers to learning. However, EAL is not a Special Educational Need and care is taken to determine whether a child’s progress is affected by their home language or a special educational need. The school does therefore identify all children who require addition support as having a Special Educational Need but still aims to address the needs of these children through plans and a good partnership with parents.

Specialist Support

Where necessary, the school draws upon the expertise, advice and support of a number of outside agencies and professionals to establish specific plans or provide some specialist support on an ongoing basis. The agencies and professionals involved with the school include:

  • The School Nurse
  • General Practitioners (family doctors)
  • Paediatricians
  • Dieticians
  • Educational Psychologist
  • Speech and Language Therapist
  • Sensory Impairment Team (Visual and Hearing)
  • Child and Adolescent Mental Health Service (CAMHS)
  • Clinical Psychologists
  • Specialist Schools, e.g. Ashgate Specialist School, Lancasterian
  • Pupil Referral Unit (Outreach)
  • Specialist teachers or teaching assistants, e.g. for dyslexia
  • Early Help Team
  • Occupational Therapist
  • Play Therapist
  • Behaviour Specialists
  • Counselling and other Services
  • Dual-Language Speakers (for EAL children)

Partnership with Parents

We believe that a positive relationship with all parents is important. We acknowledge that parents often know their children best and can share lots of information about their child’s development, needs, strengths and difficulties. We aim to involve parents of children with SEN from the very early stages of sharing information, identifying initial needs and creating support plans, through to reviewing the effectiveness of the support for the child. The views of parents are very important in this process. Parents are consulted on a termly basis and their views are recorded on the child’s My Learning Plan.

We acknowledge that on entry to the school, parents may be keen to share information about their child and their needs. We value this information and ask parents to be honest and realistic in the information they share about their child. Whilst many parents are keen to ensure that their child’s needs are recognised and assessed at an early stage, we are also aware that some parents find it difficult to acknowledge that their child may have additional needs and may not wish to share their concerns.  The school will work with all parents for the benefit of the children in our care and we encourage an honest dialogue between home and school about children’s needs and the support they may require.  Sometimes, parents refuse to agree to SEND assessments for their child.  This is not always helpful and may hinder the future progress and support for the child.

Pupil Voice

The school also recognises that the views of the child are important and aims to involve all pupils in the decisions that affect the way in which they are taught. Children will be involved in reviewing their learning on a regular basis and setting their own targets, where appropriate.  We may also ask children to complete a one-page profile of themselves.  This profile includes the child’s likes and dislikes, their hobbies, how they think they learn best, what distracts them, and what they feel are their strengths and things they can do better.  Some children also have their views recorded on the My Learning Plan which is reviewed on a termly basis.

Review of Progress

All plans which cater for the needs of children with SEND will have clear outcomes to be achieved over a period time.  The effectiveness of the plans and additional provision in the impact these have had on the child and their progress will be evaluated and reviewed each term. For children with an Education and Health Care (EHC) Plan, the effectiveness of the plan will be reviewed in consultation with the Local Authority on an annual basis.  This is called an annual review meeting and a member of the Statutory Assessment team may be asked to attend if there is a possibility that the provision set out in the plan needs to change.

Parents will have opportunities throughout the year, including at parents’ evening, to discuss the implementation of a child for their plan, including the ways in which the plan and its outcomes might be supported and reinforced at home and through additional activities. Where appropriate, the child will also have an opportunity to review their plan and have a say in what has worked well and the progress they are making.

Role of the SENCO

Every school has to appoint a teacher with overall responsibility for Special Educational Needs.  This person is known as the Special Educational Needs Co-ordinator (SENCO) or. Special Educational Needs and Disabilities Co-ordinator (SENCO).  The SENCOis responsible for the implementation and review of the school’s SEN policy and practice. Our SENCO is:

  • Mrs Andrea Gray (Deputy Headteacher) who holds the National Award for SENCOs qualification

The SENCO will:

  • work with class teachers to assess children to determine whether they have a Special Educational Need or disability (SEND);
  • support teachers and other staff in the planning of provision and support for children with SEND, including establishing clear outcomes for progress or development and the ways in which they might be supported in the classroom and through intervention programmes;
  • work in partnership, liaise and meet with parents regarding the planning and evaluation of provision and support;
  • have oversight for the work of teaching assistants involved mainly in the support of children with SEND;
  • prepare and submit reports and other information to assist the Local Authority in the assessment of children with more complex needs, including those who may need an Education and Health Care (EHC) Plan;
  • commission the work and support of outside agencies and professionals to assist with the assessment of or provision for children with SEND;
  • organise and facilitate multi-agency meetings which will also involve parents;
  • have oversight for the school’s SEND policy and its implementation and review its effectiveness on a regular basis, reporting to governors on at least on annual basis;
  • commission and have oversight for staff training and development in SEND, ensuring that staff have adequate skills and knowledge to support children with different aspects and degrees of SEND.

Case Managers

When a child is identified as having SEN, the school will appoint a Case Manager for the child. This will usually be the SENCO but could be another member of staff, including the Headteacher. The Case Manager will be responsible for main contact with parents and for managing and reviewing provision for the child.

Role of the Governing Body

The Governing has strategic oversight for all school policies.  There is a named governor for Special Educational Needs. At the time of writing, this governor is Anna Bunney, a Co-Opted Governor. This governor and the School Improvement Committee have a role in ensuring that the school carries out its statutory duties with regard to SEND.

Staff Training

School staff (teachers and teaching assistants) have undertaken a range of courses and opportunities to develop their knowledge of SEND and how children with SEND might best be supported in the classroom.  The training undertaken by staff includes:

  • Autistic Spectrum Disorder
  • Speech and Language (ELKLAN)
  • Social Communication training for Key Stage 1
  • CAMHS Awareness training
  • Play Therapy
  • Reading Intervention (Reading Inference)
  • Writing Interventions  (Write Away)
  • Meeting the needs of children with Visual Impairment
  • British Sign Language (Beginners)
  • Precision Monitoring (for intervention programmes)
  • The use of Comic Strip Conversations
  • An Introduction to Mental Health and building Self-esteem (NHS)
  • Dyslexia Friendly Classrooms
  • Team Teach (Deescalation strategies)
  • National Award for SENCOs (SENCO)

Manchester Local Offer

All local authorities have to publish their local offer which sets the ways in which children with SEN and disabilities are supported throughout the area.  The Local Offer for Manchester City Council and a directory of services can be found via the links below:

Statutory Assessment Team

The Statutory Assessment team at Manchester City Council deals with requests for statutory assessments received from schools, parents/carers and other outside agencies. It also provides the following services:

  • manages and co-ordinates the SEN statutory assessment procedures including the conversion of SEN statements to EHC Plans;
  • produces and maintains EHC plans;
  • co-ordinates the placement of children with EHC plans;
  • monitors and supports Annual Review Meetings for children with SEN Statements/EHC plans or identified and agreed Special Educational Needs;
  • provides advice to schools, parents/carers on statutory assessment and statement/EHC procedures;
  • represents the local authority (LA) at Disagreement Resolution meetings and SEN and Disability Tribunal hearings;
  • works closely with Children’s Services and Health on placements of children in out of city schools; and
  • chairs and services the SEN Panel, which determines requests for statutory assessment and decides the level of additional funding to be allocated to individual pupils with a new EHC plan who are placed in mainstream schools.
Statutory Assessment Team Contact Information

Email : sen@manchester.gov.uk
Telephone : 0161 274 7439
Fax : 0161 274 7084
Address : 1st Floor Universal Square, Devonshire Street North, Ardwick, Manchester M12 6JH
Information, Advice and Support (IAS) Manchester

IAS Manchester is the new name for the Parent Partnership Service. IAS Manchester offers independent information, advice and support to parents and carers to increase their involvement in the education of their children with Special Educational Needs and Disabilities (SEND). The service also ensures that parents, carers and young people have access to information and advice about issues relating to the child or young person’s health and social care.

What does IAS Manchester do?

  • provides advice, information and individual support about the special educational needs system including Education, Health and Care (EHC) plans
  • where appropriate, referral to Independent Supporters to help families and young people going through the process of converting a SEN Statement to an EHC Plan
  • support with education letters and meetings about your child’s SEN
  • support to make your views, choices and decisions known
  • a confidential and impartial telephone helpline service
  • parental/carer drop-ins in community locations and home visits if needed
  • encourage partnership and dialogue between parents, Children’s Services (Education), schools and voluntary organisations
  • liaise with the Local Authority Statutory Assessment Team and schools’ SENCOs to progress your issues
  • signposting to statutory, voluntary and community organisations

IAS Contact Information

Email : parents@manchester.gov.uk
Telephone : 0161 209 8356 (10-3)
Fax : 0161 274 7184
Address : Westwood Street Centre, Westwood Street, Moss Side, Manchester M14 4PH

Useful websites and Documents

The following documents are available online to support parents:

Parent Complaints

Parents who wish to raise concerns about the school’s provision for their child are encouraged to discuss matters in the first instance with the class teacher or SENCO. Should matters not be resolved, parents are encouraged to discuss matters with the Headteacher and, should all else fail, make clear their concerns or complaints in writing, in the first instance to the Headteacher and then to the named Governor with oversight for Special Educational Needs.

Terms and Abbreviations

The world of education and SEND is full is terms and abbreviations. Here are some:

  • ADD – Attention Deficit Disorder
  • ADHD – Attention Deficit and Hyperactivity Disorder
  • ASD – Autistic Spectrum Disorder
  • BESD – Behavioural, Emotional and Social Difficulties
  • CAF – Common Assessment Framework
  • CAMHS – Child and Adolescent Mental Health Service
  • COP – Code of Practice
  • CP – Child Protection
  • EAL – English as an Additional English
  • EP – Educational Psychologist
  • FSM – Free School Meals
  • HI – Hearing Impairment
  • IEP – Individual Education Plan
  • LAC – Looked-After Child
  • MLD – Moderate Learning Difficulty
  • OT – Occupational Therapist
  • SaLT – Speech and Language Therapy
  • SEN – Special Educational Needs
  • SEND – Special Educational Needs and Disabilities
  • SENCO – Special Educational Needs Co-ordinator
  • SpLD – Specific Learning Difficulty
  • SPD – Sensory Processing Disorder
  • VI – Visual Impairment

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