Special Educational Needs and Disabilities

Supporting All Children to Make Good Progress

At Irlam Endowed, we are committed to ensuring that every child makes good progress, regardless of their starting point or individual needs. We adopt the Salford Thrive model for SEND, which provides a graduated approach to support, ensuring that interventions are tailored to each child’s specific requirements. The Salford Thrive model ensures that all children at Irlam Endowed receive the right level of support at the right time, helping them to make steady and meaningful progress throughout their educational journey.

Ordinarily Available Inclusive Provision (OAIP)

In addition to our inclusive environment, Irlam Endowed also uses Salford's "Ordinarily Available Inclusive Provision" (OAIP) which states guidance that the majority of children's needs are met through universal services, employing best practices and reasonable adjustments. As outlined in the SEND Code of Practice, this provision includes a range of activities and strategies that support additional needs without requiring formal diagnosis or specialist intervention. The Salford OAIP guidance emphasises inclusion, ensuring educators support every child, regardless of developmental stage, through standard good practice.

Inclusive Teaching Strategies

To support all children in the classroom, a range of strategies are used by class-based staff (as appropriate) to create an inclusive classroom. These include but are not limited to: 

Areas of SEND

The four broad areas of need in Special Educational Needs and Disabilities (SEND) are:

Graduated Approach 

Universal Offer: All students benefit from high-quality teaching that is differentiated to meet a wide range of learning needs. Our universal offer includes a variety of teaching strategies, resources, and assessment methods designed to support the progress of every child.

Targeted Support: When a child is identified as needing additional support, we implement targeted, time-limited interventions focused on specific areas where help is required. For pupils with SEND, we use the Assess-Plan-Do-Review cycle to remove barriers to learning and promote good progress. These short-term interventions are carefully planned, executed and regularly reviewed. Continuous assessment allows us to refine our understanding of the pupil’s needs, ensuring that the support remains effective and responsive to their progress.

Specialist Support: For students with more complex needs, specialist interventions are introduced. This may involve working with external agencies, such as educational psychologists or speech and language therapists, to provide the appropriate level of support.

Individual Educational Plans (IEPs)

For some children who need additional SEN support, Individual Educational Plans (IEPs) are developed to provide targeted assistance. These plans are tailored to address the child’s main areas of need, ensuring the support is specifically aligned with their requirements. The child’s voice is a crucial part of creating IEPs and their perspectives are actively considered. IEPs are shared with parents and updated regularly, in line with the Assess-Plan-Do-Review cycle. This ongoing process helps to track progress, make necessary adjustments, and ensure that the support remains effective and responsive to the child’s evolving needs. IEPS are classed as Targetted Support on the graduated approach model. 

Education and Health Care Plans (EHCPs) 

An Education, Health, and Care Plan (EHCP) is a legal document that outlines the specific educational, health, and social care needs of a child or young person with Special Educational Needs and Disabilities (SEND). It details the support required to meet these needs and the desired outcomes. EHCPs are tailored to the individual, ensuring they receive the necessary resources and services to help them achieve their potential. This plan is reviewed regularly to adapt to any changing needs or circumstances. EHCPS would be classed as Specialist Support on the graduated approach model. 

SEND Information Report

Our annual SEND Information Report can be accessed using this link. If you would like further information, please contact the SENDCo via our school office.