St Margaret`s C of E Primary School is an inclusive school committed to ensuring that all children, including children with special educational needs and disabilities (SEND), have access to a high-quality education and are supported to achieve their full potential.

We recognise that every child is unique and may require different levels or types of support at different points in their education. We work closely with children, parents and carers, teachers and relevant external agencies to identify needs, provide appropriate support and monitor progress.

Our SENDCo is Mrs Clarke, and she combines a teaching role with the strategic leadership of SEND, driving whole-school inclusion, monitoring provision, and ensuring that pupils with SEND receive appropriate support to achieve their full potential. Through collaborative working with pupils, families, staff, and external agencies, Mrs Clarke and all teaching staff  ensure that children with SEND achieve positive outcomes and are fully included in school life.

Mrs Clarke's role as 'Inclusion Lead' covers the coordination of:

• children with special educational needs and disabilities
• children who are looked after
• early help
• family support

Schools, families and professionals working together

St Margaret`s C of E Primary School  is committed to working in partnership with parents and carers recognising the importance of accessing appropriate support and advice when needed. To help families navigate the range of support available, we aim to signpost parents and carers to relevant SEND services and organisations across Bury and the wider area.

This may include local authority services, health professionals, parent support groups, and specialist agencies that can provide information, guidance, and practical support for children and young people with special educational needs and disabilities. By signposting families to these services, we seek to promote collaborative working and ensure that children and their families can access the wider support available within the local community at the earliest opportunity. 

Signposting to SEND Services and Support:

Cognition and Learning support

Children and young people with cognition and learning needs may experience difficulties in acquiring skills, understanding concepts, and learning at the same pace as their peers. Pupils may require additional support to develop memory, processing speed, organisation, and problem-solving skills. For many pupils identified with cognition and learning needs, attainment is typically significantly below that expected for their chronological age. As a general guide, these pupils may be working at least two years below age-related expectations and may require additional support to access the curriculum.

Social, Emotional and mental Health (SEMH) support

Emotional and Mental Health (SEMH) needs may experience difficulties in managing their emotions, behaviour, and relationships with others. These difficulties can present in a variety of ways, including anxiety, low mood, depression, attachment difficulties, attention deficit hyperactivity disorder (ADHD), difficulties with emotional regulation, or behaviours that challenge. Professionals supporting children with SEMH needs may advise parents around consistent routines at home to provide structure and predictability, help children identify, understand, and express their feelings appropriately, provide opportunities to develop social skills and positive relationships. Additional to this, they will work closely with school to ensure a consistent approach between home and educational settings.

Starlight Crew

Please speak to your child`s class teacher around the referral process.

Sensory/and or Physical Needs support

These needs can include visual impairment (VI), hearing impairment (HI), multi-sensory impairment (MSI), physical disabilities, medical conditions, or sensory processing difficulties. Pupils may experience challenges with mobility, coordination, accessing classroom resources, communication, managing personal care, or coping with sensory stimuli such as noise, light, touch, or crowded environments. Specialist Teachers  can provide advice on appropriate adaptations, equipment, and teaching strategies. Occupational Therapists may support children with fine motor skills, sensory processing difficulties, self-care skills, and access to the learning environment. Physiotherapists can provide programmes to improve strength, mobility, posture, and physical independence. Health professionals may recommend specialist equipment, sensory strategies, assistive technology, or environmental adaptations to promote inclusion and independence.