Special educational needs and disability provision at St. Chrysostom’s

At the St. John Chrysostom Federation, we are proud of our safe, stimulating and inclusive learning environment, where every member of our community is valued and respected.

Our broad, balanced and creative curriculum provides opportunities for everyone to succeed.

We celebrate our achievements, gifts and cultural diversity, irrespective of individual differences within the protected categories of the Equality Act of 2010.

Our special educational needs and disability policy describes the way we meet the needs of children who experience barriers to learning. We recognise that many pupils, at some time in their school life, may experience difficulties which affect their learning.  We aim to identify these needs as they arise, and seek to respond by providing teaching and learning opportunities, that enable every child to achieve to their potential.

The St. John Chrysostom Federation’s special educational needs and disability co-ordinator (SENDCO) is Gareth Rennie.  Contact: 0161 224 7752, or 0161 273 3621.

The St. John Chrysostom Federation’s special education needs and disability governor is Father Ian Gomersall. Contact: 0161 273 3621.


What are special educational needs (SEN)?

The following definitions of special educational needs (SEN) are taken from ‘Special educational needs and disability code of practice: 0-25 years’ (Department for Education, 2015).


‘A child or young person has SEN if they have a learning difficulty which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  •  has a significantly greater difficulty in learning than the majority of others of the same age, or
  • has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions


A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above, or would do so if special educational provision was not made for them.


Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.


What are the school’s objectives with regards to special educational needs and disabilities?

Our objectives are:

  • To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with special educational needs.
  • To ensure that every child experiences success in their learning and achieves to the highest possible standard.
  • To enable all children to participate in lessons as fully and as effectively as is possible.
  • To value and encourage the contribution of all children to the life of the school.
  • To work in partnership with parents and carers.
  • To work with the governing body to enable them to fulfil their statutory monitoring role.
  • To work with outside agencies when a pupil’s needs cannot be met by the school alone. These agencies include, educational psychology, speech and language therapy, child and adolescent mental health services (CAMHS), occupational therapy and physiotherapy.
  • To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils.


How does the school identify special educational needs?

Early identification of pupils with SEN is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil’s progress through:

  • Evidence obtained by teaching staff.
  • Performance in relation to age related expectations.
  • Standardised screening or assessment tools. Which may include: screening/ diagnostic tests, reports and observation, records from previous schools and EYFS settings, information from parents and carers, etc.
  • By referencing Manchester local authority’s ‘matching provision to need tool.’

In accordance with the SEND code of practice, our staff are aware of the four areas of special educational need.  We record our pupil’s needs in line with this guidance.  The four areas of need are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health
  • Sensory and / or physical


How do we involve parents and carers?

We seek to develop strong and effective relationships with all of our parents and carers.  Once a child has been identified as having a special educational need, the class teacher will invite the parents/carers to a meeting to discuss their child’s progress and make a plan for the way forward.  The plan will take the form of an individual education plan (IEP) and these plans will be shared with parents and carers.


What are individual education plans (IEPS)?

St. John Chrysostom Federation’s IEPs follow the ‘assess – plan – do – review’ cyclical approach, as recommended in the SEND code of practice (Department for Education, 2015).

Our IEP protocol:

  • All children on the SEND register will have an IEP which focuses on targets specific to the child’s difficulties. Parents/carers (and pupils where appropriate) will be invited to contribute to these plans.  Parents/carers will be given a copy of their child’s IEP during this meeting.
  • Teachers will invite the parents/carers of these pupils to discuss progress and develop a plan for the way forward. Depending on their age, and their interest, the child may be invited to attend all or part of the meeting.
  • IEP cycles will commence and finish at autumn half-term, spring half-term and summer half-term. If a child achieves a target before the end of a cycle, the teacher will adjust the child’s planning and provision with the aim of encouraging further progress.


What are education, health and care plans?

If a pupil has not made expected progress despite the school having taken appropriate and purposeful action to identify, assess and meet the SEN of the child or young person.  The school or parents/carers might choose to consider requesting an education, health and care needs assessment.

A referral will usually be requested by the school but it can be requested by a parent/carer. Education, health and care needs assessments take into account information from a variety of sources including:

  • Parents/carers
  • Teachers
  • Social Care
  • Health professionals


This information will be submitted to Manchester local authority’s statutory assessment team in the form of an education, health and care plan referral.  The statutory assessment team seeks to determine the validity of requests for statutory assessment and decides the level of additional funding to be allocated to individual pupils where a proposed EHCP is agreed.  Once granted, a pupil’s EHCP is reviewed annually.  The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place.


What should I do if I am unsatisfied with the level of provision made for my child?

The St. John Chrysostom Federation works in partnership with parents/carers to ensure a collaborative approach to meeting pupils’ needs. All complaints are taken seriously and are responded to in line with the school’s complaints policy.


Where can I find your special educational needs policy and other related policies?

Please click on this link.


What is Manchester’s Local Offer?

The purpose of the local offer is to enable parents/carers and young people to see what services are available in their area and how they can access them.  It includes provision from birth to 25, across education, health and social care.  Manchester’s local offer is available on their website:

In addition to the local offer, there are many sources of support for parents with children with SEND. You may find the following websites useful sources of information:


Contact a Family ( – a national charity for families of disabled children, providing advice and support..


Independent Parental Special Educational Advice ( – free and independent legally based special educational needs advice.


SENDirect ( – an online information service to help families find providers of support, advice and activities for children with SEND.


SEND Gateway ( – an online portal offering access to high quality information about aspects of SEND.


The school’s Accessibility Plan Policy can be viewed from the policy page or by clicking here

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"Outstanding care, guidance and support ensure that all groups of pupils achieve outstandingly well. The outstanding promotion of equal opportunities for every pupil, regardless of ability and background, underpins every aspect of the schools work and its successes."
Ofsted Report 2011