Special Educational Needs and Disabilities

Special Educational Needs and Disability Information (SEND)

Gorsefield provides for a wide range of needs from academic, medical, social, physical and emotional.

Our SEND Co-ordinator (SENDCo) is Miss Hustwit. Miss Hustwit is contactable through school on 0161725 9750 or via email gorsefield@bury.gov.uk.

Click here for Bury Council’s Local Offer for SEN

How does Gorsefield Identify and Assess SEND?

The Code of Practice states a Graduated Approach to the identification and assessment of SEN. The approach recognises that there is a continuum of special educational needs and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a learner may experience.

How are parents involved?

When intervention programmes are put in place, parents are always involved in this process through the school’s mentoring meetings.
Parents are invited to SEN meetings for their children.
Individual Provisions Maps for children are shared with parents each term.
Bury Local Authority can be contacted to assist in enquiries – there is a “Local Offer” from Bury

We understand that if your child may have, or has, Special Educational Needs or a disability you will have many questions that you need answers to. Answers to all these questions can be found in our school policy for SEND.

Questions such as;

What type of SEN provision is made throughout school? Regulations 1 and 3e

What is the school policy for the identification of needs? How does the school assess whether a child has SEN (D) Regulation 2

What is the school ethos and approach to SEN (D)? Regulation 3

How does the school evaluate the effectiveness of the provision made? Regulation 3a

How does the school adapt the curriculum and school environment for its pupils? Regulation 3d.

How does the school ensure the inclusion of pupils with SEN(D) in activities outside of the classroom? Regulation 3f

Who do I contact for further details? Regulation 4

What specialist skills/expertise do school staff have? Regulation 5

What training is available to staff? Regulation 5

How is equipment and facilities to support pupils secured? Regulation 6

What can a parent do if they have concerns? Regulation 7

What training is available to staff? Regulation 5

How is equipment and facilities to support pupils secured? Regulation 6

What can a parent do if they have concerns? Regulation 7

How should complaints regarding SEN provision be made and how will they be dealt with? Regulation 9

What external specialist services are accessed by schools to meet the needs of pupils and support their families? Regulation 10

Who outside of school can I turn to for advice and support? Regulation 11

How does the school support pupils with SEN during transition? Regulation 12

Where can I find information about Local Authority provisions for children with SEN? Regulation 13

Gorsefield also work closely with a wide range of specialist services

Additional Needs Team (ANTS)
Bereavement
Child and Adolescent Mental Health Service (CAMHS)
Cognition and Learning Team (CLT)
Dyslexia/ Dyspraxia / Dyscalculia Teams
Educational Psychologists (EP)
Hearing Impairment Service
NHS
Occupational Therapy (OT)
MASH
Physical Disability Team
Speech and Language Team (SALT)
Social Communication Difficulties Team (CDT)

SEND Support and Signposting

SEND Core Offer 2025 2026

SEND Information Report 2025 2026

SEND Policy 2025 2026

EQUALS Enhanced Learning: Formal and Semi-Formal Provisions

Moving Up Booklet- Enhanced Classrooms- Rapid Risers and Rising Stars

Curriculum

Child-centred, tailored, specific and individualised approach to learning and teaching.
Blended approach of an Informal, semi-formal and formal curriculum, which progressively prepares children to access the National Curriculum to ensure that: “All children and young people are entitled to an education that enables them to make progress so that they: achieve their best and become confident individuals living fulfilling lives.” (SEND Code of Practice).
Focuses on the holistic development of a child’s social, emotional, cognitive and physical needs and embraces a healthy balance between explicitly taught knowledge and concepts through adult-directed activities, and ensuring children have opportunities to develop through child-initiated play.

EQUALS Formal Curriculum

Formal Curriculum Long Term Plan
Equals Units	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Independence	Section 2: Shopping	Section 2: Shopping	Section 3: Cooking	Section 3: Cooking
Play and Leisure	Free Play: Shared Play	Free Play: Shared Play	Free Play: Turn Taking Play	Free Play: Turn Taking Play	Free Play: Cooperative Play	Free Play: Cooperative Play
The World About Us	Section 5: Food	Section 2: The seasons and The change and the passing of time	Section 10: Water	Section 6: Recycling	Section 8: Festivals	Section 9: People
Physical Well-Being	Section 2: PE Sports and Games	Section 2: PE Sports and Games	Section 4: Healthy Eating and Healthy Lifestyles	Section 4: Healthy Eating and Healthy Lifestyles	Section 5: Good Mental Health and Well-being	Section 5: Good Mental Health and Well-being
Outdoor Schooling					Environmental Awareness	Creativity

Equals Curriculum Support

How?

Stage 1 Guided: Directed or assisted by a teacher, to complete the learning/ understand concept and to complete learning task.

Provide clear instructions and structured support.

Use modelling and demonstrations to model learning/ outcomes.

Offer feedback and encouragement throughout the process.
Gradually reduce support as confidence and skill increase.

Stage 2 Independent: Completed learning without significant assistance. Child relies on own skills and knowledge, maybe asking occasionally for guidance or reassuring questions.

Ensure foundational skills and knowledge are strong.

Create a safe environment for exploration and problem-solving.

Encourage self-reflection and self-assessment.
Provide access to resources but allow autonomy in decision-making.

Stage 3 Apply: Child can confidently use own knowledge, skills, or concepts in a specific situation or context.

Give real-world or relevant scenarios for practice.

Encourage hands-on experiences, application and lots of oracy, problem solving and reasoning opportunities.

Provide opportunities for repetition to reinforce learning.

Offer constructive feedback to refine application skills.

Stage 4 Adapt: Child can modify or adjust something to fit new learning or context.

Foster a resilient mindset, preference and ability change.

Encourage problem-solving and creative thinking.

Provide diverse experiences that require flexibility.

Support reflection on past experiences to inform adjustments.

EQUALS Semi-Formal Curriculum

Semi Formal Curriculum Long Term Plan
Equals Units	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
My Communication	Likes and Dislikes Follow Instructions	Follow Instructions Gaining Attention	Responding to Interaction	Initiating Interaction	Narrating and Retelling	Narrating and Retelling
My Art	Collage	Drawing	Painting	Print Making	Sculpture	Textiles
My Independence	Getting Ready to Write: shoulder pivots	Getting Ready to Write: elbow pivots	Getting Ready to Write: wrist pivots	Getting Ready to Write: fine motor	My Shopping- full unit	My Travel Training: walking/ balance bikes

EQUALS Lunchtime Club


My Art: Fruit Silhouettes	My Independence: Planting Seeds	Celebrating Difference: Prayer Beads

Celebration of Scratch Art	Eid Celebrations	The World Around Us: Wind Chimes