Inspiring ALL to Belong, Believe, Achieve

"The leaders make sure that all subjects are covered and taught for all disabled pupils. There are some good examples of making adjustments so that the children have full access to the activities, including swimming and gymnastics. This aspect is strong" 

(LA Quality Assurance, Allan Torr, Autumn 2021)

                         "The young people obviously feel safe and secure in the classroom and the class teacher has a warm and calm tone" 

(Jen Kay, Bridgelea Outreach Service, February 2022)

"This is an inclusive school. Staff do not shy away from any of the protected characteristics which are covered well in the schemes of learning, in PSHE, in RSE and in the story books" 

(LA Quality Assurance, Allan Torr, Spring 2022)

“Good school, great for inclusivity, friendly, always encouraging the

children to reach their full potential”

(Parent, June 2022)

Our school Inclusion Lead and SENDCO is Miss Kate McLean

To book an appointment call the school office on: 0161 223 3163 or e-mail: 


What are special educational needs?

The SEND Code of Practice: 0-25, states that:

A child or young person has SEN if they have a learning difficulty or 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 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

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers.

The SENDCo, Miss McLean, has the relevant qualifications to lead this role, including the National Award in Special Educational
Needs and Disability Co-ordination (NASENDCo).

All curriculum policy, and other policies in school, mention SEND and inclusion. Inclusion in school includes all groups protected on the equality act 2010 (Please click here for more information on Equity and Equality in school). All staff adhere to the relevant documents regarding SEND and inclusion. This includes but is not limited to:
• SEND Code of Practice: 0-25 years
• SEND White Paper 2022
• Equality Act 2010


Areas of need

There are many different areas of need. Below you will find some more information on these different areas.  



Children with a Disability

Diversity and inclusion is one of the strengths of our school, we aim to develop a culture of inclusion in which all feel free to disclose their disability and to participate fully in school life. We are committed to ensuring equality of education for all pupils, opportunities for staff and access for all those receiving services from the school.

Our building is a modern building. We have an accessible toilet. Most of the building is carpeted. We recognise that children are individuals, and we make reasonable adjustments to make sure that the school is as accessible as possible for all pupils.

In order to support staff in meeting the needs of our disabled pupils, we work in close partnership with other agencies. Training is provided for our staff in response to the recommendations of the specialist services.

The achievement of all pupils is monitored and we use this data to raise standards and ensure inclusive teaching. In addition we monitor the take up of extra-curricular activities by disabled pupils, and encourage the uptake of extra-curricular activities from all students, putting in necessary adjustments where necessary.


Children with Medical Needs

Some children may have a long term medical need. If a child has medical needs that necessitates the administration of medicine during the school day, an individual health care plan is created with the support of the school nurse. An appointment with the school SENDCo, and Miss Dytor would be made in order to do this. Miss Dytor is our Senior First Aider in school, who supports school by managing the care of our children with medical needs and ensuring that training is up to date. The school health practitioners visit the school and have given support to the school in the management of epilepsy, diabetes and other medical needs.

Medication, prescribed by a medical practitioner, can be given in school by Miss Dytor, if a parent has filled in a permission form via the school office. Medication will not be given in school without the form being completed. If a child requires medication during the school day, parents may be contacted by the school office.


Please click here for our Speech and Language home learning language/communication development pack

Please click here to see our SEND school offer

Please click here to see our SEND policy (Reviewed and updated January 2021)



Manchester City Council 'Local Offer'

Where can parents/carers get extra support?

There are a number of parent support groups and Manchester City Council has its own local offer: please visit the website for more information.

If you cannot find what you are looking for online, you can call the team on:

0161 209 8356 or e-mail:




Pupils with Dyslexia may have particular difficulty in learning to read, write, spell or use numbers. Their performance in these areas is likely to be below their performance in other areas. These children may quickly gain skills in some subjects but not in others. Pupils may also have problems with short-term memory, with organisation skills and with co-ordination. Dyslexia covers the whole ability range and the difficulty may vary from mild to very severe. The website below has further information which you may find useful.


Pupils with dyscalculia have difficulty in acquiring mathematical skills. Pupils may have difficulty understanding simple number concepts, lack basic understanding about numbers and have problems learning number facts and procedures. 


Pupils with dyspraxia have difficulty with organising movement and often appear clumsy. Pupils may have poor balance and co-ordination and may be hesitant in many actions (running, skipping, hopping, holding a pencil, doing jigsaws, etc). Their speech sounds may be immature and their language late to develop. They may also have poor awareness of body position. Navigation Primary School teaches in a dyslexia-friendly way and provides extra support to learners where appropriate. The website below has further information which you may find useful. 

Speech, language and communication needs (SLCN)

Speech, language and communication needs covers a broad set of difficulties. It can include those who have difficulty producing accurate sounds (expressive language) and those who have trouble understanding language and using language to express themselves (receptive language). The websites below have further information which you may find useful.  

Social and emotional health (SEMH)

Pupils with SEMH needs may have high general ability or be less able. Their needs can vary from quite mild to very severe. The one thing they all have in common is that their SEMH needs are a barrier to learning. Because of this, they may not be progressing as well as they should with their learning. The term ‘SEMH’ covers a wide range of difficulties. Some pupils may be withdrawn or isolated or have emotional disorders such as depression. Others may lack concentration or behave in ways which disrupt the class. Some may lack the social skills they need in order to learn alongside other children. The website below has further information which you may find useful. 

Sensory Impairments

Hearing impairment (HI) – if your child has a hearing difficulty please let us know so that we can put in place appropriate support.

Visual impairment (VI) - if your child has a visual difficulty please let us know so that we can put in place appropriate support. 

Support for young carers and siblings of children with complex needs

If you know of anyone who may need support as they are a child or young person caring for a parent or sibling or they may have a sibling with complex needs then Gaddum Shine Manchester's Young Carers Project can help. They are a service which provides a range of support for children and young people. If you require any further information then please contact Miss McLean, Miss Harrison or visit their website below:

Additional websites to support learning at home