SEN Report
Special Educational Needs Information Report
This report explains how The Orchards implements its Special Educational Needs and Disabilities (SEND) Policy in practice.
It is written in line with:
- The Children and Families Act 2014
- The SEND Code of Practice (0–25 years, 2015)
- The Special Educational Needs and Disability Regulations 2014
The Orchards is a specialist school for pupils aged 3–11 with Education, Health and Care Plans (EHCPs). We support children with a range of complex needs including autism, severe learning difficulties and communication needs.
The report outlines the support available, how needs are identified and met and how we work in partnership with families and other professionals.
Types of Special Educational Needs Provided For
The Orchards is a specialist setting for pupils with Education, Health and Care Plans (EHCPs). All pupils attending the school have significant and complex needs.
We support pupils across the four broad areas of need identified in the SEND Code of Practice:
- Communication and Interaction – including autism and speech, language and communication needs
- Cognition and Learning – including severe and profound learning difficulties
- Sensory and/or Physical Needs – including medical needs and physical disabilities
- Social, Emotional and Mental Health Needs – including differences in emotional regulation and behaviour
Many of our pupils have needs across more than one area. Our provision is personalised to reflect each child’s individual profile, as set out in their EHCP.
At The Orchards, all support is planned around each child’s individual Education, Health and Care Plan (EHCP). Teaching and support staff use this to ensure that provision is matched closely to each pupil’s needs, strengths and outcomes.
Staffing and support
Each class is led by a qualified teacher and supported by a team of trained teaching assistants. We maintain high staff ratios to ensure pupils receive personalised support throughout the school day.
Our wider team includes:
- Senior leaders and specialist teachers
- Teaching assistants and support staff
- Therapists and health professionals (e.g. speech and language therapy, occupational therapy)
- Family and pastoral support staff
Staff work closely together to ensure a consistent and joined-up approach.
Teaching approaches
Staff use a range of evidence-based strategies to support learning, including:
- structured teaching approaches
- visual supports and communication systems
- sensory and physical provision
- personalised learning activities based on EHCP targets
Teaching is adapted to meet individual needs and is continuously reviewed.
Training and expertise
All staff receive regular training in supporting pupils with complex needs, including autism, communication needs and sensory processing. Specialist training is updated regularly to ensure staff can meet the changing needs of pupils.
The learning environment
Classrooms are carefully structured to:
- provide consistency and routine
- reduce anxiety
- support communication and independence
Outdoor and sensory environments are planned to provide opportunities for:
- social interaction
- physical development
- sensory exploration
Support for families
The school provides a Parent Support Service. Staff are available to:
- offer advice and guidance
- signpost to external services
- support families with wider needs
Parents can contact the school directly to access this support.
The school regularly reviews the effectiveness of its provision to ensure that all pupils make progress and achieve the outcomes set out in their Education, Health and Care Plans (EHCPs).
Monitoring pupil progress
- Progress is assessed regularly against each pupil’s individual EHCP outcomes and targets
- Teachers and senior leaders review progress through termly pupil progress meetings
- Each child is discussed in detail, and any changes to support are agreed
Review of provision
- The Senior Leadership Team monitors the quality of teaching and support across the school
- Provision is regularly evaluated to ensure it is meeting the needs of all pupils
- Adjustments are made where necessary to improve outcomes
Whole-school evaluation
- The Principal completes an annual self-evaluation, supported by senior and middle leaders
- Governors and the Trust review and challenge the school’s performance – including through yearly school reviews
- This process identifies strengths and areas for further development
Working with parents
- Parents and carers are fully involved in reviewing their child’s progress through:
- regular communication
- meetings with staff
- annual EHCP reviews
Continuous improvement
The information gathered through monitoring and evaluation is used to:
- improve teaching and provision
- develop staff training
- ensure all pupils continue to make progress
All staff at The Orchards receive regular training to ensure they are able to meet the needs of pupils with complex and varied SEND.
Specialist training
Staff are trained in a range of specialist approaches to support communication, learning and physical needs, including:
- Signalong and PECS – to support communication for pupils with limited or non-verbal language
- Intensive Interaction – to develop early communication and engagement skills
- Manual handling and medical training – to safely support pupils with physical and medical needs
Teaching and curriculum training
Staff also receive training in:
- phonics and early reading
- maths and numeracy
- assessment and personalised planning
This ensures that learning is adapted effectively for pupils working at different developmental levels.
Safeguarding and health
All staff complete mandatory training in:
- safeguarding
- paediatric first aid
- child-specific medical needs
Ongoing professional development
Training is regularly updated and reviewed to ensure staff skills remain current. Staff also work alongside therapists and other professionals to develop specialist knowledge and improve practice.
The school works closely with parents and carers to ensure they are fully informed about their child’s learning, progress and wellbeing.
Day-to-day communication
We use a range of methods to keep parents updated:
- A daily communication app (Class Dojo) to share information about your child’s day
- The Earwig assessment system, which includes photos, videos and observations of your child’s learning
- Opportunities for parents to share information from home
Meetings with parents
We regularly meet with parents and carers to discuss progress:
- Parent consultation evenings in the autumn and spring terms
- Annual Review meetings linked to your child’s EHCP
- A transition review meeting approximately six weeks after your child starts at the school
At these meetings, parents are fully involved in reviewing progress and setting next steps.
Assessment and progress
Each child has a personalised learning plan (PLIM), which is based on their individual needs and EHCP outcomes.
- Targets are co-produced with parents, staff and relevant professionals
- Progress is reviewed regularly and used to inform next steps
Working in partnership
We operate an open-door approach and encourage parents to:
- visit and observe their child in school
- arrange additional meetings with staff
- work with us to support their child’s development at home
We recognise that parents and carers play a key role in supporting their child’s development. We work in close partnership with families to ensure that learning is supported both in school and at home.
Working in partnership
We involve parents in all aspects of their child’s learning by:
- sharing regular updates about progress
- involving parents in setting and reviewing targets
- encouraging parents to contribute to their child’s learning journey
Supporting learning at home
We support parents to help their child at home by:
- providing advice and guidance on strategies to use at home
- sharing personalised targets linked to your child’s EHCP
- offering suggestions for activities to support communication, independence and learning
Parent support and workshops
We offer a range of opportunities to support parents, including:
- workshops and information sessions (e.g. family support programmes such as Riding the Rapids)
- coffee mornings and informal support sessions
- whole-school events and celebrations
These opportunities help parents develop skills and confidence to support their child.
Specialist support
Our Parent Support Advisors provide:
- advice and guidance for families
- support with wider needs
- signposting to external services
Home–school communication
We use systems such as:
- Earwig to share learning and allow parents to contribute achievements from home
This helps ensure that home and school work together to support progress.
Access to school
We operate an open and welcoming approach and encourage parents to:
- visit the school (by arrangement)
- meet with staff
- work collaboratively with us
At The Orchards, we place a strong emphasis on ensuring that pupils are actively involved in their learning and are given opportunities to express their views in a way that is appropriate to their individual needs.
Pupil voice and involvement
We gather pupil views in a range of ways, including:
- regular interactions with class staff during lessons and daily routines
- choices within activities and learning tasks
- structured opportunities for pupils to communicate their preferences, interests and feelings
Staff adapt approaches to ensure all pupils can participate.
Annual reviews and formal processes
Pupil voice contributes to Annual Review meetings. Pupils are supported to share:
- what they enjoy
- what they find difficult
- what they would like to achieve next
This information contributes directly to their EHCP outcomes and targets.
Supporting communication
Many pupils use alternative and augmentative communication approaches, including:
- symbols, visuals and objects of reference
- PECS, Signalong and other communication systems
Staff use these approaches to ensure that every child can express their views as independently as possible.
Inclusive approaches
Where pupils are not able to communicate their views directly:
- staff use their knowledge of the child
- observations are used to interpret responses
- parents and carers contribute additional insights
This ensures that every child’s voice is represented.
Impact on learning
Pupil voice is used to:
- shape individual learning plans
- inform teaching approaches
- support decision-making about next steps
We recognise that transitions are an important part of a child’s educational journey and can be a time of increased anxiety. We work closely with pupils, families and other professionals to ensure that all transitions are carefully planned and well supported.
Transition to secondary school
Preparation for transition to secondary school begins early, usually in Year 5. We:
- support parents and carers to visit potential secondary schools and understand the different options available
- work closely with parents to consider preferences when identifying the most appropriate setting
- share information about local secondary special schools, including links to their websites for further information
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https://www.manoracademysale.org/
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https://www.brentwoodschoolandcollege.co.uk/
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Supporting pupils during transition
Pupils are supported through a range of personalised activities, including:
- visits to their new school during the summer term
- opportunities to meet new teachers and staff
- visits from receiving school staff to The Orchards
All transition arrangements are tailored to meet the individual needs of each child.
Planning and review
A transfer review meeting is held as part of the child’s annual EHCP review to:
- share detailed information about the child’s needs
- plan appropriate support for transition
- ensure all professionals and families are fully involved
Transition into and within The Orchards
We also support transitions:
- into The Orchards, through visits, information sharing and careful planning before the child starts
- between classes, through gradual introductions to new staff, environments and routines
Supporting individual needs
We use a range of strategies to support pupils through transitions, including:
- visual supports and social stories
- gradual or phased transitions where appropriate
- personalised approaches based on each child’s needs
Working with parents
Parents and carers are fully involved in all transition processes. We:
- communicate regularly
- invite parents to visits and meetings
- work in partnership to prepare pupils for their next stage
At The Orchards, our curriculum is designed to meet the individual needs of every pupil. All learning is personalised and based on each child’s Education, Health and Care Plan (EHCP), ensuring that teaching is tailored to their strengths, needs and next steps.
A personalised approach to learning
Our curriculum is:
- adapted to suit different ages, stages and learning needs
- focused on developing communication, independence and key life skills
- planned around individual targets and outcomes
- reviewed regularly to ensure progress is being made
Learning is personalised so that every child can access appropriate and meaningful experiences.
Communication-focused curriculum
We use a Total Communication approach to support all learners. This includes:
- objects of reference, photos and symbols
- PECS, communication boards and books
- Signalong and verbal language programmes
- intensive interaction and eye gaze
We work closely with our on-site Speech and Language Therapy (SALT) team to ensure communication strategies are effective and meet each child’s needs.
Relationships and emotional support
We recognise that children learn best when they feel safe, understood and supported.
- All pupils have individual relationship management plans
- Staff build positive, trusting relationships with pupils
- Behaviour is understood as communication, and support is adapted accordingly
This approach helps pupils feel secure and ready to learn.
Developing independence and life skills
A key part of our curriculum is supporting pupils to develop independence, including:
- personal care skills (e.g. dressing, eating, toileting)
- communication and social interaction
- moving independently around school
- preparing for life beyond school
These skills are planned and taught at a level appropriate to each child.
Curriculum design
Our curriculum is:
- thematic, providing meaningful contexts for learning
- shaped by pupil voice and individual interests
- focused on promoting wellbeing, safety and healthy lifestyles
- designed to ensure measurable progress for all pupils
All pupils at The Orchards are fully included in activities beyond the classroom. We ensure that all children have equal access to enrichment opportunities and experiences, with appropriate support in place to meet their individual needs.
Access to community and enrichment activities
Pupils regularly take part in activities in the local and wider community, including:
- visits to local shops, cafés and libraries
- swimming and physical activities
- educational visits linked to the curriculum
These experiences are carefully planned to support learning, independence and social development.
Individualised support
All activities, including trips and visits, are adapted to meet the needs of individual pupils. This may include:
- additional adult support
- adapted resources and equipment
- communication support strategies
- careful planning based on each child’s needs and EHCP
Planning and safety
Before any trip or activity, staff:
- carry out detailed risk assessments
- consider the medical, physical and communication needs of each pupil
- work closely with parents to ensure arrangements are appropriate
Inclusive approach
We are committed to ensuring that all pupils can take part in activities alongside their peers. Where necessary, we make reasonable adjustments so that every child can access a wide range of experiences.
At The Orchards, supporting pupils’ social, emotional and mental health is a key part of our provision. We aim to ensure that all children feel safe, understood and supported so that they are able to learn and develop.
Curriculum support
Social and emotional development is taught through our Me and My Community curriculum. This:
- is personalised through each pupil’s PLIM (Personalised Learning Intention Map)
- supports children to develop relationships, emotional understanding and independence
- is delivered through structured sessions as well as throughout the school day
Developing independence and life skills
Pupils are supported to develop independence in a range of areas, including:
- making choices
- dressing, eating and personal care
- communication and social interaction
These skills are planned and taught at a level appropriate to each child.
Communication and interaction
We use approaches such as Intensive Interaction to develop early social and communication skills. Staff are trained in this approach and use it throughout the day to:
- build relationships
- support engagement
- develop the foundations for communication
Relationships and emotional wellbeing
We place a strong emphasis on positive relationships and emotional wellbeing:
- staff build trusting relationships with pupils
- behaviour is understood as a form of communication
- support is adapted to meet each child’s emotional needs
This helps children feel secure and ready to learn.
Individual support
Support for social and emotional development is tailored to each child and may include:
- personalised targets linked to EHCP outcomes
- individual support plans
- strategies to support emotional regulation and behaviour
We aim to work closely with parents and carers and resolve any concerns as quickly as possible. Most issues can be addressed through open communication with school staff.
Raising a concern
If you have a concern about your child’s education or support, you should:
- speak to your child’s class teacher in the first instance
- contact a member of the senior leadership team if the issue is not resolved
We encourage parents to raise concerns early so that they can be addressed promptly.
Formal complaints process
If a concern cannot be resolved informally, parents can follow the school’s formal complaints procedure.
- details of this process can be found in the school’s Complaints Policy (link below)
- the policy explains how to make a complaint and how it will be managed
Support for SEND-related concerns
If your concern relates specifically to SEND provision, you may also:
- request a meeting to review your child’s support and progress
- discuss concerns during your child’s review meetings
If concerns remain unresolved, parents have the right to:
- access mediation services
- contact the Local Authority for further advice and support
Complaints Policy
Please see the link below for full details of the school’s complaints procedures:
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Complaints Policy
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We are committed to supporting both pupils and their families. If you need further information, advice or support, school staff are always available to help.
Support from school
Parents and carers are encouraged to contact the school at any time for advice or support. Our Parent Support Team can help with a wide range of areas, including:
- understanding personal budgets
- finding nursery or childcare provision
- accessing specialist organisations and support groups
- referrals to external agencies
- accessing health services
- support with attendance
- help with forms and applications
- wellbeing and family support
- opportunities for adult learning
We also offer:
- drop-in sessions to provide advice and signposting
- workshops and information sessions for parents
- opportunities to meet other families for support and guidance
Further information and support services
In addition to school support, the following services provide independent advice and support for families:
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Trafford Local Offer – this describes services and activities in the area available to children and young people with SEN and their parents or carers
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Trafford SEND Information Advice and Support Service (SENDIASS) – previously known as parent partnership.
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Trafford Parents Forum
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Trafford Carers Forum – Tel: 0161 848 2400
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Who should I contact if I have a query about my child’s SEND provision?
At The Orchards, all pupils have Education, Health and Care Plans and SEND provision is central to all aspects of school life.
The leadership of SEND provision is overseen by the Senior Leadership Team. If you have any questions or concerns about your child’s support, you can contact:
- Your child’s class teacher
- A member of the Senior Leadership Team
The school office can direct you to the most appropriate member of staff.
Last updated May 2026
Audley Avenue
Stretford M32 9TG
Call us: 0161 748 0670
Link takes you to our Twitter page @Orchards_School
