Special Educational Needs
"I can do things you cannot, you can do things I cannot; together we can do great things."
We are proud of the fact that we are an inclusive school and all our children are special and individual.
Sometimes some of our children need a little more help than others to achieve their potential. Our SENDCo's (Special Educational Needs Disabilities Coordinator) and the staff in your child's class are working hard to help all the children. If you have any worries please contact them or the school.
Our two SEND Co-ordinators who work across school to support the children.
Mrs Sara Irving (National SEND Award gained in 2010) can be contacted on
Miss Carol Williamson (National SEND Award gained in 2019) can be contacted on
You can also visit the Local Offer link for BwD for advice on a range of SEND provision in and around Blackburn with Darwen.
We work hard to meet the needs of all our pupils, particularly those with SEND. Check out our SEND report and other policies for more information.
SEND at Roe Lee Park Primary School
Admission Arrangements 2020
Admissions to community and voluntary controlled schools are the responsibility of Blackburn with Darwen Borough Council.
If you would like your child to attend our school, please see full details of our admission arrangements below.
Admission policy for community and voluntary controlled infant and primary schools
Children with an Education, Health and Care Plan (EHCP) or a Statement of Special Educational Needs naming the school will be admitted first.
If the demand for places at a school is greater than the number of places available, all applicants who have named this school as a 1st, 2nd or 3rd preference will be considered equally against the Council’s admission policy, in the priority order given below:
a) ‘Looked after’ children and children who were previously ‘looked after’ but immediately after being looked after were adopted or became subject to a residence/child arrangement or special guardianship order. ‘Looked after’ means that the child was (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions.
b) Children with an older sibling (sibling means a brother or sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/ carer’s partner, and in every case, the child should be living in the same family unit at the same address) but not cousins, who will still be attending the preferred school when the younger child is admitted;
c) Children with proven exceptional medical, social or welfare needs which are directly relevant to the school concerned. If you wish to be considered under this category you must provide appropriate supporting evidence with your application from a doctor, social worker or other professional. This evidence must explain why the preferred school is the most suitable and what difficulties would be caused if the child had to attend another school;
d) Children who live nearest the school (geographical proximity). Under this category, the remaining places will be offered to children who live nearest to the preferred school. The distance will be measured in a straight line between the home front door and the main gate of the school using the local authority’s computerised mapping system.
If category (b), (c) or (d) is oversubscribed, geographical proximity (as set out in category (d)) will be used as the ‘tie-breaker’ to decide between the remaining cases. If after measuring distances it is still not possible to decide on the child(ren) to be offered admission (for example two children living in the same block of flats or in the same house) the Local Authority will then use random allocation to decide which of the children can be offered a place.
Where there are twins, etc. wanting admission and there is only a single place left within the admission number, then the Council will exercise as much flexibility as possible within the requirements of infant class sizes. In exceptional circumstances/ cases the Council are able to offer places for both twins and all triplets, even when this means breaching infant class size limits. This may also apply to siblings who are in the same year group.
Address of pupil
The address used on the application form must be the current one at the time of application, i.e. the family’s main residence. If the address changes subsequently, the parent(s)/carer(s) should notify the school. Where the parent(s)/carer(s) live at different addresses, and there is shared parenting, the address used will normally be the one where the child wakes up for the majority of Monday to Friday mornings. If there is any doubt about this, then the address of the Child Benefit recipient will be used. Parent(s)/carer(s) may be asked to show evidence of the claim that is being made for the address, e.g. identity cards of various sorts showing the child’s address as the one claimed. Where there is dispute about the correct address to use, the Council reserves the right to make enquiries of any relevant third parties, e.g. the child’s GP, Council Tax Office, Electoral Registration Office, utilities provider.
For children of UK Service personnel and other Crown Servants returning to the area proof of the posting is all that is required.
How do you know if my child/young person needs extra help?
Close and careful monitoring of all children across the curriculum – we hold regular pupil progress meetings and children are given intervention as needed. This is regularly evaluated for impact. All children are screened on entry to Nursery/Reception to identify language levels. Any class teacher who has cause for concern will immediately involve parents and SENCo. SENCO will look in more detail at performance and carry out further assessments if required. Any new children arriving at school are quickly assessed to ensure their needs can be met appropriately.
How will teaching approaches be modified to support my child/young person?
Staff are fully aware and briefed on the needs of any child with SEND on transition to individual classes. Teaching approaches are consistent through the school and any modifications needed for individual children are planned for each lesson.
How will both you and I know how my child/young person is doing?
At Roe Lee Park, class teachers have termly pupil progress meetings with the Senior Leadership Team members to report progress made by children .Parent evenings are held twice a year in the autumn and spring terms and school reports are written twice a year. However, Parents are fully involved if needed at any time of year. IEP’s are written, reviewed and evaluated termly. Every child with an IPRA has 3 review meetings in the first year followed by an annual review thereafter. Children with an EHCP will have an annual review and 2 short review meetings per academic year. For all children additional meetings can be held if required. For children with SEND but without an EHCP meetings with the SENCO are arranged as needed. Roe Lee Park also operates an Open Door Policy where Parents are free to speak to Teachers as and when appropriate.
How will you help me to support my child/young person's learning?
School operates an open door policy where parents are welcome to arrange meetings with their child’s class teacher to discuss their concerns. The SENCO will share any ideas or training or advice felt appropriate with parents. School can advise parents on activities they may be able to complete with their child at home or suggest websites which would be useful to them. A half-termly ‘Big Picture’ is sent home so parents know what learning is taking place in the classrooms. We have a clear homework policy and will support parents in helping their child complete it.
What support will there be for my child's/young person's overall wellbeing?
Roe Lee has a strong behaviour management policy and reward system in place which rewards consistent positive behaviour. Any behaviour found to be bullying is dealt with immediately.
Parents are encouraged to report any incidents of bullying to school so that they can be dealt with in the correct way.
The views of children with SEND are important and are always included within the annual review.
The views of all pupils are shared in our School Council meetings.
SSA’s are trained to deliver social skills groups.
We have a familywise worker in school each Friday to work with the children on any worries or concerns with friendships and family life.
How will you prepare and support my child/young person during transitions?
Before joining Roe Lee Park in our Nursery and Reception classes each child will be visited in their placement settings by a Level 3 SSA and Class Teacher. For children with SEND we will liaise with the pre-school setting and attend any transition reviews. We hold several Meet the Teacher sessions and our SENCO is introduced to new parents and any initial concerns can be discussed at this point. Transition from Reception to Year 1 is closely monitored as is the transition from Year 2 to Year 3. All data and information is shared between teachers at dedicated meetings and all SSA’s will meet any child they are working 1:1 with several times before the start of the year. In the year before transition to High School we will hold a review meeting during the Autumn Term when staff from the chosen high school will be invited to the meeting which will also include both parents and pupils. From this we will put a transition plan into place during the second half of the summer term before leaving Roe Lee Park.
How are resources and equipment allocated and matched to my child's/young person's needs?
Any specific resources and equipment are carefully selected according to the advice available and depending on the needs of the child. School is proactive in securing the services such as Inclusion support service for individual children as required.
How are decisions made about what type and how much support my child/young person will receive?
For Children with an EHCP allocation and type of support will be written into their plan according to need and EHCP recommendation. The EHCP allocation of money will be implemented in full. Those children who have identified learning needs or disability but do not have an EHCP, will have their needs will be met through the schools SEN allocation .The decision of how much support is available is made by the Headteacher and is determined by the school budget.