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Inclusion and
Special Educational Needs

Moss Side Primary School is an inclusive school.

-We aim to raise the aspirations and expectations of all pupils with Special Educational Needs and Disabilities (SEND), whatever their need.   

-We are committed to enabling all pupils to reach their full potential and be fully included in our community.   

-Our focus at Moss Side Primary School is to support our children to reach their personalised outcomes in preparation for adulthood. 

-When implementing SEN support at Moss Side Primary School, we use a graduated approach, as highlighted in The SEN CODE of Practice Jan 2015, ensuring our assessment, planning, implementation and review of support, meets the needs of the child. 

-We follow the SEND Code of Practice Jan 2015, in referring to Special Educational Needs and Disabilities under the four broad areas of need: 

6.28 Children with speech, language and communication needs (SLCN) have difficulty in communication with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all aspects of speech, language or social communication at different times of their lives 

6.29 Children and young people with ASD, including Asperger’s Syndrome and Autism are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to their peers. 

6.30 Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 

6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning.  

6.32 Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behavior. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.  Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. 

 6.33 Schools should have clear processes to support children, including how they manage the effect of any disruptive behavior so it does not adversely affect other pupils.   

  1. Sensory and Physical Needs

6.34 Some children require special education provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided.  These difficulties can be age related and may fluctuate over time. Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children with an MSI have a combination of vision and hearing difficulties.  

6.35 some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. 


If you require any further details, please contact our SENDCo Mrs Evans ( or Karen (Family Support Co-ordinator) using the school contact details.

Useful Documents

SEN Policy

SEN Information Report

Moss Side Local Offer

Accessibility Plan

Graduated Approach Flow chart

Targeted Learning Plan Example