Our Vision

At Mesne Lea Primary School, we have high expectations of all children, staff and parents. By working and learning together, we are confident that the children will grow, learn, and flourish into confident young adults equipped to face the challenges of the future. We are committed to offering an inclusive ethos to ensure that all children fulfill their potential whatever their individual needs and abilities may be.

In keeping with our inclusive ethos, we will ensure that all children fulfil their potential through a robust policy of Assess, Plan, Do, Review. This allows children to receive a bespoke curriculum which wholeheartedly embraces personalised learning and support. All teaching builds on what the children already know, can do and understand. We will strive to respond to learners in ways which consider their varied life experiences and needs within class wherever possible. This support may take the from of a teacher or teaching assistant on a 1:1 or small group basis. It may also take the form of differentiated or hands on tasks. Our Curriculum incorporates both the Academic and the Social, Emotional and Mental Health needs of all our children. We aim to ensure that children’s individual strengths and talents are recognised and celebrated in all areas of school.

Ordinarily Available Inclusive Provision

What do we mean by ‘Ordinarily Available Inclusive Provision’?

Salford is an inclusive city: it is expected that the vast majority of children will have their needs met by universal and mainstream services through an ethos of best practice and reasonable adjustments in line with the SEND Code of Practice (DfE Jan 2015) which states, para 6:15, that

"A pupil has SEN where their learning difficulty calls for special educational provision, namely provision different from or additional to that ordinarily available to pupils of the same age"

Ordinarily Available Provision is the range of activities, opportunities and strategies that are offered as basic good practice to meet a range of additional needs without the need for a formal diagnosis or specialist support.

The Salford provision

The Salford Ordinarily Available Inclusive Provision describes the range of support, strategies and activities, that is available in early years settings, to young children with additional needs without the need for a formal diagnosis or specialist support: what is available as part of the basic good practice in the setting.

The overarching approach is one of inclusion: a good practitioner teaches a child / young person from wherever they are on their developmental journey, and this includes those who may have additional needs.

It has been developed in collaboration with professionals across the city.

Our SEND pupils say:

“The teachers make learning very fun and interesting”.

“This is a happy school. The children are nice to me”.

“I feel happy and safe all the time at school”.

SENDCo

All Mesne Lea Primary School have responsibility to provide quality first teaching to pupils with SEND. If your child has an EHCP, their class teacher will inform and introduce you to the key members of staff, who work within your child’s class. 

Mrs Dougill 
Email: senco@mesnelea.salford.sch.uk

The Four Main Areas of SEND

If your child has been identified as SEND, it will be determined which of the four areas, will be their main area of need. We promote the ethos of Quality First Teaching within school, to adapt and meet learning needs. We will then follow the process of Assess-plan-do-review alongside parents/carers, to determine the next steps for your child.

Communication & Interaction

• ASC
• Speech, learning and communication (SLCN)

Cognition & Learning 

• Specific learning difficulty (SpLD)
• Mild to moderate learning difficulty (MLD)
• Severe learning difficulty (SLD)
• Profound multiple learning difficulty (PMLD)
•  

Social, Emotional & Mental Health

• Children and young people with SEMH may have the following mental health difficulties: anxiety, withdrawn or feeling isolated, having challenging and disturbing behaviour, self-harming, depression, eating disorder, and substance misuse.

Sensory and/or Physical

• Visual impairment (VI)
• Hearing impairment (HI)
• Multi-sensory impairment (MSI)
• Physical disability (PD)

If you have any concerns or would like to discuss anything further, please contact Mrs.K Dougill.

Social, Emotional & Mental Health Needs 

We have a range of services in school to support pupils with their SEMH needs. These include: Nurture Group, Pastoral Support, ELSA and Miss A. Fisher our school Learning Mentor. We can also contact our area’s Behaviour and Emotional Well Being Officer (BEWO), who works alongside the county’s Educational Psychologists for further advice and support for pupils within school. This service is accessed through the Early Help Process.

Dyslexia

We currently use a dyslexia screener in school to identify pupils, who may have traits of dyslexia. Please note that this is not a diagnostic tool however, it supports staff and parents/carers in making further decisions in how best to support their child with their learning. For further information about this, please contact Mrs K Dougill or your child’s class teacher.

Transition

We aim to support and prepare pupils as much as possible for all of their transitions throughout school. We have strong links with local secondary schools and transitions are planned for carefully with secondary school staff. If you would like to discuss transition for your child.

Individual Support Plan (ISP)
Your child may have an individual support plan created for them which outlines their needs and support that they will receive in school. On the plan we implement short-term, medium-term and long-term outcomes for the child, giving them achievable and aspirational outcomes to work towards whist at Mesne Lea.

The ISP is reviewed twice a year with the parent, the class teacher and the SEND lead. This is where we will look at the outcomes for the child and plan for next steps to further their progress. We shall also look at their strengths and barriers to learning and parent and child views as it is important to take on board external factors when reviewing these plans.

If you do have any questions about the plan, please do contact your child's class teacher, or Mrs Dougill if needed.

If you would like to make a complaint, please refer to our PMAT Complaints Policy. Thank you

SENDCo

Mrs Dougill 
Email: senco@mesnelea.salford.sch.uk