Highfield Primary School

Consideration Aspiration Responsibility Enjoyment

Bridgenorth Avenue, Urmston, Manchester, M41 9PA


0161 748 6096

Inclusion & Special Educational Needs

What is Inclusion?

At Highfield we aim to ensure that all children reach their potential. Inclusion is a way of increasing the presence, participation and achievement of all children in our school. We believe that your child’s education is a partnership between home, school and pupils and we refer to this as 'the triangle of success'. We encourage you to be fully involved with your child’s learning.                            



Who is responsible for Inclusion and SEND at Highfield?

The Leader for Inclusion and SEND is Mrs Lewis - If you have any questions, please feel free to contact the school office to arrange a meeting with Mrs Lewis or email SEN@highfield-primary.trafford.sch.uk 


Miss Edwards provides one to one and small group support on a daily basis. 


All class teachers ensure that the SEND Policy is followed in their classes.


The Governor with responsibility for Inclusion is Mrs H. Brady.


Trafford's Local Offer video:



How do we help children to achieve and make progress?

At Highfield we provide Quality First Teaching to all learners. We make sure that all children are involved in high quality activities every day. We encourage children to become independent learners and thinkers.  Children are given time to think and they are encouraged to question and discuss as they learn. Children learn in many different ways; we make sure that all learning styles are catered for. We do this through a process called differentiation. For example, some children are visual learners whilst others are kinaesthetic learners.  

Every child at Highfield has an individual pupil passport. A pupil passport is a one page document that has information about a child. The information has been gathered from the child, their friends, their family and their class teacher. A pupil passport has information about the things that people like and admire about the child, things that make the child happy and how that individual child can be supported in school. This is a very personalised approach to learning and it enables pupil and parental voice to play an important role in the day to day provision within classrooms. Pupil Passports are available for the children to refer to and adapt if they would like to.

We provide additional support for children through a range of interventions and personalised provision. 

Interventions at Highfield vary depending on the individual needs of children.

We have a range of small group interventions. Some examples  include English, maths, PSHE, Lego Therapy, Speech & Language groups, as well as a working memory group. In addition, all teachers and support staff run small intervention groups. We have one to one programmes, led by Miss Parkar & Mrs Lewis and work closely with a range of external agencies to ensure that opportunities for children are maximised and barriers are reduced.

Children who are experiencing difficulties with their behaviour are monitored and supported, primarily by their class teacher, with the support of Mrs. Lewis, the Headteacher and the Deputy Headteacher. They may have a Pupil Record Log, individual chart/plan and/or a Pastoral Support Programme.  If behaviour is not improving then external agencies, such as the Educational Psychologist/SENAS, work alongside us.

All additional provision is recorded on Pupil Passports and the school's provision mapping system. Parents/carers are involved with all steps of this process. 


What happens if a child does not make good progress at school, or if their behaviour is challenging?

If a child does not make the progress we expect, or if their behaviour/emotional needs are a barrier, we may decide to enter their name on the Special Educational Needs Register, with the consent and support of parents. Further information on SEN support can be found on the school's SEN Information Report 2021/22 , also on the SEN tab on the website. 

A Pupil Passport with SEN outcomes will be written, with the child and the parent. This will include SMART targets. After one term, there will be a review. Parents are always invited into school to attend review meetings - parental opinion is extremely important and valued at Highfield.

Targets and provision are set using Trafford's Graduated Approach (please see link below) and the assess, plan, do and review cycle. This ensures that all additional provision has a positive impact.

Graduated Approach.pdf


What happens if a child is able or talented?

We are lucky to have many bright and talented children at Highfield. We aim to encourage these children to build upon their gifts and talents in order for them to reach their full potential.

We continue to look for new ways of supporting our able and talented children.


What if my child is from a minority religious faith, or from an ethnic minority group?

At Highfield, we pride ourselves on being an inclusive school; we welcome and support children from all religious faiths and from all ethnic minority groups. We believe that we can all learn a lot from minority faith groups and from other ethnic groups too.

If you would like to discuss any of the above, or if you feel that we have missed anything out, please contact Mrs Lewis.




Contact Us

Bridgenorth Avenue, Urmston, Manchester, M41 9PA

0161 748 6096