SEN Information Report
The
1. The kinds of special educational needs for which provision is made at the school.
The Canterbury Centre is a Pupil Health Referral Unit (PHRU) which provides short term access to a broad and balanced curriculum for
pupils unable to attend a mainstream school placement due to mental and physical health needs. Schools refer pupils through the In
Year Fair Access Panel (IYFAP) and Places are allocated through the Local Authority’s SEN Panel process. Pupils attending the
Canterbury Centre do not usually have an Education Health and Care Plan.
The Canterbury Centre places equal import upon accessing an academic curriculum and addressing the barriers that prevent pupils from
accessing a mainstream school, for example by offering activities such as Duke of Edinburgh, and the Mindfulness in Schools
programme.
The SEN Policy is accessible at T:\Policies\Non-curriculum Policies\SEND Policy.doc
At The Canterbury Centre each young person’s provision is bespoke to encourage them to re-engage with education, develop social skills
and learn to manage issues relating to their mental and/or physical health; each young person has an individual provision map which is
regularly shared and evaluated with them and their parents. All academic work is planned by teachers, taking into account robust
baseline assessments. When necessary, young people will receive one to one tuition in literacy, numeracy, behaviour management and
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emotional regulation. Work will be well differentiated and all barriers to learning will be taken into consideration. We ensure that
children taking exams have, where appropriate, special dispensation applied to them to give them every opportunity to succeed.
Class sizes are considerably reduced to accommodate the needs of pupils and are rarely above 7 per class. Classes are taught by
experienced teachers accompanied by dedicated support staff, all of whom receive regular SEND training. All staff are Team Teach
trained and practise de-escalation techniques. A wide range of ICT is used to encourage and support learning within classes and around
school. Learning Outside the Classroom is encouraged by senior staff.
The Canterbury Centre works closely with CAMHS, sharing information which can be used to enhance each young person’s learning
experience. The Canterbury Centre leads in Salford on the Mindfulness in Schools Project. Several staff have completed Mindfulness
training (MBSR) and its use is part of the ethos of our setting.
Teaching Assistants and a Learning Mentor will work closely with pupils to support reintegration into mainstream where appropriate.
Home tuition may be offered as a short term option to build relationships with young people and their family and develop a young
person’s confidence before bringing them onsite. Every young person on home tuition has a key worker who tracks the young person’s
progress via home tuition records, discussions with teaching staff, pupil feedback and liaison with their mainstream school.
The Canterbury Centre has a SENCo, who is part of the Senior Leadership Team and an assistant SENCo to identify and coordinate any
SEN issues. All teachers are teachers of SEN. A Learning Mentor and a dedicated HLTA have responsibility for pastoral aspects of
the pupils, their behaviour and attendance.
2. Information, in relation to mainstream schools and maintained nursery school, about the school’s policies for the identification
and assessment of pupils with SEN
When a pupil is first referred to the Canterbury Centre assessments are carried out to identify the baseline ability of the pupil. This
is done via
 Literacy assessment (reading, spelling and comprehension)
 Numeracy assessment
 WRAT test (writing and reading assessment tool)
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Additional assessments are carried out to assess the emotional wellbeing and personal learning attitudes and styles.
 PASS (pupil attitude to self and school)
 SDQ (strengths and difficulties questionnaire)
If pupils require a dyslexia or dyscalculia assessment then this is completed and appropriate support and resources put in place.
The Canterbury Centre completes academic assessments on a termly basis to identify children who are not making expected progress
and who may be in need of additional help. This can be characterised by progress which:
 Is significantly slower than that of their peer.
 Fails to match or better the child’s previous rate of progress
If there are causes for concern then the parents will be informed and regular meetings and opportunities for updates are put in place.
For further information please see the SEN Policy at http://canterbury.salfordpru.org.uk/information
We have close working relationships with CAMHS, our Educational Psychologist, school nurse and other Learning Support services. If
there are concerns about any pupils we will seek advice from these other professionals
3. Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans, including
a. How the school evaluates the effectiveness of its provision for such pupils
Each term teachers review a provision map which identifies the interventions and the bespoke provision for each child. This is reviewed
and shared with parents during parents’ evenings. A tracker document is sent home regularly for the parents to help them see a
snapshot of their child’s progress.
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Many of our pupils have difficulties around mental health and the SDQ questionnaires are completed when pupils start and when they
leave. This gives an indication of the progress in terms of how their anxiety is a barrier to learning for the pupil.
Parent and pupils views are collected regularly. Parents complete a questionnaire and also a ‘parents testimony’ which goes into more
detail about the aspects of the provision at the Canterbury Centre which have been particularly effective for their child.
We have recently set up a school council which will meet every half term with key staff to discuss pupils’ views and voice any concerns.
Pupils also have opportunities everyday to voice opinions and concerns within Learning Zone time – staff are always available to listen.
Our Chair of Governors will meet with the school council to make sure the young people are happy with the care and education they are
receiving.
b. The school’s arrangements for assessing and reviewing the progress of pupils with SEN
The progress for children with SEN is reviewed at regular pupil update meetings with all staff. Discussions take place regarding any
further advice/recommendations that may be required from outside agencies. The parents are kept fully informed of any referrals.
Young people with an Education, Health and Care Plan will have an Annual Review. Parents will be notified of the date of the Annual
Review by the SENCo, although interim reviews may be called at any point during the year to discuss areas of concern.
Young people will be included in the process of their Annual Review; they will be asked to share their views in their preferred style
prior to the Annual Review. Any other professionals who work with the young person will be asked to attend the Annual Review also.
A representative from the Local Authority (LA) will be present to note any additional support that may be required or changes that the
LA needs to be made aware of.
This process is an important part of the partnership we want to develop with parents to ensure we are meeting their child’s needs. If
there are any causes for concern we take this very seriously and will endeavour to try to resolve any issues as quickly as we can.
c. The school’s approach to teaching pupils with SEN
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When planning and teaching the National Curriculum, all teachers must set suitable learning challenges, respond to pupils’ diverse
learning needs and overcome potential barriers to learning and assessment.
All pupils have the opportunity to experience success in learning and achieve as high a standard as possible. Teachers plan suitable
learning for pupils with attainments significantly above or below the expected key stage levels.
All teachers:
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set high expectations and provide opportunities for all to achieve
take account of legislation requiring equal opportunities
take specific action to create effective learning environments, secure pupils’ motivation and concentration, provide equality of
opportunity, use appropriate assessment and set targets for learning.
For pupils with particular learning and assessment requirements, teachers support individuals and groups to enable them to participate
fully in curriculum and assessment activities.
Children with SEN
Teachers:
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take account of the type and extent of a pupil’s special educational needs in planning and in assessment
provide support for communication, language and literacy needs
plan, where necessary, to develop pupils’ understanding through the use of all available senses and experience
plan to enable children to take full part in learning, physical and practical activities
help pupils to manage their behaviour, to take part in learning effectively and safely and, at key stage four to prepare for work
help individuals to manage their emotions, particularly trauma and stress, and to take part in learning
Children with disabilities
Not all pupils with disabilities necessarily have special educational needs. Teachers take action however, to ensure pupils with
disabilities are able to participate as fully and effectively as possible in the National Curriculum and statutory assessment
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arrangements. Potential areas of difficulty are identified and addressed at the outset, without the need for disapplication. Teachers:
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plan for enough time for satisfactory completion of tasks
plan opportunities where needed for the development of skills in practical aspects of the curriculum
identify aspects of programmes of study and attainment targets that may present specific difficulties for individuals
At the Canterbury Centre we recognise the signs and symptom of anxiety and try to deal with this in a calm and nurturing way. We
encourage the pupils to independently self regulate their emotions. We do this by giving the pupils specific choices in a situation and by
adopting the mindfulness techniques to give the pupils time and space to make ‘good’ choices.
Our class sizes are small and mixed ability.
d. How the school adapts the curriculum and learning environment
The Canterbury Centre is a small, welcoming environment which tries to create a nurturing environment for our pupils to feel secure
and engage with their learning.
Our setting helps all our pupils access the curriculum by offering:
Grouping – small groups, 1:1, ability, friendship, peer partners
Appropriate content within lessons
Teaching styles to accommodate the different learning styles (Visual, Auditory, Kinesthetic)
Lesson format – thematic units, games, simulations, role-plays, discovery learning
The pace of lessons keeps the pupils enthused and on task.
Alternative recording methods – scribing, use of ICT, mind-mapping, photographs etc.
Outcome
Materials
Support levels are high. At least one TA in each class
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Reward system of merits and certificates
Learning environment
We have a small room where the pupils can go and speak with someone if they are experiencing difficulties in class.
Our rooms are well organised and have informative displays on the walls with a mixture of pupils’ work and information about the topics.
There are soft lights in several rooms to help create an atmosphere of calm.
e. Additional support for learning that is available for pupils with SEN
The Canterbury Centre has small class sizes and each group has TA support. They assist the learning flexibly and appropriately for the
pupils under the guidance of the teacher.
Laptops are used by pupils who experience difficulties writing and the resources needed for pupils with dyslexia are available in each
classroom (coloured overlays etc)
We encourage our pupils to use the outdoors for learning and have time in the curriculum for this. There are able to access the Duke of
Edinburgh award scheme
For some of our pupils, the routine of coming to school and engaging in learning is a significant barrier so we hope that by offering this
flexibility in the timetable we can encourage them to attend.
We offer specific sessions with our Connexions Advisor and encourage work experience and all our staff are trained to different levels
in Careers Education, Aspiration, Information and Guidance.
All our pupils complete the mindfulness in schools’ 9 week intervention within an ethos of a whole school approach to mindfulness. We
have regular times to ‘practice’ the techniques for both staff and pupils.
f.
Activities that are available for pupils with SEN in addition to those available in accordance with the curriculum
As an inclusive PHRU all extra-curricular activities are accessible to all children by additional staff support where necessary.
Within the grounds of the Canterbury Centre we have created some raised beds for the growing of fruit and vegetables by the pupils.
This has been an effective strategy to enable our more anxious pupils engage with their learning.
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g. Support that is available for improving the emotional and social development of pupils with SEN
The Canterbury Centre leads in Salford on the Mindfulness in Schools Project. All our pupils complete the mindfulness in schools’ 9
week intervention within an ethos of a whole school approach to mindfulness. We have regular times to ‘practice’ the techniques for
both staff and pupils. Several staff have completed Mindfulness training (MBSR) and its use is established in the school day.
The Canterbury Centre works closely with CAMHS, sharing information which can be used to enhance each young person’s learning
experience.
We offer a full range of PHSE lessons in yr 10 and 11. The KS 3 class have a weekly ‘life skills’ lesson which incorporates many aspects
of emotional wellbeing. The FRIENDS programme is used as a basis of some of these lessons. This intervention is an 8 week course
covering the basic aspects of CBT (cognitive behavioural therapy).
4. In relation to mainstream schools and maintained nursery schools, the name and contact details of the SENCO
The SENCo is Liz Lord and she can be contacted (Tuesday – Friday). She has wide experience of working within the CAMHS setting and
liaises regularly with the CAMHS team. Her expertise is in using the mindfulness techniques to enthuse and encourage the pupils to
learn and cope with their symptoms of anxiety.
Any queries outside these times should be directed to Julie Owen, Headteacher.
We also have an assistant SENCo, Sue Highams
5. Information about the expertise and training of staff in relation to CYP with SEN and about how specialist expertise will be
secured
The SENCo has been through the Authority’s training and updates for SEN. She has been the SENCo for the past 3 years. The
assistant SENCO has a wide range of experience of SEN from mainstream settings and is Elklan trained.
All the teachers at the Canterbury Centre are teachers of SEN.
We use staff meeting times and INSET days to address specific SEN areas. We have had specialist services training for staff. These
sessions have included; a specialist nurse for Asthma, Clinical Psychologist training in attachment, OCD, anxiety. The Inclusive Learning
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Service has delivered training on Autism. Occupational Therapists have given training in gross and fine motor skills development. These
sessions have been identified from the needs of our pupils.
Staff are encouraged to attend course on specific areas depending on the needs of the pupils
2 TA’s are Elklan (speech and language) trained.
10 members of staff have been through the Mindfulness Based Stress Reduction Programme. (MBSR).
1 TA completing level 4 in CEIAG
All staff have skills in the following areas:
 Speech Language and Communication
 ADHD
 Dyslexia
 Behaviour Intervention
6. Information about how equipment and facilities to support CYP with SEN will be secured
The Canterbury Centre has disabled access and toilet facilities. We will ensure, to the best of our ability and capacity, that, should the
need arise for a child to require additional equipment or facilities, their needs would be met.
7. The arrangements for consulting parents of children with SEN about, and involving such parents in, the education of their child
Regular home school contact to ensure that students’ needs are being met is prioritised by The Canterbury Centre.
In addition to the Annual Review, there are three evenings per academic year when parents can come into the centre, see their child’s
work and speak with teachers about their child’s progress. End of term progress monitoring sheets are sent to parents as well as a full
report once each year. Some young people will have a home-school communication book. We are always happy to take phone calls, text
messages or emails from parents and same-day appointments can usually be booked if parents would like to meet a particular member of
staff. During parents’ evening Parents are encouraged to complete a questionnaire and also a ‘parents testimony’ which goes into more
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detail about the aspects of the provision at the Canterbury Centre which have been particularly effective for their child
The Canterbury Centre welcomes feedback from parents. This may be given in a number of ways: in person, by telephone or in writing
by letter, text message or email. Parents are encouraged to have their say about The Canterbury Centre on Parent View.
A website has recently been created canterbury.salfordpru.org.uk and a Twitter page @CanterburyPRU gives updates about school and
community events as well as news about mental health.
8. The arrangements for consulting young people with SEN about, and involving them in, their education
Young people will be included in the process of their Annual Review; they will be asked to share their views in their preferred style
prior to the Annual Review.
We have recently set up a school council which will meet every half term with key staff to discuss pupils’ views and voice any concerns.
Pupils also have opportunities everyday to voice opinions and concerns within Learning Zone time – staff are always available to listen.
Our Chair of Governors will meet with the school council to make sure the young people are happy with the care and education they are
receiving.
Pupils complete questionnaires and are involved as early as their initial assessments regarding their involvement and their attitude to
learning.
9. Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils
with SEN concerning the provision made at the school
If there is an SEN complaint then the procedure to follow is:
Stage 1: The complaint is dealt with at the lowest level possible so if it relates to lack of progress in a subject area, the subject or
class teacher responds in the first instance. The complainant needs to feel they have been listened to and all points they raise
addressed should be addressed. If the matter remains unresolved,
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Stage2: The complaint is dealt with by the SENCO or by a senior manager. If there is still no resolution,
Stage 3:The Head teacher should become actively involved.
If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of the Management Committee.
Stage 4: The Governing Body deals with the matter through their agreed complaint resolution procedures.
In the unlikely event that the matter is still not resolved, the parent can then take the complaint to the Local Authority Complaints
Officer and ultimately to the Ombudsman/Secretary of State.
10. How the governing body involves other bodies, including health and social services bodies, local authority support services and
voluntary organisations in meeting the needs of pupils with SEN and in supporting the families of such children
The Canterbury Centre works closely with outside agencies for consultation, observation and advice. These include CAMHS, Educational
Psychologists, Speech and Language therapists, Paediatricians, Occupational/Physiotherapists, Children’s Services and Learning Support
Services etc.
We promote the use of Parent Partnership to assist them in the process of statutory assessment and for other matters that may arise
for SEND throughout their time with us.
We pride ourselves on the use of the CAF process as a tool to enable us and parents to address issues that are barriers to learning. We
foster good working relationships with our families to ensure the best outcomes for our pupils.
11. The contact details of support services for the parents of pupils with SEN, including those for arrangements made in accordance
with clause 32
Parent Partnership
0161 778 0538
Unity House
Salford Civic Centre
Chorley Road
Swinton
11
M27 5AW
Statutory Assessment Team
Burrows House
10 Priestley Road
Wardley Industrial Estate
M28 2LY
Learning Support Service (LSS)
c/o Moorside High School
57 Deans Road
Swinton
M27 0AP
Educational Psychology Service
Burrows House
M28 2LY
Children with Disabilities Social Work Team
Salford Civic Centre
Chorley Road
Swinton
M27 5DA
0161 778 0410
0161 607 1671
0161 778 0476
0161 793 3535
12. The contact details of support services for supporting pupils with SEN in transferring between phases of education or in
preparing for adulthood and independent living
Sometimes you will want to plan a longer, more structured transition into the next phase of education for a child with SEN.
Transition From
Key Stage 2
To
Key Stage 3
Key Stage 3
Key Stage 4
Key Stage 4
Key Stage 5 and beyond
Support Service
Educational Psychology
LSS
Educational Psychology
LSS
Educational Psychology
LSS
New Directions (the Joint
Learning Difficulty Team within
Contact details
0161 778 0476
0161 607 1671
0161 778 0476
0161 607 1671
0161 778 0476
0161 607 1671
0161 793 2286
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Adult Services)
Transition Coordinator
Connexions
Salford City College Learning
Support
0161 793 2298
0161 603 6850
City Skills Sixth Form Centre 50 Frederick Road, Salford,
M6 6QH
Eccles Sixth Form Centre Chatsworth Road, Eccles,
Salford, M30 9FJ
FutureSkills - Dakota Avenue,
Salford, M50 2PU
Pendleton Sixth Form Centre
- Dronfield Road, Salford, M6
7FR
Walkden Sixth Form Centre Walkden Road, Worsley,
Salford, M28 7QD
For any child with a disability not already known to Social Services who you think needs a service from
them to help support transition at any stage, you need to refer to the Multi Agency Safeguarding Hub
(MASH)
For any child with a disability who is already in receipt of Social Services and needs Social Care help to
support transition at any stage support, contact the Children with Disabilities Team
13. Information on where the local authority’s local offer is published
The Local Offer in Salford (LOIS) can be found at this location:
www.salford.gov.uk/localoffer.htm
0161 603 4500
0161 793 3535
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