Our Special Educational Needs Coordinator (SENCO) is Miss Buckle and our link governor is Mr Kashim.

Miss Buckle is responsible for the implementation of our school’s SEND policy, co-ordinating additional support for pupils with SEND, liaising with parents, teachers and other professionals who are involved and monitoring the attainment and progress of all pupils with SEND.

If you have any concerns about your child’s learning or if you think that they may have a special educational need, please do not hesitate to speak to your child’s Class Teacher or Miss Buckle, and together we can plan the best method of support for your child.

At Canon Johnson we pride ourselves on being an inclusive school. We recognise that children learn in different ways and at different rates and that some children may need extra support or intervention to help them to reach their full potential.

 CLICK HERE to download a copy of our School’s SEND Policy

CLICK HERE to download a copy of the Annual SEND report 2024-2025

CLICK HERE to download Top Tips for supporting Speech and Language at home.

CLICK HERE to visit the Tameside Local Offer webpage

CLICK HERE to download a copy of the Tameside Enabling Classroom booklet

CLICK HERE to view The Special Educational Needs and Disability Regulations 2014   

We work hard to develop good relationships with all our families and look forward to working closely together with you, to ensure that your child can flourish.

If your child is having SEND Support in school, we follow a graduated approach of Assess, Plan, Do, Review and will invite you into school each term to attend a Person Centred Planning Meeting. During these meetings, together we will assess what is working well for your child and plan the next steps needed to support them in their learning. This will be recorded on their 'SEND Support Plan'.

You will be invited into school to attend a SEND Consultation meeting with your child's Class Teacher every term (at least 3 times a year). During this meeting your child's Monitoring or SEND Support Plan will be shared with you so that you can contribute your ideas towards their plan. Your child's Targets will be shared with you, so that you know what they are working towards in their lessons and together you can plan the next steps in their learning journey.  

At our school, class teachers are responsible for the learning and progress of every child in their class, including those with special, educational needs and disabilities (SEND). Because they work with your child every day, class teachers know them best and are usually the first people to speak to if you have any concerns. Our SENCO is here to provide extra guidance, expertise and to help coordinate support, but your child's class teacher remains closely involved in their day-to-day learning and development. 

Our Offer for Children with SEND

Identifying Needs Early

We use a range of assessments, teacher observations, and input from parents and carers to identify additional needs as early as possible. Class teachers then complete a Cause for Concern form and Monitoring Plan.

Our Approach to Support

We follow the Assess – Plan – Do – Review model, ensuring children’s needs are met through high-quality teaching, adapted provision, and evidence-based interventions. We aim for support to be proactive, responsive and inclusive.

Working With Families

Parents and carers play a key role in the support process. Each term, review meetings are held to update plans, acknowledge progress, and establish new targets.

Emotional and Mental Health

Wellbeing is central to our SEND provision. Children can access a sensory room, make use of calm corners, and receive nurture and pastoral support, with some staff trained as mental health first aiders.

Inclusion: Trips and Clubs

All children with SEND are included on school trips, residentials and after-school clubs. Where needed, risk assessments and reasonable adjustments are made so that every child can take part safely and confidently.

Supporting Transitions

From entry into Nursery or Reception through to the transition into Secondary School, we provide personalised transition plans tailored to each child’s needs. These may include home visits, visits to private nurseries, additional school visits, meetings with receiving schools, and coordinated support from external professional.

External Agencies We Work With

We have strong links with a range of external services including:

• Educational Psychology

• Speech and Language Therapy (SALT)

• Occupational Therapy (OT)

• Healthy Young Minds and MIND

• School Nurse and Health Services

• Hearing and Vision Impairment Teams

• Early Help

• Social Care

Accessibility and Inclusion

Our school building is fully accessible with wide doors and accessible toilets. Our Accessibility Plan outlines how we continue to improve access to the curriculum, the physical environment, and written information for all pupils.

How We Meet Statutory SEND Requirements or Our SEND Responsibilities

This page meets the requirements of the SEND Code of Practice (2015, updated 2024) and the Children and Families Act (2014). It includes:

• Our SEND Policy and the information on this page together form our SEND Information Report

• Annual SEND Report

• Contact details for the SENCO

• Arrangements for assessing and supporting pupils with SEND

• Information about our Accessibility Plan and the Tameside Local Offer

• A clear explanation of how parents and carers are involved