Skip to main content

Charnock Hall Primary Academy

Mainstream primary education (4-11).


Mainstream primary education (4-11).

Who to contact

0114 2396083
Charnock Hall Primary Academy website

Where to go

Charnock Hall Primary Acadermy
Carter Hall Road
S12 3HS

Inclusion Information

Wheelchair Access
Wheelchair access details
The Infant and Junior sections of the school are separated by stairs (no lift).
Cater for special dietary requirements
Dietary needs catered for
Lactose intolerant
Nut allergy
Supports special needs and disabilities
Special needs and disabilities experience
Social, emotional and mental health needs
Medical Needs or long term illness
Speech, Language & Communication needs
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years
  • Schools
  • Extended Services school
  • Secure setting
  • Outdoor play/equipment
  • ICT Facilities
  • Meeting Rooms
Providers who offer pickups from this setting
Sunflower Children's Centre  Linda Lee, Childminder 

DISCLAIMER: Charnock Hall Primary Academy is not responsible for other childcare providers who are available to pick up from the setting and their inclusion on this list should not be understood to represent a partnership or endorsement. It is the parent or carer's responsibility to check that they are satisfied with the quality of additional providers.

Local Offer


We are a 2 form entry primary school located in the south east of the city.

Contact Name
Louise Fotheringham (SENDco)
Contact Telephone
Contact Email
School website
School Ofsted Report
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type

Schools Extended Local Offer Response

Please state the number of pupils on your roll and your average class size 

Number on roll: 397
Average class size: 30

How does the setting identify learners with SEN? 

Children are referred by a Cause for Concern to the SENCO from the class teacher who has concerns about the progress a child is making and has had discussions with parents.

Interventions are put into place and the child is tracked closely. If the concern continues that child will be put onto the SEN register, where they may be referred to the S2S service for an assessment by a learning support teacher, to suggest ways in which the child can be catered for.

Is your setting physically accessible to all learners? 
  • The Infant and Junior sections of the school are separated by stairs (no lift). The Junior building is quite spread out with toilet facilities being located at the start of a long corridor. We have one accessible toilet with shower. There have been no adaptations for children with auditory and visual needs.
  • Visual timetables are used where appropriate, dependent upon a child’s needs.
  • Within school we have a range of equipment available including visual overlays and educational resources, for example, Numicon. For more specific needs equipment is often provided by outside agencies when recommended e.g. iPad for visual impairment, writing slopes for dyspraxia.
  • The site is securely fenced around the perimeter and there is a single entry buzzer system at the main entrance.
  • With regards to a quiet/safe place (including lunch provision) we have no facility currently as we do not have any children who require this.
How does your setting adapt the curriculum for learners with SEND? 

A class teacher in collaboration with the SENDco, if necessary, will plan the education programme for a learner with SEND, due to Charnock being a mainstream setting class teachers are given this responsibility, however, if needed outside agencies are always consulted for advice. Class teachers differentiate learning according to the needs of all children in the class and interventions are completed if necessary.

Charnock Hall believes that quality first teaching is the best way for learners to succeed. Charnock Hall does have a teaching assistant trained in dealing with children who have emotional, social and behavior issues that occur in a mainstream setting.

What training have your staff received to support learners with SEND? 

All staff have received training in:

  • Autism and ADHD 
  • Attachment Disorder 
  • A number of staff have attended ‘Team Teach’ run by the FUSION team.
  • All teaching assistants have had training in the LEAP, VIP and NIP language programmes.
  • To ensure all staff are aware of learners needs the class teacher speaks to them to make them aware of any issues.
  • Specialist expertise is sort from the S2S team, Educational Psychologist, Speech and Language, CAMHs, TAMHs and MAST.
  • The office staff are trained in the administration of prescribed medicines.
How do you communicate with and involve families? 

Parents’ evenings are held twice a year they also receive an annual written report. Those children on the SEN register have an additional review every term involving parents, class teacher and SENDco where targets are reviewed and set.

How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 

Intervention trackers are collected and evaluated every half term. These run alongside pupil progress meetings, which also take place every half term. The SENDco has regular discussions with the SEND Governor through the termly report to governors. They also meet to discuss SEND provision and reflect upon the outcomes for pupils.

What support do you provide for the learners' overall wellbeing? 

When teachers are concerned about the social wellbeing of a child they discuss the issues with either the deputy head teacher or head teacher. After discussion the child is either referred to an outside agency for example MAST or the teaching assistant trained in dealing with emotional and social problems will carry out either 1:1 sessions or small group with depending on the needs of the child, this includes problems making friends.

Children are taught about disability awareness through PSHE and when necessary specific lessons are planned by the class teacher, with support from SENCO of outside agencies if necessary. All staff are made aware of children who may find unstructured periods difficult. They may be asked to carry out a specific task at lunch and in some cases a specific lunchtime supervisor is named for a child. If the idea of starting or attending school was causing anxiety the SENCO and class teacher would be involved in meeting with the child and the family.

What kind of behavioural interventions do you use? 
  • Some teachers are trained in Team Teach with de-escalation techniques. In consultation with parents and outside agencies a part time timetable is implemented. Outside agencies are consulted to support and to suggest strategies.
  • An ABC sheet is filled in to help pin point triggers for the pupil.
  • If extreme behaviour occurs the child will be removed from the class.
  • Children have been subject to behaviour plans within school and these have been discussed with parents and carers with the support of outside agencies where required.
How do you ensure learners with SEND are included in non-classroom based activities? 

Children with SEND are noted on Risk Assessments for out of school educational visits. This often means that an extra adult accompanies the class to provide 1:1 support to a child.

The location of the trip is provided with details of SEND children, if needed.

Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 

Breakfast clubs and After school clubs


How do you consult with and involve learners in their education? 
  • If appropriate, children help a teacher or teaching assistant to cooperatively complete Maths ‘jigsaws’ and writing targets.
  • SEN children have a discussion with this class teacher before the termly reviews, where they are asked their opinion about school and what they think they are good at.
How do you prepare learners with SEND to progress to, from and within your setting? 

In Nursery children with SEND are identified and a meeting takes place between nursery staff and the new class teacher along with the SENCO. They make extra visits to school prior to the move if it is felt necessary. Within school, if appropriate, a booklet may be made to introduce the children to new teachers and areas of the school they may be new to. Their current teaching assistant may make extra visits with them to their new class teacher/teaching assistant. When moving to secondary those with SEND may take part in extra visits and take part in focus groups with staff from the secondary coming into Charnock. Their details are discussed with the new SENCO and if appropriate the parents may be invited into school to meet the SENCO from the secondary school.

If classes are mixed up from one year to the next, which usually occurs within at least one year group every year, children are asked to name people they would like to be in a class with.

Most children with SEND move onto a primary mainstream secondary school. On rare occasions some children have moved into a specialist provision school, e.g. Talbot and Heritage Park.

Do you have an online prospectus? Are there open days for families and learners? 

The school has a website.

Does your setting offer any additional services for learners with SEND? 

Charnock Hall has invited other teachers to attend training on SEND pupils.

Last Updated
Charnock Hall Primary Academy,School, SENDco, Special Education Needs & Disabilities, SEND, education,
Back to top Contact US
Powered by Open Objects © Open Objects Software Limited