Ambitious for every child

At Waterloo Primary School and Nursery, we are committed to ensuring that every child receives the support they need to participate, belong and achieve.

We recognise that children learn and develop in different ways. Some children may need additional or different provision because of a special educational need or disability. Our responsibility is to identify these needs early, remove barriers and maintain ambitious expectations for every pupil.

Our SEND provision extends from our two-year-old and Nursery provision through to Year 6 and includes pupils learning in our mainstream and specialist provision classes.

What is SEND?

A child or young person has special educational needs if they have a learning difficulty or disability which means they require educational provision that is additional to, or different from, that generally available to other children of the same age.

The four broad areas of need identified within the SEND Code of Practice are:

• communication and interaction;

• cognition and learning;

• social, emotional and mental health; and

• sensory and/or physical needs.

These areas help us understand and plan for a child’s needs. They are not labels. Children may have needs across more than one area, and their needs may change over time.

Identifying needs

Class teachers and Early Years practitioners monitor children’s learning, development, participation and wellbeing carefully.

A concern may be identified through:

• day-to-day observation and assessment;

• information from a parent or carer;

• the child’s own views;

• progress and attainment information;

• information received from a previous setting or school;

• health or developmental information; or

• advice from another professional.

Slow progress does not automatically mean that a child has SEND. Equally, attainment at or above age-related expectations does not mean that a child cannot have an additional need.

A medical diagnosis is not required before the school can identify a special educational need or put appropriate support in place.

High-quality teaching for all

All teachers are teachers of pupils with SEND. The class teacher remains responsible for the learning, progress and wellbeing of every pupil in their class, including where additional adults or specialist professionals are involved.

High-quality, adaptive teaching is our first response. This may include changes to:

• explanations and modelling;

• resources and equipment;

• classroom routines and the learning environment;

• the way information is presented;

• the level or type of adult support;

• opportunities to practise and revisit learning;

• methods of communication and participation; or

• the way a child demonstrates what they know.

Additional interventions may also be provided. These should complement high-quality classroom teaching rather than replace a child’s access to it.

Our graduated approach

Where a child requires additional support, we use a cycle of:

Assess

We gather information about the child’s strengths, needs, progress and views. We listen carefully to the child and their family and, where appropriate, seek advice from other professionals.

Plan

We agree the outcomes we are working towards, the support that will be provided, who will provide it and when it will be reviewed.

Do

The agreed support is put in place. The class teacher remains responsible for the child’s provision, working with the SENCO, support staff and other professionals where appropriate.

Review

We consider the difference the support has made and agree the next steps with the child and their family.

This cycle is repeated and refined so that support responds to the child’s changing needs.

Working with children and families

Parents and carers know their children best. We aim to build honest, respectful and productive relationships with families and to involve them in decisions about their child’s education.

Children’s views are also important. We support pupils to express:

• what is important to them;

• what they enjoy and do well;

• what they find difficult;

• what helps them to learn; and

• what they would like to achieve.

Families will be kept informed about identified needs, planned support and their child’s progress. Meetings and information will be made accessible wherever reasonably possible.

Specialist advice and Education, Health and Care Plans

Some children may benefit from advice or involvement from external professionals. Depending upon the child’s needs, this may include health services, educational psychologists, specialist teachers, therapists or Sefton Council services.

Where a child has more complex or long-term needs, the school or family may consider requesting an Education, Health and Care needs assessment from the local authority. Most pupils with SEND, however, have their needs met through ordinarily available provision and SEN Support without requiring an Education, Health and Care Plan.

Access to the whole life of Waterloo

Pupils with SEND are entitled to a broad and ambitious curriculum and meaningful participation in the wider life of the school.

We make reasonable adjustments and plan appropriate support so that pupils can access, wherever possible:

• lessons and curriculum experiences;

• assemblies and celebrations;

• clubs and enrichment;

• educational visits and residential experiences;

• performances and sporting activities;

• pupil leadership; and

• social times and friendships.

Support is designed to increase participation, independence and belonging—not to unnecessarily separate children from their peers.

Specialist provision at Waterloo

Waterloo has five specialist classes for autistic pupils and one specialist class for pupils with cognition and learning needs.

Places within these classes are allocated through the local authority’s statutory processes and are not offered directly by the school. Further information about the curriculum, admissions, integration and daily life within these classes can be found on our dedicated page.

Our SEND leaders

Assistant Headteacher for Inclusion
Mrs R. Jones

Special Educational Needs Coordinator (SENCO)
Mrs G. Wainwright

Specialist Provision Lead
Mrs J. Escott-Shaw

Your child’s class teacher or Early Years key person should usually be your first point of contact. You may also contact the SENCO:

Email: sen@wps.mvlt.co.uk
Telephone: 0151 928 4274

SEND documents

SEN Information Report 2026–2027

Our SEN Information Report explains how Waterloo implements its SEND Policy in practice. It includes information about identifying needs, our provision, partnership with families, staff expertise, external agencies, transitions, accessibility and arrangements for raising concerns.

SEND Policy 2026–2027

Our SEND Policy sets out the principles, responsibilities and procedures that underpin our approach to special educational needs and disabilities.

Accessibility Plan 2026–2029

Our Accessibility Plan explains how we are improving access to the curriculum, the physical environment and information for disabled pupils.

Sefton’s Local Offer

Sefton’s Local Offer brings together information about education, health, care, activities and support available to children and young people aged 0 to 25 with SEND and their families.

Visit Sefton’s SEND Local Offer

Concerns or complaints

We encourage families to raise concerns early so that we can work together to resolve them.

Concerns about a child’s learning or support should usually be discussed first with the class teacher or Early Years key person. Families may then contact the SENCO or Assistant Headteacher for Inclusion.

If a concern remains unresolved, parents and carers may use the school’s published complaints procedure. This does not affect a family’s right to use any statutory disagreement-resolution, mediation or appeal arrangements that may apply.