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Roe Lee Park Community Primary School


At Roe Lee Park Primary School, our motto is “Free to Flourish” and we strongly believe that all our pupils are entitled to access a curriculum to enable them to flourish to their highest ability. Roe Lee Park Primary School is a large primary school on the outskirts of Blackburn. The school serves a large area of Blackburn. We mainly serve families from Roe Lee, Little Harwood and Lammack. Our school is made up of a mixture of Asian Heritage Pupils and White British pupils. We also have some Eastern European, Middle Eastern and Chinese families. There are 15 classes throughout the school, including a Nursery Class. There are currently 49 children in attendance on the Special Needs Register; 13 of whom have an EHC. Including Nursery. We have 435 children on roll. 69% of our pupils have English as an Additional Language (EAL).

Who to contact

Contact Name
Mark Geldard
Contact Position
01254 56297

Where to go

Roe Lee Park Primary School
Emerald Avenue
This service is part of the Local Offer

Local Offer

Local Offer Age Bands
5-11 years
0-5 years
What specialist services and expertise are available at, or accessed by, the school/setting?

Roe Lee Primary School works very closely with outside agencies and specialist professionals to focus on the identification and provision for those children who have a special educational need. Liason takes place with the following agencies:

  • Educational Psychology
  • 2 fully qualified and experienced SEND Co-ordinators (both with the National SENCO Award)
  • Community Speech and Language Therapist(SALT)
  • Inclusion Support Service (SENDSS)
  • School Nurse
  • Occupational Therapy
  • Physiotherapy
  • Community Paediatrician
  • Emotional/Family support work 1 day per week.
  • A well resourced Sensory Area which can be used by any child in school. 
  • Access to The Heights Free School and St Thomas' PRU to provide emotional and behavioural support.

In consultation with our Designated Safeguarding Lead (Mark Geldard - headteacher) a Common Assessment Framework (CAF) may be opened. The main aim of this is to ensure that all support is co-ordinated and all agencies are working together on an agreed plan of action. This will then have a positive impact on the outcomes for the child.

What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?


Two Special Educational Needs Co-ordinators (SENCO) with extensive experience and knowledge of Special Educational Needs and Disabilities (SEND). Completed required SEN Co-ordination qualification 10 years ago and 2 years ago.
School has wide experience of Autistic Spectrum Disorder (ASD) and supporting children with Downs Syndrome.

Special Support Assistants (SSAs) and Learning Support Assistants (LSAs) trained to meet specific needs of children with SEND.

Level 3 SSAs used with large amounts of experience of supporting children with SEND. All are confident at liasing with Outside Agencies and Parents.

All staff trained in recognising and supporting children with Specific Learning Difficulties (SpLD) including dyslexia.


Staff are trained via our Speech and Language advisory teachers to support development of all areas of Language.

How do you know if my child/young person needs extra help?

Close and careful monitoring of all children across the curriculum – we hold regular pupil progress meetings and children are given intervention as needed. This is regularly evaluated for impact.

All children are screened on entry to Nursery/Reception to identify language levels using Roscoe and BPVS.

Any class teacher who has cause for concern will immediately involve parents and SENCo.

 SENCO will look in more detail at performance and carry out further assessments if required.

Any new children arriving at school are quickly assessed to ensure their needs can be met appropriately

What should I do if I think my child/young person may have special educational needs?

At Roe Lee Park, we have an ‘open door’ policy and would encourage our parents to talk to us about any issue which concerns them. We advise you to contact school and speak with the class teacher as a first step. If needed, we may decide to involve our Special Educational Needs Co-ordinator (SENCO) or external experts as appropriate.  Our SENCOs are Mrs Irving and Miss Williamson. They can be contacted on 01254 56297 via our Main Reception.

How will staff support my child/young person?

All children will be supported by high quality teaching across the curriculum.

Each class has an TLA to support in all Maths and English lessons.

All lessons will be carefully differentiated to meet the needs of all children.

If further support is required, your child may take part in some small intervention group work in or out of the classroom. Our TLAs are trained to deliver interventions to support cognitive, physical and emotional development.

An Individual Education Plan (IEP) may be generated for individual children.


Staff will work with Outside Agencies to provide further support if required. 

How will the curriculum be matched to my child's/young person's needs?

All staff differentiate the curriculum according to the SEND of individual pupils. LSAs support groups within the classroom to provide further adult intervention. For some pupils with an Education and Health Care Plan (EHCP), they may have an SSA who will plan and differentiate lessons to meet the needs of individual pupils. This work is recorded carefully to ensure progress is documented. Class Teachers and SSA’s work closely together to ensure the curriculum is well matched and appropriate.

How will teaching approaches be modified to support my child/young person?

Staff are fully aware and briefed on the needs of any child with SEND on transition to individual classes. Teaching approaches are consistent through the school and any modifications needed for individual children are planned for each lesson.

How will both you and I know how my child/young person is doing?

At Roe Lee Park, class teachers have termly pupil progress meetings with the Senior Leadership Team members to report progress made by children .Parent evenings are held twice a year in the autumn and spring terms and school reports are written twice a year. However, Parents are fully involved if needed at any time of year. IEP’s are written, reviewed and evaluated termly. Children with an EHCP will have an annual review and 2 short review meetings per academic year. For all children additional meetings can be held if required. For children with SEND but without an EHCP meetings with the SENCO are arranged as needed. Roe Lee Park also operates an Open Door Policy where Parents are free to speak to Teachers as and when appropriate.

We hold 'Plan-do-Review' meetings every 6-8 weeks to monitor and evaluate impact of interventions and progress.

How will you help me to support my child/young person's learning?

School operates an open door policy where parents are welcome to arrange meetings with their child’s class teacher to discuss their concerns.

The SENCO will share any ideas or training or advice felt appropriate with parents.

School can advise parents on activities they may be able to complete with their child at home or suggest websites which would be useful to them.

A half-termly ‘Big Picture’ is sent home so parents know what learning is taking place in the classrooms.

We hold 'Plan-do-Review' meetings every 6-8 weeks to monitor and evaluate impact of interventions and progress.
A clear homework policy will support parents in helping their child complete it. 

What support will there be for my child's/young person's overall wellbeing?

Roe Lee has a strong behaviour management policy and reward system in place which rewards consistent positive behaviour. Any behaviour found to be bullying is dealt with immediately.

Parents are encouraged to report any incidents of bullying to school so that they can be dealt with in the correct way.

The views of children with SEND are important and are always included within the annual review.

The views of all pupils are shared in our School Council meetings.

•LSAs are trained to deliver social skills groups.

We have a family support worker in school each Friday to work with identified children with emotional needs.

What activities will be available for my child/young person?

Children with SEND are included in all extra- curricular activities and school trips. On school trips, thorough risk assessments are carried out and appropriate staff and resources are put in place . When needed changes in arrangements are made so that all children are included.

Children with SEND from Key Stage 2 are invited to take part in Boccia sporting activities and athletics events.


If a child with an EHCP wish to attend an extra-curricular event such as a cooking group or out of school visits, their dedicated SSA will usually attend with them.

How will you prepare and support my child/young person during transitions?

Before joining Roe Lee Park in our Nursery and Reception classes each child will be visited in their placement settings by  a Level 3 SSA  and Class Teacher. For children with SEND we will liaise with the pre-school setting and attend any transition reviews. We hold several Meet the Teacher sessions and our SENCO is introduced to new parents and any initial concerns can be discussed at this point.

Transition from Reception to Year 1 is closely monitored as is the transition from Year 2 to Year 3. All data and information is shared between teachers at dedicated meetings and all SSA’s will meet any child they are working 1:1 with several times before the start of the year.


In the year before transition to High School we will hold a review meeting during the Autumn Term when staff from the chosen high school will be invited to the meeting which will also include both parents and pupils. From this we will put a transition plan into place during the second half of the summer term before leaving Roe Lee Park.

How are resources and equipment allocated and matched to my child's/young person's needs?

Any specific resources and equipment are carefully selected according to the advice available and depending on the needs of the child. School is proactive in securing the services such as Inclusion support service for individual children as required.

How are decisions made about what type and how much support my child/young person will receive?

For Children with an EHCP allocation and type of support will be written into their plan according to need and EHCP recommendation. The EHCP allocation of money will be implemented in full.


Those children who have identified learning needs or disability but do not have an EHCP, will have their needs will be met through the schools SEN allocation . The decision of how much support is available is made by the Headteacher and is determined by the school budget.