At Holy Cross and All Saints our mission statement states,

‘We are of the Gospel, educating all children in order for them to grow and reach their full potential as fulfilled people in Christ.’

Our school family nurtures a culture of Christian love and respect for each other and the world around us. Togetherness, patience and compassion are encouraged. By providing creative experiences and challenges for all learners, children grow in resilience, learn to persevere and develop belief in themselves and build hopes and dreams for their future.

We provide an inclusive learning environment in which every child can achieve and reach their full potential and this is at the heart of everything we do. We ensure that all pupils have equal access to a broad, balanced curriculum, delivered through quality first teaching, which is adapted to meet individual needs and learning styles.

We aim to identify barriers to learning as early as possible so that we can provide evidence-based interventions to support and overcome additional needs. Where necessary, external agencies provide us with further strategies to allow our children to make progress towards their desired learning and developmental outcomes. Together, we are passionate that our children reach their full potential at every step of their learning journey at Holy Cross and All Saints School. ​

Successful inclusion should:

• This results in every pupil feeling safe, confident and happy at school.
• See every pupil making the best progress in which they are able to enjoy their time at school: in lessons, during their playtime or at lunchtime or when involved in any of our extended school activities.
• Promote every child's belief in themselves as a learner and valued member of our school community.

Successful inclusive provision at Holy Cross and All Saints School is seen as the responsibility of the whole school community, permeating all aspects of school life and applicable to all our children.

The Thrive model is an effective approach to supporting children and families with Special Educational Needs and Disabilities. It supports mainstream and specialist schools with SEND processes; from early identification of need, making adjustments, removing barriers to learning and seeking effective SEND Support interventions and specialist support as needed.

This is what we call a Graduated Approach.

The THRIVE conceptual framework was developed by a collaboration of authors from the Anna Freud National Centre for Children and Families and the Tavistock and Portman NHS Foundation Trust.

The main THRIVE tool is organised by type of need and key stage. The sections cover:

The resource is separated into three parts:

1. Best practice walkthrough (Ordinarily Available Inclusive Provision) 
2. Main THRIVE tool
3. Getting risk support

What is Ordinarily Available Inclusive Provision’?

Ordinarily Available Inclusive Provision describes the range of support, strategies and activities, that is available in early years settings and to young children with additional needs without the need for a formal diagnosis or specialist support: what is available as part of the basic good practice in the setting. The overarching approach is one of inclusion: a good practitioner teaches a child / young person from wherever they are on their developmental journey, and this includes those who may have additional needs.

It is expected that the vast majority of children will have their needs met by universal and mainstream services through an ethos of best practice and reasonable adjustments in line with the SEND Code of Practice (DfE Jan 2015) which states, para 6:15, that

"A pupil has SEN where their learning difficulty calls for special educational provision, namely provision different from or additional to that ordinarily available to pupils of the same age"

Best practice walkthrough gives an overview of Special Educational Needs (SEN) and the graduated approach. It also provides guidance documents for parents.

The main THRIVE tool is organised by type of need and key stage. The sections cover:

• Getting advice (adjustments in the classroom)
• Getting help (targeted interventions)
• Getting more help (specialist interventions)

To learn more about how the Thrive tool is used in Salford early years settings and schools; 

Salford Information Advice and Support Services (SIASS) offer support for families with children with SEND. They can be particularly helpful for families with a child undergoing formal assessment or in receipt of a Statement of SEN /EHCP. The parent partnership service is available to all parents/carers of pupils with special educational needs (SEN) who live in Salford.

Call 0161 778 0343/0349 or email siass@salford.gov.uk

Salford Family Forum

The Salford Parent Carer Forum supports parents and carers of children and young people with Special Educational Needs and/or Disabilities. They can listen to your concerns, ensure you know what services are available to your family, and offer peer support as and when you need it.

(IPSEA) Independent Provider of Special Education Advice

The leading charity in the field of SEND law in England, providing free and independent legal advice and support to families of children and young people with SEND.

Other useful websites and links:

Tiny Happy People

National Autistic Society

https://www.adhdfoundation.org.uk/ 

ADHD UK - Homepage - ADHD UK

Salford CAMHS - Royal Manchester Children's Hospital

British Dyslexia Association

http://www.dyspraxiafoundation.org.uk/

https://www.speakupsalford.nhs.uk/

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