Moorside Community Primary School

  • SEND


SEND (Special Educational Needs and Disabilities)

Moorside Community Primary School is three-form entry, with a non-teaching Special Educational Needs and Disabilities Coordinator (SENDCo), two Deputy Head Teachers and four Phase Leaders.  As well as an experienced management team, Moorside Primary school also boasts four Learning Mentors and two EHCP Intervention Specialists.

The catchment area for Moorside has varied socio-economic roots and this is therefore reflected in the varied pupil intake. Over recent years our staff have worked tirelessly to build and promote the success of the SEND provision at Moorside and as a result the number of SEND pupils now on roll has increased significantly, with around 30% of pupils on roll being either monitored as a SEND concern or forming part of the SEND register.

At Moorside, we endeavour to empower pupils, provide them with opportunities to develop and to enable them to flourish irrespective of their individual learning difficulties. This is done in consultation with The Special Educational Needs and Disabilities Code of Practice, (COP), (2014), The Equality Act (2010), The Children and Families Act (2014), the Local Authority and correlating internal school policies.

Dyslexia Friendly School Status - March 2020

All staff have been working extremely hard to ensure that we are meeting the needs of our students in an inclusive, yet personalised way.

As part of this pledge, we have been working towards becoming a Dyslexia Friendly school. This has been an ongoing process and has been achieved by Team Moorside successfully implementing strategies to support all pupils such as: 

  • Reducing visuals stress where possible (black writing on white paper)
  • Additional resources for all classes
  • A culture of inclusion and collaboration
  • Celebration of individual strengths
  • Positive promotion of individual differences
  • Reduces demand on pupils working memory
  • Resource banks for staff
  • Promotion of strategies to improve individuals processing capacity
  • Increased use of visual aids to reduce transference of information

Please see the link to the left hand side titled 'Results of accreditation February 2020' for our results.

This is an ongoing project, which will be reviewed in 2023, and throughout this period we endeavour to improve practices continually to ensure we meet the needs each pupil while they attend Moorside Primary School.

Many thanks to support from parents, pupils and staff who all helped to achieve this award.

Kind regards,

Mrs K Bailey

Dyslexia Friendly School Champions


Good Diabetes Care in School Award - September 2021 - September 2023

We are pleased to announced that we have been working towards the Good Diabetes Care in School Award which we have proudly achieved.

What we want good diabetes care in school to look like:

  • We want every child with diabetes to feel confident and safe at school. Below is what we think good diabetes care in school should look like for every single child with diabetes. 
  • No child with diabetes should be excluded from any part of the school curriculum.
  • Every child with diabetes should have access to extracurricular activities, including overnight stays and trips aboard. 
  • Schools, locals authorities and health services should work together to make sure they meet the needs of children with diabetes. 
  • Paediatric diabetes teams should provide training and support to schools, so school staff have the skills and confidence they need to look after a child with diabetes. 
  • No parent should be relied on to go into school to treat their child’s diabetes. 
  • Every child with diabetes should be allowed to inject insulin, in public or in private, depending on their wishes. 
  • Every school should have a medical condition at school policy, which is updated every year. 
  • Every child with diabetes should have an individual healthcare plan, which details exactly what their needs are and who will help them.
  • Parents should provide up-to-date information about their children’s diabetes needs and all the supplies needed to manage diabetes in school. 
  • Don’t assume that all children with diabetes have the same needs. 
  • All school staff should know what to do in case of emergency and at least two people should be trained in how to care for a child with diabetes. Planned staff absences should be co-ordinated so that there is always one trained person in school. 
  • Schools and parents should agree on a clear method of communication
  • Children with diabetes should never be left alone when having a hypo or be prevented from eating or drinking to prevent or treat a hypo. 
  • Children with diabetes should never be prevented from blood testing or taking insulin and should be able to look after their equipment themselves.
  • When children with diabetes have exams, specific plans should be included in that year’s individual healthcare plan and agreed between the schools, the child and their parents. 
  • Children with diabetes should not be sent home frequently or penalisied for poor attendance when absence is related to their diabetes. 
  • Every child with diabetes should be listened to and their views taken into account. 

 Many thanks to support from parents, pupils and staff who all helped to achieve this award.

Kind regards,

Mrs K Bailey