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SEN Information Report

Children and Families Act 2014

Special Educational Needs and Disability – SEN Information Report

How does the school know if a child or young person needs extra help?
How do you identify children/young people with special educational needs?
Information about pupils is gathered in a wide variety of different methods including;

  • KS2 results, baseline assessments, reading and spelling scores
  • Information passed on from primary schools via reports, visits and staff input on transition
  • Parental/carer meetings and discussion with primary staff as part of the transition process
  • On-going assessment throughout the pupil’s time at Philips High School in order to identify attainment and progress, to show whether a pupil is falling behind their peers and/or whether the pupil is not progressing as expected.
  • Observations/interaction with pupils – non-teaching HOY/counsellors/teachers/non-teaching staff/outside agencies – such as the EP/social services/CYPIC team/IST and EHFSP meetings
  • Annual review meetings

The Special Educational Needs (Local Offer) Regulations 2014 prescribe the information that schools must publish on their own website and also be available through the local authority’s published Local Offer. This document, taken from Bury Council, Children Services framework, sets out the Local Offer at Philips High School. Parents can request a paper copy of the document on request.

The kinds of SEN for which provision is made at Philips High School
Provision is offered for these kinds of SEN

  • Learning
  • Physical/medical
  • Sensory impairment
  • Social, emotional and mental health difficulties
  • Communication difficulties
What is the school’s approach to teaching children and young people with special educational needs?
  • How are the school’s resources allocated and matched to children’s special educational needs? How will school staff support a pupil?
  • Who will oversee and plan the education programme? Who will be working with my child and how often?
  • What will be their role? Who will explain this to me?
  • How are school governors involved and what are their responsibilities?

Philips High School has a child centred inclusive approach to education. The school is committed to ensuring all pupils receive a high quality education and our aim is for pupils to realise their academic potential regardless of any challenges they may face. Pupils with SEN are educated in the classroom as part of this inclusive strategy, but may also receive intervention and support on a personalised, individual level. Some pupils may be identified and allocated to smaller teaching groups as part of our Thrive pathway. The school tries to ensure that no child is excluded from educational visits because of their SEN or disability. The school has a pastoral system in place to provide support to all pupils. The school takes the steps outlined below in order to prevent disabled pupils from being treated less favourably than other pupils. Also see the disability access plan and scheme.

Pupils with an EHCP receive the necessary support as set out in their EHCP. They have a personalised support programme with focus on their specific needs. This can be through in class support, small group/individual teaching with a specialist teacher, small group/individual teaching from a HLTA, numeracy and literacy interventions, reading programmes, Head of Year input, individual/group work regarding social skills, individual support regarding anger management programmes, behaviour management programmes and the use of outside agencies. These support programmes are also used for pupils that do not have an EHCP but do have additional needs pupils and are offered on a personalised need level, as every pupil is different and has different needs. In most subjects, pupils are taught in sets according to their academic ability in order that support can be placed with those pupils who need it and teacher in class interventions can also take place. Wherever possible, pupils with SEN are taught in mainstream classes Withdrawal from some lessons occurs for small group/individual input from the specialist teacher/HLTAs/Non- teaching HOYs, based on an individual pupil’s needs. Additional support is available to pupils who are vulnerable and those that experience a range of social, emotional, mental health and behavioural difficulties.

The support programmes are overseen by the Special Educational Needs Co-ordinator (SENCO), and the SENCO manager, who is the Deputy Head teacher. Pupils’ progress and attainment are regularly monitored and reviewed with support being given dependent on a personal need level. The pupil’s progress is monitored on an on-going basis and then if adequate progress is not being made appropriate support is put in place. Pupils with an EHCP or Support Plus Funding have a formal annual review meeting. There is a SEN link governor, who reviews the procedures in school and keeps the governing body of the school informed regarding issues regarding SEN.

Parents/carers are informed of individual targets for pupils with SEN. They are given regular feedback as to the progress their child has made. Information sharing and discussions with parents/carers are welcomed as parent/carer support is valued at Philips High School. Parents/carers are invited to contact the school whenever they have a concern regarding their child and their progress in school.

The name and contact details of the SEN Co-ordinator
The SENCO at Philips High School is Mrs F Cooper and the Acting SENCO is Mrs EJ Duxbury (Deputy Head Teacher) Behaviour, Attitudes and Personal Development. They can both be contacted via the school’s office and email system.
How will the school adapt the curriculum and learning environment for pupils with SEN?
  • How will the curriculum be matched to my child’s needs?
  • What are the school’s approaches to differentiation? How will that help my child?

For the majority of subjects, pupils will be placed in a particular set according to their academic ability, this is so that specific support and intervention can be targeted around the needs of the pupils. An emphasis is placed on quality first teaching within an inclusive classroom, where teachers can differentiate for the individual needs of the pupils. Pupils undergo diagnostic testing in numeracy, literacy (spelling and reading), on entry. The results of these tests and the information from parents/carers and teachers from the previous school are used in order to plan programmes of intervention for pupils. Intervention is delivered on class by class teachers through differentiation and quality first teaching and the support of LSASs/SSAs, some pupils may access small group work or 1:1 sessions. At Philips we are in the process of developing out curriculum, the try to ensure that we offer a rich and varied curriculum that meet the needs of our pupils. As part of this we are developing our Thrive Pathway. Pupils are identified through KS2 data and ongoing assessments in school, at KS3, pupils identified access lessons for some subjects in smaller teaching groups so that they have more time with their teacher. The focus for this is to offer further intervention and support for these pupils that that they are able to make progress and are able to move into larger mainstream classes. At KS4, pupils identified for the Thrive pathway have the opportunity to access English. Maths and Science in smaller teaching groups; as part of the pathway pupils have access to alternative courses such as ASDAN, which involves personal development programmes. As a school we have started to develop the use of Alternative provisions and Work Experience Placements, this provision is allocated if it has been identified as an appropriate intervention for pupils. Due to this, some pupils will study fewer subjects in school and will have personalised timetables. Some pupils are educated on a part-time basis at other educational establishments which offer specialist provision. These establishments include the PRU at Spring Lane, EPRU Parkhouse and Elms Bank High School (special school). The school endeavours to ensure that the pupil’s progress is maintained whilst the pupil is being educated elsewhere and we receive ongoing reports so that we can monitor their progress. Some pupils experience visual stress and are unable to process visual information. This can make reading difficult, but using a coloured overlay placed over reading material can help to improve this. Our aim at Philips High School is to support all pupils’ needs to that they can achieve the very best outcome from their education. We are therefore able to identify any Irlen needs and provide pupils with a coloured overlay, which they can use both at home and at school. This arrangement will only be sustained if it is evident that the pupil finds it helpful and makes use of it. Pupils are welcome to use tinted spectacles if this is their normal way of working.

It is our hope that pupils will develop an attitude of independence and self-help towards their Irlen needs, in preparation for life.

It is school policy to photocopy all classroom worksheets and examination papers for Irlen tested pupils onto cream paper. This is a recommendation from the Irlen Syndrome Foundation.

Accommodations can also be made in the classroom, such as changing the background colour of the interactive whiteboard to reduce any glare and make reading more comfortable.

SEN pupils and their parents/carers receive support from the school and a careers advice service, regarding option choices. Pupils with additional needs will be identified for additional careers guidance and transition to possible further education, employment or training. The school has a full up to date disability action and access plan.

How is expertise secured for teaching staff and others working with pupils with SEN?
  • Are there any specialist staff working at the school and what are their qualifications?
  • What training do the staff who support the pupils with SEND undertake?
  • What other services does the school access including health, therapy and social care services?

The SENCO manager has a postgraduate certificate of special educational needs and a postgraduate certificate of education management. The SENCO has the National SENCO Award. There is a Teacher who has additional qualifications in teaching pupils with specific learning difficulties. This Teacher is qualified to undertake Irlen screening tests. There are three HLTAs: one who works with pupils who have difficulties with numeracy (she is also trained in moving and handling and holds a first aid certificate), this member of staff also works with pupils who have Communication difficulties; one HLTA who delivers literacy intervention and one HLTA who delivers literacy intervention and supports EAL students. Heads of year support pupils through behaviour interventions. We work with the Sensory Needs team and have access to a qualified teacher for the deaf, who monitors pupils with HI difficulties. In addition to this we have access to specialist staff for pupils with visual impairments, who work with pupils in school. We access outreach support from Spring Lane School. Advice and support are also received from Early Break, Additional Needs Team, Educational Psychologist, CYPIC team, social services and the school nurse. We also receive support and advice from Elms Bank (Specialist School). School are now accessing Place2Be, this is a service that supports positive mental health and runs a counselling service in school. School have a project manager from Place2Be in school for 2 days a week, who co-ordinates the support for pupils in school. The project manager works closely with the pastoral and learning support departments to identify pupil that would benefit from support or counselling. Pupils can also self- refer into this service. This is part of our on-going work towards being a mentally healthy school and to promote positive mental health and wellbeing. Support can also be accessed by staff and can be offered to parents/ carers.

We have regular access to specialist SEN training delivered by Bury Additional Needs Team. All staff are involved in relevant training, as appropriate for their roles in school, staff training sessions are delivered internally in school and through the local authority.

How will the emotional and social development of pupils with SEN be supported and improved?
  • What support will there be for a pupil’s overall wellbeing?
  • What is the pastoral, medical and social support available in the school for a pupil with SEND?
  • How does the school manage the administration of medicines and provide personal care?
  • What support is there for behaviour, avoiding exclusions and increasing attendance?
  • How will a pupil be able to contribute his/her views? How will school support a pupil to do this?

There is a comprehensive pastoral system in place at Philips High School, which includes all pupils. Pupils are placed into mixed ability forms and will have a form tutor, who is overseen by the head of year and by a member of SLT. The Form tutor is the pupils first point of contact for parents and carers.  There are weekly form tutor meetings so that form tutors have regular updates about pupils in their forms. Through the curriculum, aspects of PSHE, Lifeskills, Relationships, British Values and Citizenship are covered for all pupils.  There are two HoYs – Non teaching/Teaching. We now have the additional support of the Place2Be service which will be based in school and which will work alongside our current school support systems.

Vulnerable pupils have access to a choice of places at break and lunch time, where they can develop their social skills in a safe and supportive environment. There is a ‘super sevens’ group at break time for year 7 pupils, a quiet room supervised by an SSA at lunch time, there is a homework club run at lunch time in an ICT room and a library, run by a librarian, which is open at break, lunchtime and after school Monday-Thursday.

Pupils with behavioural difficulties receive support via a staged behavioural improvement process, this is in line with the Local Authority Tier system, through with the school are able to gain additional advice and support if required. Heads of year support pupils with social skills and implement interventions in order to support pupils in improving their behaviour. Pupils who are at risk of exclusion receive additional support in school, from the Inclusion Support Team, outside agencies and Alternative Provision placements may be considered if this is seen as an appropriate strategy. Re-integration meetings are held with both pupil and parents/carers following an exclusion so that further intervention strategies can be discussed. There is a panel of governors who meet regularly in order to discuss behavioural or attendance issues with pupils and parents/carers.

Philips High School has a clear rewards and sanctions policy that sets out how pupils are expected to behave in school, with consequences for negative actions. There is an achievements assembly which is undertaken termly, success and progress are celebrated at these assemblies. Rewards assemblies occur at the start of each term and celebrate the successes of pupils from the previous term. Rewards trips are also planned for pupils who follow the school’s expectations. Attendance assemblies highlight and celebrate achievements regarding attendance. Pupils who have 100% attendance in a half term receive opportunity to have a non-uniform day.

Philips High School has a strict medicines policy. If a pupil has a long term medical condition which means that medication needs to be kept in school, then this will be sanctioned providing the medicines are prescribed and contained in a box with the prescription on it (see medicines policy) and we have written permission from a parent/carer. Staff will only use emergency medication if they have been fully trained. Pupils who have medicines prescribed four times a day may also keep their medicines in school following the rules outlined above. Care plans are written following advice from parents/carers, the LA’s advisory teacher and medical professionals. These care plans are adapted for use during school trips following meetings with parents/carers. The school keeps a medical conditions list so that staff can be made aware of a pupil’s medical condition. Reasonable adjustments are made in school and on school trips for pupils with medical conditions and physical disabilities. Some statemented/EHCP pupils with a physical difficulty follow physiotherapy programmes. The school operates a PEEP (personal emergency evacuation plan) policy for all SEN pupils who would be at risk in an emergency. Parents/carers and pupils are made aware of this plan. Pupils carry this with them in school.

Pupils’ views are sought regularly through pupil voice, this allows pupils to feed back on the support they have received and how it could be improved in the future. Additional opportunities are obviously available through annual reviews, parents’ evenings and assertive mentoring interviews.

What additional learning support will be available to pupils with SEN?
  • How is a decision made about what type and how much support a pupil will receive?
  • Describe the decision making process.
  • Who else will be involved?
  • How will parents/carers be involved?
  • How does the school judge whether the support has had an impact?

The type of support a pupil receives depends upon the type and extent of support they need and the availability of the support. Pupils with an EHCP receive access to their allocated number of hours and type of support set out in their plan, many receive more than this. All support allocation is provision mapped and costed.

Support is also given dependent upon the need which is established through diagnostic testing, staff or parental referral, a change in behaviour or through a drop in attainment. The wide variety of support strategies and outside agencies that can be accessed have been set out already in this document. Decisions will be made by the SENCO and/or the SENCO manager in liaison with the relevant staff or agencies. Parents/carers are kept informed of targets and the progress their child is making. Parental feedback on any support given is sought to judge the impact the intervention has had. The views of the parents/carers are welcomed.

All support programmes are reviewed and the impact they have had on a student’s progress is ascertained. All programmes are assessed on narrowing the gap in attainment for the individual pupil, ensuring that they begin to make expected progress. If this is not the case an alternative route is looked for unless the programme is working but needs more time to allow this type of progress to be made. If the support is for a behavioural issue, success criteria will be based around a reduction of negative incidents that impact on the progress of the pupil, along with a reduction of concerns noted by teachers on the termly PPR. With academic interventions, the key focus is if a programme has led to a pupil making at least expected progress following the programme or that their academic gap is beginning to narrow. Some pupils with physical/medical difficulties will be supported in practical subjects if required, some follow physiotherapy programmes and differentiated programmes in PE. Pupils with ASD and Social Communication Difficulties also receive mentoring input from a HLTA. The school provides mentoring input for some pupils with SEN.

How will the progress of children and young people with special educational needs be assessed and reviewed? How will those pupils and their parents take part in any assessment or review?
  • In addition to normal reporting arrangements what opportunities will there be for parents to discuss progress with school staff?
  • How does the school know how well a child is doing?
  • How will parents know what progress their child should be making?
  • What opportunities will there be for regular parental contact about things that have happened in school?
  • How will school explain to parents how their child’s learning is planned and how a parent/carer can support learning outside of school? How and when will a parent be involved in planning for their child’s education?

School holds parents evenings for pupils in all year groups and produces an individual report from subject and form teachers annually. Also, all pupils receive a termly Pupil Progress Review (PPR) which informs parents/carers of progress made and concerns noted. In year 11 pupils are closely monitored in order to check on progress with regard to academic qualifications, additional intervention is planned following the publication of the data. When pupils receive their PPR they can discuss their progress and targets this with their Form Tutor, Head of Year and subject teachers. In addition to this, SEN pupils have targets set, which are reviewed half yearly – as per an Assess-Plan-Do-Review cycle.

A copy of the targets and/or SEN reviews can be sent to parents/carers. Parents/carers may be invited to some of the reviews and can request a review of their child’s educational provision and targets at any time. All pupils with and EHCP have an annual review to which the parents/carers are invited. At this annual review the child’s progress towards targets is discussed along with any issues which may be impacting on the child’s ability to learn. Future provision and strategies are also discussed at these meetings. Interim review meetings are held following transition with year 7 pupils in order to assess the correct level of provision and to discuss any issues that may have arisen. Interim reviews will be called if there is a concern with any pupil with SEN’s progress or attitude to learning. Parents/carers of pupils with SEN can request additional information or request meetings in school to discuss their child’s progress if they have concerns.

Pupils with SEN are monitored whilst undertaking programmes of intervention. They are also monitored termly following the publication of internal school data. The HLTAs and SpLD teacher also undertake regular testing of pupil progress throughout the year and alert the SENCO  and parents/carers if there are any concerns. For certain pupils, for example those with severe behavioural difficulties or severe medical conditions, need regular contact with parents/carers, particularly when incidents occur. This contact could be with the heads of year, individual teachers, the SENCO/assistant SENCO, the HLTAs. This contact may occur via the email system or by phone or text system.

School support given to pupils is explained to parents/carers at parents/carers’ information evenings. These evenings are held on transition when pupils start year 7 and when they start year 10. Support processes and interventions are outlined to parents/carers. SLT parents/carers’ evenings are held with pupils who are not making progress in year 10 and 11. Information about SEN support in school is also available on the school website.

How will the effectiveness of the school’s SEN provision be assessed and evaluated? How will children and their parents/carers take part in any assessments or review?
How does the school know how effective its arrangements for pupils with SEN is?

All pupils are monitored through the pupil progress review system (PPR) which occurs termly.  At KS4 staff input predicted grades. Following the publication of this data the SEN pupils will be assessed and evaluated. If adequate progress is not being made then interventions are put in place, by departments. Interventions undertaken are regularly monitored with feedback given to both pupils and parents/carers. The school’s SEN provision is regularly reviewed and evaluated following whole school data and tracked using SISRA which refers to SEN as a pupil group. The impact of interventions are assessed and evaluated and the results inform school which SEN provisions are effective.

Pupils and parents/carers take part in reviews and annual reviews of their child’s educational plan. In addition to this, the views of parents are sought via parent voice following information and parents/carers’ evenings. Also, the views of parents/carers of SEN pupils are sought when the disability access plan and scheme are reviewed; these views are used in order to inform future planning. Provisions are audited with regard to impact and cost.

How can pupils with SEN access the school’s facilities?
  • How accessible is the school environment? Is the building fully wheelchair accessible?
  • Have there been improvements in the auditory and visual environment?
  • Are there accessible changing and toilet facilities?
  • How does the school communicate with parents whose first language is not English?
  • How will equipment and facilities to support pupils with SEN be secured?

The school has in place a disability access scheme and a disability access plan. This plan can be found on the school’s website and is reviewed every three years following consultation with all stakeholders (see plan). The school has adapted facilities to accommodate wheelchair users and pupils/parents/carers with physical difficulties. The curriculum has also been adapted, particularly in PE and practical subjects, to accommodate pupils with physical difficulties. There are accessible toilet, showering and changing facilities for pupils with physical difficulties. The school has been adapted in order to support a pupil with VI. Support with recording is given to pupils who experience difficulties with recording and reading. This support could be via ICT, we have a programme which is an e-reader for pupils with difficulties with reading and we encourage the learning of keyboard skills and computer access for pupils with difficulties with recording. Some pupils also receive scribes when required. Pupils are assessed for exam access arrangements. We have a HLTA in school who supports students with English as an additional language and for parents translators can be arranged for planned meetings, if school are informed that this is a requirement.

What activities are available for pupils with SEN in addition to the curriculum?
  • How will a pupil with SEND be included in activities outside the classroom, including school trips?
  • Will the pupil be able to access all of the activities of the school and how will school assist them to do so?
  • How will school involve parents in planning activities and trips?

Philips High School has a fully inclusive policy and pupils with any form of SEN are fully integrated in all aspects of school life. Pupils will be supported on a needs basis which may be one to one support with a teacher or SSA, specific programmes or teaching, small group work, lunch time support etc. Practical subjects, such as PE, use differentiated programmes for pupils with SEND.

Pupils requiring financial assistance are supported on educational trips and visits. We try to ensure that no pupil should be excluded for issues relating to SEN. Pupils have care plans which are adjusted for school trips.

Parents are invited in to discuss prospective trips and visits and their feedback is welcomed through individual contact and through parent voice.

  • How will the school prepare and support a pupil to join the school, transfer to a new school, or the next stage of education and life?
  • What preparation will there be for both the school and pupil before they join the school?
  • How will a pupil be prepared to move onto the next stage?
  • What information will be provided to their new school?

Philips High School has an extensive transition programme for pupils. We regularly have events and taster session with partner primary schools to familiarise pupils with the school site in years 5 and 6. The school holds an open evening and encourages visits during the school day for prospective pupils and parents.

Once students have been accepted at Philips, the transition visits to primary schools start. The heads of year follow a transition programme, working directly with the pupils who will attend from our larger feeder schools. Pupils with SEN will receive additional supported visits, with the support of parents/carers and outside agencies. The SENCO and head of year attend all SEN y6 annual reviews when invited and the head of year attends all other meetings such as TAF reviews. The SENCO/ SENCO manager and head of year meet with staff from the majority of feeder primary schools in order to discuss progress, SEN issues, attendance, behaviour information, medical issues or any other issue which may impact on the learning of the pupil. There is an evening meeting for parents/carers to attend prior to the induction day which is when pupils can experience a day in school. There are care plan meetings organised for parents/carers to attend in order to discuss any medical needs.

Year 7 pupils are provided with additional support on transition. Pupils with social skills difficulties are invited to attend the ‘super sevens’ group in order to make new friends. The first day in September for year 7 pupils is a further induction day. Pupils go to lunch early for the first week in order that they can experience the school canteen. Pupils are assessed on transition in order that intervention programmes can be put in place for those pupils who need them.

Pupils who start Philips after year 6 are assessed before they start and information from KS2 is used to ensure that in order to ensure pupils are set appropriately and any support that they may require. They receive additional pastoral support via the head of year and the form teacher. Philips staff contact the previous school in order to obtain up to date information and parents/carers are invited to attend transition meetings.

In year 9, SEN pupils have support when choosing their options for KS4. There is an options evening for all pupils and their parents so that they can gain information before making choices. There are also appointments arranged for them to speak to staff in school about their option choices after options evening. Pupils identified for the Thrive Pathway have a talk delivered by the SENCO on options evening so that pupils and parents understand what is offered as part of this Pathway.

Pupils in KS4 receive an extensive programme in order to make them ready to progress to post 16 provisions. Representatives from colleges are invited into school in order to speak to the pupils. Pupils also go on taster sessions to the local colleges. Talks are also arranged by local companies and employers, following the careers programme. Pupils are made aware of all of the different avenues they can follow after leaving Philips, including apprenticeships or job training. We have an independent careers advisor, who works in school and SEN pupils are provided with additional careers support, they will be invited to attend Annual Reviews. We also try to invite a representative from the potential college placement/ education provision to attend year 11 Annual reviews, in preparation for transition.

Who can parents/carers contact for further information?
  • Who would be the first point of contact if a parent/carer wanted to discuss something about a child?
  • Who else has a role in a child’s education?
  • Who can parents talk to if they are worried?
  • Who should a parent contact if they are considering their child joining the school?
  • Who is the SEN co-ordinator and how can they be contacted?

Philips High School has a robust and successful pastoral system. All pupils are in a form and have a form tutor; they are overseen by a head of year. If pupils have SEN, the SENCO or the SENCO manager can also be contacted. The Assistant Head teacher, care and guidance, is the point of contact for all issues regarding safeguarding and also the point of contact for looked after children (CYPIC). In addition to this, two members of SLT are deputy safeguarding leads.

There are many members of staff who will also impact on a child’s education at Philips, including; form tutors, subject teachers, heads of departments, heads of year, the attendance officer and other staff. Parents/carers can contact any member of staff to discuss any concerns or issues they have. The school office will be able to help and parent/carer with their enquiries and get them the relevant support or contact they require.

If a parent/carer is considering joining the school they should contact Mrs Wiggins, the head teacher’s secretary, in order to arrange a visit to the school and an appointment with the head teacher. Other school staff may be invited to this meeting. Staff can be contacted via the school office and the school’s email system.

Application for an EHCP

School will follow the instructions from the SEND code of practice. School will apply for an EHCP following the process outlined by the Bury SEN team – see the documents – EHCP process quick guide and EHCP process a guide for parents, which are on the school website.

How the Governing Body involves other bodies in meeting the needs of pupils and in supporting families.

The school will work with any outside body for the benefit of our pupils with SEN. The bodies/support services used more often are:

Special Educational Needs & Assessment (SEN) Team
3 Knowsley Place
Duke Street
Bury BL9 0EJ
0161 253 6472

SEN Teaching Teams (Additional Needs Teams)
Cognition & Learning Team
Communications Difficulties Team
3 Knowsley Place
Duke Street
Bury BL9 0EJ
0161 253 7317
0161 253 7246

Sensory Support Teams (Hearing and Vision)
Seedfield Site
Parkinson Street
Bury BL9 6NY
0161 253 7159

Educational Psychology Service
3 Knowsley Place
Duke Street
Bury BL9 0EJ
0161 253 6412

Physiotherapy/ Occupational Therapy
Fairfield General Hospital
Rochdale Old Road
0161 624 0420

Healthy Young Minds
Child & Family Service
Fairfield General Hospital
Rochdale Old Road
0161 716 1112/1100

Bury School Nursing Service
Arundel House
Hollinsbrook Park
Little 66
0161 762 3291

Spring Lane School (Inclusion support)
Spring Lane school
Spring Lane
M26 2SZ
0161 724 2900


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