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Mendell Primary School

Aspire, Challenge, Achieve

House Points

House Points

  • Mcgregor
  • Beckham
  • Deeley
  • Bunton


  • Foundation 1
  • Foundation 2 100%
  • Year 1 97.5%
  • Year 2 99%
  • Year 3 91.98%
  • Year 4 99.58%
  • Year 5 91.43%
  • Year 6 97.98%


Last updated: July 2020

At Mendell Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.


We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
    Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school.
  • Mendell Primary School prides itself in being inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. All pupils have access to a curriculum that is ambitious, broad and balanced for all pupils. All pupils have access to all school activities.
  • To successfully match pupil ability to the curriculum we ensure the curriculum is  coherently planned and sequenced and  successfully adapted, designed and developed for pupils with special educational needs and/or disabilities.


In doing this we:

  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
    interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promote confidence, self worth and enthusiasm by encouraging independence at all age and ability levels.
  • Work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To regularly review the policy and practice in order to achieve best practice.

If a parent has a concern or complaint regarding Special Needs, they are encouraged in the first instance to meet with the class teacher and/or SENCo. If this matter is not resolved satisfactorily the Headteacher should be notified.


If the concern is not resolved, parents have the right to ask for an examination of the complaint by the Governing Board.


See the school's Complaints Policy (in the 'Policies' section) for more information.


Please see full information in our SEND Policy & SEND Information Report below. 

Useful SEND Resources 


Coloured Overlays for the Computer

Some people struggle with Irlens and find that coloured overlays reduce the viual stress. Using this programme creates the same effect. It has a whole range of colours which can be easily adjusted.


Children's yoga - relax and self regulate:


Social story about the Coronavirus:


Caleidoscope CIC is not for profit community organisation supporting families with autistic children. They offer individual support, training for parents and professionals as well as inclusive classes for children such as Art and Lego.


The Sensory Shack  - Unit 16, Beechwood Drive, Beechwood, CH43 7ZU

This is an environment where vulnerable and disadvantaged children can bond with their caregivers through play, light, music and all other sensory experiences.





Letter from Vicky Ford, Parliamentary Under-Secretary of State for Children and Families