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Millstead Special Needs Primary School

Staff at Millstead School have a wealth of experience and expertise in teaching children aged 2-11 years who have profound and multiple learning difficulties, severe learning difficulties and complex autism

Who to contact

0151 207 4656

Where to go

Millstead Special School
Iliad Street
L5 3LU

Local Offer

Local Offer Description

Outreach Services for Children and Young People with Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD). 

From 1st September 2018, for academic year 2018-19, Liverpool City Council has commissioned Millstead School, Princes School, Palmerston School and Redbridge High School to deliver citywide outreach services.  Services will provide support for maintained early years and maintained mainstream schools with children and young people on roll, aged 2-16 years, with at least 1 of the following diagnosed needs: 

  • Severe learning difficulties (SLD).
  • SLD and a diagnosis of autistic spectrum conditions and behaviour that challenges.
  • SLD and complex physical health needs.
  • Profound and multiple learning difficulties (PMLD).

For further information click here

Local Offer Age Bands
Primary (4-10 years)
Needs Level
SEN Provision Type

Schools Extended Local Offer Response

 How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

You will be invited to attend a transition meeting before your child begins at our school along with the relevant professionals who are currently, and will be, supporting your child. This meeting will allow everyone present to discuss the individual needs of your child to ensure that their transition into school is as successful as possible.

Within the first term of your child joining our school, you will be invited to a transition review meeting to discuss how well our child has settled into school and to identify any additional support that your child or your family may need. Other professionals will be invited to this meeting, and individual targets will be set. These targets will be reviewed mid-year.

Your child’s statement/EHC plan will be reviewed annually and you will be invited in to discuss provision and progress towards targets. Invites will also be sent to other professionals supporting your child for their contributions to the review.

Copies of notes and agreed actions from all meetings attended will be made available to you.

 How will early years setting/school/college staff support my child/young person?

Every class in the school is managed by a qualified teacher. The teacher will work alongside other professionals to plan any individual programmes focusing on specific learning, development, sensory, social or physical needs.

The school employs a high number of learning support assistants who assist in the implementation of these plans. Learning support assistant take on additional training to be able to implement any necessary medical or physical interventions necessary during the school day.

The role of school staff and other professionals involved in your child’s education will be clearly explained during transition and at regular intervals during the school year.

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

Currently, Millstead offer three different curriculum approaches for children with profound and multiple learning difficulties, profound autism and severe learning difficulties.

Each curriculum approach employs recognised specialist teaching and learning strategies to ensure that learning activities are accessible, appropriate and engaging. Teaching and learning activities are personalised to meet individual need following regular observations and assessments of learning and holistic development.

Targets set within Individual Education Plans are devised in collaboration with parents and other professionals to ensure that the most appropriate next steps for learning, teaching strategies and resources are identified and used. The target setting process will also highlight what activities can be done at home to ensure that there are extended learning opportunities in a range of environments with a consistent approach. Where possible, school will provide any necessary learning resources for use at home.

Class staff produce records of learning activities, learning journey books or workbooks, to demonstrate how each child is learning and evidence progress. These records are made available for parents to view during meetings or reviews.

Each child has a home-school link book to share information between home & school. Class teachers can always be available to answer telephone calls at the end of the school day if parents wish to speak about their child’s progress or the provision offered in school.

Pupil progress in the core subject areas is assessed each term. Teachers use a range of assessment tools to inform their decisions. End of year assessments and current assessment levels at the time of annual review are reported to parents using PIVATS – this system is explained to parents at meetings.

Staff plan a number of parent workshops and training sessions each year. These focus on a range of aspects requested or identified by parents throughout the year. Some sessions are delivered in collaboration with the other professionals working in the team around our school.

 How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Provision for all children is planned on an individual basis as part of multi-agency planning and review.

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

A medical team made up of a health care practitioner and health care assistants are based on site with us. This team administer medication, administer gastro feeds, facilitate routine health checks and respond to any health emergencies during the day. The community nursing team are regular visitors to school. They assess children’s health, prescribe medication as appropriate, liaise with parents and train school staff to develop their medical competencies. The community paediatricians hold review clinics on site so that parents and children don’t have to attend Alder Hey and miss valuable school days.

A physiotherapy team are also based on site throughout the week. The physiotherapists and physio assistants provide both direct therapy sessions and work with school staff who are facilitating the MOVE therapy programme.

All school staff are trained to provide appropriate personal care, to lift and move children using slings and hoists and to feed.

The school has a robust Positive Management of Pupil Behaviour Policy and embraces the ethos of the Crisis Prevention Institute. All staff are fully trained in re-direction, de-escalation and restraint techniques should the occasion arise when they need to be employed. The school has a lead professional for Positive Behaviour Management who supports staff across the school to develop positive management plans. These plans are discussed with parents and strategies are shared and agreed to ensure a consistency of approach. School staff also work closely with the Learning Disabilities Team based at Alder Hey to develop a range of strategies to support the management of behaviour at home and in school.



 What specialist services and expertise are available at or accessed by the setting/school/college

There is a very large team around our school made up of professionals from a range of services with whom we have an excellent relationship. School currently receives support from: sensory impairment team, community physiotherapy and occupational therapy team, speech and language therapy, music therapy, community nursing team, community dental team, community paediatricians, Learning Disabilities Team, Disabled Children’s Team and Moving & Handling Team. Wheelchair services and Alder Hey Orthotics team are also regular visitors to school.

As part of our provision map for pupils across our school, we are able to offer the following therapies and specialist teaching & learning strategies: hydro-therapy, rebound therapy, light therapy, MOVE therapy and TEACCH.



 What training are the staff supporting children and young people with SEND have had or are having?

There are a number of specialist teachers on our staff team who lead and manage a range of specialist provisions across the school. Some staff are trained trainers and provide regular and frequent training and refreshers to school staff. Some staff share their specialism and expertise across the Liverpool schools, and within the wider Merseyside collaboration of schools. Specialisms that our teachers have include: rebound therapy, MOVE therapy, CAAT (Communication through augmentative & assisted technologies), C.P.I, SCERTS, TEACCH and PECS.

There is a rolling programme of weekly CPD activities for all staff across the school which support curriculum developments. Examples include: ICT, i-pads & apps, observations & assessment, developing early reading & writing, intensive interaction, awareness of sensory processing disorders and sensology.

The governors of Millstead have a strong commitment to CPD, and teachers and support staff across the school access a wide range of training and development opportunities. Most staff across the school have access additional training to effectively meet the complex medical needs that a number of our pupils have, augmentative communication training to allow them to better support the large number of nonverbal children across the school and sensory impairment training to ensure that all teaching and learning activities are accessible to all.




 How will my child/young person be included in activities outside this classroom including school trips?

The school has a large fleet of school vehicles which includes mini-buses and people carriers. There is much emphasis placed on learning and gaining experiences in the local community and wider city.

Each week, classes are involved in learning beyond the classroom to support curriculum topics and to develop a range of independent, social, physical and communication skills.

Our physical development curriculum is enhanced by opportunities for children to go horse-riding, cycling, swimming, walking and using outdoor adventure playgrounds.

Class staff receive additional training to be able to administer medication off-site or to support gastrostomy feeds, ensuring that additional health needs do not prevent a child from inclusion in activities off-site. There is sufficient capacity within the school staffing structure to ensure that all educational visits are well staffed.




 How accessible is the setting/school/college enviroment

The school building in Prince Edwin Street from September 2014 is a purpose built provision. It is a single storey building with fully accessible facilities which include overhead tracking, fully adapted changing facilities and an internal trail rail to support pupils with a visual impairment.



 How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

Once a place has been secured at Millstead, a transition meeting will be scheduled. Parents/carers and all professionals supporting the child will be invited to share relevant information and draw up a transition plan. Transition plans are bespoke to the needs of individual children and can range from pre-start visits to initial part-time placement.

Millstead School has very strong links with all special schools in the city, especially the SLD secondary schools. Staff work closely with allocated secondary schools to ensure that transition plans and activities are effective and transitions are smooth.


 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The school receives additional funding for pupils whose needs are more complex than their peers to ensure that their school placement is successful and progress is made towards targets in all areas of development. Additional advice, guidance and support is also sourced from external agencies as necessary.



 Who can I contact for further information?

The Local Authority SEN Department can be contacted to discuss any questions or concerns about a child’s education or special educational needs.

Millstead has a very experienced and knowledgeable senior leadership team who can be contacted to answer questions or sign post to other services.

Journey Planner

Address: Iliad Street  Everton  Liverpool  Merseyside

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