All Bolton Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.

The LA Local Offer

• Following the publication of The Children and Families Act in 2014, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and Disability (SEND) aged 0-25. This is the ‘Local Offer’.
• The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.

Please click HERE to view the LA Local Offer

The Special Educational Needs and Disability (SEND) Code of Practice: for 0 to 25 years (Statutory guidance for organisations who work with and support children and young people with SEN), is the document which gives guidance on increasing options and improving provision for children and young people with Special Educational Needs.

Click HERE to view SEND Policy and SEND Information Report. 

We work closely with Bolton Information and Advisory Service who offer guidance and support or families. More information can be found on their website by clicking HERE.

The Haven is our specialist SEND Unit designed to support children with severe and complex additional needs within a nurturing, inclusive school community. It is a calm, safe, and purposeful environment where every child is known, valued, and supported to achieve their full potential.

As a school, inclusion is at the heart of everything we do. We are committed to providing the very best education for all pupils, ensuring that every child feels a sense of belonging and is able to thrive both academically and socially.

Our Philosophy

We believe that all children, including those identified as having special educational needs and disabilities, have a common entitlement to:

• A broad and balanced curriculum
• High-quality teaching and learning experiences
• Meaningful social interactions and relationships
• An environment where they feel safe, respected, and valued

The Haven enables pupils to access learning in a way that is appropriate, personalised, and ambitious, while remaining fully part of the wider school community wherever possible.

High-Quality, Individualised Support

Children in The Haven benefit from:

• Highly skilled and caring staff with expertise in SEND
• Individualised learning programmes tailored to each child’s needs
• A strong focus on communication, independence, and emotional wellbeing
• A structured yet flexible approach that supports engagement and progress
• Opportunities for inclusion with mainstream peers, supporting shared experiences and friendships

A Community Where All Children Flourish

We equally value every pupil in our school and actively work to eliminate prejudice and discrimination. Through inclusive practice, positive relationships, and high expectations, we aim to create an environment where all children can flourish.

The Haven reflects our unwavering commitment to inclusion, excellence, and care — ensuring that every child receives the education, support, and opportunities they deserve

The Local Authority SEND (Special Educational Needs) team are responsible for allocating places to our SEND Unit. All the pupils have an Education Health and Care Plan. Unfortunately, children who attend Lever Edge Primary Academy do not have priority over other children in the Bolton borough in gaining a place in the provision. All places are allocated by the SEND Panel.

Therefore, admission to Lever Edge Primary Academy via the LA mainstream admission route will NOT result in admission to The Haven provision.

The Thrive Hive is a dedicated specialist learning environment designed to support pupils with special educational needs in developing the early foundations of communication, interaction, and engagement in learning. This provision forms part of the school’s graduated approach to SEND support and contributes to removing barriers to learning.

In line with the school’s commitment to inclusion, equality, and high expectations for all pupils, the Thrive Hive ensures that pupils are able to access a high-quality, purposeful curriculum that is appropriately adapted to meet individual needs while remaining ambitious and meaningful.

The environment has been carefully designed to promote calm, focus, and sustained engagement, particularly for pupils who benefit from a structured, low-arousal setting. Key features include:

• A low-arousal, uncluttered space to support attention and regulation
• Clear visual structure and consistent routines to support understanding and predictability
• Carefully selected resources that promote motivation, curiosity, and positive engagement

Use of the Thrive Hive is planned and monitored by staff in response to individual pupil needs and is informed by assessment and professional guidance. This ensures that provision is targeted, consistent, and effective.

This specialist environment reflects the school’s commitment to inclusive practice by reducing barriers to learning and supporting pupils to make progress academically, socially, and emotionally, enabling all pupils to flourish within a safe and supportive school community.

The school provides access to a Sensory Room within the mainstream setting to support pupils with identified sensory and regulation needs. This well-equipped, purpose-designed environment forms part of the school’s graduated approach to SEND support and contributes to removing barriers to learning.

In line with the school’s commitment to inclusion, equality, and high expectations for all pupils, the Sensory Room supports children’s sensory and emotional regulation, enabling them to access a broad and balanced curriculum and participate fully in school life.

Pupils who experience sensory processing difficulties may require additional support to maintain attention, manage behaviour, and regulate emotions. The Sensory Room provides targeted and structured opportunities to support these needs, including:

• Individualised sensory activities informed by pupil needs and professional advice
• Planned sensory breaks integrated into the school day where appropriate
• Support for the development of self-regulation, focus, and emotional control

Use of the Sensory Room is carefully planned and monitored by staff as part of individual support plans, ensuring that provision is purposeful, consistent, and effective.

The Sensory Room plays a key role in promoting inclusion within mainstream classrooms by:

• Supporting successful transitions between lessons and activities
• Reducing barriers that may otherwise prevent engagement in learning
• Enabling pupils to return to class calm, regulated, and ready to learn

This provision reflects the school’s commitment to ensuring that all pupils feel safe, supported, and valued, and that reasonable adjustments are made to meet individual needs. By proactively addressing sensory needs, the school supports pupils to make progress academically, socially, and emotionally

The Discovery Den is a purposefully resourced learning environment designed to support pupils with special educational needs in Key Stage 2, with a particular focus on developing independence and essential life skills. This provision forms part of the school’s graduated approach to SEND support and contributes to removing barriers to learning.

In line with the school’s commitment to inclusion, equality, and high expectations for all pupils, the Discovery Den enables pupils to access a high-quality, adapted curriculum that supports academic learning alongside the development of practical, social, and functional skills.

The environment has been carefully designed to support structured learning, independence, and real-life application. Key features include:

• A practical, well-resourced space to support life skills development
• Structured routines and visual supports to promote understanding and independence
• Resources designed to support communication, problem-solving, and social interaction

Learning opportunities within the Discovery Den focus on developing key life skills appropriate to pupils’ individual needs and stage of development, including:

• Independence and self-help skills
• Communication and social interaction
• Organisation, responsibility, and problem-solving

Provision within the Discovery Den is planned, monitored, and reviewed by staff as part of individual support plans, ensuring that learning is purposeful, progressive, and effective.

This provision supports pupils to develop the skills and confidence needed to participate successfully in school life and prepares them for the next stage of their education. It reflects the school’s commitment to inclusive practice, enabling pupils with SEND to make meaningful progress academically, socially, and emotionally within a supportive and aspirational learning environment.

The school provides a Sensory Pathway as part of its graduated approach to supporting pupils with special educational needs and disabilities. This structured sensory resource supports pupils who require movement and sensory input to aid regulation, focus, and readiness for learning.

In line with the school’s commitment to inclusion, equality, and high expectations for all pupils, the Sensory Pathway helps to remove barriers to learning by supporting pupils’ sensory and physical needs, enabling them to access a broad and balanced curriculum.

The Sensory Pathway is designed to provide purposeful sensory and movement opportunities, which may include activities that support:

• Balance, coordination, and body awareness
• Sensory regulation and emotional wellbeing
• Attention, concentration, and transitions between activities

Use of the Sensory Pathway is planned and supervised by staff and may be incorporated into individual support plans, sensory programmes, or planned movement breaks, as appropriate. This ensures that the provision is targeted, consistent, and effective.

The Sensory Pathway plays an important role in supporting pupils to remain included within mainstream learning by:

• Supporting smooth transitions around the school
• Reducing sensory overload and dysregulation
• Enabling pupils to return to learning calm, focused, and ready

This provision reflects the school’s commitment to inclusive practice, ensuring that reasonable adjustments are in place to meet individual needs and support pupils to make progress academically, socially, and emotionally.

Within the school and the SEND Unit, the Attention Autism Programme (Bucket Time) is used as part of the school’s graduated approach to supporting pupils with communication and interaction needs. This structured, evidence-based intervention supports the development of early attention, engagement, and communication skills, particularly for pupils who require additional support to access learning and social interaction.

The programme focuses on developing the foundational skills necessary for language, communication, and learning, including:

• Awareness of others and social presence
• Attention and listening skills
• Shared attention and joint engagement
• The ability to switch and sustain attention
• Turn taking and early social interaction

Delivery of the programme is carefully planned and led by trained staff, with sessions adapted to meet individual pupil needs. Progress is monitored and reviewed regularly to ensure the intervention remains effective and appropriately targeted.

The skills developed through Attention Autism support pupils to access a broad and balanced curriculum, improve engagement within both specialist and mainstream settings, and develop positive relationships with peers and adults.

This provision reflects the school’s commitment to inclusive practice, ensuring that pupils with SEND are supported to communicate, engage, and participate as fully as possible in school life. The programme supports the school’s belief that every child has the right to be understood and to succeed, academically, socially, and emotionally.