Blackmoor Park Infant School
and Kindergarten
Part of The Three Saints Academy Trust
SEND and Inclusion
- Including Equality Objectives
All governing bodies of maintained schools, maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietors policy for children with SEND (Special Educational Needs and Disability). This published information is updated annually.
At Blackmoor Park Infant School and Kindergarten we value and are committed to working together with all members of our school community. Our local offer has been produced with children, parents and carers, members of school committee and members of the school’s staff. We welcome your feedback and future involvement in the review of our offer, so please feel free to contact us.
The people to contact this year are:
Mrs D Parker: SENDCo
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Mr E Naylor: Headteacher
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Ms V Abraham: Chair of School Committee
SEND Documents and Links
Liverpool City Council: The Local Offer
Liverpool's local offer provides information for children and young people up to the age of 25 with special educational needs and disabilities (SEND) their parents or carers - all in one place.Knowing what is out there gives you more choice and control over what support is right for you or your child.
On the local offer website you can:
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Search for services from a range of local agencies including education, health and social care.
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Find out more about SEND reforms and keep up to date with the scope of the local offer as it develops and grows.
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View a range of SEND documents and reports.
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Click on the logo below to visit the website
Equality Objectives 2026-27
School and Local Context
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Blackmoor Park Infant School and Kindergarten serves children aged 0–7 within the West Derby area of Liverpool. The school recognises that equality cannot be considered solely in relation to the protected characteristics set out within the Equality Act 2010; our approach must also take account of the socio-economic circumstances, vulnerabilities and barriers experienced by the children and families we serve.
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The school postcode, L12 9EY, is located within an area ranked 16,852 out of 33,755 Lower-layer Super Output Areas nationally in the Index of Multiple Deprivation 2025 (decile 5). Within individual domains, however, levels of vulnerability are more pronounced, including health deprivation and disability (decile 3) and employment deprivation (decile 4).
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Of particular relevance to an infant and early years setting is the Income Deprivation Affecting Children Index (IDACI). The immediate area is identified within IDACI decile 4, demonstrating that income deprivation affecting children remains an important consideration when planning provision, removing barriers and allocating resources. IDACI specifically measures the proportion of children aged 0–15 living in income-deprived families.
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The wider Liverpool context also demonstrates significant socio-economic challenge. Liverpool is ranked amongst the most deprived local authorities nationally, with particularly significant levels of health and employment deprivation. In 2025, 34.2% of children under 16 in Liverpool were estimated to live in relative poverty after housing costs, compared with 26.0% nationally.
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Consequently, our equality work is deliberately linked to our wider school priorities for disadvantaged and vulnerable pupils, SEND, attendance, early identification, family engagement and high-quality adaptive teaching. We recognise that disadvantage can intersect with SEND, disability, ethnicity, language, family circumstances, attendance and other vulnerabilities and that these factors can create additional barriers to participation and achievement.
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For 2026–27, we will therefore pay particular attention to the experiences and outcomes of pupils eligible for Pupil Premium, pupils with SEND, pupils with disabilities, pupils experiencing persistent absence, children known to safeguarding or family support services, children with English as an additional language, children from minority ethnic groups, looked-after and previously looked-after children, and children whose family circumstances may create additional barriers to accessing education and wider opportunities.
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Our approach is not to lower expectations for children experiencing disadvantage or vulnerability. Instead, we seek to identify and remove barriers as early as possible so that every child can access an ambitious curriculum, participate fully in school life and achieve well from their individual starting points.
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How have our Equality Objectives been chosen?
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Our Equality Objectives have been identified through analysis of the needs of the children and families served by Blackmoor Park Infant School & Kindergarten. This includes analysis of attainment and progress, attendance and persistent absence, SEND and Pupil Premium information, safeguarding and pastoral information, participation in the wider life of the school, pupil and parent voice, learning walks, book scrutiny and external information including ASP and IDSR.
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We have also considered the socio-economic context of the community we serve, including the English Indices of Deprivation and the Income Deprivation Affecting Children Index (IDACI). This is important because disadvantage does not exist in isolation and can intersect with disability, SEND, ethnicity, attendance, family circumstances and other vulnerabilities.
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Our objectives are therefore deliberately linked to our wider school improvement priorities and our commitment to ensuring that every child, regardless of background, characteristic or circumstance, is able to participate fully, access an ambitious curriculum and achieve well.