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Sept 2017

Aim

Every child has the right to learn in a nurturing environment with plenty of opportunity to succeed in their learning and overall well-being. “Those with special educational needs make good progress because of effective teaching and well-planned individual and small group support they receive” (Woodlands Primary School OFSTED March 2014). Our pupils are encouraged to achieve individual outcomes both educationally and socially in order for them to succeed in their personal life and within the wider community.


Principles

  • A person centred approach- At Woodlands Primary School we know this will look different for each child and many strategies and adaptations might be employed for each child to be successful in order to maximise their progress. Staff continue adapt teaching to respond to the strengths and needs of all pupils through appropriate differentiation within an inclusive setting.
  • A Plan Do Review approach – teachers plan for individual children alongside group planning, deliver in an inclusion friendly environment, and set new targets in response to learning
  • Parents are the foremost educators of their children and must be involved at every level.

Context and Identifying needs

  • Every child will be offered Quality First teaching involving inclusion friendly lessons. Differentiated curricular targets are set in each class for ability groups and at a more individual level for certain pupils. Quality first teaching means making reasonable adjustments to classroom practice for any pupil and will include good scaffolds for children with specific or less specific need e.g visual timetables, seating arrangements, classroom acoustics, overlays for reading to name just a few.
  • After a child has been given time to settle in a class if they are not making sufficient progress or there is an on-going concern regarding their behaviour or a sudden change in their emotional well-being the class teacher and SENCO/INCO will meet to discuss their needs with the parents and look at what support they can be offered as well as taking into account the pupil voice and their perception of their learning and behaviour. It is at this point a decision will be made as to whether the child has SEN/D need or whether there could be another reason for their under-achievement or whether more information needs to be collated. Identification to access support at SEN support plan and My plan levels will be done through using the GRSS document Wiltshire Graduated Response to SEND support (which replaces the WIPD document) and other relevant publications and recommended checklists. Our school will then offer the most relevant intervention or support to help that child increase their potential in either/both their learning/behaviour.

Wave 2....SEN support....Additional classroom strategies or interventions that are on offer include..

Provision mapped intervention

Provision for medical needs/allergies/impairments....in liason with the school Doctor Mrs Van Drop, the school nurse Tiff Ferris and other medical staff....e.g.recent seizure training has been given in relation to 2 children as well as updated diabetes training....Visual impairment has also visited 1 of our pupils and offered various strategies for us to use.

Access strategies including templates frames and ICT programmes including voice recognition.

TA support covering intervention such as ECAT/BLAST/Talk boost/Boosting reading @Primary/Every child a writer/Numicon/ELSA/Time to talk/SPARK/Bi-lingual support..


Wave 3.....SEN support...Non-statutory Support plans/Statutory My Plans intervention offered include..

TA support to carry out Speech and Language programmes/pre-teaching vocabulary/individual visual timetables/Narrative therapy/WESFORD/AcceleRead & Write/Nessy/Switch on Reading/ASD toolkit/social stories/Numbers Count tuition/Toe by Toe/Success for Arithmetic/RELATE/ELSA/Theraputic story-telling and other specific programmes recommended by out side agencies.

As a school we are always looking out for high impact intervention to meet the needs of our pupils and will train teachers and TAs as required to support both exsiting and new pupils who may arrive with a SEN/D requirement.

Outside agencies may include Speech therapy, Specialist SEN services (SEN support for Learning, Behaviour, Educational psychologist, PCAHMS (Primary Child and Mental Health Service), Occupational therapy, child paediatricians from hospitals.

Some families will also be supported by the FLP (Family link partner) Julie Pudrowski who runs and attends SEN/D workshops with parents.

Our school is currently taking part in an exciting TA pilot scheme looking at maximising their effectiveness in working with children and taking on the role of scaffolders, supporting independence and a child's learning.


Parents contributions include attending meetings and working in partnership with the school to help their child.

Parents will be invited 3 times a year to discuss progress in relation to their child`s outcomes and to discuss and up-date their My support/My plan with relevant staff and the pupil. Parents are welcome any time to discuss their child`s needs through our Open door policy outside of the time-tabled meetings.


At Woodlands Primary School we currently have 221 children on role and out of that figure 30 children are on the SEN list The majority are at SEN support level and 3 of the pupils have Statements of SEN need. We have developed 1-Page Profiles for all of these pupils with input from the child as well as parents and professionals. The main types of need that we are catering for at the moment include Speech and language, general and global developmental delay, ADHD, ASD and emotional and social needs.

Other lower-achieving pupils are supported through Pupil Premium funds and have access to catch up learning activities to address the gaps in their learning. All children are accommodated for according to their level of need and we will continue to meet the needs of new children who join us. The school Provision Map shows support offered and by who in more detail as well as individual class provision maps.

We ensure children have a smooth transition from Key stages and we have effective communication with feeding pre-schools and Secondary schools and relevant staff from these establishments are always invited to key meetings related to specific children and their needs on entry to our school or their Secondary school.


Who to contact...

Your class teacher is the first point of contact as well as Mrs Stopps the SENCO/INCO (Deputy Head) and Mr Kitley (Headteacher) and Mrs Crook the SEN/D Governor. Regular meetings are held where you can discuss your child and aspects such as support and progress as well as the open-door policy where you are welcome to discuss your child on a daily basis or through a Home-School contact book.

If you are a prospective new parent then please feel free to arrange a visit and meet the staff at our school.


Working with Wiltshire County Council

The Wiltshire County Local Offer is now in place with guidance for all agencies and for parents/carers

http://www.wiltshirelocaloffer.org.uk


Evaluation

Our SEND information report will be updated annually and sometimes more often and more information can be found on in our SEND school policy.