How We Support SEND
Woodland Primary School prides itself in being very 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. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- 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.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Types of SEND
At Woodland Primary School, we have experience of supporting children and young people with a wide range of need including:
- Autistic Spectrum
- Global Delay
- Social Emotional and Mental Health
- Speech and Language and Communication Needs
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
A special educational need can be a number of different things. For example, your child may be having problems with reading, maths or behaviour, and school can help by putting in extra support and by working in partnership with yourself. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.
Types of special educational needs can include:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Speech and Language Difficulties
- Behavioural Difficulties
- Dyslexia (difficulties with reading, writing and spelling)
- Dyspraxia (problems with motor skills, organisation)
- Dyscalculia (difficulties with number work)
- ADD/ADHD (Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder)
- Downs Syndrome
- Cerebral Palsy
- Other Physical/Medical Needs
Children learn and develop in different ways. Teachers recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. This is called Quality First Teaching and is something schools must provide for all children. However, many children, at some time in their school life, need extra help.
Because of this, schools must:
- Talk to parents/carers if they think their child has a special educational need and let them know what special help the school is giving
- Appoint a member of staff as the Special Educational Needs Co-ordinator (SENCO)
- Have a written Special Educational Needs policy – a copy should be made available for parents
- Take account of the Special Educational Needs (SEN) Code of Practice. This is advice given to schools by the government which outlines what schools should do to support pupils with SEN and gives recommendations for good practice
We use the graduated approach detailed in the new Special Educational Needs and Disability Code of Practice 2014 of “assess, plan, do, review.”
Examples of the type of support which may be provided may be as follows, but will depend on the nature of the child’s needs:
- Differentiation of work in class (and homework)
- Some additional small group support with a teacher or support staff
- Additional resources e.g. word banks, number squares, use of commercial schemes
- Teaching activities to be adapted to the preferred learning style of the child, e.g. a multisensory, practical approach or use of visual cues
- Use of ICT to support learning
- Individual behaviour systems/charts
- Adaptation of the Curriculum or classroom
- Interventions to support specific difficulties (i.e. dyslexia, dyspraxia)
- Use of Makaton/ communication aids to support communication skills at all levels
Teaching, Learning and the Curriculum
At Woodland Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
In class, each child’s teacher will be finding ways to support your child to access the curriculum and achieve their targets, such as:
- Changing the way activities are planned and delivered
- Matching activities to the ability/need of each child (differentiation)
- Adapting learning materials such as equipment and activities to suit each child’s needs
- Providing intervention in one to one or small groups as appropriate
At Woodland we treat each child as an individual and work with parents and carers to meet their particular needs. We have experience of working with families with looked after children with special needs and working with a number of outside agencies to provide any support required.
All children benefit in their emotional and social development through a number of programmes in school, including Circle Time, PHSCE Assemblies and Getting Along Groups. Where a child needs additional support we work with outside agencies to provide this.
We foster an inclusive ethos at Woodland School and all children are encouraged to engage with all the activities on offer. Where necessary the school carries out additional risk assessments and deploys staff to ensure that all children are able to access the full curriculum and extra-curricular activities.
In addition, all school staff receive specialist support and training when there is a need. As a team we continually support each other and share expertise to ensure our teaching styles can be adapted appropriately so that all children reach their full potential
For further information you can view the Teaching & Learning Policy in the School Policies section of our website.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Woodland Primary School, we follow a graduated support approach which is called “Assess, Plan,Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
There is a broad and balanced curriculum in each class. The curriculum and the learning environment are adapted or made accessible for pupils with SEN through the following approaches:
- Quality First Teaching which meets the needs of individuals within the class;
- Specific group work to address gaps in learning or provide additional scaffolding;
- Specialist group support from outside agencies: Speech and Language Therapy; Movement Programme, Emotional Wellbeing Service, Educational Psychologist, School Nurse, CAHMS and other agencies as required.
- Range of teaching and learning styles;
- An innovative and supportive curriculum;
- A broad range of extra-curricular activities;
- Differentiated materials.
Support for literacy:
- In class support
- Differentiated work
- Additional resources to support learning
- Programmes to narrow the gaps in learning such as: Lexia, Accelerated Reader
Support with numeracy:
- In class support
- Differentiated work
- Additional resources to support learning
- Programmes to narrow the gaps in learning – Mathletics
Support for children with significant learning difficulties:
Where there is an agreed need, and with the support of the parent carers, the Educational Psychologist and other agencies supporting the school, we would apply for and Education Health Care Plan to ensure additional provision for a child with significant learning difficulties.
Support for children with physical needs:
Woodland School is accessible for via ramps and has a disabled toilet. We have a range of adapted equipment to support children with particular physical needs and would work with parent carers and health agencies to make additional provision where needed.
Support for children with speech, language and communication needs:
Support is provided by Hartlepool and Cleveland NHS Trust.
Support for children with a hearing, visual or multi-sensory impairment:
We can discuss with you your child’s individual needs.
Support for children with social, emotional and mental health difficulties:
- Staff in school
- School Nurse
- Emotional Wellbeing Service
- Educational Psychologist
Support for children with medical needs:
Visit County Durham Families Website for further information.
Support for children with English as an Additional Language:
We can discuss with you your child’s individual needs.
Support for Looked after Children with SEND:
Clare Carr is our designated person for Looked After Children and Looked After Children with SEND. As well as the experience of staff in school, we work with a number of agencies to support children’s needs. We attend multi-agency meetings to share information and support children’s needs. We have experience of making additional arrangements for transition.
Young people with SEND have opportunities to discuss their needs and progress and their targets with members of staff in school. Through PHSCE, assemblies and Circle Time the children at Woodland are encouraged to value all members of the school community. Woodland School has an inclusive ethos and the family feel is often commented on.
Woodland School enables children and young people with disabilities to engage in activities and other educational provision including sports, arts, school visits and residentials and outdoor and adventurous activities. In consultation with children and parent carers, we will ensure that activities are adapted or supported so that all children are able to access them as fully as possible.
Woodland School assesses pupil progress through formative and summative assessment. The progress of all pupils is monitored through tracking and regular meetings and support is targeted to narrow gaps and the impact of provision is evaluated. Pupil progress is reported to parents and targets are shared.
Woodland School measures the progress of children with SEND in school using the descriptors relating to the new national curriculum. In addition there are statutory assessment points at the end of EYFS, Y1, KS1 and KS2, the results of which are reported to parents.
Woodland School evaluates the effectiveness of provision for pupils with SEND by monitoring progress, the impact of interventions and consulting with children and parents.
We aim to identify children who have any difficulties as soon as possible so that appropriate support can be given from an early age. Full use is made of information passed to the school when a child transfers from early education provision and we use assessments during the Foundation Stage to identify pupils and any difficulties they may have (observations on entry, Foundation Stage Profile, Speech and Language Link, teacher assessment/observation). Other methods used by teachers to identify pupils with SEN are as follows:
- Discussion with parent/carer to see if they have noticed anything/have any concerns
Ongoing teacher assessment and observation
- Progress against the Early Learning Goals in the Foundation Stage
- Progress against Literacy and Numeracy Objectives
- Performance against National Curriculum level descriptors
- Standardised screening or assessment tasks (eg NFER Reading Test, )
- Results from SATs (end of Years 2 and 6 and optional SATs tests in Years 3 to 5) and teacher assessment in Year 1.
If it seems that your child may have special educational needs, your child’s class teacher or the Special Needs Co-ordinator (SENCO) will assess:
- What your child is good at and what they need help with
- What your child would benefit from learning
- How best to help your child learn
Once provision is identified, time is allocated to individuals or groups to best suit their learning style, ability and need. This is monitored and can be changed once the impact is assessed.
Monitoring and Tracking of children with SEND is through the same methods as identification. Assessment is ongoing, although more formal once each term. Identified needs are evaluated and discussed in light of assessment results and through staff discussion.
Staffing and any Specialist Qualifications/Expertise
- SENCO – Clare Carr
- Mrs Keenan – Movement Programme
- All staff receive regular training and updates on SEND
Both teaching and support staff are involved in regular training to support the work they do with children with SEND. This includes having sound knowledge of, for example, dealing with communication difficulties, children on the autistic spectrum and dyslexia.
Support staff have further specialised training for both these and other areas of need within our school. Specific training to deliver interventions has included:
- Indicative Provision Guidance (identifying level of need)
- Introduction to Speech, Language & Communication (SALT)
- Working with children’s Speech & Language difficulties
- SALT – Classroom Strategies
- Supporting children ADHD
- Supporting children with ASD
- Relax Kids
- ICT: Communicate in Print (using symbols)
- Team Teach
- De-escalation strategies
- Toe by Toe
- Socially Speaking
- Ginger Bear Group
- Fine motor skills intervention training
- Dyspraxia support intervention
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.