SEND Information Report (Revised September 2016)
Woden Primary School is an inclusive school. We ensure that pupils are included in all aspects of learning and school life throughout our school.
From time to time some children require additional support to help meet their needs or improve their learning.
- We are a child and family centred school, so you will be involved in all decision making about your child.
- If either you or our staff thinks your child has a SEN, this may be because they are not making the same progress as other children. We will look into it, observe them and assess their understanding of what we are doing at school to find out what is causing the difficulty. Should we require further help we will contact our local support team.
- When we assess SEND we discuss it with you to determine whether your child’s understanding and behaviour are the same at school and home, we take this into account and work with you so that we are all helping your child in the same way to make progress.
Some children will require support for a longer period of time to ensure they can access the curriculum effectively and be included fully in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed of any additional support
Our School SEN Information Report describes the range of provision and support available to support identified children as and when appropriate. This Offer is subject to change depending on budgetary constraints and policy review.
|.Provision to facilitate/support access to the curriculum/independent learning:
- Small group support in class from teacher or TA
- Facilitating access to learning through the appropriate differentiation of tasks and activities
- Extensive use of visual support
- Provision of individual/visual timetables and checklists
- Provision of sand timers where appropriate
- Individual targets
- Scaffolding e.g. writing frames, story maps
- Additional resources if appropriate
|Access to a supportive environment – IT facilities/equipment/ resources (inc preparation):
- Extensive and consistent use of visual support both in and out of the class to support understanding and facilitate access to the school environment and learning
- Use of interactive whiteboards
- Regular access to computers, laptops and iPads
- Provision of resources to enhance independent learning including high frequency word lists, easy grip writing tools and multi-sensory resources.
- Supportive computer programmes
|Strategies to support/develop Numeracy:
- Targeted small group support in class
- Withdrawal of small groups or individual pupils for additional Numeracy support
- Use of support resources
- Provision of table top resources to ensure that learning is multi-sensory and practical
|Strategies to support/develop literacy including reading:
- Small group reading support in class through guided reading and individual reading
- RWI programme small groups and 1:1
- Reading support outside of class from volunteers
- Additional small group literacy support from Teaching assistants
- Differentiated and multi-sensory activities
- Handwriting programme
|Strategies to support/modify behaviour:
- Consistent school wide implementation of the school’s behaviour policy
- SEN registration of those pupils whose behaviour difficulties are persistent and constitute a barrier to learning. Provision will include close collaboration with parents/carers, home/school book to ensure daily communication if required between home and school, daily behaviour oversight by school staff
- Wide range of pastoral support to support children’s behaviour in and beyond the classroom including Child and Family Leader, Pastoral Leader.
- Where a pupil’s behaviour deteriorates because of inadequate response to the above provision a referral will be made to one or more of the following agencies: Re-Entry, the EP, CAMHS, MAST 8
|Strategies to enhance self esteem/promote emotional well being:
- Circle Time
- Regular liaison between staff including Children’s Centre when there are concerns regarding individual families/children.
- Collaboration and communication with all external professionals involved with children as appropriate e.g. GPs, CAMHS and external agencies.
- Educational psychologist works closely with referred children and their parents.
- Open door policy for parents
|Support/supervision at unstructured times of the day including personal care:
- Trained midday meals supervisor in the lunch hall and playgrounds
- Midday meals supervisors initiating and supporting activities during lunchtime
- Responsible People (Year 5s) helping in playground
|Strategies/programmes to support Physical needs:
- Assessment by and intervention from an occupational therapist on referral.
- Implementation of recommendations by occupational therapist or physiotherapist by an allocated member of staff, eg Cool Kids
- Provision of support resources such as writing wedges and pencil grips
|Access to medical interventions:
- Regular meetings between SENCO and school nurse
- Wide range of support staff and midday meals supervisors trained in First Aid
- Staff training in the administration of support and/ or medication for Asthma, Diabetes, Anaphylaxis and Epipen use
- Liaison with medical professionals for children with ongoing treatment.
- Photographs of child detailing the child’s condition and required medication displayed in the staffroom, classrooms, first aid area, and school office and school kitchen.
- Individual protocols for children with significant medical needs
|Strategies/programmes to support speech and language:
- Assessment by and intervention from a speech and language therapist on referral.
- Additional support and interventions within class
- Implementation of Speech and Language programmes by TAs
|Planning and assessment:
- Individual targets on their Education Support Plan
- Differentiated learning activities
- Multi-sensory opportunities
- Incorporation into planning of any advice or guidance provided by external professionals supporting individual pupils.
- EHA referrals to external agencies/social care as required
- Coordinated planning between class teacher and teaching assistants for pupils of SEN
- Regular assessment of progress and achievement against national expectations and individual targets.
|Engagement with parents/carers – Liaison/communication with parents:
- Opportunities to meet the teacher at the start of the academic year
- Open door policy for parents to meet class teacher or senior management
- Regular progress meetings with parents/carers by class teacher and SENCO
- Meetings convened where a pupil’s/family’s needs are assessed as significant
- Support for parents who have concerns
|Arrangement for specialist expertise in and outside school:
- Early identification of needs requiring referral to external professionals
- Regular communication and information sharing with an extensive range of external agencies
- Sharing of professional reports with parents
|Monitoring and evaluating the impact of the ‘additional and different’ arrangements – on progress and outcomes for pupils with SEN:
- Regular pupil progress meetings
- Monitoring of individual targets
- Teacher and TA observations
- Analysing data through in school tracking system
- Regular meeting with parents/carers to review child’s progress
- When children enter or leave Woden, meetings will be arranged to ensure smooth transitions. In year transitions can be supported with extra visits to the new class. For children with ASD, booklets are made with pictures of new staff and the classroom in order to prepare the child for the new academic year and the changes they will face.
- At times the school may purchase additional support services from the Health and Local Authority. These are time limited resources and may not be available each academic year.