Wood Lane Primary SchoolSEND
Wood Lane Primary School is an inclusive mainstream school which aims to include all pupils in all aspects of school life and support our children to meet their potential and achieve at school. This is achieved in the following ways:
1. Quality First Teaching is provided to all children based upon Rosenshine's principles.
2. All staff are committed to removing any barriers to learning and participation in school life that can hinder or exclude individual pupils or groups of pupils.
3. A nurturing environment is provided where children feel safe, secure and able to achieve to their highest ability.
4. A range of teaching approaches are used to accommodate the different learning styles of the children.
5. All pupils are equipped with the skills, knowledge and attitudes necessary to succeed as responsible and valued members of the community.
6. The curriculum provided at Wood Lane Primary School enables all our children to develop their acquisition of skills, knowledge, attitudes and values, thus enabling them to realise their spiritual, emotional and academic potential.
7. Pupils with SEND and their parents/carers are involved in the planning, assessing, delivering and reviewing of the child’s progress and attainment throughout their learning journey at Langdale Primary School.
8. All children are provided with the opportunity to access wider school life and participate fully in our school community.
9. Our policies and procedures for the raising of standards apply to all children thus ensuring inclusive schooling for all children including those with SEND
Our acting Special Educational Needs Co-ordinator (SENCO) is Mrs Fraser-Headteacher
The Staffordshire Local Offer
How Staffordshire supports children throughout the County can be found by clicking on the following link:
Staffordshire Connects | Special Educational Needs and Disabilities Local Offer
Who is the SENCO?
Hello, my name is Mrs Fraser ,
I am the school's acting SENDCo (Co-ordinator for Special Educational Needs and Disabilities).
As SENDCo, I am always available to speak to you about any specific concerns that you may have and can be contacted by calling the school office on 01782 720487
Communication starts with your child’s class teacher (Early Year- to Year 6). These educational practitioners are best placed to discuss your child’s specific needs or your own concerns and will be able to pass on any information to myself in the first instance.
The Teaching Assistants (TA’s) at Wood Lane Primary School, also play a key role in supporting our pupils and run numerous interventions throughout the week. We have frequent opportunities where parents are able to speak to staff about their child’s progress, such as coffee mornings and parents' evenings.
SEND Identification Process
Where does support for my child begin?
Support starts in the classroom, but when concerns are raised, teachers and teaching assistants will monitor carefully and gather together evidence ready for the start of a Graduated Response.
Additional support may then be put in place by means of intervention sessions or from outside agencies who can be brought in to assess and advise. Children will also have specific IEP- Individual Education Plan devised for them with specific areas of focus and targets in which to work upon. All interventions, adaptive teaching and resourcing will link to the specific areas and targets identified.
Where pupils require a more intensive form of support, an Education, Health and Care Plan (EHCP) may be applied for.
Pupils with additional needs will have a One-Page Profile and Pupil Passport that will share their strengths and difficulties with the staff that work closely with them.
SEND Support & Interventions
We have put in place a wide range of support and interventions all with the sole aim of providing additional support for the pupils that need it.
- Guided Reading Sessions,
- English Interventions,
- Classroom based interventions to support writing, handwriting and timetables,
- Fine Motor Skills Support,
- Pre - teaching and follow-on sessions that build on core subject learning,
- SATs Booster Sessions,
- Nurture,
- Emotion Coaching,
- Social Skills and Teamwork
- Early Communication support for EYFS pupil, including speech and language
- Occupational Therapy Sessions with peers
And many more focused sessions based on individual student needs. These interventions take place during lessons, assemblies and occasionally before/after school.
Dyslexia
We are working hard to becoming a dyslexia-friendly school and as such, we try to ensure that our classrooms are set up and ready to support any pupil who either has a full diagnosis or displays dyslexic tendencies.
For those pupils, work will be presented in a dyslexia-friendly way using clear layouts and the whiteboard will be set to a background that will make it easier to read. Visual aids will be provided along with memory clues and support.
We use dyslexia-friendly fonts as standard - proved to be easier for dyslexic pupils to follow.
Other resources made available are coloured overlays, manipulatives and specialist dictionaries.
Key Information on our SEND Offer
How will we assess need
All pupils are monitored closely and progress is reviewed half-termly. Where problems are identified and pupils are struggling to meet national expectations or they are not making the expected amount of progress despite quality first teaching within the classroom, pupils will be placed on a Monitoring Register. Additional support through small group interventions with a Teaching Assistant will be put in place.
Teachers and Support Staff will complete checklists as appropriate and complete a referral form with details of all strategies used as part of Quality First Teaching, before sharing it with the SENCo. If the child continues not to make progress, they will be placed on the SEN Register and external advice may be sought.
Specific targets will be given to pupils and these will be reviewed at least every term. Intervention may continue in small groups or may be delivered on a one to one basis.
If a child needs more than the usual pastoral support offered, pupils will have access to various areas of provision including VIP (counselling service).
If a child needs a Personal Care Plan or medical support, a plan will be put in place detailing who is responsible for administrating the support. These will be reviewed on a regular basis and the plans will include details of any support provided by external agencies.
Where specialist equipment is required to support a pupils’ individual needs, the school will make every effort to provide it e.g. pencil grips, coloured overlay, sloped desks etc. Parents/carers should liaise with the school when specialised equipment is required.
How will you teach and support my child or young person with SEND?
Needs will be addressed through:
• Support in the classroom from teachers and teaching assistants -reasonable adjustments and Quality First Teaching
• Small group intervention and pre-teaching sessions
• Provision of specialist resources
• SEND CPD for all staff
For pupils with an EHC Plan:
• All of the above in line with the Outcomes stated on the Plan
• In collaboration with external specialist services, their reports and recommendations
Support is planned in collaboration with all key parties – parents/carers, teaching and support staff, external agencies (where relevant) and the pupils themselves. Individual Education Plans (IEPs) are completed termly and reviewed at least 3 times per year as well as part of Parent Consultation Evening appointments and dedicated SEND events throughout the year.
Additional support for learning will come in the form of:
• classroom-based intervention
• targeted intervention (1:1 and small group) outside of the classroom – support for dyslexia, fine motor skills, phonics, speech and language, friendship and wellbeing groups
• Targeted interventions supported/delivered by external providers such as Autism Outreach, Mental Health Teams, Speech and Language support and Occupational Health
How will the curriculum and learning environment be matched to my child or young person's needs?
All of our lessons are differentiated. This means that the class teacher will set work that is appropriate to the needs of each individual pupil. Where a Teaching Assistant is present, they will provide support where needed and resources will be adapted to the different learning styles of the children. On-going evaluation and assessment will advise next steps.
Adjustments to teaching approaches will include:
• Scaffolded tasks
• Access to additional resources, specialist equipment
• Peer and/or adult support
• Consideration of seating arrangements within the classroom
• Access to rest breaks as required
• A consideration of different learning styles
• Access to pupil passports/1-page profiles to advise planning and strategies used
How resources are allocated to meet children or young people's needs?
• How is your budget for SEND allocated and managed? [Budget figures not required]
• How would you secure additional funding for a pupil?
• How does your setting further meet need?
Additional resources for pupils with SEND are allocated in accordance with advice from:
• Parents/Carers
• External agencies advice and reports
• EHCP (where applicable) outcomes and provision
• Feeder/previous school settings
• Key staff in current setting
• The pupil in question
Additional funding for pupils with SEND through:
• AEN funding
• PP funding (where applicable)
• Adoption Plus funding (where applicable)
• EHCP funding
In order to further meet the needs of our pupils with SEND, we access advice from the following sources:
• The Newcastle SEND and Inclusion Hub
• From Specialist Provision settings within the locality
• External specialist support services such as Autism Outreach, Learning Support, CAHMS, VIP, Mental Health Support, Behaviour Support, Speech and Language, Educational Psychology, Dyslexia Support, the School Nurse, Occupational Health and medical health care providers where relevant.
How is the decision made about what type and how much support my child or young person will receive?
Decisions made about the amount of support a child or young person will receive will take into account information from previous settings, school based evidence, views and opinions of the parent/carer and of the child themselves.
All pupils are monitored closely and progress is reviewed half termly. Where this progress is not in line with expectations, a process of referral to the SENCo will start and cycles of APDR will begin as part of the graduated response. Individual Education Plans (IEPs) will be drawn in collaboration with key staff, parents/carers and the child and pupil-centred Passports and 1-page Profiles will be put in place.
Where appropriate, advice will be sought from specialist teachers and outside agencies and funding secured that may be required to support the pupil further.
Parents/carers will have termly opportunities to meet with key staff involved in the education of their child and other events such as TA 'Drop-Ins', coffee mornings and Celebration afternoons will also take place throughout the year.
How will equipment and facilities to support children and young people with SEND be secured?
Where specialist equipment is required to support a pupils’ individual needs, the school will make every effort to provide it e.g. laptops, ear defenders, sensory toys, pencil grips, coloured overlay, sloped desks etc. Parents/carers should liaise with the school when specialised equipment is required. Advice will be sought from external organisations as well as from parent/carers, key staff within the school as well as the child themselves as to what resources are appropriate and when/how they should be built into the day to day life of the pupil.
Needs will be addressed through:
Support in the classroom from teachers and teaching assistants
Small group intervention and re teaching sessions
Provision of specialist resources (see above)
SEND CPD for all staff
Children with an Education, Health, Care Plan will have their provision outlined in the Outcomes and Provsion sections of the Plan and appropriate resources will be put in place by school to help meet these outcomes. Specialist support and advice will be sought when necessary.
How will I know about my child's progress
All pupils complete formal assessments in Reading and Maths each term. Pupils identified as having SEND will be set smaller SMART targets which will be required termly (approximately every 10-12 weeks). Targets will be reviewed on the back of each of these data collection points and IEP targets amended accordingly. Progress will measured against these small step targets.
Termly Parent’s Evenings provide allocated time slots for teachers and parents/carers to discuss this further. Other opportunities for communication with the parents and carers of pupils who are on the SEN Register are offered through coffee mornings and TA ‘Drop-Ins’ where Intervention Books will be made available to look at and discuss, SEND Celebration afternoons, pre-arranged meetings with the school SENCo. For those pupils who have an EHCP, reviews take place annually and are amended as deemed appropriate. Progress for all pupils is closely monitored by all staff as well as by Governors.
All correspondence with specialist services is shared with parents/carers and copies of reports sent home.
How will you help me to support their learning?
Parents and carers are involved in decision making regarding referrals to external agencies and long and short-term outcomes for their children. Parents and carers are welcome to come into school to discuss their child’s progress at any mutually convenient time. Parents and carers are always welcome to help out at school, particularly with extra-curricular activities and opportunities often arise for parents/carers to become Parent Governors on our committed Governing body. Parents and carers are always encouraged to work with and support their child at home, particularly with reading, spelling (Spelling Shed) and times table knowledge (TT Rockstars).
Where appropriate, reosurces are shared with parents/carers on the school website and information evenings set up to support new initiatives.
How do we consult with and involve children and young people with SEND in planning and reviewing their education?
Pupils play a pivotal role in setting and reviewing their own targets as part of the IEP process.
Where a pupil has an EHCP, they will be asked for their own views and opinions as part of the Annual Review process and will be invited to the meetings where deemed appropriate to do so.
Pupils will complete Pupil Passports as part of the transition process.
Pupil voice will be sought as part of a programme of SEND monitoring throughout the year.
How do you assess and evaluate the effectiveness of provision for children and young people with SEND?
Pupil targets and outcomes are regularly reviewed and amended as necessary.
Scrutiny of SEND pupil's intervention books, on-going data and TA planning takes place throughout the year.
Monitoring by link SEND Governor and presentation of key data to Governors takes place throughout the year.
Cycles of APDR are in place for some pupils as a more robust means of setting and reviewing targets against individual needs as part of the Graduated Response.
Reports from external agencies will ensure that targets are well matched to need.
Pupils will be involved in all aspects of target setting and reviewing.
Keeping students safe & supporting wellbeing
How do you ensure that my child or young person stays safe outside of the classroom?
Health Care Plans kept in a central location within the Headteacher's Office and are shared with relevant staff.
Individual plans - EHCPs, IEPs etc. are shared with all relevant staff including lunchtime staff and external providers (e.g of sports clubs etc.)
CPD is delivered where appropriate around specific needs and training around the administration of particular medical procedures e'g' epi pens is delivered by a trained professional.
External support and advice is accessed where necessary.
Risk Assessments are in place for all trips and visits and for individual pupils who require a greater level of care and support in school. 1:1 adult support at unstructured times is in place where needed and where ir has been identified on EHCPs and/or risk assessments. These risk assessments are written in collaboration with parent/carers and external agencies when relevant.
What pastoral support is available to support my child or young person's overall social and emotional development and well-being?
An external Wellbeing Provision is in place that encompasses Nurture. It is accessed via a referral system. Sessions in our Wellbeing Provision are delivered as 1:1 interventions, or in the case of our friendship circle work, in small groups. This is provided to the school via VIP services.
All incidents of bullying are recorded and shared with all staff. Policies around bullying can be found on the school website.
Pupils who are new to the school at any time will be given a buddy and will be allocated time in wellbeing if required.
Weekly PSHE lessons and assemblies reinforce anti bullying messages and hep to build pupil self esteem and confidence. Pupils are encouraged to participate in a range of activities designed to enhance self belief and self worth.
How will you manage my child or young person's medicine or personal care needs?
Detailed Care Plans (completed in collaboration with parents/carers and key medical professionals) are kept in the Headteacher's Office, are reviewed regularly and are shared with the relevant members of staff including lunchtime supervisors and external providers.
All medicines are kept securely in the school staff room or locked away in the Office Support Manager office and will be administered by key professionals. Where deemed necessary, parents/carers are invited into school to administer medicine or treatment themselves.
We have a number of trained first aiders within our setting but where a medical emergency may arise, policies will be followed and medical professionals called in whilst communication with parents/carers is undertaken.
Pupils who attend medical appointments are supported by the school and provision put in place to enable them to catch up once back in school. Where a child is able to access work at home or in another setting, teachers will supply on-line work or a paper pack can be issued.
What support is there for behaviour, avoiding exclusions and increasing attendance?
Exclusions are avoided wherever possible and other provision will also be explored. Where a child has received a fixed term exclusion, work will be provided, advice will be sought and a detailed plan of reintegration will be put into place that includes parents/carers, the pupil themselves adn any other key professionals.
The school has a clear behaviour policy that is shared with parents/carers on the school website as well as with the pupils.
Pupils have access to several external agencies and will be referred to the Newcastle SEND and Inclusion Hub before any action is taken within school.
How do you support children who are looked after by the local authority and have SEND?
PEP meetings take place termly.
Support can be accessed via the virtual school as well as other services when required.
Working together
Who is involved in my child's education?
As a school we access the following external agencies:
Educational Psychology
Learning Support
Behavioural Support
VIP
CAMHS
Mental Health Support
School Nurse
The role of the class teacher is as a first port of call for both child and parent/carer. All staff are regularly updated on the SEND Code of Practice as well as other changes to SEND services. regular CPD ensures that all staff have some understanding of individual needs, but more importantly know where and how to access further help, support and advice.
How do you ensure that the SEND information about a child is shared and understood by teachers and all relevant staff?
Regular CPD to update staff on changes to SEND provision nationally and locally.
CPD around particular needs e.g. sensory needs, attachment and trauma etc. This training might be delivered by external professionals of by someone within the school setting.
Pupils who have an EHCP will have their outcomes and provision shared with ALL teachers and teaching assistants as well as with other members of staff where relevant and appropriate.
Summaries of external findings and recommendations are shared with staff.
Relevant staff are encouraged to attend meetings with parents/carers, professionals etc.
Staff are fully involved in evidence gathering, reviewing targets on EHCPS, IEPS etc.
What expertise do you have in relation to SEND?
The SENCo is the headteacher and is undergoing her NPQ-SENCo Award as well as receiving training in relation to a range of specific learning difficulties.
Staff are updated through CPD and internal staff meetings, briefings and email information sharing.
External specialists are invited into school to offer training and guidance linked to pupils with specific difficulties around all 4 areas of need and where an EHCP or medical needs plan requires specific training, advice will be sought through the appropriate body.
Which other services do you access to provide for and support pupils and students with SEND (including health, therapy and social care services)?
Educational Psychology Services
Behaviour Support
Learning Support
Autism Outreach Team
Speech and Language Therapy
Occupational Therapy
School Nurse
Educational Welfare Officers
CAMHS
VISYON
Hearing and Visual Impairment Teams
Advisory Teachers
Trailblazers
Action for Children
Youth Offending Team/Police
Where possible, interventions from external providers will take place in school, supported by staff who know the child.
Who would be my first point of contact if I want to discuss something?
The first point of contact for any concern or question around a pupil whilst at school would by the child's class teacher.
Where more specific advice is sought or where a referral to an external agency needs to be considered, the school SENCo can be contacted.
How will my child or young person be supported to have a voice in the setting?
Pupils are included in the target setting/reviewing process
Pupil voice will take place throughout the year as part of the SEND Monitoring Programme
SEND pupils are represented at school council meetings, Bully Buster meetings, Reading Crew and other pupil led initiatives
Pupil voice is always sought as part of the EHCP Annual Review process
Displays around school promote positive attitudes towards special educational needs are pupils are included in designing and creating these displays/information boards
What opportunities are there for parents to become involved in the setting and/or to become governors?
Governor vacancies are advertised in news letters and on line
Parents are actively encouraged to become involved in school life and workshops, such as cookery lessons, are run throughout the year
Information is issued to parents through meetings, training sessions or informal drop ins to support parent understanding of how best to support their child. Information is also posted on social media and the school website
What help and support is available for my family through the setting?
Class teacher and members of the school SLT will always be on hand to support with completing referral forms, paperwork etc.
Appointments or further information can be obtained via the School Office:
office@woodlane.staffs.sch.uk
Inclusion and accessibility
How will my child or young person be included in activities outside the classroom, including trips?
Details of the school's Inclusion Policy and Accessibilty Plan can be found on the school website- Currently being reviewed
Pupils with SEND will always be actively encouraged to participate in a full curriculum as well as extra curricular activities such as school trips and residentials.
Risk assessments will be completed with parents/carers and relevant professionals to ensure that pupils are well supported and stay safe
If an intensive level of 1:1 support is required for a child, parents/carers are invited to accompany their child
Provide details of the physical accessibility of the setting?
The school has disabled toilet facilities
Classrooms and the hall can be accessed by a wheelchair but some require a ramp to do so.
Although there is no designated disabled parking on site, parking would be permitted for a person registered as having a disability.
How accessible is the setting's environment?
Pupils have access to a quiet space
When SEND pupils access time out they will be encouraged to go to one of our safe spaces or to participate in an activity.
Link to accessibility plan
Awaiting updated versionWhat forms of communication does the setting use to ensure inclusivity?
For those where English is not their first language, advice will be sought from the relevant professionals but software programmes have been used to help with translating information.
All communication is available to download from the school website
Short messages are sent out as reminders on Seesaw
Meetings and events take place throughout the year to ensure that information is shared effectively- These will go out on newsletters and on Seesaw
Where appropriate, Webinairs are on offer to parents
Parents/carers are offered a range of communication forms including emails, texts, letters, phone class, video chats
Information is shared on social media where appropriate
Joining and moving on
Who should I contact about my child or young person joining your setting?
Information about admissions can be found on our Admissions Policy on the School Website.
How can parents arrange a visit to your setting?
Via phone or emailing the school office
01782 720487 or emailing office@woodlane.staffs.sch.uk
How will you prepare and support my child or young person to join your setting and how will you support them to move on to the next stage, or move on to adult life? (as applicable for setting)
Our school has a robust transition programme in place for pupils both joining and leaving our setting:
Sharing of information between settings
Opportunities for pupils to spend time at their new setting
Additional visits/activities to support pupils who are vulnerable and/or have special educational needs
Meetings between parents and key staff
Meetings with professionals who have been involved with the young person prior to transition
Additional information
What other support services are there who might help me and my family?
SENDIASS are available if additional support or advice is required
Other agencies such as Home Start or CAMHS can be accessed by parents/carers
The Staffordshire Connects website provides support and help for a range of subjects around special educational needs and for the support of vulnerable children:
https://www.staffordshireconnects.info/kb5/staffordshire/directory/home.page
Links to other support
Staffordshire ConnectsWhen was the above information updated, and when will it be reviewed?
Annually
What can I do if I am not happy with a decision or what is happening?
Staffordshire Local Offer can be found at:
www.staffordshireconnects.info
Parents/carers are encouraged to voice their concerns with the relevant member of staff. However, if I formal complaint is sought, the school's complaints policy should be followed.
Specialisms, support and facilities
Specialisms
- Resource for moderate learning difficulty
- Outreach and family support
- Bought in support services
Equality Statement
The Governors and staff of Wood Lane Primary School are committed to the principle and practice of equality of opportunity.
We have an inclusive ethos which means all staff, pupils and parents work together to ensure that everyone, regardless of race, gender, sexual orientation, disability or social background can thrive.
Alongside our commitment to valuing the cultural inheritance of all the pupils in the school we also develop our pupils understanding and appreciation of equality and diversity, in both the school and the wider British society.
Through our RSHE scheme, RE scheme, themed weeks, cultural days and assemblies, we ensure our pupils consider and value diversity and celebrate different cultural inheritances.
Pupils are taught to respect and celebrate difference and understand that everyone, regardless of race, gender, sexuality or disability has equal value. Staff model respect and understanding in all their dealings within school.
Our equality objectives are:
- To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. We aim to meet this objective with particular reference to issues of equality and diversity.
- To reduce prejudice and increase understanding of equality through direct teaching across the curriculum
- To narrow the gap between less able learners and the rest of the children.
- To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.
- To tackle prejudice and promote understanding in relation to people with disabilities
Do you feel you need any extra support or advice regarding SEN or what the school should provide? If so, contact Staffordshire SENDIASS for free, impartial advice. The website can be found at:
SENDIASS SEND IASS - Staffordshire Family Partnership (staffs-iass.org)
Policy: Wood Lane Primary School SEND Policy
SEN Information Report: Wood Lane Information Report 2023-2024