Special Educational Needs and Disabilities (SEND)

School Information Report – September 2026

At Wood Lane Primary School, we believe that every child is unique and deserves the opportunity to achieve their full potential. We are committed to providing an inclusive, supportive and nurturing environment where all children feel safe, valued, respected and able to succeed.

Our vision is for every child to “Be the best version of yourself.” We recognise that children learn and develop in different ways and that some may need additional support or adjustments to help them overcome barriers to learning and participate fully in school life.

Inclusion is at the heart of our school. We aim to provide a broad, balanced and ambitious curriculum that meets the needs of all pupils, celebrates individual strengths and supports children to make progress from their own starting points.

Our approach to inclusion is guided by our three key aims:

Develop Independence – helping children build the skills and confidence to become increasingly independent learners.
Encourage Resilience – supporting children to face challenges, learn from experiences and develop a positive attitude towards learning.
Empower Confidence – ensuring children feel listened to, valued and confident in their abilities.

These aims are underpinned by our school rules:

Be Ready
Be Respectful
Be Responsible

And our seven school values:

Resilience, Aspiration, Pride, Positivity, Empathy, Respect and Safety.

We recognise that children may experience barriers to learning for a variety of reasons, including special educational needs and disabilities, communication difficulties, medical needs, social and emotional needs or individual circumstances. We work to identify needs as early as possible and put appropriate support and reasonable adjustments in place.

We believe that positive relationships and strong partnerships with parents and carers are essential. We aim to listen to children, involve families in decisions and work with relevant professionals to ensure that support reflects each child's individual needs.

Our commitment is to help every child develop their strengths, make progress, build independence and feel that they truly belong at Wood Lane Primary School.

Types of Special Educational Needs and Disabilities (SEND)

At Wood Lane Primary School, we recognise that every child is an individual and that children may experience different barriers to learning. We aim to identify these barriers as early as possible and provide appropriate support so that every child can make progress and feel included.

The SEND Code of Practice identifies four broad areas of special educational need:

Communication and Interaction

Speech, language and communication needs.
Difficulties with social communication and interaction.
Autism and related communication differences.

Cognition and Learning

Specific learning difficulties, including difficulties with literacy.
Moderate learning difficulties.
Difficulties acquiring and applying new skills and knowledge.

Social, Emotional and Mental Health

Difficulties with emotional regulation.
Social, emotional and mental health needs.
Difficulties with relationships, confidence or managing feelings.

Sensory and/or Physical Needs

Hearing or visual impairments.
Physical disabilities or mobility difficulties.
Sensory processing differences and other sensory needs.

Some children may have needs across more than one area. We recognise that a child's needs can change over time and that support should reflect their individual circumstances.

How We Identify Needs and Review Progress

We believe that early identification and appropriate support are important in helping children overcome barriers to learning.

We use a range of information to help identify children who may need additional support, including:

Ongoing assessment and monitoring of progress.
Observations of children during lessons and other activities.
Discussions with parents and carers.
Information shared by previous settings or schools.
Children's views and experiences.
Attendance, engagement and wellbeing information.
Advice and recommendations from external professionals.

Where a child is identified as having additional needs, we consider what support or adaptations may help them access learning and participate fully in school life.

We use the Assess, Plan, Do, Review approach to monitor and review support:

Assess: We consider the child's strengths, needs, progress and any barriers to learning.
Plan: We agree appropriate support, strategies and targets.
Do: We put the planned support and adaptations into practice.
Review: We consider the impact of the support and decide whether any changes are needed.

Individual Education Plans (IEPs) are used where appropriate. Targets are intended to be achievable, purposeful and meaningful for the child. They are reviewed termly and at least three times each year, with parents and carers involved in discussions about progress and next steps.

Where a child has an Education, Health and Care Plan (EHCP), their provision and outcomes are also reviewed through the statutory annual review process.

How We Evaluate the Effectiveness of Our SEND Provision

We regularly consider whether the support we provide is making a positive difference to children's learning, development and wellbeing.

We use a range of information to evaluate the effectiveness of our provision, including:

Children's progress and attainment from their individual starting points.
Progress towards individual targets and EHCP outcomes.
Reviews of IEPs and intervention records.
Observations of children in lessons and across the school day.
Learning walks and reviews of children's work.
Children's confidence, independence and engagement.
Attendance and participation in school life.
Feedback from parents and carers.
Discussions with staff and external professionals.

We also consider whether children are developing the skills and confidence to become increasingly independent learners.

The Headteacher/SENCO monitors SEND provision and works with staff to identify what is working well and where changes or further support may be needed. SEND provision is also considered through the school's wider monitoring and governance arrangements.

Our aim is to ensure that support is appropriate, effective and responsive to children's changing needs.

How We Adapt the Curriculum and Learning Environment

At Wood Lane Primary School, we believe that all children should have access to a broad, balanced and ambitious curriculum.

We adapt teaching and learning to take account of children's individual needs, strengths and starting points. This may include:

Breaking learning into smaller, manageable steps.
Providing additional explanation, modelling and repetition.
Using visual supports, practical resources and prompts.
Adapting activities, tasks and learning materials.
Providing opportunities for pre-teaching, practice and consolidation.
Using small-group or individual support where appropriate.
Allowing additional time or alternative ways to demonstrate learning.
Making reasonable adjustments to help children access the classroom and wider school environment.

Our approach is based on high-quality teaching and adaptive practice. Teachers remain responsible for the learning and progress of all children in their class, including those with SEND.

We aim to help children develop independence and confidence while ensuring that support is available when it is needed.

How We Allocate Resources and Additional Support

We consider each child's individual needs when deciding what support and resources may be appropriate.

Support may include:

Adaptations to classroom teaching and learning.
Additional adult guidance and support.
Adapted learning materials and practical resources.
Pre-teaching, practice and consolidation activities.
Small-group or individual interventions.
Specialist resources or equipment where appropriate.
Advice and recommendations from external professionals.

Interventions may focus on areas such as early reading and phonics, literacy, spelling, fine motor skills, handwriting, speech and language, communication, social skills and emotional wellbeing.

The type, frequency and duration of support will depend on the child's identified needs and the provision available. We regularly review whether the support is helping the child make progress and whether changes are needed.

Where a child has an EHCP, we work to ensure that the provision specified in the plan is secured. If we have concerns about whether needs are being met, we will work with the family and relevant professionals and liaise with the local authority as appropriate.

How We Involve Parents and Carers

We value parents and carers as important partners in their child's education. We recognise that families know their children well and that sharing information helps us to understand their needs and provide appropriate support.

We aim to maintain open and positive communication with parents and carers through:

Discussions about a child's strengths, needs and progress.
Meetings to review individual targets and support.
Opportunities to share concerns and ask questions.
Communication about changes to support or provision.
Involvement in relevant review meetings and EHCP annual reviews.
Working together with external professionals where appropriate.

We encourage parents and carers to contact the class teacher in the first instance if they have a concern about their child's learning, development or wellbeing.

Where further discussion or support is needed, Mrs Fraser, our Headteacher and SENCO, can be contacted at:

Email: headteacher@woodlane.staffs.sch.uk

We believe that working together helps children feel supported, understood and confident in their learning.

How We Listen to Children and Involve Them in Their Support

Children's views and experiences are important to us. We want every child to feel listened to, valued and involved in decisions about their learning and support.

We encourage children to share:

What they feel they are good at.
What they enjoy and find difficult.
What helps them to learn.
What they would like to achieve.
Any worries or concerns they may have.
What support or changes they feel would help them.

Children may contribute to discussions about their individual targets and reviews in ways that are appropriate to their age and understanding.

We also encourage participation in wider school life, including opportunities such as School Parliament and other activities that allow children to share their views and contribute to the school community.

We aim to help children develop independence, encourage resilience and empower confidence.

Supporting Transitions

We recognise that changes and transitions can be particularly important for children with SEND. We aim to make transitions as positive and well supported as possible.

Where appropriate, we work with parents and carers, the child's current setting and the receiving school or setting to share relevant information and plan support.

This may include:

Sharing relevant information about a child's strengths, needs and successful strategies.
Liaising with staff at the receiving setting.
Discussing any adjustments or support that may be needed.
Providing additional preparation or transition activities where appropriate.
Involving the child and family in planning for the change.

Our aim is to help children feel confident, safe and prepared as they move between classes, key stages and educational settings.

How We Support Behaviour and Emotional Wellbeing

At Wood Lane Primary School, we believe that behaviour can change and that every child can succeed. We aim to create a calm, positive and supportive environment in which children feel safe, respected and ready to learn.

Our school rules are:

Be Ready
Be Respectful
Be Responsible

We recognise that some children with SEND may experience difficulties with communication, emotional regulation, relationships or understanding expectations. A child's behaviour may sometimes be influenced by an unmet need, disability, communication difficulty or other individual circumstances.

When responding to behaviour, we consider the child's age, understanding, individual circumstances and any identified SEND or disability. We also consider whether reasonable adjustments or additional support may be needed.

Support may include:

Clear routines and consistent expectations.
Positive praise and encouragement.
Support to recognise and manage feelings.
Help to understand expectations and social situations.
Identifying possible triggers and putting preventative strategies in place.
Individual support plans where appropriate.
Working with parents and carers and seeking specialist advice when needed.

Where behaviour gives us concern, the SENCO may work with staff and families to consider whether there are underlying or unidentified needs that require further investigation.

We use restorative approaches to help children reflect, rebuild relationships and move forward positively. Safeguarding concerns are always dealt with through the school's safeguarding procedures and are not replaced or delayed by behaviour sanctions.

How We Support Children with SEND Who Experience Difficulties Attending School

We recognise that some children with SEND may experience barriers to attending school. These may relate to anxiety, emotional wellbeing, medical needs, physical health, sensory needs or other individual circumstances.

We aim to work in partnership with children, parents and carers to understand the reasons for difficulties with attendance and identify appropriate support.

Depending on the child's needs and circumstances, support may include:

Discussions with the family to understand barriers to attendance.
An individual attendance support plan.
A designated adult to help the child settle into school.
Reasonable adjustments to arrival or collection arrangements.
Support with transitions into the classroom or school day.
Nurture time or support with friendships.
Consideration of a supported breakfast club place.
Liaison with relevant professionals and the local authority.
Reintegration support following a period of absence.

Where appropriate, and in line with relevant guidance and arrangements, a phased return or time-limited reduced timetable may be considered as part of a support plan. This is not a long-term alternative to full-time education.

We recognise that children with EHCPs may need additional consideration where their attendance is affected by their needs. Where concerns arise, we will liaise with the local authority as appropriate.

Our aim is to help children feel safe, supported and able to access their education as fully as possible.

How We Support Children to Participate in Trips, Activities and Wider School Life

We want children with SEND to feel included and to have opportunities to participate in the wider life of our school.

We aim to ensure that children can access school activities, enrichment opportunities, trips, visits, clubs and events wherever reasonably possible.

Where a child may experience barriers to participation, we consider what reasonable adjustments or additional arrangements may help them take part safely and meaningfully.

This may involve:

Considering individual needs when planning activities and visits.
Adapting activities or resources.
Providing additional preparation or information.
Using visual supports or social stories where helpful.
Considering accessibility and mobility requirements.
Liaising with parents and carers about individual arrangements.
Seeking advice where specialist support is required.

We encourage children to take part in school life, contribute their ideas and develop a sense of belonging within our school community.

Access to PE, Physical Activities and Wider School Opportunities

We want children with SEND to have opportunities to participate in physical education, playtimes, clubs, trips, visits and wider school activities alongside their peers.

Where a child may experience barriers to participation, we consider their individual needs and what reasonable adjustments may help them take part.

This may include adapting activities, resources or equipment, providing additional preparation or support, and considering accessibility arrangements.

We work with parents and carers and seek professional advice where appropriate to help children participate safely and meaningfully.

How We Provide Staff Training and Access Specialist Expertise

We recognise the importance of staff having the knowledge and skills to support children with SEND effectively.

Staff development may include:

SEND-focused training and professional development.
Guidance and support from the SENCO.
Staff meetings and briefings.
Sharing relevant information from specialist reports.
Advice from external professionals.
Training linked to individual children's needs.
Medical, EHCP or pupil-specific training where required.

Where appropriate, we work with external professionals to seek advice and guidance about how best to support individual children.

This may include professionals who provide advice relating to speech, language and communication, learning, sensory or physical needs, emotional wellbeing and other areas of development.

We aim to use professional advice to inform classroom practice and ensure that strategies are understood by the staff working with the child.

Working with Other Professionals and Services

We recognise that working in partnership with other professionals can help us understand and meet children's individual needs.

Where appropriate, we work with parents and carers and relevant professionals to seek advice, share information and coordinate support. This may include:

Staffordshire County Council and relevant local authority SEND services.
VIP Education and attendance support services.
Health and medical professionals.
Speech, language and communication professionals.
Professionals supporting children's learning, sensory or physical needs.
Professionals supporting emotional wellbeing and mental health.
Other specialist services involved with an individual child.

We work with families to consider recommendations and advice and, where appropriate, use this to inform support and provision in school.

What Equipment and Facilities Are Available to Support Children with SEND?

We aim to make our school environment as accessible as reasonably possible and to provide appropriate resources to support children's participation and learning.

Depending on individual needs, resources and adaptations may include:

Visual timetables and visual prompts.
Adapted learning materials.
Practical and sensory resources.
Writing and fine motor support resources.
Specialist equipment where appropriate.
Adjustments to classroom organisation and seating.
Accessible information in different formats.

Our school has a disabled toilet at the top of the corridor and wheelchair access to classrooms and the school hall. Some areas of the school may require ramps and adult support to access.

If a child, parent, carer or visitor has particular mobility or accessibility requirements, please contact the school office in advance so that appropriate arrangements can be discussed.

We recognise that accessibility needs can vary and will consider reasonable adjustments in response to individual circumstances.

Securing Equipment and Specialist Facilities

We consider children's individual needs when identifying whether additional equipment, resources or adaptations may be required.

Where a need is identified, we consider the advice of relevant professionals, discuss requirements with parents and carers and explore appropriate resources and support.

This may include adapted learning materials, practical resources, specialist equipment or changes to the learning environment. Where specialist equipment or additional provision is required, we will liaise with the relevant professionals and the local authority as appropriate.

We review whether equipment and adaptations are helping children access learning and participate in school life.

How We Support Disabled Pupils and Promote Equality

We are committed to ensuring that disabled pupils are treated fairly and are not placed at a substantial disadvantage compared with other pupils.

We consider reasonable adjustments to support access to:

The curriculum and classroom learning.
The physical school environment.
School trips, visits and enrichment activities.
Playtimes and social opportunities.
Information and communication.
Wider school events and activities.

We aim to identify potential barriers and consider reasonable adjustments to help disabled pupils participate as fully as possible in school life.

We aim to provide information in formats that meet individual needs. This may include large print, simplified or child-friendly text, visual supports, symbols, social stories, visual timetables, audio or video information, and digital or paper copies.

We regularly consider how we can improve accessibility and promote participation, independence and belonging for all pupils.

Admissions Arrangements for Disabled Pupils

Wood Lane Primary School welcomes applications from children with special educational needs and disabilities.

Admissions are managed in accordance with the school's published admissions arrangements and the relevant admissions requirements. Disability or special educational needs will not, in themselves, be a reason to refuse admission.

We will consider the individual needs of children and discuss reasonable adjustments and accessibility arrangements with families to help ensure that children can access school as fully as possible.

For further information about applying for a place, please refer to our Admissions Policy or contact the school office.

Disability Equality and Accessibility Plan

Our Disability Equality and Accessibility Plan 2026–2028 sets out how we aim to improve access and inclusion for disabled pupils.

The plan focuses on three key areas:

Increasing access to the curriculum and opportunities to participate in school life.
Improving the physical environment so that disabled pupils can access the facilities and services provided by the school.
Improving access to information so that it is available in formats that meet individual needs.

The plan identifies actions and priorities to help us continue to improve accessibility across Wood Lane Primary School.

Read our Disability Equality and Accessibility Plan 2026–2028: Please use the link to the plan on our school website.

How Can Parents and Carers Raise Concerns or Make a Complaint About SEND Provision?

We want to work positively with parents and carers and encourage concerns to be raised as early as possible so that they can be discussed and addressed.

If you have a concern about your child's SEND provision, we suggest the following steps:

Speak to your child's class teacher in the first instance, where appropriate.
Contact Mrs Fraser, Headteacher and SENCO, if you need further discussion or support.
If your concern remains unresolved, you can contact Elizabeth Banks, Chair of the IEB, through the school office.

If your concern relates to the Headteacher, or you wish to make a formal complaint, please follow the school's Complaints Policy.

Our school policies can be found on the school website:

https://www.woodlane.staffs.sch.uk/Policies/

We aim to listen carefully to concerns and work in partnership with families to find a way forward.

How Can I Access Information in a Different Format?

We want parents, carers and pupils to be able to access information in a format that meets their needs.

If you need information in a different format or require additional support to understand information shared by the school, please contact us.

Where appropriate, we can consider providing information in formats such as:

Large print.
Simplified or child-friendly text.
Visual information, symbols or pictures.
Visual timetables or social stories.
Audio or video information.
Digital or paper copies.

We will discuss individual requirements and consider reasonable adjustments to help make information accessible.

Where Can I Find Further Information and Support?

Parents and carers may find the following services and information helpful.

Staffordshire Local Offer

The Staffordshire Local Offer provides information about support and services available for children and young people with SEND and their families.

https://www.staffordshireconnects.info/kb5/staffordshire/directory/localoffer.page?localofferchannel=0

Staffordshire SEND Support

Staffordshire County Council provides information about SEND support, services and advice for families.

https://www.staffordshire.gov.uk/schools-and-learning/special-educational-needs-send/send-support-staffordshire

Staffordshire SENDIASS – Staffordshire Family Partnership

Staffordshire SENDIASS provides free, confidential and impartial information, advice and support to children and young people with SEND and their parents and carers. They can offer support with education, health and social care matters, including understanding SEND processes and discussing concerns.

Telephone: 01785 356921

Email: sfps@staffordshire.gov.uk

Website: https://www.staffs-iass.org/

Wood Lane Primary School

For questions about your child's needs or support in school, please contact:

Mrs Fraser – Headteacher and SENCO

Email: headteacher@woodlane.staffs.sch.uk