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Woodside Primary School

Believe, Achieve, Succeed

Inclusion

SEN at Woodside

WOODSIDE PRIMARY SCHOOL - SEN INFORMATION REPORT September 2017

 

Special Educational Needs Co-ordinator – Mrs Mandy Wheelhouse

Special Educational Needs Governor – Mrs Penny Mukherji

 

Woodside Primary is an inclusive school. We make adjustments to our teaching, our environment, the equipment that we use and the deployment of our staff to ensure that all children, regardless of and special educational need or disability, are well supported and thrive in our school. This includes young people who are vulnerable emotionally, socially or behaviourally.

Identification and Assessment Process

  1. Concern raised about the progress, attainment, behaviour or emotional well-being of a child by parent or teacher
  2. Mutually convenient meeting to discuss with the class teacher and Senco.
  3. If necessary, formulate an Individual Learning Plan (ILP) which would set specific targets for the child according to his or her specific need. This would be with the agreement of and support from the Special Education Needs Co-ordinator (SENCO).
  4. The ILP is reviewed termly where new targets are set.
  5. External professionals may be involved who could offer advice and support. These professionals could be Educational Psychologists, Allsorts Family Support, School Nurse or Speech and Language therapy. If the needs of a child are complex, the SENCO will discuss with parents the possibility of further assessments or systems.
  6. We are unable to diagnose any medical condition, social or communication disorder or specific learning difficulties. We are able to signpost parents and carers to obtain this if appropriate.
  7. Meetings will be planned for any new children joining our school who already have recognised SEND.
  8. All children with Individual Learning Plans will be subject to the graduated response to their needs.
  9. Teacher will follow the cycle of : ‘assess, plan, do, review’ with regard to targets and recommendations.
  10. Liaison with pre-school and secondary settings to ensure a smooth transition

Professional Development of Staff

At Woodside Primary School we pride ourselves on the professional development of staff in order to ensure support for the children with additional needs or conditions. We follow the following to this:

Awareness -to give a basic awareness of a particular type of SEN, appropriate for all staff who will come into contact with a child or young person with that type of SEN.

Enhanced - how to adapt teaching and learning to meet a particular type of SEN, for early years practitioners, class and subject teachers and teaching assistants working directly with the child or young person on a regular basis.

Specialist - in-depth training about a particular type of SEN, for staff who will be advising and supporting those with enhanced-level skills and knowledge.

All staff will be given opportunities to continue their professional development and further their knowledge and understanding of various needs and conditions.

Interventions

We offer a wide range of interventions across the school to support the children with their specific needs.

All children with any Special Educational Need or Disability will get the opportunity to talk about their own needs and how they feel they can be best supported (within their own ability)

SOCIAL SKILLS

  • One to one teaching assistants to enhance self-esteem and confidence
  • Small group activities to encourage turn taking
  • ‘Talk about’ programme
  • Circle of Friends
  • Social skills group, vocabulary teaching group and speech sound group as arranged by Speech and Language therapist

EQUIPMENT AND RECOURCES

  • Access to computing software (for PCs and ipads) to support learning or specific learning needs
  • Equipment to support physical needs as advised by low incidence team
  • Staff training for specific needs or conditions
  • Visual time tables and now/next boards
  • Individual laptop or ipad
  • Smartboards in all classrooms
  • A range of stationery equipment for children at the early stages of writing
  • Pre-teaching of new strategies or vocabulary when appropriate or necessary with vocab group as arranged by Speech and language therapist

SPEECH AND LANGUAGE

  • Appointed teaching assistant to implement speech and language programmes as set by therapist – this will be an assigned teaching assistant. Currently Mrs Lord (ELKAN), Mrs Grew, Miss Chessher, Miss Heatley, Mrs Miller, Miss Cotsworth and Mrs Rowell implement programmes.
  • Intervention from speech and language therapist for those with Education, Health Care Plans
  • Implementation of targets and strategies by class teacher Teaching assistants working alongside speech and language therapists
  • Whole staff training
  • Specialist equipment where necessary (VOCA)
  • Staff trained in the use of Makaton
  • Staff with ELKLAN training (Mrs Lord)

MENTORING

  • The use of ‘talk partners’ in all classrooms
  • Buddy system for Reception, Year 1 and Year 2 at lunchtimes
  • Shared reading, writing and maths activities
  • Workshops for parents on a variety of skills to learn new methods and strategies
  • Trusted adult named for specific children
  • Nurture group for disadvantaged/vulnerable children

OCCUPATIONAL AND PHYSIOTHERAPY

  • Support and advice from the two services
  • Delivery of programmes and strategies by trained staff when required. Currently Mrs Miller is trained in this area.
  • On-going liaison between therapists and SENCO

EMOTIONAL WELL-BEING

  • One to one support from a named member of staff for children with exceptional needs
  • Meet and greet time for children with exceptional needs
  • Agreed ‘safe’ place for children with exceptional needs
  • Liaison with CAMHS where necessary
  • Home to school communication book
  • Regular meetings between staff and parents
  • CAF intervention where necessary
  • TAF and Child in Need meetings where necessary
  • Referral to and support from Allsorts Centre for individuals and families
  • Referral to one to one or family counselling through DSPL4

SUPPORT WITH LITERACY

  • Small group interventions both published and tailor made by the school to meet specific needs
  • Small group and individual phonics sessions
  • Graded reading schemes
  • Use of visual, auditory, kinaesthetic equipment to support all learning styles
  • Close links with a local school with Specific Learning Difficulty Outreach
  • Support from Teaching and Learning Advisor

SUPPORT WITH MATHEMATICS

  • Small group interventions both published and tailor made by the school to meet specific needs
  • Small group and individual number work sessions
  • Individualised work according to needs and targets
  • Use of visual, auditory, kinaesthetic equipment to support all learning styles e.g. numicon, cubes, counters, number lines)
  • Close links with a local school with Specific Learning Difficulty Outreach
  • Use of computer programmes to support mathematics

BEHAVIOUR

  • Personal/pastoral support plans where required
  • Thorough behaviour policy
  • Reward systems in place for all children Individual reward systems in place for children with further needs
  • Home/school communication book
  • Regular contact with parents
  • General and specific support from Andrews Lane Primary Support base
  • General and specific support from The Rivers ESC
  • All staff (teaching and support) trained in Hertfordshire Step On behaviour management programme. Where there is a great behavioural need, staff will be trained to the next level – ‘Step Up’ which trains staff to physically restrain safely.
  • Risk Assessment for any child at risk of causing harm
  • Specific strategies arranged to support individual needs i.e. time out

ACCESS TO THE CURRICULUM

  • Small group or one to one support from the classroom teaching assistant
  • One to one support from a teaching assistant to allow access through support or clarification
  • Differentiated curriculum (personalised if necessary)
  • Purchase of specialised equipment and furniture adaptations
  • Pre-teaching of vocabulary and facts
  • Individual risk assessment for children with exceptional needs for specialised activities or school trips
  • ‘Brain breaks’ if required

INDEPENDENT LEARNING

  • Visual timetable or now/next board
  • Word mats
  • Pre-teaching of vocabulary and facts
  • Adapted curriculum
  • Shorter tasks and activities
  • Alternative methods of recording

UNSTRUCTURED TIMES OF THE DAY

  • Support with personal care where necessary
  • Lunchtime support for children with exceptional needs
  • Feeding plans for children with additional needs
  • Play and interaction support
  • Staff trained for specific medical needs within school
  • Year 6 buddies at lunchtime
  • Language support for children with English as an additional language

PLANNING AND ASSESSMENT

  • Individual Learning Plans (ILP) with targets
  • Educational Health and Care Plans Review meetings
  • Initiation and upkeep of Common Assessment Framework
  • Working alongside outside agencies
  • Targets set from outside agency, following all recommendation and guidance
  • Termly ILP review and targets set with parent and child
  • Half termly pupil progress meeting (and plan of action for children or groups with slow progress)
  • Use of AM7 to track progress

TRANSITION BETWEEN PHASES

  • Further support will be given to children with Special Educational Needs or Disabilities when they transition between phases (Pre-school to EYFS, EYFS to Keystage 1, Keystage 1 to Keystage 2, Keystage 2 to Keystage 3 / Secondary School).
  • SENCOs from both phases will meet to discuss needs.
  • Parents/carers and young people will be invited to further transition meetings.
  • Receiving schools/settings will arrange additional visits to settle the child.

ACCESS / PHYSICAL NEEDS

  • Classes are accessible with step free access
  • Wide door frames around the school
  • Fully accessible disabled toilet facility with height adjustable changing table and hoist
  • Parent of any child with a physical disability is admitted to the school, a full risk assessment will be carried out. Any adjustments will be made to ensure that the child has full access to all areas of the school (see school accessibility plan)

COMMUNICATION WITH PROFESSIONALS AND PARENTS

  • Liaison with school nurse or other medical professional
  • Regular progress meeting or cause for concern meeting with parents
  • Team around the family (TAF) meeting to support the Common Assessment Framework (CAF) process
  • Health Care Plans where necessary
  • Procedures in place for storing and administering medication
  • Trained first aiders (paediatric first aid) in the classroom and on the playground
  • Individual risk assessment plans for children with short and long term medical needs
  • Specific staff trained to use equipment or to administer treatment or medication

 

Children with complex SEND may need further support or provision. In such cases the school has the opportunity to apply for the following:

· Education Health Care Plan (EHCP)

· Exceptional Needs Funding (ENF)

 

senco@woodside.herts.sch.uk

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