SEND Curriculum
At Woodloes Primary School, we are committed to providing an inclusive, broad and balanced curriculum that enables all pupils, including those with Special Educational Needs and/or Disabilities (SEND), to achieve their full academic, social and emotional potential. We believe that all children, regardless of need or ability, should be fully included in all aspects of school life and have regular access to the full curriculum. All teachers are responsible for the progress and attainment of pupils with SEND, and inclusive practice is at the heart of our school ethos. Learning Support Assistants are deployed effectively to support pupils to overcome barriers to learning, promote independence and increase participation, particularly for those with additional needs.
Pupils’ SEND needs are identified as early as possible and addressed through a graduated response in line with the SEND Code of Practice. This begins with universal provision through high-quality, inclusive teaching, supported by targeted strategies and interventions where appropriate. Some pupils may access additional support through Accelerated Progress Plans, which identify group targets and strategies to support learning. Where barriers to learning persist, pupils are placed on the SEN register at SEN Support and their needs are addressed through the assess, plan, do, review cycle. Individual Education Plans are used to set clear, personalised targets and outline strategies and evidence-based interventions, and these are shared with parents at the end of each term.
For pupils with more complex or long-term needs, Education, Health and Care Plans (EHCPs) identify specific outcomes and provision beyond that which the school can ordinarily provide. These pupils receive additional support funded through high needs funding, with provision tailored to meet their individual needs. Woodloes Primary School works closely with a range of external professionals, including Educational Psychology, Specialist Support Teaching Services, Speech and Language Therapy and the Mental Health Support Team, to ensure that provision is effective and responsive.
A wide range of targeted interventions and nurture-based approaches support pupils’ learning, communication, emotional wellbeing and social development, including specialist nurture provision, speech and language support, emotional regulation programmes and precision teaching. SEND provision is recorded and monitored through a range of documentation, including the SEN register, Individual Education Plans, Accelerated Progress Plans and personalised provision timetables.
The impact of SEND provision is evaluated through regular review of Individual Education Plans, intervention records and whole-school assessment systems, including phonics, spelling and pre-key stage standards. Provision linked to EHCPs is reviewed annually through a child-centred review process. The effectiveness of SEND provision is further monitored through lesson visits, work scrutiny, pupil voice, learning walks and data analysis, including SEND-focused curriculum deep dives. This ensures equality of opportunity, positive perceptions of SEND across the school community and continual improvement in inclusive practice at Woodloes Primary School.