At Woodloes Primary School, we believe it is important to provide children with Special Educational Needs and/or Disabilities (SEND) with a broad and balanced academic and social curriculum with regular access to all subjects and areas of learning. All children irrespective of SEND should be fully included in all aspects of school life.
We believe all teachers are responsible for children's learning and that children with SEND should be included as much as possible within their class and not be routinely segregated from their teachers and peers. In addition, we promote the effective use of Learning Support Assistants (LSAs) to support all children to overcome barriers to learning and increase participation, particularly those children with SEND.
As advocated by the Code of Practice, Woodloes Primary School has a graduated response to the identification and education of children with SEND. This incorporates universal provision, SEN Support and higher needs provision through Education and Health Care Plans (EHCPs).
Universal Provision is through quality first teaching which is the first step in responding to children who have SEND. This incorporates some interventions and strategies to support learning. Interventions at Universal Level may be recorded on Accelerated Progress Plans (APPs) which identify group targets and strategies to support learning.
At SEN Support, children are placed on the SEN register as barriers to learning are affecting progress in one or more of the following: Communication and Interaction, Cognitive and Learning, Social, Mental and Emotional Health and Sensory and /or Physical. SEN Support takes the form of a four-part cycle (assess, plan, do, review). This is known as the graduated approach. At Woodloes, children at the SEN Support level have an Individual Education Plan (IEP) which identifies individual targets and strategies to support learning. The children receive evidence-based support and interventions that are matched to their areas of need. IEPs are shared with parents in line with the school’s assessment and reporting cycle at the end of each term.
Effective collaboration with specialist services contributes to the: assess, plan, do, review cycle for the children with SEND. At Woodloes, there is regular partnership working with the Educational Psychology Service, Specialist Support Teaching Service, Speech and Language Therapy and the Mental Health Support Team.
EHCPs identify the specific needs, outcomes and provision for individual pupils with SEND who require support beyond what the school can offer. They receive additional support that can be provided using high needs funding made available through the EHCP.
At Woodloes we identify and address the SEN of the pupils through the following documents: SEN register, Individual Education Plans, Accelerated Progress Plans and personalised provision timetables.
Specific interventions which characterise SEND provision at Woodloes includes: The Hive nurture base, speech and language groups, The Eco project with Evergreen School, Boomerang, Time for Phonics, Doodle Maths, precision teach, emotion coaching and restorative conversations.
The impact of SEND provision is monitored through termly review of Individual Education Plans and Accelerated Progress Plans. Provision linked to EHCPs is reviewed through the child centred annual review process.
Progress is tracked through specific intervention records as well as whole school assessment systems e.g. phonics tracker, spelling spreadsheet and the pre-key stage standard record.
The impact of SEND provision at Woodloes Primary School is assessed through specific monitoring. In addition, the SENDCo participates in the deep dive process. Accompanying evidence is provided through pupil interviews, lesson visits, teachers questionnaires, work trawls, learning walks and the analysis of data.
Woodloes Primary School SEND Curriculum