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SEND

Supporting SEND At Woodhouse

Special Educational Needs and Disability Information Report

Within our school, all children are given the support and encouragement they need to progress well and reach their full potential. To achieve this some children need extra additional support due to having Special Educational Needs within a specific area of learning such as: literacy, mathematics, speech and language development, social communication and behaviour, emotional behaviour development and physical/medical needs. Other children might have a mixture of needs from these different areas of development and therefore also need additional support using a variety of strategies to enable progress.

How Does the School Identify If a Child Has SEND

The decision that a child has special educational needs within an area of development is reached through use of the school tracking and assessment system, discussions with parents, discussions with the child and if required assessment and discussion with Trafford support agencies such as: speech and language therapy, educational psychologist, ASD advisory team, the advisory teacher in specific literacy difficulties, school nurse and behaviour outreach teams. If a child is then identified as having specific needs a full Individual Educational Plan, devised by staff with support from the Senco and management team, will be set up, stating the overall outcome the plan is aiming for and the targets, strategies and amount of additional provision to be used to work towards achievement of this outcome. Parent and school partnership is vital in identifying a child’s full needs, therefore parents are fully involved in the assessment of needs procedure and are informed of all targeted outcomes and possible provision to be provided. Parental comments on needs and provision, given at the meeting with the class teacher, are recorded and school always aims to incorporate these wherever possible. Also, children in KS2, when discussing their personal plan for future progress with their class teacher, are encouraged to add in their own target which they consider important for development and suggest what could be done to help meet this target. In this way purposeful plans involving all are developed to support identified needs.   Individual Education Plans are reviewed and updated at least twice a year.

How the School Supports SEND Needs 

To assist progress and attainment for all in Woodhouse the school has eight mainstream classes, this includes a nursery class and all classes are taught by experienced teachers who provide carefully differentiated work to match pupils’ needs. Multi-sensory approaches to teaching i.e. visual imagery and prompts, listening and discussion and practical experiences are used in whole class teaching to support the different styles of learning needs within our pupils. All learning is regularly assessed using the Early Learning Goals and national curriculum expectations to track personal progress. This rigorous tracking of all children, including those with SEND needs, then informs staff on the impact of any interventions used and future targeted outcomes to work towards. The Headteacher, class teacher, Senco and if required Trafford support teams are involved in overseeing, planning and reviewing the type and quantity of provision needed to meet specific needs.   Targets and interventions are discussed with parents by the class teacher and when necessary the Senco. Class teachers also discuss targets with children and children have visual reminders/prompts in the class to aid motivation. The school’s governing body are fully informed of SEND support and provision within the school, through the use of school documentation and regular meetings. The Senco and SEND governor meet each term.

Working in Partnership With Parents

The views and participation of all parents in their child’s educational and pastoral development is supported and encouraged at Woodhouse. All parents are invited to a formal parents’ evening twice a year to discuss their child’s progress and are welcome to make additional appointments with their child’s teacher throughout the year – a full written report on progress and attainment is given at the end of the school year. Parents whose children have SEND are a part of this process - they are invited into school to discuss their child’s progress, attainment and needs and to discuss the Individual Education Plan set up for their child twice a year – again additional meetings with the class teacher and Senco can/will be arranged by either the school or parent when necessary. Within these meetings a child’s progress, specific areas for support and additional provision to be given will be discussed and the class teacher or Senco will advise on how a parent can support their child’s needs and learning at home. Also, if required, there may be discussion on the involvement of external agencies and the use of their assessment and support.  Children with a Statement of Needs/Education, Health and Care Plan will also have an Annual Review meeting each year, to discuss and evaluate their specific provision and the impact this support is having – parents are always invited to this meeting.

Pastoral Support

Woodhouse is an inclusive teaching environment and promotes both the educational progress and the overall well- being of all of its children.  All children whatever their need and provision fully participate in general school life and are encouraged to develop a broad range of skills and knowledge. All are encouraged to participate in after school activities, developing and strengthening particular interests and all are encouraged to aim for responsibilities and roles within school to actively participate in the growth and progression of Woodhouse. Social and emotional development teaching is on-going within all classes, in addition specific pastoral, medical and social support/mentoring is provided as needs arise and this may include liaison with behavioural and emotional support agencies, the school nurse and other medical professionals. The Headteacher and school governors are central to decisions made in this area. Every effort is made to accommodate and meet medical requirements whether they are short term or long term needs and the school liaises with both Trafford advisory teams and NHS staff on ensuring that there are appropriately trained staff to administer any necessary medical care/procedures.

Available Specialist Support Used by School

All teachers and TAs attend relevant curriculum professional courses to develop awareness, skills and knowledge in areas of special needs. Specific specialist support is obtained through Trafford support agencies such as: speech and language therapists, Educational Psychologists, occupational therapists, vision and auditory support, behaviour support and Trafford’s ASD team. These teams are also brought in to assist whole school staff training and development. (See appendix A for relevant SEND training undertaken by staff).

Accessibility

Accessibility for children and parents with SEND is continually developing to meet the needs of the school community. The inclusive ethos of the school will always strive to best meet the needs of a child with SEND and the Headteacher and school governors liaise closely with the LEA to ensure adequate and reasonable adjustments have been made to the school environment. Currently, the school provides a disabled parking space close to the main entrance for school, ramp access to enable entrance to the school by wheelchair, a toilet with a handrail in the main school corridor which is  accessible for wheelchair users, a toilet with wheelchair access within the upper junior mobile classroom area, slopes facilitating use of a wheelchair into the year one classroom, the school hall from the playground, the main junior corridor from the playground and  the upper key stage 2 classrooms and a changing room/ changing facilities  with bed and a hoist to support lifting for children who cannot access toilets and have specific changing needs. There is also an adult toilet for staff or visitors who need wheelchair access.

Transitions

All children are closely supported during any transition between year groups and other educational settings. Before joining Woodhouse, parents and children are invited to visit and view the school in action, meet with the Headteacher, class teacher and if necessary the Senco. As children progress through the school, staff liaise closely, to ensure continuity and progression. All key documentation is discussed and passed on and if required additional meetings will be held between staff to discuss the specific needs of children. For children who may find transition challenging, additional opportunities to meet with their next class teacher will take place in the summer term. During these meetings, they  will have the chance to: engage in small activity/discussion groups with their future teacher to help lessen anxiety about the next school year, promote a secure relationship to help start the new school year positively and gain awareness and experience of their new classroom environment.  Each secondary school has a transition programme for children joining them in year seven and all year six children at Woodhouse participate in the transition activities of their new school. For children with SEND, especially those with a Statement of Needs/Education, Health and Care Plan, additional opportunities to support transition are given, for example extra visits to the secondary setting accompanied by a school TA if required. In addition the Sencos of both schools meet to discuss a child’s specific needs and how their transition can be best met and pass on relevant documentation. Parents are always welcome to attend transition meetings.

Allocation of Budget

 Part of the school budget is allocated to enable SEND provision to be carried out, this might mean a child being taught as part of a small focused group, on an individual basis following a specific programme, receiving specific equipment to support their needs or having support within class teaching sessions. The Headteacher and school governors are responsible for all budget allocations and the Headteacher and Senco will liaise and discuss with the parents on the provision made for their child. Children with a Statement of Needs/Education, Health and Care Plan will also receive additional funding within their plan from Trafford LEA. School will discuss with parents/carers how the use of this funding is being used to provide the necessary provision required to meet their child’s needs. Parental views will be taken into account when developing provision and for parents/carers who have access to a personal budget from Trafford and who wish to have a specific type of provision provided through this personal budget, all efforts will be made by the school to enable this provision to take place.

Further Information

For all parents, the first point of contact regarding their child is the class teacher and then if necessary senior management or the Headteacher. For children with SEND, a further point of contact is the Senco , at Woodhouse this is Mrs E. Bell. For further information or advice contact can be made with the LEA or Trafford Parent Partnership 0161 912 3150 – parents can refer to Trafford’s local offer and website www.trafford.gov.uk/fsd

Useful Policies

Other useful information regarding educational policy at Woodhouse can be found on the school website, this includes the SEND policy.

Appendix A

The following is a list of relevant staff training for SEND:

Nursery and Year One Support Staff– Gastrostomy Care and Feeding Training

Reception Support Staff - Speech and Language Lego Therapy Group Work Training (to support social and communication skills)

Year One Support Staff – Hoist Training

Year Two Teaching Support Staff – Lifting and Carrying Training,  Gastrostomy Care and Feeding Training, Hoist Training, Fine Motor Skills Training, Speech and Language Vocabulary Training, Speech and Language Social Skills Lego Therapy Training,  Mealtime Advice Training for children with physical/medical needs.

TA Main School Staff – Elklan Speech and Language Course, Paediatric First Aid, Three Day First Aid Certificate, Fine Motor Skills Training, Speech and Language Lego Therapy Group Work Training (to support social and communication skills)

TA Main School Staff – Certificate of Professional Studies in ASC needs – Manchester University accredited Speech and Language Lego Therapy Group Work Training  

Whole school staff training by senior speech and language therapist in the use of Social Stories to support needs within ASC.

Whole school staff training, from the speech and language team to develop awareness of the needs and strategies to support children with selective mutism.

Whole school staff training to develop awareness of the needs and strategies to support children with epilepsy.

Nursery staff trained in supporting children with diabetic needs.

Whole school staff training, by Trafford SENAS team members, in the use of Clicker 6 – an ICT writing support programme

Appendix B

All children at Woodhouse receive good quality class teaching. This teaching will automatically include strategies which approach the delivery of teaching and learning within the National Curriculum in different ways, so that all children are included and make progress. A wide variety of practical, visual and ICT resources are used to promote engagement in learning, along with whole school systems such as collaborative learning, Social and Emotional Literacy, School Council, house leaders and the use of ‘Growth Mindset’ approaches to encourage positive attitudes and responsible learning.

Some children require additional provision to enable progress. The following is an overview of the provision being undertaken by school to support SEND needs in Woodhouse during the school year. This support is regularly revised and adapted as needs change. The impact on learning progress is assessed at the end of each term. Support agencies who liaise with school to meet children’s needs also maintain regular assessment of needs, progress and adaptations to provision.

Cognition and Learning

Communication and Interaction - ASD

Speech Language and Communication

Social, Emotional and Mental health

Physical and Medical Needs

Focused phonic groups using Letters and Sounds and Read, Write Inc phonics programme

FFT Wave 3 Reading and Writing 1:1 precision teaching programme

Hi Five Reading and Writing group development for KS 2 pupils

Focused additional reading development groups using – Active Reading Strategies, Cracking Comprehension programme

Toe by Toe Reading Support Programme

Focused additional  writing development groups using Early Literacy and Additional Literacy programmes

Nessy Spelling Programme

 

Additional Assertive Mentoring maths groups

‘Power of Two’ precision teaching specific maths skills programme

 

Emotional Literacy development groups

One to one mentoring

Lunchtime support

Social Stories support

Focused group ‘teamwork’ tasks to apply social language and behavioural skills.

Visual timetables

Modified timetables

Equipment and environment adaptations to meet sensory needs.

Speech and language outreach support using programmes of work from speech and language therapist

One to one mentoring

Focused group work tasks to apply language skills e.g. understanding and using social language, following instructions, vocabulary development, listening comprehension skills

 Peer mentoring, buddy support, collaborative learning, Kagan strategies

Lego Therapy Teamwork Programme

 

 

Emotional Literacy development groups

Individual reward systems

Lunchtime support

Pastoral Support Plans

Mentoring support

Peer mentoring, buddy support, collaborative learning, Kagan strategies

Visual timetables

Modified timetables

Focused group ‘teamwork’ tasks using practical activities e.g. gardening, DT and cooking.

Growth Mindset strategies and vocabulary

 

Additional fine motor opportunities -  ‘Write from the Start’ specific pencil control programme

Gross motor support – physical activities

Specific 1:1 support for physical and medical needs e.g. feeding and changing, accessing learning within the classroom

Specialist equipment e.g. changing room, hoist, use of iPad for communicating learning.

Occupational/physiotherapy 1:1 exercise support following programmes from the OT team.

Feeding support following strategies from the speech and language team.

Lesson support to access equipment

In addition to the above provision, school now has the added provision of a ‘SCIP’  social worker – ‘Social Care in Partnership with Schools’, who will provide support to children and families in need.

Partner Agencies – occupational therapy, physiotherapy, speech and language feeding support therapist, school nurse – supporting epilepsy and diabetic needs, speech and language school support, Educational Psychologist, SENAS SpLD, speech and language for ASD, CAMHS team, paediatrics teams, SENAS medical/physical support team, social services, SCIP worker.