SEND

Wooden Hill Primary School is ambitious for all our pupils and we believe that there is no ceiling on what can be achieved by anyone, regardless of their circumstance or background. We are committed to providing a supportive and inclusive learning environment, giving every young person the opportunity to fulfil their potential now, and in the future.

The leaders at Wooden Hill Primary School are leaders for all pupils, enabling our teachers to be teachers of all pupils. Wooden Hill Primary School is committed to distributed leadership to secure the best possible provision and outcomes for pupils with special educational needs. We have the same ambition for all our pupils, and recognise the importance and impact of prioritising our responsibilities to pupils with special educational needs.

We work in partnership with pupils and their families in identifying and providing for special educational needs. Where appropriate, we also work in partnership with other agencies. We recognise the importance of communication being inclusive, accessible and culturally sensitive to achieve effective partnership working.

Stage	Provision required	Support and provision	Assessment, recording and monitoring systems
5	Provision over and above Stage 4	In addition to Stages 1 – 4: Education, Health and Care Plan (EHCP) reviewed annually Multi-professional support Individual Education Plan provision map	EHCP Annual Review Meeting and Report Individual Learning Plan and reviews One page Profile SENCo monitoring provision
4	Targeted, intensive additional support	Consider request for EHC Plan (at least 2 cycles of APDR) In addition to Stages 1 – 3: Multi-professional support Individual Learning Plan Provision map Short term intervention fund (SIF)	SEN Register Individual Learning Plan and reviews One page profile SENCo monitoring provision
3	Targeted, additional support	In addition to Stages 1 - 2: Additional groups or individual programmes Evidence based interventions Raised at inclusion meetings	SENCo made aware Reviewed at Pupil Progress meetings with SENCo Individual learning plan and reviews One Page profile
2	Early intervention support	In addition to Stage 1: Support within class through small groups and individual support (e.g. Pixl Therapies, daily reading etc)	Reviewed at Pupil Progress and Phase Review meetings with Leadership Teams Progress data Record on an individual learning plan if this is helpful to track (not tracked as SEND at this point)
1	Universal provision	High quality inclusive teaching Personalised learning goals Carefully planned differentiation Assessment for learning Support, enable, challenge	Reviewed at Pupil Progress and Phase Review meetings with Leadership Teams Progress data

What does it mean to have a Special Educational Need?

A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:

A significantly greater difficulty in learning than most others of the same age; or
A disability that prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

What this means at Wooden Hill Primary School

We believe that all students, regardless of starting point or prior ability, should experience a high-quality curriculum and have access to the most highly trained and qualified staff. Our SENDCo will provide day-to-day support in addition to training to support all teachers in ensuring that no student gets left behind. We believe that real inclusion and effective adaptations are invisible to the eye, that teachers should have an in-depth knowledge of their students and can adapt and support them fluidly and sensitively in the classroom. Wherever possible, we seek to include and not exclude our most vulnerable learners from the experiences of their peer group.

Accordion Title

James Titley-Rawson,
SENDCo and Deputy Headteacher

“I am committed to ensuring that all children at Wooden Hill Primary School are enabled to have the best school experience to ensure that they are READY for the next stage of their education”

Part of the SEN team, James Titley-Rawson’s role is to oversee the educational provision for students with SEN. He manages the strategic and day-to-day provision, coordinates additional support, guides teachers and liaises with parents and external agencies to ensure every child has everything they need to succeed.

Annette Corbett,
ELSA and Family Support Advisor

“With the right support, all students can achieve regardless of the barriers to learning they may face. I am committed to ensuring all students can achieve their dreams and ambitions.”

Part of the SEN team, Annette Corbett’s role is specifically focused on supporting the whole family with a particular focus on mental health and wellbeing.

Paula Owen, ELSA

“Every child deserves the right to an education that is both fulfilling and rewarding, no matter their individual circumstance. I firmly believe that, with the right support, our SEND students will accomplish their goals and excel throughout their TAL journey.”

Part of the SEN team, Paula Owen’s role is ELSA (Emotional Literacy Support Assistant) is specifically focused on supporting children with emotional regulation, understanding their emotions and developing strong relationships.

Identification and assessment of children with SEND

We work in close partnership with families and local settings. Many pupils with special educational needs will therefore be identified through the transition and induction process.

Transition to school is carefully planned to give time for observations and assessments of children as they join the school. Where there are any concerns with regard to a child’s development against developmental milestones, the school will speak with the parent to identify next steps.

Once a child is in school, class teachers make regular assessments of progress for all pupils and identify those whose progress:

Is significantly slower than that of their peers starting from the same baseline
Fails to match or better the child’s previous rate of progress
Fails to close the attainment gap between the child and their peers
Widens the attainment gap
demonstrates high levels of dysregulation

This may include progress in areas other than attainment, for example, social needs. Attendance and behaviour data might also be used to identify which pupils require additional support.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN.

Where a parent/carer has a concern about their child, parents are asked to speak with the class teacher(s)/form tutor so that appropriate observations and assessments can be undertaken.

Learning Plan

Some pupils who require more specialised support will have Individualised learning plans to complement pupil passports. For example, an individualised learning plan will be used to:

Track progress against long-term outcomes in Educational, Health and Care Plans. (EHCNAs) for pupils working below age-related expectations.
Inform medium-term and daily curriculum planning and provision where children are accessing adapted curriculum pathways.
Inform intervention planning.

Link to PDF - Learning Plan Example.pdf

Universal provision – high quality teaching

Wooden Hill Primary School ensures that a universal provision of high quality teaching is able to address gaps in foundational knowledge and skills. Through evidence-informed classroom routines and a well-planned curriculum, teachers are able to address reading fluency and accuracy, communication and language skills, writing composition and number facts. Furthermore, our carefully selected and sequenced curricula ensure foundational subject-specific knowledge is secure at every step. For some students, effective in-classroom targeted support ensures gaps are identified and tackled quickly through our responsive and adaptive classroom practice.

Targeted support

At Wooden Hill Primary School, we support all children, including those with SEND, by using High Quality Teaching Strategies which include modelling, breaking information up into smaller 'chunks', repeating instructions, checking for understanding and allowing time to respond.

We will also provide the following interventions:

Group support (within the class)
Social and emotional support (1:1)
Frequent reading
Pre-teaching
Occupational Therapy support
Speech and Language support
Handwriting interventions
Fine Motor Skills
Play therapy
ELSA
Sensory Circuits
1:1 tutoring RWI

Specialist support

We work with the following agencies to provide support for pupils with SEN:

Autistic Spectrum Service (ASS)
Educational Psychology
NHS e.g. CAMHs, SALT, OT, Physiotherapy, school nursing service
Support for Learning (SFL)
Youth Offending Service (YOS)
Counselling
Pediatricians
Child development Center (CDC)
Early help services
Children’s social care

Staff training

Bucket time
Lego therapy
PACE
Meeting the needs of pupils in Maths, Reading and Writing
Trauma informed practice

Useful links

Teacher Handbook: SEND

With contributions from specialists across the sector, the handbook is a comprehensive resource for teachers and parents to use over time. It brings together practical examples of high-quality teaching – placing focus on removing barriers to learning, getting to know and understand individual learners, and bringing to life the graduated approach. To access this free resource, click on the link below and sign up to Whole School SEND:

Teacher handbook: SEND

Whole School SEND Online CPD Units

Free, flexible online learning to help develop inclusive practice.

Whole school SEND CPD

Our SEN policy, SEN Information report and accessibility plan can be found on our School Policies & Documents page here.

Our SEND local offer can be found here.