SEND

1. What kinds of special educational needs does the school provide for?

‘Wisdom Grows from Wonder’

Woodhouse Primary School is an inclusive school that welcomes and caters for a wide range of learning styles and abilities, whilst recognising that some children face barriers to education, participation and achievement. We see each child as an individual and utilise the expertise of staff, and work closely with you to meet their specific needs.

The school accommodates all SEND in line with the Equality Act 2010, provision is available for all four areas of need outlined in the 2014 SEND Code of Practice: cognition and learning, social, emotional and mental health needs, communication and interaction and physical and medical needs.

2. How does the school know if children/ young people need extra help and what should I do if I think my child/young person may have special educational needs?

The decision that a child needs extra help within an area of development is reached through use of the school’s tracking and assessment systems, discussions with parents/carers and the child. If required discussion with Trafford support agencies will also take place, such as: Speech and Language Therapy, Educational Psychology Services, SENAS (Special Education Needs Advisory Service).

The 2014 SEND Code of Practice states, a child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child or young person of compulsory school age is said to have SEN if they:

• Have a significantly greater difficulty in learning than the majority of others of the same age.
• Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

If you have a concern about your child’s progress, please make an appointment with their class teacher and/or the SENDCO to discuss your concerns.

3. How will both you and I know how my child/young person is doing?

The views and participation of parents/carers 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, guidance on the age-related expectations is provided for parents so that they are aware of the progress their child should be making. Parents/carers 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.

In addition to this Parents/carers whose children have SEND are invited to discuss their child’s Support Plan, the plan assesses the need of the child, plans a clear approach to support this area of need, lists the provision and strategies that will be used to support them, the plan will be reviewed to monitor the progress.  During these meetings the child’s teacher or the SENDCO will also discuss how parents/carers can further support their child’s needs with learning at home.

If required, there may be discussion on the involvement of external agencies and the use of their assessment and support. Children with an 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/carers are always invited to this meeting.

4. How will the curriculum be matched to my child/young person’s needs?

As part of the identification of needs, the school follows the Graduated Approach system, see Trafford Local Offer website for a further details on the Graduated Approach to supporting SEND www.trafford.gov.uk/fsd

The graduated approach requires schools to build support gradually, using assessment, planning, action and review to help increase support when required:

• Inclusive quality first teaching is the first stage, through planning and teaching all teachers set suitable learning challenges, respond to pupils’ diverse learning needs and have high expectations for all. 
• The second stage is supporting those children who are below the expected level despite quality first teaching, they may not have SEN, but they may require catch up support to achieve the expected level for their age.  
• The third stage is additional support for those with SEN who may have longer term needs and require individualised SEN Support, ranging from a high level personalised programme of support to children requiring highly personalised provision/support through an EHC Plan.

w will school staff support my child/young person?

To assist progress and attainment for all in Woodhouse all classes are taught by experienced teachers who provide quality first teaching that is differentiated to match the needs of their pupils.

Types of differentiation:

• Grouping – small group/1:1 /friendship /peer buddies
• Content
• Teaching style
• Lesson format – thematic units/games, simulations, role-plays, discovery learning
• Pace
• Alternative recording methods – scribing, use of ICT, mind-mapping, photographs etc.
• Outcome
• Support level
• Reward e.g. house points, marbles, Woodhouse Wonders
• Classroom environment e.g seating, visual timetable, table top prompts

Additional provision can include group work using a specific teaching programme to target specific skills or knowledge. Individual work with an adult using precision teaching strategies to focus and give repetitive practise in key knowledge and skills. Additional adult support to deliver a specialised intervention from external agencies e.g. speech and language. At Woodhouse, additional adult support is used to encourage and support children in becoming independent learners, it gives them strategies and tools to increase confidence and knowledge so they have the opportunity to thrive in their learning.

6. How is the decision made about what type and how much support my child/young person will receive?

The decision for the type and level of support will be made by the class teacher alongside the SENDCO and senior leadership team, working in partnership with you as parents/carers. The decision will be based on how much support the child needs in order to make good progress and engage fully in school life.

All learning is regularly assessed to track progress of individual children. This rigorous tracking of all children, including those with SEND needs, informs staff on the need and impact of support and is used to plan future targeted outcomes to work towards. The Head Teacher, Class Teachers, SENDCO and if required Trafford support teams are involved in overseeing, planning and reviewing the type and quantity of provision needed to meet specific needs.

The Assess, Plan, Do, Review Cycle is used when a need is identified and support/interventions are put in place.  This is recorded on the child’s Support Plan, it enables school to Assess what the needs are, Plan the outcomes/targets that are the main focus, Do the interventions and specific provision to enable the targets to be met. Review the progress made and the effectiveness of the support and what the next steps are. The cycle then starts again.

7. How will my child/young person be included in activities outside the classroom including physical activities and school trips?

All children are included in all parts of the school life and we ensure that all children are included on all school trips by providing the necessary adaptations to ensure that this is successful.  All school trips require a risk assessment, for children with significant needs they may require an individual risk assessment involving parents to ensure that the child is able to take part in the trip successfully and safely. For some children this risk assessment may also encompass physical education lessons. This will be discussed with you if required. 

8. What support will there be for my child/young person’s overall wellbeing?

Woodhouse is an inclusive teaching environment and promotes both the educational progress and the overall well- being of all our children.  All children whatever their need and provision fully participate in general school life, children and are encouraged to develop a broad range of skills and knowledge to support well-being, this is taught throughout the curriculum and in discreet PSHCE lessons following the scheme of work Jigsaw.

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’s SCIP worker (Social Care in Partnership with Schools), the school nurse and/or other medical professionals.

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.

9. What specialist services and expertise are available at or accessed by the 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, vision and auditory support, behaviour support, ADHD team, Occupational Therapist in Sensory Support, Social Care in Partnership and Trafford’s SENAS team. These teams are also brought in to assist whole school staff training and development.

10. What training have the staff supporting children/young people with SEND had?

• Gastrostomy Care and Feeding Training
• Training in supporting children with diabetic needs
• Speech and Language Therapy Training
• Elklan Speech and Language Course
• Paediatric First Aid/Three Day First Aid Certificate
• Fine Motor Skills Training,
• Speech and Language Lego Therapy Group Work
• Speech and Language training in social and behavioural needs,
• Supporting children with dyslexia needs,
• Certificate of Professional Studies in ASC needs
• Lifting and Carrying Training
• Hoist Training
• Speech and Language Vocabulary Training
• Mealtime Advice Training for children with physical/medical needs
• Speech and Language training to support development skills in listening comprehension. 
• Social Stories training to support needs within ASC
• Training to support children with selective mutism
• Training to develop awareness of the needs and strategies to support children with epilepsy
• Precision teaching training

11. How accessible is the school environment?

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 Head Teacher and School Governors liaise closely with the local authority 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 and there is ramp access to enable wheelchair entry to all parts of the school building. Also, school provides a changing room/ changing facilities, a 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.

12. How are parents and young people themselves involved in the school?

The views and participation of all parents in their child’s educational and pastoral development is supported and encouraged at Woodhouse. 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 complete a One Page Profile that gives their voice on their strengths, needs and support that helps them. When children are discussing their personal plan for future progress with their class teacher, they are encouraged to add in their own target which they consider important for development and they suggest what could be done to help meet this target.

13. Who can I contact for further information?

For all parents, the first point of contact regarding their child is the child’s class teacher, and then if necessary Head Teacher. For children with SEND, a further point of contact is the SENDCO, at Woodhouse this is Mrs E. Howarth.

For further information or advice contact can be made with the LA or Trafford Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) 0161 912 3150 – parents can also refer to Trafford’s local offer website www.trffford.gov.uk/fsd

14. How will the school prepare and support my child/young person to join the school, transfer to a new school or the next stage of education and life?

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 the school in action (currently with Covid measures in place, alternative actions will take place), meet with the Head Teacher, the Class Teacher and if necessary the SENDCO. 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 the child. 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, the children 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 7 and all year 6 children at Woodhouse participate in the transition activities of their new school. For children with SEND, especially those with an 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 SENDCO of both schools will discuss a child’s specific needs and how their transition can be arranged to best meet their needs, they will pass on all relevant documentation of SEND. Parents are welcome to attend transition meetings.

15. What other support is available?

Find out more about the local offer of support which is available for disabled children and young people and those who have SEN on the Trafford Service Directory www.trafford.gov.uk/servicedirectory  or by contacting the Family Information Service:

Telephone: 0161 912 1053 Monday to Friday, 8.30am until 5pm

Email: fis@trafford.gov.uk

Twitter: @traffordfis

Facebook: www.facebook.com/traffordfis