Working Together to Help Every Succeed
At Woodfield, we value the contributions made by all children, professionals and parents to help develop our inclusive school community.
‘Special educational provision goes beyond normal differentiated and personalised teaching and learning approaches, it is individual provision that is additional to or different from that made for other children of the same age.’
Special Educational Needs and Disability Code of Practice (July 2014)
Woodfield Infant School aims to:
- Ensure that all pupils reach their full educational potential and that pupils make good progress regardless of any Special Educational Need, Learning difficulty, disability or disadvantage.
- Recognise and assess additional needs through early identification and timely intervention to ensure that everything possible is implemented to remove or overcome barriers to learning at the earliest opportunity.
- Personalise provision, enabling all pupils to access the curriculum and achieve their full potential.
- Actively involve parents and carers in any decisions affecting their child’s education.
To achieve these aims, staff at Woodfield ensure that:
- Everyone has the highest aspirations and expectations for every child.
- Provision is adapted accordingly and is responsive and matched to individual children's needs.
- Extended and outreach services provision makes a difference to outcomes for children and their families.
- Every child is able to access all areas of school life.
Provision is made to meet the needs of children and young people with SEND within the four broad areas of need:
- Communication and Language
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties (SEMH)
- Sensory and Physical Needs
Identification of children with SEND
Throughout the school, formal and informal assessments take place. These assessments help to identify a child who:
- is significantly behind their peers who have started from the same baseline
- fails to match or better their previous rate of progress
- fails to close the attainment gap between the child and their peers
- widens the attainment gap between the child and their peers
We may feel that a child requires a bit of extra support to ensure that they don’t fall behind. Parents are always informed if we are putting in additional support for their children.
Sometimes children arrive from a previous setting already identified as having a special educational need. In these cases, liaison takes place between Woodfield Infant School and the previous setting so that transfer can be as smooth as possible for these children and their families.
Assessment of children with SEND
Once a concern has been raised (by the child, a parent, class teacher or the SENCo) the school may assess your child further to allow clearer identification of the nature of the need and therefore find the best way of ensuring appropriate provision.
All children who have special educational needs or disabilities have their progress carefully recorded and have specific targets set. These targets are recorded in a Personal Support Plan (PSP). They are regularly monitored and reviewed termly. New targets are set according to your child’s progress and needs. Your child’s progress and targets can be discussed with class teachers or the SENCo at any time. Progress against these targets is also discussed with parents at a termly parents’ evening.
We aim to meet the needs of our children primarily through high quality teaching strategies and differentiation; matching the way in which the curriculum is delivered to the needs of the children. As part of this, it may be necessary to offer further interventions to support your child's learning. These may include, for example:
-fine or gross motor skills activities
-speech and language activities
-specific reading, writing, phonics or maths key skills teaching.
Some of these interventions may take place as part of our Rainbow Room activities with a teaching assistant who has received specific training.
Expertise and training of staff
- Our SENCo, Beck Preece, has qualified in the National SENCo Award.
- Each class has at least one full-time teaching assistant and we also have two higher level teaching assistants (HLTAs). In addition to this, a number of our teaching assistants are qualified to HLTA standard.
- Our staff are trained in Precision Teaching and further training happens when new staff take up posts within school.
- Ten members of staff are trained to deliver the Cool Kids programme.
- One of our TAs has studied child and adult counselling and has an interest in developing SEMH support in school. This member of staff is also ELSA trained (Emotional Literacy Support Assistant) and has completed a Drawing for Talking training course.
- Ten members of staff are trained in Talk Boost, a programme to boost children's early vocabulary levels.
- In December 2017, all of our staff received Tier 1 Autism Education Trust (AET) training. A teacher and 3 TAs have also completed Tier 2 AET training.
- The SENCo and a TA received training in Sensory Processing Disorders in the Autumn 2019 and this information has now been cascaded and shared with the whole staff team.
When appropriate we liaise with external agencies to gather advice and training around specific areas of need. All of these agencies work closely with both school and parents. External agencies accessed by school include:
- Educational Psychologists (EPs)
- Health Support through NHS services
- Speech and Language Therapy (SaLT)
- Occupational Therapy and Physiotherapy
- Woodlands Outreach Services for
- Learning Support
- Social, Emotional and Mental Health Support
- Autistic Spectrum Continuum Support
- Specialist teacher service for visual, hearing and physical impairment
- Emotional Health and Wellbeing Services (BEE-U)
- SPECTRA Autism Inclusion Service
- Shropshire Early Help
If you would like to discuss any aspect of our SEND provision please contact:
Beck Preece, our SENCo via firstname.lastname@example.org or
Henry Exham, our SEND Governor via the school admin email address email@example.com
Additional information relating to SEND can be found in the following documents and links: