As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
“Why fit in when you were born to stand out!” – this is our school vision for your child.
Woodlands Primary School is a large four form entry school. We have a nursery attached to the school with both a morning and afternoon nursery. A large number of pupils who attend the school speak English as an additional language. We have a range of SEND needs within the school, ranging from severe learning difficulties to physical needs. We aim to reach the highest standards: to develop children’s engagement with and understanding of the world; to maintain a family who are positive and reflective and to encourage strong home-school links so parents and carers can be an active part of their children’s learning.
We are a school that is committed to Inclusion and believe that every pupil who enters the school has the right to as many different life experiences that we can possibly give them. We want all our children to be ready for all the challenges and opportunities their futures will hold. If we do nothing else, we want to help them to develop a love of learning and an unshakeable belief that they can rise without limits. We try to teach them to have the courage to dream and the belief that they can strive for and achieve the best that they can.
Identifying children’s additional needs
How will the school know if my child needs additional help and how will the school share information with me?
Teachers and senior management staff are continually assessing your child’s learning and progress. After putting in place relevant strategies and targeted support, if your child is still not progressing the teacher will inform the Special Needs Coordinator via an Initial Concern Form. After observing and assessing your child, she will decide if extra support in the class or specialist help is needed e.g. from the Educational Psychologist, or the Speech and Language therapist etc.
If your child is receiving additional support in the class the teacher will inform you in parent consultations. If however it is felt that your child would benefit from more specialist help or assessment you will then be invited to a meeting to discuss your child’s progress and gain your views as well as your permission to refer to outside agencies.
Once an assessment has been completed you will be given a report and invited into school to discuss the outcome and what additional support or programmes will be put in place. If your child is supported by outside agencies you will have regular review meetings.
All children are assessed and monitored at least half termly. Every term, an accountability meeting is held with the Head teacher, the Phase Leader, the Year Group Leader, the Special Needs Coordinator and the class teachers to discuss the progress of each child.
If a child is not making the expected progress, then an intervention will be put into place. This will not only take into account the child’s academic needs; but also their emotional, behavioural and personal needs. Support may range for example from 1:1 additional maths support for 6 weeks to offering early morning clubs, support for the family and the child’s wellbeing.
Who should I contact if I have any questions or concerns about my child's SEND?
If parents have questions or concerns about their child, the first point of contact is always the class teacher. Parents can make an appointment to meet with the class teacher who is happy to discuss any concerns and answer any questions.
If parents then require additional information or guidance, they can contact the school to make an appointment with the SENCO if necessary.
Head teacher : Melanie Jackson
- The day to day management of all aspects of the school. This includes the support for children with SEND.
- She will give responsibility to the Deputy Head teacher in charge of Inclusion, and the SENCO, the Inclusion Team and class teachers; however she is still responsible for ensuring that your child’s needs are met.
- She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.
Inclusion Manager : Jo Papa
Special Needs Coordinator : Holly Ireland
The Deputy Head Techer and SENCO oversee all support for children with special needs and disabilities. They organise the screening of children who they feel may need special help or support. This could be extra support in the classroom or specialist help where required – from the Speech Therapist or the Educational Psychologist. They also provide huge support, not only for the children but also our families, being extensively involved in engaging outside agencies where needed.
Coordinating all the support for children with Special Educational Needs or Disabilities (SEND), and developing the school’s SEND offer to make sure all children get a consistent, high quality response to meeting their needs in school.
Ensuring that parents are involved in their child’s learning; kept informed about the support children are getting and involved in reviewing how children are doing.
Liaising with parents and if necessary referring your child to outside professional bodies for further assessment.
Liaising with all outreach workers who may be coming into school to help support your child’s learning e.g. The school nurse, Early Years Team, Hatton Outreach, etc.
Providing support and training to teachers and support staff in school so they can help children with SEND in the school achieve the best progress possible.
Updating the school’s SEND records and analysing children’s progress ensuring that all children with SEND are known and making sure that there are excellent records of your child’s progress and needs.
Tracking data of all children’s progress and ensuring that appropriate is put into place for children not making expected progress.
Liaising with the school nurse to put in place medical protocols and care plans.
Liaising with hospital medical and teaching staff to ensure continuity of education for children who have regular hospital treatment.
Referring concerns with hearing or sight.
Giving support and advice to parents managing difficult behaviour at home.
Supporting children who are experiencing difficulties or traumas in their lives.
Working to support families with other relevant outside services through the Common Assessment Framework.
LEARNING MENTORS: Theresa Calmeyer, Nuresa Islam, Suzanne Worrall and Nick Radu
The Learning Mentors work closely with the SENCO supporting both children and families. They work alongside our children who may have emotional and/or behavioural needs. They guide, support and mentor specific children to ensure that they can be fully included in school life and get the best out of our school.
- Supporting teachers to put in place strategies to help children with behavioural and emotional difficulties using the Thrive Approach and Motional Approach that links with being a Trauma-Informed School.
- Monitoring and keeping records of children’s behaviour.
- Ensuring that the school’s Behaviour Policy is correctly implemented, and recorded.
- Monitoring and keeping records of children’s attendance. Working closely with the Educational Welfare Officer and the Attendance Officer.
- Liaising with parents and advising on positive parenting strategies.
- Facilitating Golden Time and Special outings for children who have excelled in class or who have been selected as the ‘Child of the Week’ in their class.
- Training and managing our Play Leaders, who support their peers at playtime.
Checking on the progress of your child and identifying, planning and delivering any additional help your child may need. This could be things like targeted work, additional support within lessons through the use of visuals or word banks, and letting the SENCO know as necessary.
Identifying children’s learning styles and differentiating work to meet each child’s needs.
Writing Individual Education Plans (IEPs) with the SENCO and outside agencies if necessary; and sharing and reviewing these with parents at least once a term, and planning for the next term.
Ensuring that all staff working with your child within the school is able to deliver the planned work/programme for your child so that they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
SEN Governor: Jenny Brayshaw
- Making sure that the necessary support is made for any child who attends the school who has SEND.
Involving pupils and parents/carers in planning support
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Mentor, e.g. or peer mentoring.
- Person centres planning meetings
All parents are encouraged to sign up to WeDuc so that we can send you regular and updated information about school news, events in school or information related to adverse weather. It allows all parents to track the events of their child’s school day when items have been posted.
We believe that children thrive when they understand the expectation of them and their routines. They make the most progress when we plan together and use similar strategies and resources both at home and at school. Children need to recognise the close bond that exists between the school and the home.
For children who receive additional support from outreach services, you will be invited to at least termly meetings to review their progress and set new targets together. All children are encouraged to continually self-evaluate and with the teacher’s support, recognise their next steps. Our Individual Educational Plans (IEPs) allow the child to track their own progress (with the help of the class teacher or the Learning Support Assistant if necessary).
Parents with children who have an EHC plan will also have termly meetings to celebrate their child’s achievement and to plan their next steps. Annually, we will review your child’s EHC plan and decide if the support is relevant and your child is making appropriate progress. Where appropriate, your child will be asked to contribute their views regarding progress and the setting of new targets in Person Centred Review Meetings.
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Groupings of pupils
- Specific individual support
- Specialised teaching groups
- Support for communication needs/ assistive technologies
Throughout the school, children of all abilities are supported in small groups to ensure that they reach their potential. Children may be supported in class or in other learning areas. Work is differentiated by the class teacher to meet the needs of the child. Some children receive specialist support and may follow a more differentiated curriculum planned with the support of Educational and Health Outreach Services.
For All Children:
- Phonics in Reception and KS1 are taught in small differentiated groups
Year 6 are in 6 groups for Maths and English, where 2 of these are small differentiated groups
Children who are not making expected progress may be supported in small targeted groups or 1:1 to reinforce learning.
Below are some of the intervention programmes that we use to support children in the school. In addition, the school has a large range of intervention SEN learning games and resources to support children in their learning.
Speech and Language
- Colourful Semantic
- KS1 and KS2 narrative Programme
- Language for Thinking Programme
- Higher Level questions/thinking
- Talk Boost
- Communication Cookbook
- Lexia-phonic/reading programme
- Reading Recovery
- Resources for Dyslexia include coloured overlay ‘eye Level’ reading rulers
- Colourful Semantics
- Talk for writing Programme
- Reading Intervention
- Spelling/ High Frequency Word Intervention
- More able reading and Writing Groups in KS1
- Dyscalculia programme
- Maths based ICT programme
- Charlotte Clock – Time resources
- Max’s marvellous Maths Programme
Fine Motor Skills
- Speed Up Kinaesthetic handwriting programme
- Healthy Hands
- Specialised resources
- Use of IPADS as alternative writing arrangements
- 2TYPE programme to improve typing
- Speed Stacks – fun competitive game to improve motor skills
Gross Motor Skills
As set by the Occupational Therapist
SEMH – Social, Emotional and Mental Health
- Thrive Approach
- Motional Approach
- Circle of Friends
- Friendships programmes
- Resolving conflict
- Social skills and Taking turns
- Dealing with Change
- Anger Management programme
- Lunchtime Games club
- What’s the Buzz?
OUTREACH SUPPORT SERVICE
Speech and Language Therapist
- Works in the school 1 day every week
- Supports children with an EHC plan
- Assess children and reviews targets and sets programmes
- Provides training for staff and parents on specific programmes
In addition to the above support, the school has purchased the support of an additional Speech and Language Therapist who works in school 1 day a week.
Early Years Assessment Team (EYAS)
- Supports children in Foundation Stage
- This service also works closely with school staff to provide support for children in their early development
- EYAS also works within the home to support parents and ensure continuity of strategies
EWMHS Early Intervention (Formerly known as CAMHS)
Child and family early intervention for emotional and mental health difficulties.
Supports children, teachers and parents in providing recommendations that are specific to the pupils needs so that they are able to access their education and make appropriate progress
As part of the new set-up of Outreach Services in Redbridge (SEaTSS: Specialist Education and Training Support Service) all previous services have now combined and are all under the same umbrella to ensure that all children, who have been identified with SEND are provided with the most appropriate support to ensure they reach their full potential both academically and personally. An overview of the four different teams can be seen below.
ASD and Social Communication Team: Emma Rush
The support service works closely with staff who have social communication difficulties or children on the Autistic Spectrum (ASD). Programmes of work and strategies are planned with the help of this specialist support.
New Rush Hall Outreach
This is a weekly service and children with emotional or behavioural difficulties may work either 1:1 or in small groups.
Sensory Team: Shirley Rooney
Joseph Clarke Outreach
Advice and support is given to children with sight impairments. Children often use their own laptop with logon that tailor font size and background colour etc.
Advice and support is given for children with hearing impairments. This service may also work directly with your child in school.
GLD and Language Team: Tasneem Shuja
The support service works with children who have general learning difficulties (GLD) or require support with communication.
The Physical and Specific Literacy Difficulties (SPLD)
The support service ensures children that have physical difficulties are supported through appropriate support, e.g. occupational therapist, physiotherapist, etc. They are also provide appropriate support where the pupil’s medical need is impacting their learning.
Gives advice and sets programmes of work for children who have fine and gross motor difficulties.
SERC(Special Education Resource Centre)
A range of resources are available to support children who require additional support from a piece of electronic equipment, e.g. programmes used for communication through a computer or laptop.
All children with a specific medical condition have a care plan in place. Support and adjustments will be put into place as advised e.g. having a resting area and support for a child who may have seizures.
There is a central Care Plan File kept in the medical room in the Key Stage 2 building, and copies of care plans with photographs are displayed in the medical room and in the staff rooms in both the Key Stage 1 and Key Stage 2 buildings.
Relevant care plans are also displayed in classrooms across the school. All class teachers have a record of medical conditions within their classes, as well as any risk assessments that may be needed.
Special arrangements with ISS Catering can be made for children with allergies to have school meals. The school cook and the servicing staff have visual records of children with food allergies.
Special arrangements may need to made with hospitals for children who have long term illnesses and or have to attend on a regular basis. If the child is off school for long periods and not being educated in hospital then home tuition can be arranged.
Arrangements for hearing and sight tests can be arranged in school.
Referral to the dietician
Children with undiagnosed concerns, with parental consent, are referred to the dietician.
Measuring children’s progress
How will the school know how well my child is doing and how will they inform me about this?
The school assesses all pupils continuously. Each pupil is assessed within the lesson through Assessment for Learning (AFL). In addition, each half term all pupils are assessed in all subjects (Teacher Assessment) The assessments for the core subjects Reading, Writing, Maths and Science are recorded on an in-school programme (Target Tracker), which allows data analysis to be completed on different groups of children, e.g. SEND, EAL. All pupils, including those with SEND, are tracked throughout the year.
Children who have been identified as SEND will be placed on an Individual Education Programme (IEP). An IEP will be devised by the class teacher and SENCO which contain targets that are measurable and time limited for the pupil. These targets will be assessed each term.
Formal parent consultations are held twice a year, in October and in February when parents are invited to individual appointments to discuss the progress of their child. If your child has additional support, the SENCO will join these meetings. At these meetings the class teacher will explain your child’s progress. In July the exhibition evening allows parents to have general discussion with the current class teacher and meet the new class teacher.
At the end of the academic year, all pupils receive a written report from the class teacher which summarises the progress that pupil has made for the year. We invite parents to return your comments on your child’s progress.
Those children who are supported by outside agencies or who may have an EHC (Educational and Health Care Plan – formally known as statements) will have termly meetings to review progress. This will include an Annual Review meeting which will not only review your child’s progress and targets but also their EHC to ensure the level of provision is still appropriate.
For children whose progress needs daily monitoring it may be necessary to have a home-school liaison book to be able to support your child as a team and ensure continuity of strategies.
All children are assessed and monitored at least half termly. Every term, an accountability meeting is held with the Head teacher, the Phase Leader, the Year Group Leader, the Special Needs Coordinator and the class teachers to discuss the progress of each child. If a child is not making the expected progress, then an intervention will be put into place. This will not only take into account the child’s academic needs; but also their emotional, behavioural and personal needs.
Following accountability meetings the SENCO meets with the class teacher to discuss provision for SEND children and write Individual Education Plans where appropriate.
These are reviewed with parents and child at termly Person Centred Progress meetings.
Learning support assistants keep records of the children that are on specific intervention programmes or in targeted groups, and their progress therein, which is shared with the SENCO at the beginning and the end of the intervention to monitor the progress made by the pupils.
Every term, the Inclusion team meet to discuss identified pupils to ensure progress is/has been made, and if there is/has been a limited amount of progress made further interventions or next steps are identified, which are then shared with both class teacher and parents.
Have any staff received specialist training in SEND?
All support staff receive training on a regular basis to help support pupils with SEND. All support staff receive training in the following areas:
- Strategies to support Reading, Writing and Maths
- Effective use of the sensory room
- Setting up and maintaining a classroom environment to support inclusive learning
- Read, Write Inc to support development of phonics and early readers
- Lexia to help pupils with developing word recognition and sounds
- Numicon to support the development of number recognition
- Colourful Semantics to help pupils with the structure of sentences
- ICT Training – using the iPADs to support pupils with SEND within the lesson.
- Assessment in Reading, Writing and Maths
- Maths mastery and ideas to support maths development
- The power of positive language and behaviour
Accessibility of the school
How is the school accessible to children with SEND?
Woodlands School is fully accessible to all pupils regardless of their individual needs. The school building is one level with all the classrooms opening out into the playground. The school has wheelchair access to all classrooms, and automatic doors in the corridors to enable pupils with mobility problems to move around the school easily. Each corridor within the school has large disabled facilities and we have facilities for personal care.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
At Woodlands, we believe that every pupil within the school should be able to participate fully in the activities within the school and outside the school. All pupils are encouraged to participate in one of the range of after -school clubs or lunchtime clubs that are offered within the school. Within school, teachers and Learning Support Assistants run activities and they ensure that they plan to meet the needs of all pupils who participate in the club. We ensure that children are allocated responsibilities around the school on an equal basis and children may join the School Council or become mentors to other pupils.
In addition, we also participate in off-site activities e.g. school trips, sport activities, music activities and so on. Before any trip is undertaken, a detailed risk assessment is carried out by members of staff. If there is a pupil with SEND within the year group, these pupils are highlighted as part of the risk assessment, and appropriate provision is put in place to ensure they are safe.
With regards to pupils with mobility difficulties, a taxi would normally be booked to transport pupils to and from the venue being visited. Additional adults are allocated according to the needs of pupils, with pupils who need a one-to-one adult being allocated one.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
Pupils with SEND have a detailed transition period into and out of the school. When pupils are in Year 6, Woodlands School liaises closely with the secondary school to ensure that there is smooth transition to secondary school. Pupils with SEND normally begin visiting the secondary school early in the summer term and if necessary, a detailed action plan is developed with input from the SENCO, any outside agencies involved, parents and the secondary school. The aim of the plan is to allow pupils with SEND more time to become accustomed to the routines and structure of the secondary school they will be moving to.
When a child is moving from Key Stage 1 to Key Stage 2 within the school, a similar period of transition is planned with pupils with SEND having more opportunities to visit the new building, the new class and lunch hall; this helps them to become familiar and secure in the new environment. This is also the same for children from EYFS to Key Stage 1. Where appropriate, photo books will be prepared with photographs before the Summer holidays so that children can spend time with their family preparing for the change in September so that the transition is smoother for the pupil.
When pupils are changing classes at the end of the academic year the new class teacher and the SENCO liaise together to share information. The class teacher and Learning Support Assistant work with the pupil to prepare them well in advance for the move.
During Year 5, pupils are given the opportunity to view their potential secondary schools. The SENCO will offer advice to the pupil and their parents on school that will best meet the provision for the pupil.
If a pupil joins Woodlands from another school, the school will liaise with the pupil’s previous school and the parents to discuss the pupil’s academic progress and strategies that can be continued within Woodlands. The pupil’s social, emotional and behavioural welfare will also be discussed.
What support and training within the school is available to parents and carers?
- Parent/ learning support groups
- Coffee mornings with parents
- Learning mentors who support families with a range of courses for parents and families. We offer free drop-in sessions with our multi-lingual support advisor.
Further information about the services we provide can be found on the school website and by calling the school office.