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SEND

Special Education Needs & Disability

Woodlands Schools offer a caring and nurturing environment for all children, promoting academic excellence as well as providing an exciting and varied curriculum in order to foster a love of learning so that every child can achieve their full potential.

1. How Woodlands Schools identify children who need extra help and what our parents/carers should do if they think their child may have SEND

  • Continuous teacher observations/assessments of progress and development are carried out
  • Liaising with previous educational establishments if appropriate
  • Liaising with parent/carers the staff will complete appropriate 2/3 year old checks for children in our nursery setting( Little Acorns)
  • An open door policy ensures that parents are encouraged to discuss their child’s development and progress
  • Any concerns raised by staff members are taken seriously and shared with senior members of staff so that appropriate monitoring and action may be taken
  • Where appropriate the setting will liaise with external agencies (medical / speech and language / occupational therapist / educational psychologist)

2. How our setting supports children with SEND

  • Children throughout Woodlands schools including Little Acorns, EYFS and Foundation stage have a key worker/teacher who will draw up individual plans in liaison with school SENCo, Head Teacher and parent/carers and external agencies (Area SEN / speech and language therapist / occupational therapist)
  • Our school SENCos oversee all support and progress of individual children with SEND in liaison with their key worker/ class teachers
  • Where appropriate a One Plan will be drawn up in conjunction with relevant external agencies

3. How our setting creates learning and development opportunities for individual children with SEND

  • Keyworkers/teachers always differentiate
  • Pupils with SEND are supported by class teacher or assistant depending on their needs

4. How our setting works in partnership with parents/carers

  • We offer an open door policy where parents/carers are welcome to make an appointment to discuss their child’s progress with the class teacher and/or the SENCo
  • Parents are informed of academic progress through regular meetings and formal reports appropriate to the age and development of the individual child
  • Parents are immediately informed of any concerns either at the end of the day or via a telephone call/email
  • One Plans are discussed with the parents as they are updated as we believe each child’s education should be a partnership between parents and teachers
  • In conjunction with parents/carers, children on the SEND register have their outcomes & progress reviewed each term. In addition, a formal meeting is held annually between the SENCo, teaching staff, parents, and other relevant external agencies

5. How our setting supports the wellbeing of children with SEND.

  • Staff have regular First Aid training
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class and for ensuring tat One Plan's are passed to relevant members of staff including peripatetic staff.
  • Appropriate and regular risk assessments are undertaken to ensure children’s safety
  • Where medical care is required a medical information form is completed by parent/carer , discussed with relevant staff and actioned to ensure that all staff who have responsibility or come in to contact with the child are aware of their particular needs.

6. Staff training and experience in supporting children with SEND.

  • SENCo staff have regular meetings in order to discuss and implement current updates
  • All staff are aware of SEND legislation
  • Senior leadership undertake regular safeguarding training and cascade information to their staff

7. Specialist services and expertise accessed by our setting.

  • Depending on the individual needs external agencies/professionals are closely involved in providing a comprehensive plan for the child with SEND

8. How our setting includes children with SEND in community based activities and outings.

  • Risk assessments are always undertaken for any off site activity
  • It is our aim for all children to be included on school trips and we will provide the necessary support to ensure that this is possible.
  • Parents/carers are consulted as to the suitability of activities

9. Our accessible environment.

10. How our setting prepares and supports children with SEND when joining the setting and when transferring to another setting or school.

  • All new children to visit the school prior to starting taster sessions are provided
  • We communicate with previous schools when necessary
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits and liaise closely with staff.
  • When receiving/transferring children to different schools we ensure all relevant paper work is passed on

11. How our setting organises its resources to meet the needs of children with SEND.

  • We ensure that the requirements of children with SEND are met within the limitations set by our settings locations and buildings

12. How we decide on appropriate support for children with SEND.

  • The class teacher and SENCo will discuss the child’s need and what support will be appropriate. Different children will require different levels of support in order to bridge the gap to achieve their potential and/or age expected levels .Parents will be informed and consulted at each stage of this process.

13. How we involve all parents/carers in our setting

  • Parents/carers are encouraged to take an active part in their child’s development and education
  • Parents/carers are offered meetings and informal opportunities to demonstrate good practice that they may use with their children to support the work of the school
  • Opportunities are offered regularly for parents/carers to visit the settings/school and see how their children are progressing
  • Parents/carers are encouraged to complete DBS checks so that they may help at appropriate school activities
  • Woodlands schools offer a wide variety of opportunities for families to come together and celebrate their child’s learning.
  • Parents/carers are invited to specialist teaching forums.

14. Who to contact for further information.

  • The first point of contact would be the child’s keyworker/ class teacher
  • A meeting with the school’s SENCo can be arranged via the school office
  • The Learning Enhancement policy is available on our website

Please click below to read:

Educational & Welfare Provision for pupils for whom English is an Additional Language