Woodlea

SEND - Our Curriculum

 

Teaching, Learning and the Curriculum

At Woodlea Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

 

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning. At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum, Woodlea Primary School remains committed to:

  • A range of teaching and learning styles • Differentiated learning materials • Access to ICT and Technology • Additional in class support • Additional out of class support • Many Enrichment and Enjoyment opportunities to stimulate and motivate learning • Flexible groupings – including small group support work • An innovative and supportive curriculum • The appropriate use of rewards and sanctions • A broad range of extra-curricular activities • Assessment procedures that emphasise pupils’ strengths and achievements • Applications during national testing at Key Stage 2 to obtain access arrangements

Effective Learning Climate Policy

 

How we identify and assess children with special educational needs

Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.

At Woodlea Primary School we follow a graduated support approach which is called “Assess, Plan, Do, Review”. This means that we will:

  • Assess a child’s special educational needs
  • Plan the provision to meet your child’s aspirations and agreed outcomes
  • Do put the provision in place to meet those outcomes
  • Review the support and progress

As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents/carers will be fully involved in this process.

A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan. Full details can be found on the Local Offer website.

 

For all children, we aim to provide:

  • Access to a varied and stimulating curriculum which is relevant to the needs of the children.
  • Different teaching approaches based on the needs of the children.
  • Hands on learning and as many school trips as we possibly can.
  • A range of technology to support and aid teaching.
  • Opportunities for small group and independent work.
  • Opportunities to develop self-esteem, independent learning, involvement in decision making and problem solving.
  • For some children we will:
  • Support for literacy:

Provide targeted support e.g. Phonics Groups, Lexia, 1:1 Phonics and Literacy Intervention; Comprehension and Reading Groups; Handwriting Groups; Observation by the SENCO

 

  • Support with numeracy:

Provide targeted support e.g. Mathematics Intervention Groups, Targeted Support from an Intervention Teacher and small group support in class from a HLTA/TAs

 

  • Support for children with significant learning difficulties:

Opportunities to provide small group work based on identified need, IT support to support learning, small group or 1:1 programmes planned by teacher and delivered by HLTA/TAs, clear differentiation to support inclusive curriculum and routine opportunities for over learning and practice of basic skills.

 

  • Support for children with physical needs:

School trips are planned well in advance and take into consideration the needs of all children, structured and evaluated fine motor programmes, structured and evaluated gross motor programmes and activities planned and tailored to meet identified need of all children.

  • Support for children with speech, language and communication needs:

A broad and balance curriculum to support all pupils, provision of planned opportunities to learn and practice communication skills, access to time-limited small group intervention and access to 1:1 intervention to work on specific targets.

 

  • Support for children with a hearing, visual or multi-sensory impairment:

Regular small group teaching of key skills, peer awareness, targeted learning resources to support differentiation and use of assistive listening devices.

 

  • Support for children with social, emotional and mental health difficulties:

Well planned and stimulating PHSE/Citizenship curriculum using SEAL materials and interventions, access to small group support, preparation for changes to activities/routines/staffing and access to quiet withdrawal area when needed.

 

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. The children take an active role with setting their targets, discussing them with the class teacher/SENCO.

The children have regular meetings with support staff to discuss their progress and support.

We are committed to working with parents and carers to identify their child’s needs and support.  Parents and carers will be involved throughout the process.

There is a range of ways this can be done, for example:

  • Termly parents/ carers evenings;
  • Ongoing discussions with a class teacher and/or SENCO;
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
  • Through a review of a child’s SEN Support Plan or the Annual Review of their Statement of SEN or EHC Plan.

If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.

 

Staffing and any Specialist Qualifications/Expertise

The teaching and learning requirements of all children with SEND is primarily the responsibility of the class teacher. This reflects the principle that SEND (provision for children with special needs and disabilities) is a whole school issue and a recognised aspect of all curriculum planning.

At Woodlea Primary School, we recognise that our greatest resource are our trained professionals. The work of our HLTAs, TAs and Nursery Nurses plays an important role in supporting and accelerating the progress of all children, especially our SEND children.

Our staff have experience in working with children with: behaviour, emotional and social difficulties; speech, language and communication difficulties; children with complex needs.

 

Our SENCO is Mrs Brannan. If your child has a disability and/or special educational needs and you would like to know more about what we offer at Woodlea Primary School, please contact us on (0191) 3852675.

Fence Houses, Houghton Le Spring
Tyne And Wear DH4 6AR

01913 852675

woodlea.primary@durhamlearning.net