Woodlea

SEND - Provision

 

Pastoral, Medical and Social Support

At Woodlea Primary School, we believe it is important to develop the whole child, not just their academic ability.

Pastoral Care

We believe that children are entitled to:

  • Be involved in the planning of their own health care needs whenever possible.
  • Establish a routine individually related to their needs and age.We believe that parents are entitled to:
  •  
  • Be consulted about their child’s personal care, to ensure that it is sensitive to the families culture and reflects their child’s needs.
  • The reassurance that children will, whenever possible, receive personal care from the staff that know him/her best.To support this we:
  •  
  • Ensure children are provided with an Educational Support Plan where needed.
  • Have trained lunchtime supervisors who know the school well.
  • Ensure all of our staff and visitors are DBS checked and fully trained in all aspects of their role.
  • Carry out social development programmes when appropriate for those children who require extra support.
  • Use playground monitors/buddies to support children at playtimes.
  • Have a range of after school activities which promote healthy and safer lifestyles. 
  •  

Medical Needs:

  • We work closely with other professionals, both in-school staff, the school nurse, outside agencies and parents/carers to support all public health and medical needs within the school.
  • We are able to meet with parents/carers to discuss any concerns within a confidential and supportive environment.
  • We ensure our staff receive up to date training and we seek advice from the relevant professionals to meet a families’ needs. Two members of staff are fully trained paediatric first aiders.
  • We arrange school nurse involvement for parents/carers.
  • We can produce Care Plans for those children who have complex additional needs.
  • We support children with additional Speech and Language needs by working in small groups, on a 1:1 basis or by involving speech and language professionals who regularly work with identified children in school.
  •  

Social and Emotional support:

We place great important on promoting and supporting a child’s positive social and emotional well-being. We encourage children, parents and carers to speak to key members of staff each day. We are also happy to speak over the telephone to those parents who work during the day.

We use CAMHS (child and adolescent mental health service) alongside this support where necessary. Our school playground monitors/buddies support children during playtimes, encouraging positive behaviour and making sure everyone has someone to play with. We always provide staff to accompany the children on their visits and members of the transition team liaise closely with us throughout the year, particularly during the Summer Term. We hold regular parents evenings and provide tours of the school.

Promoting Equality

At Woodlea Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
  • Woodlea Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.At Woodlea Primary School, we have experience of supporting children and young people with a wide range of need including:

 

Statement of Intent for Promoting Equality

At Woodlea Primary School we are committed to equality. We aim for every pupil to fulfil their potential no matter what their needs. Our School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.  We aim to:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school

 

  • Types of SEND at the School
  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Difficulties

 

The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.

 

Number of pupils with Special Educational needs and disability

Communication and Interaction

    3

Cognition and Learning

    9

Social, Emotional and Mental Health Difficulties

    1

Sensory and/or Physical Difficulties

    1

 

Consultation with Children and Young People with SEND

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 within their classroom setting.

The children have regular meetings with support staff to discuss their progress and support. During their reviews the children are invited to take part in a questionnaire to share their strengths and weaknesses, if the child would also like to share their views at review meetings they are invited to do so. This can be developed in a way to meet the needs of the individual child or young person, including the use of presentations or short videos.

Our school council plays an active part in school life, each class has 2 representatives to take part in council meetings and represent their class. The school council members have been voted on to the council via a class vote in each class.

Consultation with parents/carers of children and young people with SEND

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.

 

How looked after children with SEN are supports

At Woodlea Primary School we work together with the Local Authority, which look after the child, to have a shared responsibility for helping Looked After Children enjoy and achieve. Joint working to make this happen takes place through the implementation, content and review of a Personal Education Plan (PEP).

The PEP is part of the overall Local Authority care plan but also forms a record of the child’s academic achievements and participation.

The PEP sets high quality expectations of rapid progress and puts in place the additional support the Looked After Child needs in order to succeed.

The PEP is reviewed regularly. Assessment and learning forms the basis for the review of the PEP and resources are allocated accordingly.

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

01913 852675

woodlea.primary@durhamlearning.net