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Progress of
SEND children
 
School's SEND Information Report
 

If you have any questions relating to this report please do not hesitate to contact the school’s Inclusion Leader (Mrs Tracey Green).

Our school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement.
Click here to download the school's SEND document detailing our philosophy in relation to SEND.
Additional and/or different provision is made in school for children with a range of needs, including:

  • Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia.
  • Sensory, Medical and Physical – hearing impairment, sensory processing difficulties, epilepsy.
  • Communication and Interaction – autistic spectrum condition, Asperger’s Syndrome, selective mutism, speech and language difficulties.
  • Social, Emotional and Mental Health – attention deficit hyperactivity disorder.


1. How does the school know if the children need extra help and what should I do if I think my child may have SEND?
2. How will the school staff support my child?
3. How will I know how my child is doing?
4. How will the learning and development provision be matched to my child’s needs?
5. What support will there be for my child’s overall wellbeing?
6. What training have the staff, supporting children with SEND had or are having?
7. What specialist services and expertise are available at or accessed by the school?
8. How will you help me to support my child’s learning?
9. How will I be involved in discussions about and planning for my child’s education?
10. How will my child be included in activities outside the classroom including school trips?
11. How accessible is the school environment?
12. Who can I contact for further information?
13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
14. How are the school’s resources allocated and matched to children’s special educational needs?
15. How is the decision made about how much support my child will receive?


1. How does the school know if the children need extra help and what should I do if I think my child may have SEND?

  • The progress of all pupils is monitored regularly by the class teacher, Senior Leadership Team and Inclusion Leader.
  • When a pupil is not making expected progress in a particular area of learning, the school will quickly identify the need for additional support.
  • The school will always inform parents if there are any concerns regarding their child’s progress.
  • The class teacher is your first port of call for any concerns regarding your child. Concerns can be raised at informal and formal meetings, parents evenings etc.
  • The class teacher will then liaise with our Inclusion Leader as appropriate.
  • We value your input as you know your child best, so please share your concerns with us.
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2. How will the school staff support my child?

  • Class teachers plan lessons according to the specific needs of children in their class and deliver quality first teaching in all lessons.
  • Specific strategies and resources will be used to support your child individually and in groups.
  • Focused small group teaching and individual sessions will target children with particular areas of need. This will be delivered by a teacher, Learning Mentor, Pastoral Learning Mentor or Teaching Assistant.
  • The school Inclusion Leader coordinates all SEND support and will ensure that your child is appropriately supported in all areas of their school life. She is there to support all school staff by ensuring understanding of children with SEND and best ways to assist them.
  • The Head teacher will meet regularly with the Inclusion Leader to ensure excellent provision for all children with SEND.
  • School Governors are responsible for monitoring the effectiveness of the provision in place for pupils identified with SEND and they will receive regular updates and a report on the progress of these pupils.
  • Staff will ensure a close relationship with parents through regular communications, both formal and informal.
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3. How will I know how my child is doing?

  • Some children with SEND will have a Personal Intervention Plan (PIP). Targets will be set for your child in their specific areas of need and will be reviewed termly by the Inclusion Leader and class teacher.
  • You will be informed regularly of your child’s progress through a variety of means, which can range from termly parent’s evenings, letters home, additional meetings, phone calls, e-mails, and reports.
  • The progress of children with a statement of SEND/EHC plan will be formally reviewed at an Annual Review.
  • Some children with SEND will have a Common Assessment Framework (CAF) and TAC/F (Team Around the Child/ Family) termly meetings will take place for you and all professionals involved with your child. Targets will be set for your child with action points agreed to ensure that you and professionals working with your child are supported in every area of their development and learning.
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4. How will the learning and development provision be matched to my child’s needs?

  • All lessons are carefully planned and differentiated to ensure that all the needs of individual pupils are met.
  • Suitable support resources are available to ensure that every child can access the curriculum at their level.
  • Regular assessment of all children ensures that we can carefully monitor their progress and put support strategies into place if they are not making expected progress in any area.
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5. What support will there be for my child’s overall wellbeing?

  • The well-being of every child is our primary concern at Wyton Primary School. Personal, Social and Health Education (PSHE) is integral to our curriculum, and each pupil’s social and emotional development is always at the forefront of our mind.
  • We value each child’s input and pupil voice is at the heart of our school community. Opportunities for children to share ideas include school council meetings, surveys, whole school ‘Big conversations’ and Personal Development lessons which might include circle times.
  • We also very much encourage participation in extra- curricular activities to build self-esteem and social development.
  • We are constantly working to ensure positive relationships between parents, school and children.
  • We ensure that key adults are available for children to go to if they need to talk to someone during the school day.
  • Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions is fully understood by all staff.
  • Additional support from specialist staff is provided as needed for individual pupils. We liaise closely with the Huntingdon Specialist Teaching Team who provide excellent advice and training.
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6. What training have the staff, supporting children with SEND had or are having?

  • We regularly invest time and money in training our staff to improve support for all pupils. This includes training to support all children in school with Quality First Teaching, training to develop enhanced skills and knowledge to deliver group interventions and more specialised training to deliver 1:1 programmes for individual pupils
  • We have good links with members of the Local Authority Specialist Teaching Team and liaise with them regularly on best practice in Quality First Teaching and personalised support.
  • Our Inclusion Leader is a qualified and experienced teacher and holds the National Qualification in Special Educational Needs, as well as receiving ongoing SEN training in specific areas.
  • The Inclusion Leader will regularly update all staff in relevant training relating to SEN and specific children in school.
  • All staff also attend regular training courses in relevant areas of SEND such as Autism, speech and language needs and dyspraxia.
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7. What specialist services and expertise are available at or accessed by the school?

  • We cater for children’s individual needs and receive relevant services and support to meet the needs of every child in our care.
  • Expertise begins within our school staff (see point 6).
  • Educational outside agencies involved with school include: Educational Psychologist (E.P), and our Specialist Teaching Support Team.
  • Specialist health services are also accessed to support children in school, such as Speech and language therapy, Occupational Therapy, Adolescent Mental Health (CAMHS), School Paediatrician and School Nurse.
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8. How will you help me to support my child’s learning?

  • You will be regularly provided with school information about how to help your child at home.
  • The Inclusion Leader and our Learning Mentors are available to give more personalised meetings/workshops to help you support your child’s learning.
  • Family support workers are available as needed, as are a variety of parenting courses.
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9. How will I be involved in discussions about and planning for my child’s education?

  • Children with a PIP (Personal Intervention Plan) will be monitored termly and new targets set. You will be able to comment on and add to these targets when you meet with the Inclusion Leader to discuss your child’s latest PIP (Personal Intervention Plan).
  • Formal parent consultations with your child’s class teacher take place twice a year (Spring and Summer) with the opportunity for an informal consultation / troubleshooting session at the end of the first half of the Autumn Term (October).
  • For children with multiple needs there may be a CAF in place. TAC/F (Team around the child/family) meetings to which parents are invited usually take place every six weeks or as required to discuss your child’s progress and needs with all professionals involved in their care.
  • Children with a Statement or EHCP will be reviewed every year at an Annual Review meeting to which parents are invited.
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10. How will my child be included in activities outside the classroom including school trips?

  • Our Equality Opportunities & Community Cohesion Policy promotes the involvement of all of our learners in all aspects of the curriculum, including activities outside the classroom.
  • Risk assessments will be carried out as appropriate for all children.
  • Reasonable arrangements will be made dependent on your child’s needs.
  • Parental discussions will be held as appropriate to discuss any activities that will be taking place outside the classroom for children with additional needs.
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11. How accessible is the school environment?

  • All Cambridgeshire schools comply to the EQUALITY ACT (2010) and will make reasonable adjustments for every child.
  • We have a school Access plan.
  • Wherever feasible, we will always make reasonable adjustments to improve the accessibility of our environment to meet individual needs, within the physical constraints of our site.
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12. Who can I contact for further information?

  • Parents are always encouraged to talk to their child’s class teacher about any issues or concerns.
  • For further information and for students with SEND, parents can meet with the school Inclusion Leader, Tracey Green, or make contact via e-mail or telephone.
  • The school is often in a position to pass on details of SEND support such as national websites, helplines, local support groups and local courses for parents.
  • The school SEN Governor is also available for advice and guidance as appropriate.
  • At county level, the SEN Officer is available for further advice.
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13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

  • Transition support is available for all pupils, whether they are coming into our school, moving class or moving to another school.
  • The school has a designated Transition Learning Mentor (Mrs Hefferan) who ensures all children are mentored throughout these sometimes difficult periods of change. Much liaison takes place between the class teacher, transition mentor and the Inclusion Leader to ensure your child’s needs are met.
  • For children with SEND we offer additional transition support, including individual sessions with your child, extra visits to a new school or class and support materials such as a pupil passport (with information about your child for the next teacher/s) or a ‘celebrating me’ book, which they take to their next setting.
  • The school website has a link for new families which includes a virtual tour of the school and information on what the children should expect on their first day at school.
  • For children with SEND who moving on to a secondary setting there will be additional transition meetings with the next class teacher/head of year/Inclusion Leader as well as supplementary visits to their next school. These arrangements are organised and implemented by our transition Learning Mentor.
  • Records are transferred and discussed within 15 days of the child leaving the school, underneath the education regulations act 2000. Both electronic and paper are transferred and discussed.
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14. How are the school’s resources allocated and matched to children’s special educational needs?

  • We have a set allocated budget for SEND support within school. This is reviewed annually by the school governors.
  • Within the budgetary constraints support is allocated according to the level of need.
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15. How is the decision made about how much support my child will receive?

  • Quality First Inclusive Practice is clearly defined in our setting and we expect all staff to deliver this.
  • Should additional support be required, a consultation will take place with the relevant staff, the learner and their families as relevant.
  • All interventions are monitored for impact and closely reviewed and assessed for their impact on each individual pupil.
  • We aim at all times to encourage independence for all pupils and support will be carefully planned and structured to ensure that it is meaningful and relevant.
  • The Inclusion leader oversees all additional support and regularly reviews with the head teacher.
  • The progress of pupils with SEND is also regularly monitored by governors.
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You can download a copy of the school's SEND information report by clicking on the links below.
Microsoft Word version
pdf version



   
   
Wyton on the Hill Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
 
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