Our School Offer

How we identify individual special educational learning needs

  • When pupils have identified SEND before they start here, we work with the people who already know them and use the information already available to identify what their SEN will be in our school setting.
  • If you tell us you think your child has a SEN we will discuss this with you and investigate it further– we will share with you what we find and agree with you what we will do next and what you can do to help your child
  • If our staff think that your child has a SEN this may be because they are not making the same progress as other pupils; they may not be able to follow instructions or answer questions for example. We will observe them; we will assess their understanding of what we are doing in school and use tests to pinpoint what is causing difficulty. (what is happening and why)

How we involve pupil and their parents/carers in identifying SEN and planning to meet them

  • We are child and family centred so you can expect “no decision about me without me”
  • When we assess SEN we will discuss with you if understanding and behaviour are the same at school and home; we take this into account and work with you so that we are all helping your child in the same way and helping them make progress
  • We will share IEPs with pupils and parents/carers and inform you of reviews and changes, including progress made
  • We use homework to repeat and practice activities that are new and presenting a challenge to a pupil

How we adapt the curriculum so that we meet SEN

  • All our staff are trained to make materials and ‘work’ easier or more challenging so that every child is able to learn at their level

  • We use additional schemes/materials so that we have something at the right level for pupils with SEN. We use the Better Reading Partnership for reading; Rapid Writing for writing; 1st class @ Number andNumicon for maths ; BLAST, WellCom and TalkBoost for language and communication; Social stories, Comic strip conversations and small group work for social and communication issues.

How we modify teaching approaches

  • All our staff are trained in a variety of approaches which means that we are able to adapt to a range of SEN:- specific learning difficulties (including dyslexia); Autistic Spectrum Condition; speech, language and communication needs; and behavioural, social and emotional difficulties

  • We use a number of approaches to teaching and learning – quality first teaching, differentiated tasks in all areas of the curriculum, target setting, self and peer assessment where appropriate, assessment for learning techniques

  • We focus on learning and learning needs and our main aim is to involve all of our children in their learning

  • We have 20 teachers and around 28 support staff and together we have a vast range of specialisms and experiences which we draw on to provide high quality provision for all children. These include Literacy and Maths specialists, science, P.E. specialists amongst many others. Our support staff have been fully trained in the delivery of the Better Reading Partnership, a reading intervention, Lego therapy and metacognitive learning strategies.They are also trained in the delivery of the maths intervention 1st class @ number. All of our TAs receive bespoke training on a regular basis to increase their skills set.

We have specifically trained teaching assistants who are specialists in the delivery of our intervention programmes and who spend afternoons working with children with identified SEN, these staff members work alongside class teachers so that all involved with a child’s progress have a clear vision of the desired outcomes for each child

How we assess pupil progress towards the outcomes we have targeted for pupils. How we review this progress so that pupils stay on track to make at least good progress. (including how we involve pupils and their parents/carers)

  • We use a wide variety of strategies and apporaches to assess progress that is in smaller steps and at a slower pace than the usual national curriculum

  • We ensure our assessment system makes provision for children who may be working on age group statements below their school year in order to be able to measure more accurately the progress they make in school

  • We regularly use staff meetings to ask all teachers to assess an anonymous piece of work to check our judgements are correct (moderating)

  • We check how well a pupil understands and makes progress in each lesson and adjust our planning accordingly

  • Our class teachers seek advice and support on an informal basis throughout each school day from senior members of staff, including our SENCO, they then use this to improve their practice and improve outcomes for the children in their class

  • Our senior leadership team check the progress of pupils every half term (more often if progress is slow) and we discuss what we are doing to make sure pupils are make good progress (asking ourselves - is there anything else we can do?)

What equipment or resources we use to give extra support

  • We use workstations; picture timetables; support for communication; countdown timers for pupils who need it
  • We use iPad Apps with all pupils but more so with pupils with more specific needs
  • We us a range of software on our school ICT equipment to help pupils engage with subjects they find difficult; practice basic skills; become independent learners

What extra support we bring in to help us meet SEN:- services; expertise, how we work together collaboratively

  • We have support from specialist teachers/support staff for accessing the curriculum and extra work on SEND related needs (speech, language and communication; hearing impairment; visual impairment; behaviour related needs; severe learning difficulties; autism)
  • We get support from local authority services as well as occasionally outside agencies if needed
  • We get support from speech and language therapy (SaLT) to train our staff; advise on strategies and programmes; we refer pupils for assessment if we believe they need a period of therapy
  • We get support from occupational therapy for pupils who need assessment for special seating
  • We get support from physiotherapy for pupils who need it
  • Together we review the pupil’s progress; agree what everyone will do to make teaching more effective and learning easier and agree our target(s) for the pupil’s achievement; how we will work together; what we will each do; at an agreed date we will review how well the pupil is doing and if we are making difference, and what we need to do next. We include the pupil and the parent in these discussions

What other activities are available for pupils with SEN in addition to the curriculum

  • We have a number of before and after school activities for pupils to access and support for equal access is assessed on a as/when basis
  • We have regular educational visits. Pupils with SEND are always included in these. We provide one to one support to ensure their full involvement. We choose visits that are accessible to all

How we support pupils in their transition into our school and when they leave us

  • We meet and discuss a pupils need and progress and attainment with their current setting
  • We send detailed records of individual pupils progress and attainment and will record where further conversations and visits would be beneficial to the recieving school
  • We contact/meet with all agencies involved in providing support for each child and set out how we can work together in the future
  • We welcome pupils in to school prior to their start date with their parents/carers so that they can meet their teacher, peers and see their classroom
  • We work with their current setting to produce a transition booklet which they can use to discuss with adults their new school prior to starting

How additional funding works

  • Schools receive funding for all SEN pupils and they provide what pupils need from this. This includes equipment required as well as support in terms of one to one or small group learning. The local authority may contribute to very expensive items
  • If a pupil’s statement identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget. This must be used to fund the agreed plan

Where pupils can get extra support

  • Your views are important and it is important that people listen to them and that you are satisfied with what happens.
  • In school, Lauren McKnight is our designated pupil advocate. They will follow up your concern and make sure something happens that you agree with.  We also have a named School Governor who will champion the needs of our pupils - Paul Fay meets regularly with SENCo and other staff to truly understand provision for additional needs at Woodland.

Where parents/carers can get extra support

  • There are a number of parent support groups and school are always happy to provide you with this information if you request it
  • The Parent/carer forum is called Family Voice. This is an umbrella organisation for all organisations in Rochdale. They can provide information, training and support. They are involved in policy and decision making at the level where we are working on all things at ‘Rochdale’ level.

What to do if you are not satisfied with a decision or what is happening (for parents)

  • Your first point of contact is always the person responsible – this is the class teacher
  • If you do not feel the issues have been resolved or feel that they need additional advice, they will then refer your concerns to the SENCo and/or the head teacher
  • If you still then feel that the issues have been resolved or if you are not satisfied that your concern has been addressed speak to the head teacher and ask for the details of the school governors representative
  • If your concern is with the local authority, follow a similar pathby contacting:
    SEN Assessment Team,
    Number One Riverside,
    Smith Street,
    Rochdale OL16 1XU.
    Tel: 01706 925981.
    Email: SEN@rochdale.gov.uk
  • The local authority has a panel of senior managers who consider unresolved issues – we call this the Escalation and Resolution Panel. They will offer you an independent mediator if you are still not satisfied. This person will act as a mediator in a meeting with the person you need to reach an agreement with
  • The Parent Partnership Service provide independent information and advice

Updated April 2018