SEND Information Report 2018-2019

Woodland Community Primary School is an inclusive school that welcomes all who wish to attend. We believe that every child is unique and deserves an education which ensures that they reach their full potential socially, emotionally and academically; providing broad and balanced curriculum for all children. This report gives you information about the ways in which we support all of our pupils with Special Educational Needs and Disabilities (SEND) so that they enjoy and achieve.  In line with section 19 of the Children and Families Act 2014 makes it clear that the local authorities, in carrying out their functions under the Act in relation to disabled children and young people and those with special educational needs (SEN) must have regard to: the views, wishes and feelings of the child or young person, and the child’s parents; the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions and the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood (Code of Practice 2015).

1 Kinds of Special Educational Needs that are provided for at Woodland Primary School.

A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’ (SEN Code of Practice 2015).


The inclusive nature of our school means that we seek to provide the best opportunities or learning whatever the child’s background, ability or family circumstances. We welcome children with any form of SEND across the 4 areas of need as laid out in the SEND code of practice 2015: communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical needs.


We welcome all children with Special Educational Needs or Disabilities (SEND) and provide support for a variety of complex needs, in line with the SEN Code of Practice (2015). The broad spectrum of needs we cater for a school include:

·         Learning Difficulties (in acquiring basic skills in school. This can be moderate or severe).

·         Social, Emotional or Mental Health Difficulties

·         Specific Learning Difficulties

·         Sensory or Physical Needs

·         Communication Difficulties

·         Medical or Health Conditions


Often, a child’s needs are varied and it is important to remember that he/she does not need to ‘fit’ into a single category. At Woodland Community Primary School, we have previously and are currently supporting children with Autistic Spectrum Disorder (ASD), dyslexia, dyspraxia, epilepsy, Speech and Language difficulties, Social and Emotional difficulties, Attention Deficit Hyperactive Disorder (ADHD) and many more.


2 Information about the school’s Policies for identification and assessment of pupils with SEN

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 SEND, 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).


Pupils are identified as having SEND, and their needs assessed, through:

•             Information passes on from Nursery or previous schools;

•             KS1 results, baseline testing and half termly progress data;

•             Discussions with teaching staff and observations;

•             Interventions and their impact;

•             Concerns raised by parents/carers;

·                Concerns raised by the pupil themselves.

·                Assessments/results from outside agencies e.g. Specialist             teachers, Educational Psychologists, School Nurse, Speech and Language Therapists and Occupational Therapists.


Identifying SEND as early as possible is important to us at Woodland Community Primary School so that we can provide the best support to children from an early age. We have excellent links with agencies and with their help, monitor and assess SEND frequently in order to help children progress. Out staff is devoted to providing in class support/provision where appropriate and work closely with the Special Educational Needs Coordinator (SENCo) and outside agencies to put effective individual support plans in place.


3. Information about the school’s policies for making provision for pupils with SEN whether or not pupils have EHC plans


Our Special Needs Policy will give you the information you need about how we make provision for all pupils with SEND. In addition, we also a ‘Local Offer’ which states how Woodland Community Primary meets the needs of children with additional needs. These are available on our school website or from the school office.


3a Evaluating the effectiveness of the provision made for pupils with SEN

Impact tracking is completed half-termly and adaptations to provision made in light of these findings. Individual targets (children who are on an individual Educational plan) are evaluated termly in discussion with class teacher and outside service; which are then shared with parents. Yearly SEND focused parents meetings are held with the SENDCo alongside SEN annual review meeting when required. Annual report to the Governing Body and SEN information Report posted on Website.

Individual children may also have daily home school books; behaviour charts or weekly meetings with class teacher in order for parents to be kept fully informed of their child’s needs and progress.

3b Arrangements for assessing & reviewing pupils’ progress towards outcomes, including opportunities available to work with parents & pupils as part of this assessment and review

Together with the Senior Leadership Team, Miss McKnight (SENDCo) oversees all assessment and support of children requiring additional support across the school. As stated in the SEN Code of Practice (2015), parents / carers must be included in supporting our children with SEND and at Woodland Community Primary School, we work alongside them to give the best support. Individual Education Plans (IEPs) are sent home regularly to update parents on new targets and suggested activities are given. IEP work is not required to be carried out at home, yet many parents enjoy using some of the suggestions with their children to consolidate learning. IPPs are reviewed at least once a half term and new targets are set (where appropriate). Any specific reward systems being used for individual children are passed on to encourage consistency at home and at school.


As specified in the SEN Code of Practice (2015), parents / carers are invited to all relevant meetings concerning their child and are passed on copies of any assessments and reports regarding their child. The SENDCo ensures parents / carers are familiar with any terminology being used and is more than happy to talk through reports provided by professionals. Regular meetings between the SENDCo, outside agencies and parents / carers take place in school when a Common Assessment Framework (CAF) has been opened and again targets are made explicit to parents.


The SENCo and class teachers are happy to discuss the progress of children with SEND during Parent’s Evenings, planned meetings or informal chats. We are very welcoming at Woodland Community Primary School and encourage parents to speak to us about any concerns they may have about their child with SEND. A formal report is also given to parents at the end of every academic year and formal academic assessment carried out termly.


These arrangements also include:

·         Graduated approach Assess, Plan, Do, Review

·         Data tracking for pupil progress;

·         Individualised educational plans;

·         SEND review meetings and EHCP reviews;

·         Observations and follow up;

·         Parents meetings;

·         Behaviour charts;

·         Assessment arrangements;

3c The school’s approach to teaching pupils with SEN


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


Provision for SEN pupils includes:

·         Quality Training of all staff involved;

·         Quality first teaching, with appropriate differentiation;

·         Extra adult support in classrooms where appropriate;

·         Personalised provision through set scheduled programmes;

·         Personalised provision through adapted resources, interventions and timetables; 

·         Creative, stimulating topics accessible to all children;

·         Children’s input on the learning that takes place in topic is planned

·         Forest school sessions on a half termly basis;

·         Individualised music interventions on a weekly basis;

·         Nurture provision applied throughout the day;

·         A supportive playtime environment, structured with adult led activities

·         Specialist equipment is provided to help to help the children in their learning like computer programmes, coloured overlays or adapted printing.

3d & e How adaptations are made to the curriculum and the learning environment of pupils with SEN (additional support for learning that is available to pupils with special educational needs)

The learning environment of children with SEND is extremely important to us at Woodland Community Primary School. We offer a stimulating setting for all types of learners including visual, auditory and kinaesthetic. Classrooms offer visual aids, labelled resources and accessible materials to provide vital support for your child.


Teaching and learning is delivered in a variety of ways at Woodland Community Primary School.

1.       Class teacher input via excellent targeted classroom teaching (Quality First Teaching)

For your child this would mean that:

·         The teacher has the highest possible expectations for your child and all pupils in their class.

·          All teaching builds on what your child already knows, can do and can understand.

·         Different styles of teaching are in place so that your child can be fully involved in their learning and have full access to the curriculum.

·         Specific strategies (which may be suggested by the SENDCo) are in place to support your child.

·         Assessment take place regualry and if a concern rises regarding your child’s attainment, you are informed, and where necessary, support and/or strategies are put in place to address these concerns.


2.       Interventions

Your child may have specific interventions in school. These are additional teaching sessions to boost your child’s attainment in a particular subject, or additional support to help your child with other issues that impact on their learning or well-being. Interventions are delivered by either the class teacher or a trained Teaching Assistant. A pupil identified by the class teacher or SENDCo as needed some extra specialist support in school may also receive support from a professional outside of school. The specialist professional will work with your child to understand their needs and make recommendations, write a report and/or provide advice. Any such referrals/requests for support are always completed in consultation with parents, and any subsequent reports or advice shared with you. Advice/support of this type will help the school and you to understand your child’s particular needs better and hopefully enable all those concerned to support them more effectively.


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 SEND. We use the Better Reading Partnership for reading; Rapid Writing for writing; 1st class @ Number and Numicon for maths; BLAST, WellCom and Talk Boost for language and communication; Social stories, Comic strip conversations and small group work for social and communication issues.


The curriculum /learning environment may be adapted by :


       ·      Groupings that target specific levels of progress

·         Differentiated resources and teaching styles;

·         Appropriate choices of texts and topics to suit the learner;

·         Access arrangements for tests and or examinations e.g. the use of scribes, prompters, modified papers and readers;

·         Additional adult support;

·         Nurture provision;

·         Adjustments to timetables;

·         Lunchtime provision.


3.       Specified Individual Support

This type of support is usually necessary for children whose SEND needs are severe, complex and lifelong and who have an Education, Health and Care Plan (EHCP). This means your child will have (after guidance from the SEN Code of Practice 2015 and Local Offer) been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups; children with an EHCP often have profound and complex needs in a number of areas and require support to access the curriculum.


For your child this would mean:

·         The school (or you) can request that the Local Authority carries out a formal assessment of your child’s needs. This is a legal process which sets out the amount of support/specialist input that needs to be provided for your child should the Education and Health Care Plan (EHCP) assessment be successful. An EHCP has taken the place of Statements of Special Educational Needs (see SEN Code of Practice 2015).

·         The EHC Plan will outline recommendations as to the level and type of support your child needs, and what strategies should be put in place to address those needs. It will also have long- and short-term goals for your child.

·         Individual work stations may be provided to enable children with attention and concentration difficulties to engage in their learning effectively.

·         Specific support arrangements are made during formal tests such as SAT’s for those children with additional needs to ensure equality of access. Individual children may have additional time, a TA to scribe or read for them, according to individual needs.


We use PIVATS to assess progress that is in smaller steps and at a slower pace than the usual national curriculum. We have adapted our assessment system to make 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 SENDCo, 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?)

3f How the school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs.

Local Authorities must ensure that children with SEND are kept involved in decision making (SEN Code of Practice 2015), and at Woodland Community Primary School we ensure this is done through a variety of ways. These can include:

·         During IEP reviews – the children are asked to comment on how they think they are getting on with special targets and to give advice on what has helped them to learn best (age appropriate).

·         If you child has an Education, Health and Care Plan (EHC) – their views will be sought during annual review meetings when appropriate.

·         School Council – weekly meetings give all children the opportunity to share their views in school and suggest recommendations.

·         Sharing good relationships with the class teacher and support staff – children with SEND are regularly informally asked to self assess and evaluate the particular difficulty they are experiencing and suggest ways that with help in the future. 


Woodland Community Primary School is a fully inclusive school and thus everything we offer can be accessed by all pupils with SEND. 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 and pupils with SEND are always included in these. We also provide one to one support to ensure their full involvement as we choose visits that are accessible to all.

·         Outside activities and school trips are available to all.

·         After school clubs are available to all pupils.

·         Risk assessments are carried out and procedures are out in place to enable all children to participate.

·         Higher staff to pupil ratios if required.

·         If needed, after discussions with parents, provision may be made for breakfast club and after school activities.

3g Support that is available for improving the social, emotional and mental health of pupils with special educational needs

At Woodland Community Primary School, we recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. Woodland Community Primary School are proud to be a caring and nurturing school. All classes follow a structured PSHE (Personal, Social, Health and Economic Education) curriculum to support this development and all staff go out of their way to ensure children feel emotionally stable and happy in school. We use positive reinforcement and promote whole class and individual reward systems for children who may need it.


For those children who find aspects of this difficult, or require support, we offer:

·         Social Skills groups that are delivered by teaching assistants.

·         Support at lunchtime through designated individuals of the Welfare Staff, where appropriate.

·          Children’s Counsellor – a counsellor can visit school if it is felt by both, parents/carers and school that this would benefit the child.

·         The SENCO is able to refer children to children centres  to access Emotional Health and Wellbeing support.

·         If your child still needs extra support, with your permission, the SENCO can access further help from outside agencies, such as the Educational Psychologist.


Within Woodland Community Primary School pupils are well supported by:

·         Safeguarding and Prevent training

·         An anti-bullying policy

·         Child welfare lead with up to date training

·         Targeted support for individual pupils

·         School council

·         Pupil Voice

·         Woodland Rangers

·         PSHCE lessons

·         Outreach support & advice from specialists

·         Forest school

·         Timetable variations

·         Playtime support

·         Boxall profile training

·         Individualised reward systems

·         Educational Psychology Service

·         Healthy Young Minds involvement


4 In relation to Mainstream Schools and maintained nursery schools, the Name and contact details of SEN Coordinator Name and contact details of SEN Governor

Name: Miss Lauren McKnight


Phone: 0170620305




Miss McKnight currently working in year 5 at Woodland Community Primary School. Miss McKnight is always available for informal chats before or after school, or through a planned meeting. She can be contacts by visiting the school office or by telephoning the school.




SEN Governor: Mr Paul Fay



5 Information about the expertise and training of staff in relation to children and young people with SEN, including how specialist expertise will be secured.

One of the SENCo’s duties is to support the class teacher should they have any concerns about SEND children in their class (SEN Code of Practice 2015). The school provides training and support, where required, to enable all staff to have an effective role in the teaching and learning of all children, including those with SEND. This includes whole school training on SEND issues, such as Autistic Spectrum Disorder and managing behaviour.


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 receive 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 also get support from occupational therapy for pupils who need assessment for special seating and 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


All staff have Safeguarding and Prevent training and the SENDCo is training for the National Award in Special Educational Needs Coordinator.



6 Information about how equipment and facilities to support children and young people with special educational needs will be secured.

All day to day teaching areas are fully accessible to all learners including those with SEND. School may provide SEND equipment where appropriate in consultation with specialist agency advice. We use workstations; picture timetables; support for communication; countdown timers for pupils who need it. iPad Apps are used with all pupils but more so with pupils with more specific needs. We use a range of software on our school ICT equipment to help pupils engage with subjects they find difficult; practice basic skills; become independent learners. The Local Authority/Health Services provide specialist equipment such as wheelchairs /standing frames / laptops etc when recommended by a relevant specialist. When necessary, the School Health Team supports us in writing Health Care Plans for pupils with additional needs. Parents/carers are fully involved in this process by attending these meeting and providing vital information.


7 The arrangements for consulting parents of children with special educational needs about, and involving such parents in, the education of their child.


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.


We will consult with parents in a variety of different ways:

·         In person

·         By appointment

·         Scheduled review meetings

·         Letter

·         Home school Liaison

·         Telephone

·         Text

·         Email

·         Parent view

·         Parents evenings

·         Child Welfare Lead


8 The arrangements for consulting young people with special educational needs about and involving them in, their education.

Children are actively encouraged to have their say about the education they receive. Part of this is their involvement in self-assessment. Our children are encouraged to reflect on their own learning and identify next steps and personal targets. We regularly collect and reflect upon pupil views and use this to support the children in their learning; we do this through:

·         Individual education plans

·         Pupil questionnaires

·         One page profiles

·         School council

·         Pupil Voice

·         SEN/Annual Reviews

·         Pupil interviews

·         Discussions Child Welfare Lead

·         Home school Liaison officer involvement

9 Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.


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 SENDCo 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 teach and ask for the details of the school governors representative. If you concern is with the local authority, follow a similar path by contacting:


SEN Assessment Team,

Number One Riverside,

Smith Street,

Rochdale OL16 1XU.

Tel: 01706 925981



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 to provide independent information and advice.


10 How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.

The range of agencies and support services school works with include, but are not limited to:

·         Educational Psychology Service

·         Speech and Language Therapy Service

·         Occupational Therapy/Children’s Physiotherapy

·         Rochdale Additional Needs Service (RANS)

·         ASD Team

·         Physical and Medical Support Team

·         Hearing Impaired Team

·         Visual Impaired Team

·         Healthy Young Minds

·          School Health Team

·         CAF Team


11 The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with section 32.


Woodland Community Primary School Offer

Contact Miss Lauren McKnight, Special Educational Needs Coordinator (SENCo)


Rochdale Local Offer


12 The school’s arrangements for supporting pupils with special educational needs in a transfer between phases of education or in preparation for adulthood and independent living.


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 receiving 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.


Our reception class teachers make visits to the child’s nursery setting prior to the children joining at the beginning of the reception year. There is also a transition visit for the children to come and experience the school setting with their parents, in the Summer term prior to their admission. At these sessions, whilst the children are in their new classrooms, parents/carers have the opportunity to speak with the head teacher, SENDCo and the school’s Child Welfare Lead about any concerns they may have.


All children who join our school (other than at the start of Reception) are given a peer mentor who will support them and help them settle into their new class.


All children have a transition day where they meet their new teacher in the Summer term. We also have ‘a meet the teacher’ event held after school before the end of the school year for parents to meet their child’s new class teacher and raise any concerns there.


For SEND children we make a transition book to support their move from one class to the next. The book contains photos of the new class; new class teacher; new classmates etc. so that the child can look at the book over the summer break.


In Year 6, teachers prepare children for the transition to secondary school and secondary staff visit the school to talk about all children's needs. Some children benefit from extra support over this transition to secondary school. These children will be supported by a teaching and learning assistant or the SENDCo. This may involve additional visits to the secondary school. When funding is available, SEND children will be targeted for attendance at summer school in liaison with the receiving secondary school.


We liaise closely with staff when transferring children to different schools, ensuring that all relevant paperwork is passed on and all needs discussed and understood. Children with and EHC plan will be further supported by a Transition Review meeting with relevant staff from the receiving school.

13 Arrangements made for supporting children who have SEND and are in the care of the local authority.

School has close links with Social Workers and we meet regularly with the team around the family to ensure appropriate support is in place. Care Review Plans are regularly updated and information is passed to members of staff on a need to know basis.

Information on where the local authority’s local offer is published. Promoting the Local Offer at school with parents and by parents.

Rochdale Local Offer  


Letter sent to parents with local offer web link termly.


Specific events/information distributed to SEND parents, when applicable.