Special Educational Needs and Disability (SEND)

 

Special Educational Needs and Disability Information Report

                   

This report was completed and updated in collaboration with parents/carers and children over the course of the Autumn Term 2016.
 
We aim for all children to be happy and confident learners who achieve their potential. We provide a supportive and stimulating learning environment. All teachers provide quality first teaching with differentiated learning activities. Teachers track children daily and this is discussed with the Senior Leadership Team termly, particularly at transitional phases. This gives us the opportunity to identify children who have difficulty in making expected age-related progress, due to their additional needs. We are very fortunate to have Mrs Gornall as our Reception class teacher as she is nationally accredited Early Years SLE (Specialist leader in Education) and has extensive experience in identifying children’s needs at an early stage. Staff will then liaise with parents/carers about the Early Help process.

Needs are met through individual and small group provision. Our experienced teachers, TAs, as well as our Learning Mentor, help to support those with additional needs whether they be academic or pastoral.

These activities include: 

  • Read, Write, Inc. intervention programme 
  • Soundswrite 
  • Talkboost 
  • KS2 communication Interventions 
  • Targeted Maths interventions. 
  • Reading Partners. (1:1 reading) 
  • Targetted support for EAL children 

This year we have also introduced a Lego club (KS1) and an ‘Angry Birds’ club (KS2) to support children’s social and communication skills. To develop and support the children’s SEMH (Social, Emotional Mental Health) needs we are introducing a ‘HeartSmart’ approach in our PSHE lessons.

Our school prides itself as being fully inclusive and caters for all medical needs, working closely with all agencies. We have disabled access and facilities, including a new medical room. This year we have developed this further by: 

  • Ramp access to KS2 entrance 
  • New wider doors fitted throughout KS2.

Achievable, realistic targets are recorded on IEPs (Individual Education Plans). This is a working document, which is discussed with both the children and their parent/carer. These are reviewed regularly and the review meeting allows progress to be celebrated, as well as future learning targets and methods of teaching to be shared. As a school we value and understand the importance of pupil and parent voice. We would greatly appreciate any feedback you may have.   

For those with recognised complex needs the support of outside agencies, including the Local Authority is essential. Where outside assistance is sought parents/carers are always consulted prior to any referral. We take advice from our Local Authority TESS teacher (Julie Thomson) and our Educational Psychologist (Rebecca Powell). Should you need further guidance, the Local Authority website has a list of further contacts, including Embrace and Startwell. 

 

To read our school’s SEND (Special Educational Needs and Disability) policy click here . Alternatively you can request a copy from the school office.

If you are concerned about your child’s learning, in the first instance, speak to your child’s class teacher. If you want to discuss your concerns further, then please feel free to contact either:

 

  • Mrs Clarke (KS1 Inclusion Manager)
  • Mrs Monaghan (KS2 Inclusion Manager)
  • Mrs Rigby (SENCO, Headteacher)
  • Mrs Simmons (Learning Mentor)

Mrs Simmons has a wealth of experience and expertise in supporting children and is in the Infant playground every morning and at home time should you have any concerns.
 

This will be reviewed again in October 2017 

 

Governor's Send Report 2017

 

Below is a link to Wigan Council’s Local Offer.

 

Wigan Council SEND Local Offer