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Special Educational Needs and Accessibility 

Woolpit Primary Academy- SEND Offering 2021-22 

Our Approach to teaching learners with SEND


At Woolpit Primary Academy, we believe in participation for all. We  strive to have all adults and children participating in learning and we celebrate all members of our community. We want to create an inclusive culture  throughout our school and we aim to be responsive to the diversity of children’s backgrounds, interests, experiences, knowledge and skills.

We value high quality teaching for all learners and actively monitor teaching and learning throughout our  school.

We aim to create a learning environment which is flexible enough to meet the needs of all of our children to ensure progress of all learners is taking place. Our whole school system for monitoring children’s progress includes regular pupil progress meetings, where discussions on individual pupil progress are held between the class teacher, the Head Teacher, and SENDCO






Miss Hannah Bridge

Special Educational Needs and Disability Co-ordinator (SENDCO) and Early Years/Year 1 Class Teacher

Learning for all


At different times in their school journey, a child or young person may have a special educational need. The Code of Practice defines SEN as:

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.’

A child of compulsory school age or a young person has a learning difficulty or disability if they:


(a) have a significantly greater difficulty in learning than the majority of others of the same age: or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

To view the whole SEN Code of Practice document please follow the link

                             Our School Local offer can be found here 

Identification of SEND

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.

Learners can fall behind in school for lots of reasons. They may have been absent from school or they may have attended lots of different schools and not had a consistent opportunity to learn. They may be worried about different things that distract them from learning or they may have a specific barrier which means they need support to access the learning provided. At Woolpit, we are committed to ensuring that all learners have access to learning opportunities and for those who are at risk of not learning and making the desired progress, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.


Our current SEND profile for 2021-22 shows that we have 20.8% of children (24/115) identified as having SEND, of which 3 pupils currently have an Education Health and Care Plan.

The SEND register gives an overview of children who receive additional support at different levels. There is a system and criteria for pupils being placed on the SEND register, which is reviewed regularly by the Senior Leadership Team. The criteria for being placed on the SEND register falls under two categories; 

1. EHCP-The child has an Education health and care plan (EHCP) 

2. SEND support- The child is working more than two years behind age related expectations, They have a Diagnosis that is identified as a primary need and is a barrier to the child's learning and ability to make progress and the provision required to allow them to progress is above and/or additional to other children of the same age. 

We also monitor children who come under additional concerns category and this may be children that are vulnerable or receive support from the behaviour support team but are not identified as having SEND. 

Next steps

Each learner identified as having SEND is entitled to support that is ‘additional to or different from’ a  differentiated curriculum that other children without SEND receives. The type of support is dependent on the individual learning needs and is intended to enable access to learning which overcomes the barrier to learning identified. This support is described on a provision map; this does not detail the individual learner names but describes the interventions and actions that we undertake at Woolpit to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year as our learners and their needs change. This is one of the ways we monitor the progress of our SEND children.

All children with SEND have a ‘1 page profile’ and a pupil passport which outlines their SMART targets. This document identifies the child’s strengths and needs, and also the strategies needed to support the child. These are shared with the child and their parents and reviewed and monitored every half term. An example of a pupil passport and 1 page profile can be seen below:



Assessing SEND at Woolpit Primary Academy 

Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Woolpit we ensure that assessment of educational needs directly involves the learner, their parents/carer and their teacher. The Special Educational Needs Co-ordinator (SENDCO) will also support with the identification of barriers to learning. We have a range of assessment tools available and our updated tool kit, includes diagnostic tests for reading, spelling, vocabulary, maths, working memory, logic, communication and language and self-esteem.

For some learners, we may want to seek advice from specialist teams. We follow Suffolk County Council's 'Graduated Response' document to ensure we have followed and implemented the right approaches to supporting our children.

Please see link to Graduated response document below;

We are  hold termly SEND Pupil progress meetings, where teachers discuss SEND children with the school SENDCO. This will include discussing; the child’s area of need and their barriers to learning, the provision and strategies which have already been tried (and impact) and what the plan will be moving forward. Children who are not on the SEND register will also be discussed during these meetings if there is a concern or support is needed. This ensures that progress is tracked and impact of support is evaluated.  Following on from these meetings, teachers will review or create new targets for a child based on their identified barriers to learning. These also form part of the Asses, Plan, Do, Review cycle and are continually monitored and adapted where necessary.

A baseline assessment will be taken for each child and the intervention that is completed, whether this is support within the classroom or an intervention, will be assessed for progress made. The next steps will then be decided after these evaluations and support reviewed and adjusted where necessary.


If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually (and in some cases, every 6 months).


The SENCO collates the impact data of interventions that are outlined on the class provision map, to ensure that we are only using interventions that work.

How do we find out if support and provision in place is effective?

Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected, the SENCO, teacher, parent/carer and learner, all agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Children, parents/carers and their teaching and support staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually (and in some cases, every 6 months).

The SENCO collates the impact data of interventions that are outlined on the class provision map, to ensure that we are only using interventions that work.

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