Special Educational Needs and Disabilities
Our approach to SEND
At Woolpit Primary Academy we believe in participation for all. We strive for all children being able to access their learning successfully and we celebrate all members of our community. We have created an inclusive culture throughout our school, where we are responsive to the diversity of children’s backgrounds, interests, experiences, knowledge and skills.
Quality first teaching is our first response to supporting all pupils, and we actively monitor teaching and learning throughout our school.
We aim to create learning environments which are flexible enough to meet the needs of all of Our children and that can be personalised and tailored to meet individual children's needs.
Miss Hannah Bridge
Special Educational Needs and Disability Co-ordinator (SENDCO) and Early Years 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 pupil needs additional support the class teacher or the SENCo will talk to the parents or carer and will create a Pupil Profile and support plan. These will have specific targets which are designed to help the children to make progress.
Miss Bridge also holds regular meetings with the class teachers to support with planning for provision and setting new targets for pupils that have SEN and who are on the SEND register.
We are committed to helping parents source advice and support from local agencies and we work closely with all services to support the learning of our pupils.
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.
All children with SEND have a ‘One page profile’ and a pupil passport which outlines their individual 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 One page profiles can be seen below.
Assessing SEND at Woolpit Primary Academy
At Woolpit we ensure that any assessment of your child' needs, directly involves you as their parents, their class teacher and your child. Miss Bridge can also support with the identification of specific barriers to your child's learning and as a school we have access to a range of SEND assessment tools.
For some learners, we may want to seek further advice from specialist teachers and 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;
How do we find out if support and provision in place is effective?
Parents/carers, pupils and staff are regularly involved in reviewing the impact of provision and interventions in place for learners with SEND. 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 class teacher, parent/carer and your child will all agree on what they expect to be different following any new provision or interventions discussed.