Winnersh Primary School

Identifying a child's needs involves using a range of information such as:

• National Curriculum expectations
• scores from standardised reading, spelling or mathematics tests
• other diagnostic assessment scores
• Year 1 phonics screening test outcomes
• analysis of the pupil's work
• observations of the pupil
• feedback from discussions with parents, pupils and staff
• attendance and behaviour data
• information from external agencies
• evidence of the impact of provision already tried

On a daily basis, teachers evaluate their lessons and consider whether individual children are making the expected progress.  If teachers have any concerns regarding a child in their class, they discuss their concerns with the child's parents and with the Special Educational Needs Coordinator (SENDCo).   

If you have any concerns, we recommend that you speak to your child’s teacher initially, and at the earliest opportunity.  If you are not happy that the concerns are being managed and feel that your child is still not making progress, you should contact the SENDCo, Phase Leader or Headteacher.

The class teacher has responsibility for all children in the class and this includes children with SEND.  Where appropriate the class teacher will seek advice from the SENDCo and will work with the SENDCo in consultation with parents/carers to plan the child's educational programme.

Partnership plays a key role in enabling children with SEND to achieve their potential. Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners and encouraged to play an active and valued role in their child’s education.

At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages. Parents have regular meetings each term to share the progress of their children’s needs with their teachers. We inform the parents of any outside intervention, and share the process of decision-making by providing clear information relating to the education of their child.

Regular meetings will be set up to keep you informed of your child's support. These may include parents evenings, SEN Support Plan review meetings and Annual Reviews (if a child has a statement of educational need or Educational Health Care Plan).

We will do this through the use of:

• SEN Support Plans
• Individual visual Timetables
• Planners
• Small group inputs or support to recap key learning points
• Personal dictionaries and teaching key skills e.g. mind mapping
• Sequence boards

We advocate a move away from the use of exclusive 1:1 TA support and strive, instead, for high quality inclusive teaching.  Our SEND Team is timetabled to support children with needs through specific outcomes driven intervention programmes and provision.

The curriculum is differentiated based on each individual child's need, taking into account teacher assessments, advice from outside agencies, the need for small group or 1:1 support if needed or specific intervention programmes.

We aim to create a learning environment which is flexible enough to meet the needs of all the children and, in doing so, we endeavour to identify their particular learning style. Children learn through seeing (visual learning style), hearing (auditory learning style) and doing (kinaesthetic learning style). Many of them may use a combination of leaning styles or lean towards relying on one in particular. Through observations and assessments, the characteristics of the preferred learning style can be identified and then used to support children in the way in which they learn best. Our approach is to tailor learning opportunities so that they are accessible to all the children through effective planning and differentiation of lessons. We aim to provide stimulating and exciting learning experiences that all children can access at their individual levels.

Teachers have regular training on appropriate strategies and techniques to support children with different needs. If needed the children will be allocated time with an LSA who has appropriate training to support specific needs.

Strategies include differentiated activities, visual support, writing frames, word banks, visual timetables, Now and Next cards, small steps with achievable objectives, different resources and a multi-sensory approach to activities.

Winnersh Primary School has a SENDCo and some TAs who are trained in Nurture and other targeted interventions, including SALT

This will vary for each childs but we will endeavour to provide resources as each child with SEND requires.  Any resources and equipment that a child needs will be considered based on recommendations from specialist services.  Currently we have the following resources and equipment in school:

• Writing slopes
• Specialist cushions for seats and lap weights
• Pencil grips, "wishbone" pencils and special pens (Yoropen & Frixion)
• Coloured paper and books
• Coloured overlays and reading rulers
• Fidget toys
• Ear defenders
• Social stories
• Numicon number shapes
• Write this Way
• Oral-motor exercises and activities
• Theraputty
• Privacy boards
• Assistive Technologu (Clicker 8 software)

We will arrange for your child to have the following arranged, as necessary:

• Additional time
• A scribe
• A reader
• A quiet area
• Movement breaks

Reviewing the attainment and progress of pupils with SEND is part of the whole-school system and will take into account progress towards targets set.  Pupil progress meetings take place termly and the meeting is attended by the class teacher, SENDCo and a member of the senior leadership team.  The teachers are also required to document the progress of their pupils on a computer based assessment programme and this data is analysed and reviewed termly.  As part of high quality, inclusive teaching, the teachers will be reviewing smaller step targets for their SEND pupils on a regular basis, and this will be recorded on their support plans.  This will conclude with a termly review with parents, the SENDCo and other appropriate professionals if necessary.  The review discussion will enable all involved to reach a judgement about the overall progress the child has made and what actions will need to follow to ensure progress is sustained or accelerated further.

At the end of the year the SENDCo provides a comment on the progress made overall regarding the  interventions that have been undertaken and this is added to the child's main annual report.

Support plans are regularly reviewed and updated based upon feedback from school staff, as well as any advice from parents and outside agencies.

You will be invited to review your child's individual plan and involved in setting new targets.

We conduct EHCP reviews which take into account the views, wishes and feelings of children and parents.  We encourage parents to make use of The Independent Support service and SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service).  These organisations provide information and support and promote co-operative working to ensure that a child's needs are met.  We welcome their input and participation in review meetings.

If there is an external agency involved in your child's support, then there will be additional meetings to monitor and evaluate the support they are receiving.  These meetings are held according to the available time of our EP and/or other external agencies.   If you would like additional time to discuss your child's progress, you may arrange a meeting with the class teacher or SENDCo. 

We are always happy to arrange a meeting to discuss any queries or concerns you may have with respect to your child.  Some children may find communication difficult and, in these cases, the class teachers may set up a communication book to share information regarding your child, or to give messages.  The SENDCo can be contacted by email.  The contact details are available on the school's website.

You can support your child's learning by encouraging independence, organisational and time management skills.  Your child will benefit greatly from reading daily and being encouraged to practise mathematical concepts in everyday life.  Discussing the current curriculum topic with your child will also be beneficial.  This information can be found in each year group's curriculum map on the school's website.  Monitoring homework helps to get it done and shows your child that you are interested.

Where possible, the SENDCo holds workshops to explain and show the strategies used in school and which can be practised at home.  The school also arranges transition meetings to provide parents with the necessary information to secure a smooth transition.

Children with special educational needs often have a unique knowledge of their own needs.  Their views about what sort of help they would like to assist them are considered.  They are encouraged to participate in the decision-making processes and to contribute to the assessment of their needs.

Your child will be made aware of the targets that have been set and will be encouraged to work towards achieving these targets.

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The school will record the steps taken to meet the needs of individual children through the use of a SEN Support Plan. These targets will be monitored by the class teacher and teaching assistants within the class, and reviewed formally with the teacher, parents and child.

In order to help children with special educational needs, Winnersh Primary School will adopt a graduated response. This may see us using specialist expertise if as a school we feel that our interventions are still not having an impact on the child. The steps already taken will be recorded on the SEN Support register and provision map and the SENDCo will have responsibility for ensuring that records are kept and available when needed. If we refer a child for statutory assessment/Education Health and Care Plan, we will provide the LEA with a record of our work with the child to date.

The Senior Leadership Team conducts lesson observations and learning walks to evaluate how whole-class inclusive teaching strategies are being used and whether support for SEND pupils is ensured through the effective use of LSAs and quality small group interventions.

The SENDCo is involved in pupil progress meetings which provides an opportunity to meet with all the teachers to evaluate the effectiveness of the SEND provision on progress.

Parents are given an opportunity to discuss their child's progress at the Parent Meeting held in the Autumn and Spring terms.  The SENDCo is also available at these meetings for appointments.

The SENDCo keeps track of the progress that the children are making.   The tracking information is documented on a provision map and monitored closely.  Each intervention is tracked by recording the progress the children have made against the targets set.  This information is analysed by the SENDCo to assess the overall effectiveness of the individual interventions.  Standardised tests are used to assess whether children have improved in spelling, reading and communication.

At Winnersh Primary School, we believe that pupils achieve best when they are happy. We celebrate the children’s successes and provide them with positive learning experiences.  Sometimes children also experience setbacks or challenges and we are committed to supporting them with these. 

Social development within the classroom:

We have many strategies embedded within our everyday classroom practices to help children to become aware of how they are feeling and how their choices impact on the emotional wellbeing of others.  For example, all children take part in Circle Time and PSHE lessons to promote social skills and social development.   Our many reward systems that we use consistently across the school, promote and celebrate social development as well as other achievements.  For children who need some extra support we explicitly model and teach social skills such as turn-taking and sharing. We follow expert guidance to support the social development of children with Autism and social communication difficulties. This includes strategies such as individual visual timetables, specific support with recognising emotions and providing visual cues, and the use of social stories.

Emotional support:

We have some teaching assistants who have been trained to plan and deliver emotional support.  This can include supporting children to recognise and manage their emotions, to talk about how they are feeling, or to cope with difficult events in their lives.  It can also be used to help children to improve their peer relationships and to learn to resolve conflicts effectively.

Depending on the behaviour needs of the child, we can develop Individual Behaviour Plans and provide children with a behaviour target sheet and discuss it at the end of each day.  We establish regular contact with parents to inform them of success and achievement as well as of problem behaviour.

When a child is displaying more challenging behaviour, a referral is put in for Foundry College who will come in, observe the child and advise of the most appropriate strategies to use to support the child.  These are reviewed regularly.  

Teachers seek specialist advice through SEND Surgeries or outreach from Foundry College and act on the advice given.  This may include strategies such as timetable adaptations, sensory breaks or counselling.

The SENDCo uses social stories, comic strip converations and emotional thermometers to teach children to recognise how to monitor and address their behaviour.

Our Lunchtime staff, Reception staff and Learning Support Assistants receive regular training in Paediatric Basic First Aid.  We also have staff who have been trained to provide diabetes support and have training in epilepsy. 

We have a medical room where children can be attended to in private in the company of two members of staff.

We may only administer prescription medicine to children.  The school requires parents to complete a form detailing the administration of the medicine.  Medicines are kept in a locked cabinet in the Medical room or in a designated fridge.  A record is kept of the date and time the medication was administered and by whom.

We follow the protocols set in our Medicine Policy.

Where there is an issue with personal care an adult is always on hand to provide help.  This is done sympathetically, whilst also encouraging the child to acquire basic self-help skills.  Lunchtime staff assist with the use of cutlery.

An Indivudual Care Plan is developed when necessary.

We have strong links with a range of education, health and social care professionals who can support the process of assessment, target-setting and learning and ensuring that the needs of children with SEND are appropriately met.

This includes working with:

• Educational Psychologists: Wokingham Children’s Services provides us with a link EP to assess and support children with SEND across the school.
• Speech and Language Therapists
• Advisory teachers from Wokingham’s Special Educational Needs Support Service who assess children with both cognition and learning difficulties and social communication difficulties, and provide recommendations.
• Medical practitioners including paediatricians and the Child and Adolescent Mental Health Service (CAMHS).
• Foundry College which provides behaviour support, outreach and training to meet the needs of local schools.
• Social workers from Wokingham Council and other local authorities.
• Professionals from the local Children’s Centre.
• CYPIT (Children and Young Peoples’ Therapies) which is a team of occupational therapists, physiotherapists, speech and language therapists and dieticians.
• School nurse
• Addington Outreach
• SENDIASS:  this organisation provides free, confidential, impartial guidance and support to parents and children with SEN.

You should speak to the SENDCo who will advise on the next steps and make the necessary referrals.  You can also seek advice from your GP or, if your child is under 5, contact your Health Visitor.

The Children and Young People’s Integrated Therapies (CYPIT) service are a team of occupational therapists, physiotherapists, speech and language therapists and dieticians.  They support children and young people across Berkshire, their families and schools.   The ‘Speech and Language Therapy Service at School’ is one aspect of the CYPIT services provided.  This service delivers speech, language and communication support in collaboration with school staff.

 Support may include providing training and advice to school staff on the best ways to support the communication needs of children within their school, helping children to use their communication skills effectively to support their learning and jointly setting targets to ensure the best outcomes for the child.

Programmes given to us by CYPIT are delivered as 1:1 support to a child by learning support assistants.

Should you be concerned about your child’s speech and language skills, please share this with your child’s teacher or the Special Educational Needs Coordinator  and we will then discuss this with the speech and language therapist who visits the school. The SENDCO can make a referral to the speech and language service.  In addition, you can find further support through the online CYPIT toolkit on the Berkshire Healthcare NHS Foundation Trust website.

An occupational therapist or physiotherapist referral can be sought via your GP.

The Headteacher is the designated officer for Child Protection.  The school has access to Children's Social Care services and will make a referral on request by the parent or when an issue is identified by us.

The SENDCo and Deputy Headteachers have received training for Child Protection Designated Teachers.

We are committed to developing the ongoing expertise of our staff.  We provide regular SEND staff meetings with the SENDCo and other professionals such as the educational psychology service.   

We have current expertise in our school in the following areas:

• Diabetes support
• All staff have had basic awareness level training in autism and precision teaching
• Staff are trained to support the particular needs of the children they work with such as ADHD support
• All staff have attended safeguarding training
• Phonics training to all staff
• Dyslexia training to teachers 
• Speech and Language training to teachers (CYPIT)
• Nurture Course (Educational Psychology Service)
• Sensory Circuits introduction to all teachers (Addington Outreach)
• Colourful Semantics training (SALT resource)
• Positive Behaviour Training (through Team Teach) - Level 1 (6 hours)

We are committed to developing the ongoing expertise of our staff.  We have current expertise in our school in the following areas:

• Nurture Assistants have completed a course in Targeted Mental Health in Schools
• Diabetes support
• All staff have had basic awareness level training in autism and precision teaching
• LSAs are trained to support the particular needs of the children they work with such as ADHD support
• All staff have attended safeguarding training
• Behaviour support (Foundry College Outreach)

Our Headteacher has qualifications in Educational Psychology and Portage. 

The SENCo has an ASD specific qualification from the University of Reading to teach ASD children in a mainstream setting.  She is a specialist dyslexia teacher and has the level 5 teaching certificate from the BDA (British Dyslexia Association).  She holds a Level 7 Diploma in assessing children who have a specific learning difficulty (Dyslexia) from the BDA.   She is also a qualified Tracks Literacy teacher.

Our teaching assistants are given opportunities to attend courses and training to develop their knowledge and understanding of areas of SEND.    

We have some nurture assistants who have done the Nurture assistant training course run by the EPS (Educational Psychology Service).

Staff undertake a preparatory visit to ensure the risk assessment is appropriate.  We follow Local Authority guidelines to include all aspects of the planned activities and take steps to ensure safe and full access.  Parents may be invited to accompany their child if necessary or 1:1 support may be provided depending on the level of need.  Staff ensure that the venues are fully informed of any additional support that may be required. 

Parental knowledge of a child's fear or concerns is taken into account and acknowledged.  Parents may be invited to accompany their child if the key staff believe that it is necessary.

The school has relevant access points and ramps.

Some classrooms have blinds to eliminate excessive sunlight when necessary.  Teachers are encouraged to use coloured IWB backgounds to make their classrooms more dyslexia friendly. 

Yes, we have two designated disabled toilets.

The school undertakes assessments of access arrangements to ensure that access issues are addressed.

We will aim to communicate in the most effective method appropriate to individual parents by making use of Local Authority support as required.

We encourage parents to bring an advocate (trusted representative) who is able to offer translation services.  We are also able to access support from the Local Authority EAL team to translate letters.

We work closely with pre-school settings to support the successful transition of all children as they begin their school journey with us in Reception.  Our Reception teachers and SENDCo visit the children in their pre-school setting and the children come into school for several visits.  In order to support children and families of children with SEND, we also hold transition meetings in the term before the children start school with the SENDCo, parents, representatives from the pre-school setting and any other professionals that are supporting the child or family.  This ensures that we are well informed about the child’s additional needs and can plan appropriate provision for when the child starts at school.  At this meeting, we can also agree any other strategies that could support a successful transition including photo books, and extra visits to the school.  Children with SEND could begin on a part-time basis for the first few weeks in Reception if they are not yet statutory school age. We liaise closely with parents of children with SEND to help them to decide when their child is ready to come to school on a full-time basis.

If your child with SEND is joining Winnersh Primary School part-way through their school career, we will arrange for you to meet with the SENDCo and possibly the Deputy Headteacher and Phase Leader to discuss your child’s needs. We also liaise with your child’s previous school to discuss strategies and support that have been effective in the past. If necessary, we can arrange extra visits to support your child’s transition to us.

We have a structured transition programme to support children as they move between classes or key stages within the school.  Teachers are given allocated times to meet and share information about each child, including effective approaches and strategies for meeting the needs of children with SEND.  All children are given the opportunity to spend at least a day with their new class teacher.  Where necessary, children with SEND make extra visits to their new classroom, are supported by social stories to prepare them for the changes ahead and are given photo-books of their new classroom, teacher and any other adults that will be supporting them.  For children with complex additional needs or for children who will find the transition particularly challenging, a meeting is arranged with parents and both the previous and new class teacher.

Moving on to secondary school can be an exciting but daunting time for all children so, at Winnersh Primary, we ensure that the children are well-prepared for the transition. We have good links with the local Secondary Schools including Special Schools within the area. For children with Education, Health and Care Plans (EHCPs), where possible, the SENDCo from the secondary school will be invited to the Year 6 Annual Review. This gives parents the opportunity to find out how the school will be able to support their child through the transition and beyond. If a child is on ‘SEN Support’ but does not have an EHCP, parents will be invited to attend a transition meeting with the SENDCo from the secondary school in May or June of their final year to find out more about the support available. Where necessary, additional support arrangements, such as extra visits and transition projects, can be put in place to support a successful transition to secondary education.

We will suggest that a representative from the new school comes to visit your child in the current setting.  We will share the Support Plans and strategies used with the new school's staff.  The SENDCo will contact the new school's SENDCo to share information and pass on the necessary paperwork.  An arrangement could be made for the LSA who has worked with your child to accompany your child on the visit to the new school.

We will provide your child's new school with relevant SEND records such as Support Plans, statements of educational needs or an Education, Health Care Plan, review paperwork, diagnostic assessments, intervention records and professional reports.

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Your child's class teacher is your first point of contact.  You can also speak to the SENDCo or a member of the leadership team.

No, we currently do not have a parent support advisor

The school tries to keep up to date contacts for agencies and is happy to help parents/carers find support groups as needed.

The school has flyers for SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service), ASSIST and the CAN network and encourages parents to make use of the service. 

The school encourages open dialogue and invites parents to provide feedback in person via review forms, parent questionnaires, e-mail or by telephone.

The procedure for complaints is outlined in the school's Complaints Policy which is available from the school office or on the school website.

11.1: School admission arrangements for children with special educational needs and disabilities

11.2: School Accessibility Plan

11.3: Special Education Needs Policy