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Woodnewton
a learning community

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Special Educational Needs

Woodnewton a learning community is committed to the principle of inclusion.

We seek to provide an appropriate and high quality education for all the children in our school.

We believe that all children, including those identified as having special educational needs & Disability (SEND), have a common entitlement to a broad, balanced and accessible academic and social curriculum and that all children should be included in every aspect of school life.

Children may come to us with SEND already identified. Others may be identified through data analysis and teacher observation as potentially needing additional support that is additional to and or different from general provision if their progress has slowed or stopped.

These children will be discussed and where appropriate assessed by the class teacher with support from the Special Educational Needs Co-ordinator, (SENCo) and if it is found that the child has special educational needs, the child will be placed on the SEND Register. A formal plan will be written to address the child's needs and this takes the form of an additional support plan.

The ASP will be written by the class teachers, who will be advised by the school’s Special Educational Needs Co-ordinator and will include the child’s targets and the strategies, interventions and arrangements that will be used to support the child’s achievement of those targets.

Parents and carers will always be involved in discussions about placing a child on the Register and will always be involved, together with the child, in the writing and review of the ASPs. We meet with parents of children with SEN on a termly basis to review their child’s progress.

The SENCo and inclusion team will be responsible for training staff and supporting staff to meet the needs of SEND pupils and will monitor the quality of provision through classroom observations  as well as through data analysis and evaluation of pupil work.

Whilst the school has an SEND team, there is a clear expectation that the responsibility and accountability for meeting the needs of our pupils with special educational needs lies with the class teachers and that strategies to meet their needs should permeate quality first teaching.

Furthermore, the SEND team and the class teachers work together to ensure that pupils who are under attaining but are not assessed as pupils with special educational needs have their needs met through time specific, tailored intervention programmes. These pupils will be monitored by the class teachers, with support from SLT and SEN team, and if the child does not make the appropriate progress, will discuss if a request for an Education Health and Care Plan is appropriate.

The SENCo is responsible and accountable for allocating SEND related resources and for monitoring the effectiveness of those resources.

The SENCo is also responsible for co-ordinating and working with outside agencies to support and inform the school’s provision for pupils with SEN.

Admission arrangements

If your child has an education, health and care (EHC) plan or a statement of special educational needs & Disability (SEND) there is a separate process for your child's school admission:

  • You will receive a letter from Children, Families and Education, EHC team, seeking details of your school preference.
    • You will be asked to return your preference within 15 days. < >You will be informed of the outcome of this consultation by 15 February 2016. If you disagree with this decision, you can then appeal to the Special Educational Needs and Disability Tribunal (SEND) and not to the independent appeal panel.