Provisions
Inclusion is at the heart of our school community.
Our school prides itself on meeting the needs of all learners despite a child’s individual barriers.
This stems from our vision and values in placing emotional and social development in the heart of learning within the school community ensuring children are ready to face the challenges and succeed in life beyond primary school.
Bespoke SEND Provision at Wansbeck
At Wansbeck we have a growing SEN population meaning we have to regularly reflect on how we provide the best opportunities for children with a wide range of individual needs.
We recognise that for many reasons for some children a mainstream classroom is a barrier to children’s progress and wellbeing.
Due to this we have created bespoke internal provisions that better meet some children’s individual needs whilst ensuring this children remain part of our ‘Wansbeck family’.
Our Burrow classrooms are part of our whole school SEN approach and commitment to provide bespoke provision for children who have high social communication needs, barriers to learning and emotional well-being difficulties.
The Burrows
The Burrows caters for children who have a range of complex needs from the Wansbeck community in Key Stage 2 where a small, bespoke environment meets their individual needs. Speech language and communication are at the forefront of the provision. The development of emotional, social and life skills are key drivers to support children in emotional resilience and regulation for life beyond primary school children. The children who access The Burrows access at different points of the day and also access the mainstream classroom at key points. The Burrows also can work as a stepping stone for children who have attended The Wizards provision to aid in reintegration back into a mainstream classroom.
The Wizards
Within Wansbeck Primary School we host the trusts planned behaviour intervention provision. The children who attend the Wizards are identified through a clear graduated response that the trust has and the decision is a collaborative decision made at the trusts high needs panel. This provision has a clear SEMH curriculum for children who come into the Wizards provision and a clear program to target the behaviours that are a barrier to learning for the child. The trust family support team also support all families when children are in The Wizards. Children are visited by their home school every two to three weeks and these are recorded. There is a review of all children half termly with parents and the family support team.
This provision is highly structured with a main aim of intervention to prevent children being excluded from a mainstream setting. It focuses on the development of emotional regulation and social skills, which are often the key areas the children have as a barrier to learning. The highly bespoke curriculum considers each child’s bespoke academic needs alongside their individual targets which are often based around SEMH. The Wizards team also support all children who reintegrate back into their home school with a clear exit plan and bespoke support to help the child be successful back in their home school. The Wizards also offers an outreach arm to support HCAT schools in creating capacity and expertise in schools to support children with SEMH needs in their own school.
The ARC and KS1 Burrows – Local Authority Resource Base
The ARC and KS1 Burrows at Wansbeck has 16 children with an EHCP who are identified for resource base provision by the local authority. The resource base provision caters for children with a communication and interaction need or SEMH. The provision aims to provide those pupils, who are struggling to access a mainstream classroom, the structure they need to begin to access their learning. It aims to develop their independence skills and targets areas for intervention to support pupils to achieve. The learning environment is structured and bespoke to the individual child, we also have the use of sensory rooms to develop sensory and emotional regulation.
“You pay
particular attention to safeguarding issues that affect your local community and prepare staff well to support pupils.”
“Pupils often have
opportunities to visit places of interest, such as the residential visit to Whitby that is linked to a class topic.”
“My child really enjoys attending school he tells me he loves his teachers and friends.”
“My child is always happy and loves going to school. Teachers are always there when needed.”
“The school receives good support from the Hull Collaborative Academy
Trust, and trust leaders also provide you with effective challenge.”
“Very happy with school. Feel really assured with the help we have had from SENCO with the assessment for my child regarding possible autism and ADHD. More than happy with teachers and support staff.”
“Care is taken to ensure that the topics that are chosen attract the interests of the children.”
“My children are happy at school and have many opportunities to develop their learning.”
“Central to the work of the school is the development of pupils’ social skills and the support of their well-being.”
“Teaching assistants provide effective support for pupils, prompting them to explain their answers and
providing them with the confidence to ‘have a go’.”
“Pupils’ safety and well-being are central to your work. The leadership team has
ensured that all safeguarding requirements are fit for purpose.”
“All my children have loved this school and all great memories of staff. Wansbeck is great.”
“My two children have come on leaps and bounds regarding reading, writing and maths. The teachers are amazing.”
“Teachers make regular checks on the progress
that pupils make and use this information to adjust the activities that they plan.”
“Really happy with the way my child has developed whilst attending Wansbeck”
“The designated safeguarding leader is tenacious in her approach and
leaves no stone unturned in order to ensure that pupils receive the best possible
support.”
“This improvement is underlined by published data showing that pupils’ spelling and grammar scores are now above the national average at the end of key stage 2.”
“Wansbeck is an amazing primary school that puts my children’s needs first. Great staff and friendly pupils.”
“Teachers accurately demonstrate to pupils the sounds that letters make. This
helps pupils to repeat the sounds they are learning.”
“The leadership team has maintained the good quality of education in the school since the last inspection.”
“Any issues raised are always dealt with, absolutely no concerns brilliant school and lovely caring staff. My child learns a lot attending this school. Thank you.”
“Staff and governors
maintain an acute focus on these areas and establish excellent relationships with
pupils.”
“Wansbeck Primary School is a happy, well-organised school that is at the heart of the local community.”
“The quality of pupils’ handwriting has also improved, particularly in key stage 2.”
“Best decision I made for my children’s education was moving them to Wansbeck. The progress the children have made is amazing. Very happy mum.”
“The school have created a strong leadership team by making good use of opportunities you have to collaborate with other trust schools.”
“Pupils receive a broad and balanced curriculum. You have a clear vision for what you want pupils to achieve; developing pupils socially, emotionally and
academically is at the centre of the curriculum you provide.”
“My child is well cared at school she loves it!”
“Grammatical errors are discussed with pupils, and this helps them to improve their writing.”
“Spelling errors
are also routinely identified in pupils’ written work across a range of subjects. This
helps pupils to avoid future repetitions.”
“The school has good systems in place to develop the leadership skills of staff.”
“My children are very happy at school and should I ever have any concerns, the school are happy to deal with it.”
“The school is passionate about the community it serves and determined
to help pupils to be the best they can be.”
“This has enabled
the school to continue to improve the quality of teaching and learning for pupils.”
“Brilliant school.”
“Great school with fantastic teachers.”
“Thanks for all the help & extra support that my child receives. It means that I know he is getting all the help he needs to progress to his potential.”
“There is a
consistent approach to the teaching of phonics. Regular checks help teachers to
group pupils effectively so that activities are well matched to pupils’ needs.”
“The school leadership team are committed to helping pupils to succeed”