SEND information for parents

At Wansbeck Primary School we are committed to offering an inclusive curriculum to ensure the best possible outcomes for all of our pupils whatever their needs and abilities, including pupils with social, emotional and mental health (SEMH) difficulties.

We seek to ensure that pupils with SEN are fully included in all aspects of school life. We believe that pupils with SEN and their parents/carers should be at the heart of planning and decision making. We aim to provide opportunities for pupils with SEN and their parents/carers to play an active role in planning their provision in accordance with the SEND Code of Practice 2014.

We recognise the importance of mental health and well-being and we are continuously working together to ensure positive mental health is actively promoted across the school.

Further information:

FAQ’s for parents

The best thing to do is to make an appointment to have a chat with your child’s class teacher. They will listen to your concerns and talk about what your child is like at school.

Together you will decide what needs to happen next. This might simply be a case of monitoring the situation, or together you might decide to put some extra support in place.

Sometimes it might be appropriate for you to have a chat with the SENDCo (special educational needs and disabilities co-ordinator); the class teacher will discuss this with you.

If your child’s class teacher has any concerns about progress they will arrange to meet with you to talk about what those concerns are. They will be interested in hearing your views too, and might ask you questions about what your child is like at home, what their strengths are as well as their weaknesses. They might also ask you questions about their earlier development.

Together you will decide what needs to happen next. This might be a case of monitoring the situation, or together you might decide to put some extra support in place. Sometimes it might be appropriate for you to have a chat with the SENDCo (special educational needs and disabilities co-ordinator); the class teacher will discuss this with you.

To decide whether or not a pupil has special educational needs we look at the legal definition of SEN in the SEND Code of Practice 2014. This says that:

 

“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 him or her. A child has a learning difficulty or disability if they;

  • Have a significantly greater difficulty in learning than the majority of others of the same age; or
  • Have a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.”

 

Our decision is based on lots of things. Your views are very important, as are the views of your child and the class teacher. We look at progress and the work in books. We observe pupils both inside and outside the classroom. We sometimes carry out a range of tests so that we have a better understanding of your child’s strengths and weaknesses. This helps us to target support more effectively.

The type of support your child receives will depend upon their individual needs and is tailored to help them to achieve positive outcomes. The type of support currently offered in school includes:

  • Differentiation and scaffolding – this is when the class teacher modifies work to enable pupils to do similar work to the other children in the class
  • Small group work – either in or out of the classroom with adult support
  • One to one support
  • Specialised programmes for pupils with particular learning difficulties such as reading, spelling or mathematical difficulties
  • Life skills groups
  • Social skills programmes
  • Communication programmes for pupil with interaction difficulties
  • Language enrichment groups for pupils who need to develop their vocabulary
  • Speech and language therapy programmes
  • Fine and gross motor skills programmes
  • Behaviour programmes

Many pupils with SEN have an individual support plan which provides details about the extra support they are receiving in school, and helps parents to support their child at home. The class teacher and SENDCo will also be happy to help you with ideas for home.

Most of the time your child will work with their class teacher. Whoever else works with your child, the class teacher retains responsibility for their education. Other adults who might work with your child could include:

  • A Teaching Assistant
  • Another teacher from the same year group
  • The SENDCo (special educational needs and disabilities coordinator)
  • We are also involved with a number of specialists from outside the school. These include the Education Psychology Service (EP), teachers of children with physical and sensory difficulties (IPaSS), speech and language therapists (SALT), the school nurse, teachers of children with learning difficulties and Northcott outreach service. These specialists offer guidance for the school in order to best support children’s needs.

We will always let you know before someone from outside the school works with your child.

You will be invited to attend regular progress meetings with your child’s class teacher. At the meeting you will have the chance to discuss the progress that has been made and together you can plan what the next steps are.

If your child is getting support from an outside agency they may review your child’s progress by asking you to come and meet with them, chat on the phone or send you a report.

All children are actively encouraged to take part in clubs. The member of staff responsible for the activity or trip will be aware of the needs of all the children and where needed, additional support will be given.

Some pupils can find it difficult when they make the move from one class to another at the start of a new school year. This can be a very worrying time for parents too, especially when pupils move from one key stage to the next or from primary to secondary school. For pupils who would benefit from additional support we make special transition arrangements. These can include:

  • Preparation of a transition book which includes photographs of key people and places in the new classroom or setting, as well as other useful information
  • Short visits to the new classroom or setting
  • Introducing new staff to pupils in familiar surroundings
  • “All about me” communication passports, containing important information about the child to share with new staff

Your child’s class teacher should always be your first point of contact and most concerns are easily addressed this way. If you would prefer to, you can talk to the SENDCo. We encourage all parents to share their concerns quickly. If you need more support in meetings at school, you can contact the Parent Partnership KIDS, who are happy to help.

http://www.kids.org.uk/Event/hull-parent-partnership-service

Helpful websites to visit:

  • Parent Champions:
    A website supporting parents of children with reading and writing difficulties.

  • Nessy:
    A website which supports children with reading or writing difficulties and children with dyslexia.

  • I Can:
    A website for supporting children with speech and language difficulties.

  • Wheel of Apps:
    A list of suggested iPad Apps for learners with dyslexia, reading, writing and maths

  • Family Maths Toolkit:
    A website for supporting children with maths difficulties.

  • The National Autistic Society:
    A website giving more information about Autism.

  • Dyslexia Action:
    A website giving more information about Dyslexia.

Top tips to help your child:

“The school receives good support from the Hull Collaborative Academy
Trust, and trust leaders also provide you with effective challenge.”

Ofsted comments

“All my children have loved this school and all great memories of staff. Wansbeck is great.”

Parent's comments

“Great school with fantastic teachers.”

Parent's comments

“Teaching assistants provide effective support for pupils, prompting them to explain their answers and
providing them with the confidence to ‘have a go’.”

Ofsted comments

“The school have created a strong leadership team by making good use of opportunities you have to collaborate with other trust schools.”

Ofsted comments

“Grammatical errors are discussed with pupils, and this helps them to improve their writing.”

Ofsted comments

“Central to the work of the school is the development of pupils’ social skills and the support of their well-being.”

Ofsted comments

“Really happy with the way my child has developed whilst attending Wansbeck”

Parent's comments

“My child is always happy and loves going to school. Teachers are always there when needed.”

Parent's comments

“Pupils’ safety and well-being are central to your work. The leadership team has
ensured that all safeguarding requirements are fit for purpose.”

Ofsted comments

“The leadership team has maintained the good quality of education in the school since the last inspection.”

Ofsted comments

“The school is passionate about the community it serves and determined
to help pupils to be the best they can be.”

Ofsted comments

“The quality of pupils’ handwriting has also improved, particularly in key stage 2.”

Ofsted comments

“Wansbeck Primary School is a happy, well-organised school that is at the heart of the local community.”

Ofsted comments

“My child really enjoys attending school he tells me he loves his teachers and friends.”

Parent's comments

“Teachers accurately demonstrate to pupils the sounds that letters make. This
helps pupils to repeat the sounds they are learning.”

Ofsted comments

“Staff and governors
maintain an acute focus on these areas and establish excellent relationships with
pupils.”

Ofsted comments

“This has enabled
the school to continue to improve the quality of teaching and learning for pupils.”

Ofsted comments

“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.”

Parent's comments

“The school has good systems in place to develop the leadership skills of staff.”

Ofsted comments

“Brilliant school.”

Parent's comments

“My two children have come on leaps and bounds regarding reading, writing and maths. The teachers are amazing.”

Parent's comments

“My children are happy at school and have many opportunities to develop their learning.”

Parent's comments

“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.”

Ofsted comments

“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.”

Parent's comments

“You pay
particular attention to safeguarding issues that affect your local community and prepare staff well to support pupils.”

Ofsted comments

“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.”

Parent's comments

“Pupils often have
opportunities to visit places of interest, such as the residential visit to Whitby that is linked to a class topic.”

Ofsted comments

“Wansbeck is an amazing primary school that puts my children’s needs first. Great staff and friendly pupils.”

Parent's comments

“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.”

Ofsted comments

“My children are very happy at school and should I ever have any concerns, the school are happy to deal with it.”

Parent's comments

“The school leadership team are committed to helping pupils to succeed”

Ofsted comments

“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.”

Parent's comments

“My child is well cared at school she loves it!”

Parent's comments

“Care is taken to ensure that the topics that are chosen attract the interests of the children.”

Ofsted comments

“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.”

Ofsted comments

“Teachers make regular checks on the progress
that pupils make and use this information to adjust the activities that they plan.”

Ofsted comments

“Spelling errors
are also routinely identified in pupils’ written work across a range of subjects. This
helps pupils to avoid future repetitions.”

Ofsted comments

“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.”

Ofsted comments