Communication and interaction
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SEN Primary Offer 2020-21
- "The needs of my child and the views of both my child and our family have been listened to and acted upon with professional excellence"
- “Staff have cooperated with me throughout the whole process, going above and beyond what is expected-providing advice, resources and making sure that all the appropriate agencies are involved…a very caring and nurturing environment.”
- “Each child is made to feel like a valued and important member of the school”
- “This guide has helped us to understand and recognise even more clearly what the school is doing for those pupils who need additional help….brilliant!”
Wilby CEVC Primary School is an inclusive school and we are passionate that every child should reach his or her full potential.
The school building has been adapted to ensure access for pupils with physical disability. There is clear access to all classrooms/ play-ground areas and a disabled toilet has been fitted.
How does the school know if children need extra help and what should I do if I think my child may have special educational needs?
We have rigorous monitoring in place that tracks the progress our learners make in all areas of the curriculum. We use data and other forms of assessment to identify additional needs and celebrate achievement. Parents/carers are encouraged to speak to their child’s class teacher or the school’s SENCo about any concerns they may have.
Who is the SENCo and what does he or she do?
A SENCo (Special Educational Needs Coordinator) is the teacher that has been selected to coordinate special needs support in the school. However, it is the class teachers’ responsibility to ensure that interventions are delivered and monitored on a day to day basis. Mrs. R. Wiseman is the SENCo at Wilby CEVC School.
What type of SEN support will my child receive at Wilby School?
We carefully identify needs, share information appropriately and seek to match provision to need.
Wilby CEVC Primary provides for all four areas of identified SEN need:
Communication and interaction
Cognition and learning
Social, emotional and mental health difficulties
Sensory and/or physical needs.
Staff receive training in specialist areas of provision which is regularly extended/ updated including: Wave 3 intervention literacy and numeracy support (see below); Lego therapy and Nurture group provision; Dyslexia training, use fo Clicker 8 ( Autism awareness training; Behaviour management/support and Speech and language support.
Where further specialist support is required the school works closely with a range of extended agencies including:
CISS (Behaviour support and Autism outreach combined)
SALT (Speech and Language support services)
Pupil Referral Outreach support (Bury and Lowestoft)
SENDAT (Special Needs and Disabilities Academy Trust) outreach support
Educational Psychology Support Services
Different levels of interventions are delivered at Wilby School. We describe these as Wave 1, Wave 2 and Wave 3 levels of support. Depending on your child’s level of need they can receive one or more of these types of support as appropriate.
All children are entitled to High Quality Teaching (QFT) delivered by the class teacher. For many children with SEN QFT or Wave 1 provision effectively meets the learner’s needs. Within Wave 1 teaching some children may, at times, be taught in small groups or in a one-to-one situation to support their learning. Teachers are skilled at adjusting their teaching to suit differences in learning. Where a child has difficulties that cannot be sorted within the Wave 1 provision they can be given additional help and support at Wave 2 or 3.
Small group work (occasionally 1:1) usually delivered by a teaching assistant. Children chosen for Wave 2 support are those who are slightly behind and can ‘catch up’ with the rest of their age group in terms of expected levels of achievement. The school will make a decision as to whether your child could benefit from Wave 2 support.
The decision is based on how well your child is doing and how far behind they are compared to their chronological age group. Wave 2 interventions last a specified number of weeks, and by the end of the intervention children in the group should have caught up. The pace of this type of intervention will suit some children who need a quick boost.
Features of wave 3 interventions are:
· Taught by a teacher/trained teaching assistant in a 1: 1 situation.
· Based on the needs of the child
· Highly structured so that steps in learning are small and achievable
· Time limited
· Designed to boost progress and narrow the gap between your child’s level of achievement and that of their peer group.
At Wilby School we use a number of interventions which are delivered by specially trained support staff or the class teacher as appropriate. The majority of our interventions are individualised programmes that have been created to more exactly meet the needs of each child to provide pre and over learning of concepts taught in class or where appropriate to provide for the development of specific skills. However when appropriate we also use a number of pre-structured programmes. Some of the interventions utilised more commonly are:
‘Fisher family Trust Wave 3 Literacy support’
‘Catch-Up Maths - Wave 3 Support
‘Elklan Speech and Language Support’ - Wave 3
‘Toe by toe’ Dyslexia training– Wave 2
Beat Dyslexia- Structured Dyslexia programme- Wave 3
‘Apples and Pears ’ Wave 2 Spelling support
‘Dancing Bears’- A structured wave 3 programme focussing on developing reading skills
'Nessy Dyslexia Spelling and Reading Programme'
'Nessy Fingers' - touch typing programme
We also use a range of equipment to support our Dyslexic pupils including: modified texts (enlarged/ modified font), different coloured overlays/ gel overlays and use of programmes such as Clicker 6 which enable even highly Dyslexic pupils to write.
- We monitor the impact of interventions through regular School Based Pupil Support Programme meetings, Pupil Progress meetings and tracking of pupil progress. Pupil Support meetings are held three times a year with the class teacher,the pupil and Parents and Pupil Progress meetings are also conducted with the class teacher, the Head Teacher and senior leadership team.
- Our additional support programmes are overseen by the SENCo and the senior leadership team however it is important to note that all our teachers are teachers of inclusion and special educational needs ensuring that what is taught in intervention groups is integral to classroom practice.
- Our governors play an active role in monitoring the quality of our special educational needs provision, as do the Head teacher, senior leadership team and SENCo. Mrs Sandra Apps is our SEN Governor.
Who else will assess my child’s needs and support them?
Occasionally a pupil may need more expert support from an outside agency such as our linked Educational Psychologist, Language and Learning or Behaviour Support Service. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency.
Following meetings and /or assessments, a programme of support is usually provided to the school and parents/carers.
At Wilby school we access a wide range of professional practitioners who will assess and support your child’s needs. Some of these will be accessed through the school or through referral from your child’s G.P. Where you can contact the organization directly, contact details are given.
Description of organisation/
Contact details if applicable
Support with health and emotional development
Sonya Urwin– 01379 873759
Family Support Worker- 0-11 ( Central Integrated Team)
Support with a wide-range range of family issues
Steve Fisk. School referral or when appropriate through direct
Advisor for Learning Support
SEN learning support
Val Connaboy– contacted through the SENCo
Early Years Team
Under 5s learning Support
Contacted through the school
Children’s Centre, Eye, Suffolk.
Funding for Early Years. Drop in activities and range of support available.
Speech and Language team
Assessment and support
Referral through school
Fine and gross motor control assessment and support
Referral through G.P
County Inclusion Support Services
Support with Autism ( ASD)
Referred by school
AAT – Access and Assessment Team (formerly known as CAMMHS)
Assessment and support with mental / emotional health issues
Referral by G.P or through CAF* process (*see below).
In emergency –direct referral number: 03001231334
Educational Psychologist (EP)
Assessment / support of learning need
Fiona Ayres – accessed through G.P or school referral
Assessment of a range of need
Dr Nimalaraj – Community Paediatrician-referral through G.P only
Where we feel that something isn’t working, we are quick to respond and find alternatives through dialogue with the learner and their families.
How will the curriculum be matched to my child’s needs?
- Teachers make sure that learning tasks and resources are carefully matched to a child’s ability and preferred learning style-we call this differentiation. Differentiation is embedded in our curriculum and practice.
- We have a tailored personalised curriculum and regular Pupil Progress Meetings help us to monitor this and reflect on the next best steps.
- All our teachers are clear on the expectations of high quality classroom teaching and this is monitored regularly by the leadership team.
- If appropriate, specialist equipment may be given to the pupil, such as writing slopes, pen / pencil grips, visual prompt cards or ICT resources as appropriate.
- For children receiving Wave 3 level support, a termly Pupil Support Programme Consultation will be held to gather the views/ aspirations of the pupil, their parents and the class teacher. This plan will identify clear targets and the support needed to facilitate this. This process will be overseen by the SENCo.
How will I know how my child is doing and how will you help me to support my child’s learning?
We regularly share progress feedback with all our learners and their families through:
- Parent’s Evenings and
- School Based Pupil Support Meetings which are held termly.
- Children on a Statement of SEN* or an EHC* (see below) will have an annual review to assess the suitability and effectiveness of this process.
At these meetings (and through other means) we clearly share what can be done by families at home to support the learning at school.
We host curriculum evenings/ daytime events to help families understand how they can best support their child’s needs.
Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. We strongly believe that the best outcomes for children occur when parents/carers work in partnership with school.
What support will there be for my child’s overall well-being?
- The well-being of every child is the key priority of our school. All our staff are regularly trained to provide a high standard of pastoral and safeguarding support.
- Members of staff are readily available for children who wish to discuss issues and concerns.
- Relevant staff are trained to support medical needs.
- Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions, is fully understood and in place by all staff and children.
- We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.
- Learner voice is central to our ethos and this is encouraged in a variety of ways including regular pupil surveys and Pupil feedback/ target setting sessions with teachers each term.
What training are the staff supporting children and young people with SEN had or are having?
- Our Special Needs Co-ordinator (SENCo) Mrs R. Wiseman has completed the mandatory National SENCo Award and is a qualified teacher.
- We regularly invest in training our staff to improve class teaching level provision delivery and develop enhanced skills and knowledge delivery of Wave 2 and 3 specialised interventions.
- We also arrange for whole school training, where appropriate, when a child has been formally diagnosed with a specific educational need (e.g. autism/dyslexia) to ensure that all staff understand the particular requirements of the individual child more fully and respond in a consistent and appropriate manner to their daily needs
- We build special educational needs into our strategic training programme and the school SENCo ensures that staff are updated on all matters pertaining to special educational needs and disability when required.
How will my child be included in activities outside the classroom including school trips?
Our Inclusion Policy promotes the involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning. Thorough risk assessments are formulated for all trips ensuring that the well-being and safety of SEN children is considered foremost.
How accessible is the school environment?
Our Accessibility Plan is robust and we are mindful of the Equality Act 2010. We are vigilant about making reasonable adjustments where possible. We value and respect diversity in our setting and do our very best to meet the needs of all our learners.
How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
Every child identified as needing SEN support has a detail written Pen Portrait which records all actions, support and interventions that they have received/are receiving. This provides a clear chronology and detailed picture of each child's needs so that future placement have a concise understanding of each individual child.
How are the school’s resources allocated and matched to children’s special educational needs?
In consultation with our Bursar we are made aware of our budget and funding is allocated according to need.
We seek to ensure value for money so all interventions are costed and evaluated. Our budget is allocated according to our School Development and Improvement Planning which is underpinned by SEN Audits and Action Planning.
How are parents involved in the school? How can I be involved?
- We regularly involve parents/ carers and families in discussions about their child’s learning, needs and aspirations.
- We seek and welcome feedback at every opportunity and operate an ‘open door’ policy.
- We have an active Parents Forum at Wilby School and encourage our parents to involve themselves in every aspect of our school.
- Our Governing Body includes a Parent Governor.
What is a CAF form (Common Assessment Framework) and when is it used?
The CAF is a voluntary four-step process whereby practitioners can identify a child's or young person's needs early, assess those needs, implement support and then review their needs. It begins with a form which is completed with parents/ carers to request support - It is not a referral.
The CAF is designed to be used when:
- A practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing)
- A child or young person, or their parent/carer, raises a concern with a practitioner
- A child's or young person's needs are unclear, or broader than the practitioner's service can address.
What is an EHC plan?
- EHC stands for Education, Health and Social care. An EHC is a single action plan that incorporates all these areas
- It is a document setting out the child's range of needs and the help the child should receive.
- An EHC will only be applied for when the school and associated practitioners have completed a wide range of assessments and it is clear that despite the implementation of a range of strategies a child is not making progress and therefore needs more support than is available through SEN support.
What should I do now?
Please DO come into school to speak either to the SENCo, Headteacher or your child’s Class-Teacher if you have any further questions or concerns regarding the SEN provision for your child at Wilby School.
Our core offer will be reviewed on a regular basis to ensure that it reflects current practice and government legislation. This document has been formulated in collaboration with our parents and pupils. It will remain a working document, which will be amended frequently in order to reflect the needs and views of all relevant stakeholders.
R.Wiseman Headteacher and SENCo
Updated December 2020