Wilstead Primary School
Wilstead Primary School values the uniqueness of all pupils offering a broad and balanced curriculum for all. We are committed to giving every child opportunities to achieve the highest standards by taking into account pupils varied life experiences and needs. We believe in promoting the individuality of all of our children regardless of disability, gender or background enabling all children to reach their full potential.
How we support your child's learning
•We promote a close working relationship with all the families and carers of children at Wilstead Primary School. This starts with our reception staff making a home visit to meet you and your child before they join us and then each term we hold Parents Evenings. In addition specific appointments can be made with staff and there are also opportunities for informal contact, throughout the year.
•When a child joins our school a baseline assessment is made. Each term updates are provided during Parents Evenings and these cover both information about academic progress and information about how well your child is settling at our school.
•Children's work and progress towards targets is carefully tracked against national expectations, and against their personalised targets. At the end of Key Stage One, all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
•If a child has an Individual Education Plan (IEP) progress against these targets will be reviewed each term and new targets set. The progress of children with a EHCP will be formally reviewed at an Annual Review.
•The SENDCo will monitor interventions to ensure your child is making good progress. Lesson observations will be undertaken to ensure that the needs of all children are being met and that the quality of teaching and learning is high.
•At the end of term you will receive a report detailing your child's progress and achievement that term.
•We will make sure all school information is communicated to you via letter, email or telephone. If a home/school communication book is required this can be set up.
•You can arrange to meet with your child's class teacher or the SENDCo at an appropriate time if you have any concerns that you wish to discuss.
•You will find out about what your child will be learning from our curriculum newsletter each term, this gives an outline of the topics being covered during the term and it will state which days home learning will be set and when it is expected back.
Accessibility of our service
•Wilstead Primary School is all on one level and is wheelchair accessible at all entry points.
•Our curriculum is resourced to enable access by all our students; there is a focus on visual aids to support learning. If specific resources are required they can be fitted to aid your child i.e. hearing loop system.
•Wilstead Primary School has a disabled toilet and changing facilities.
•If English is not your first language we will secure translation for you.
•The SENDCo working with the Headteacher and Govenors will use their best endeavours to secure equipment required by children with SEND.
How we identify SEN
•At Wilstead Primary School we understand that early identification of special needs is vital, therefore, all children are assessed when they join the school.
•All children’s abilities are assessed against their age related expectations.
• We use the initial assessment to build upon the child's prior learning. The class teacher will identify, plan, and deliver any additional help your child may need (this could be targeted work or additional support). If necessary an IEP would be raised with SMART targets and shared and reviewed with pupils and parents at least once each term.
•Any child may have a special need during their school life. This may be for learning, social, emotional or physical reasons.
•Wilstead Primary School works closely with parents/carers to discuss any concerns they may have regarding their children. We ask that parents and carers keep us informed of any changes in circumstances that might affect their child’s wellbeing and learning.
•If you have concerns you can speak to the class teacher and SENDCo.
How we support your child/young person
•In school your child will be supported in the first instance by the class teacher, whatever their needs. The class teacher will plan and deliver the curriculum for their class. The curriculum can be adapted to meet the needs of small groups or individuals.
•If the class teacher feels your child needs additional support they may raise an IEP (Individual Education Plan) which would detail specific targets for your child to work towards. This IEP would be discussed with and agreed by parents, and reviewed every term.
•Teaching assistants and HLTA' s will work with individual children or groups directed by the teacher on a daily basis.
• In addition there will be teachers responsible for teaching intervention for SEN groups/individuals on a part-time basis.
•If required specialist input from outside agencies can be organised by the SENDCo e.g. Speech and Language Therapy, Sensory and Communication Team, Psychology team etc.
•Specific individual support is available for children whose learning needs are severe, complex and lifelong. This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.
•All arrangements made for support will be discussed fully with the parents by either the class teacher or the SENDCo and reviewed regularly.
•The Head teacher reports on SEND within the school to the Governing Body each term. The SENDCo and Governor with responsibility for SEND hold regular meetings and produce a report for the Governors each year.
•The Senior Leadership Team analyse the progress of all children to ensure that progress is made, and that additional support is put in place where needed.
How we match the curriculum to your child's needs
• At Wilstead Primary School the curriculum is organised to meet the needs of our pupils.
• We aim to provide a personalised curriculum which encompasses different learning styles and is stimulating so that children are keen to learn and are able to progress.
•Each class teacher, via excellent targeted classroom teaching (Quality First Teaching) plans and differentiates lessons according to the specific needs of all the children in their class this ensures the lesson is accessible to all pupils.
• Your child’s teacher will continually assess and monitor your child’s progress and decide if your child has a gap or gaps in their understanding/learning that needs some extra support to help them make the best possible progress.
•This extra support may take the form of an intervention, run in the classroom or in a group area. The intervention may be run by a teacher or an appropriately qualified Teaching Assistant.
•A mixture of whole class, group learning, paired and individual learning will be used. By working together the children develop their understanding and social skills.
•We aim to make the learning environment a place where children are encouraged to be ‘challenged’ and are able to become resilient and successful learners.
The support we give to your child's well being
•At Wilstead Primary School we understand how important well-being is to enable children to learn. All staff understand that children need to feel happy, secure, valued and respected in order to be effective learners.
•The school has a reward system which recognises effort, achievement and behaviour which is accessible to all children. All children who contribute to the school community in a positive way will earn end of term rewards.
•Celebration assemblies take place every week. Parents will be invited to join us to celebrate their child’s success.
• All classes follow a structured PSHE curriculum to support this development. However, for those children who find aspects of this difficult we offer, in addition, nurture groups.
• Our lunchtime clubs offer small group activities which encourage co-operation, turn taking and responsibility.
• If your child needs further support in this area, the SENDCo will discuss other solutions with you, individual to your child.
•The school has qualified First Aid staff who are available throughout the day. Each class has their own First Aid kit and any prescribed medication for your child would be kept in the classroom.
•If required, parents will be informed that their child has received First Aid in school.
•Medicines are managed in school in accordance with our Supporting Pupils with Medical Needs in School Policy.
•The school has a Behaviour and Discipline policy which is accessible on the schools website.
•The school works closely with families to promote good attendance. A first day call system is in place for any unauthorised or unexpected absence where the school has not been informed. Attendance below 85% or consistent lateness triggers a response in the form of letters and reminders. The Education Welfare Officer meets with the school annually. If a child has a specific need, this is considered on an individual basis.
The expertise we have access to
•We have a range of specialist staff working in the school trained to meet the needs of individuals and/or groups of children. The needs of these children also impact on the planning and securing of any additional staff training.
•Additional services can be accessed to support our children. A referral to these services is made with the informed agreement of parents/carers. These services include: Speech and Language Therapy, Educational Psychology Service, Sensory and Communication Team, Child Development Centre (including Early Years Support and Paediatric services), CHUMS Mental Health and Emotional Well-Being Service, Education Support Panel, MASH Multi Agency Hub, Occupational Therapy and Physiotherapy
•The range of agencies with whom the school works with at any given time reflects the requirement of the individual children in our school and will change accordingly.
How we include your child in extra curricular activities
• All our extra-curricular activities are inclusive.
• All educational visits are inclusive. All visits are risk assessed to ensure they are suitable for all our pupils. Parents are consulted if extra equipment i.e. a wheelchair is needed for the visit to ensure all equipment is available. The Educational Visits Policy is available on request.
•Breakfast and After School Clubs can be accessed by all pupils via Wilstead Pre-School.
How we prepare your child to join us or transfer to another setting
•A New Parents Meeting is held at Wilstead Primary School before your child starts to give you an opportunity to meet the Head teacher and the Reception staff and receive all the information you need.
• Reception staff visit all children at home before they start at Wilstead Primary School. This is an opportunity for the children to meet the staff and for parents to discuss any concerns or questions they might have. The SENDCo will liaise with pre-schools and be involved in home visits when appropriate.
•Children joining Reception have the opportunity to visit school in the term before they start as part of the transition process.
•Visits to the school are welcomed, if you make contact with the school an appointment can be made for you to be shown round the school.
•Towards the end of the academic year children take part in ‘shuffle up’ day where they have the opportunity to spend time in their new classroom and meet the teaching staff. Prior to this day the SENDCo will brief the new teacher regarding specific support needs for individual children.
•We will support your child on transition days to their new setting. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.
•The SENDCo will liaise with the SENDCo at the new setting to ensure all relevant information is passed on and hold transition meetings where appropriate.
How we match our resources to your child
•The class teacher knows your child's learning abilities within school best and plans for differentiation and resource allocation within the classroom. Any additional support required is planned and discussed with the SENDCo.
•Decisions regarding the type of support each child receives in the classroom, are made using a graduated approach which is regularly reviewed by teachers and the SENDCo and discussed with parents.
•All additional support is monitored and reviewed. The teacher will involve the child being supported, their parents or carers, the SENDCo and any other specialists involved.
•The Head Teacher and the SENDCo discuss all the information they have about SEND in the school, including the children already receiving extra support, the children needing extra support and the children who have been identified as not making as much progress as would be expected. From this information, they decide what, if any, additional resources/training and support is needed.
•If a child requires specific resources as identified by assessments of special needs, these will be acquired through the budget allocated to SEND.
•Pupil Premium funding is also used to support children and help close the gap between them and their peers.
How we involve parents
• Wilstead Primary School operates an open door policy.
•Parents are able to volunteer to help in school if they so wish to.
•Parents are welcome to speak to their child’s teacher, the SENDCo and the Headteacher regarding any aspect of the school.
•Any additional support provided for children in our school is based on consultation and dialogue with parents/carers.
•The school have an active Parent Teacher Association.
•There are parent members of the Governing body.
How we include your child in the planning of their support
•All children will be involved in setting their Learning Targets each term. Our marking policy allows the children to clearly see if they have achieved the Learning Objective and Success Criteria and informs them of the next steps to take.
•At the start of each school year children are involved in contributing to drawing up the class rules.
•We have an active School Council made up of two children from each year group.
• Children with EHCPs are asked to complete a questionnaire to express their views when it is time for their Annual Review.
General Contact Information
•If you would like to make an appointment to visit the school and ask about admission arrangements please telephone the school office.
•Your first point of contact if you have any concerns should be your child’s class teacher. You can also make contact with the SENDCO: Mrs C. Hogben, the Head Teacher: Mr L.Robichaud and the SEND Govenor: Mrs L. Day.
•All of these people can be contacted in school either in person or by telephoning 01234 302303.
•Free and impartial advice for Parents and Carers can be accessed at: Bedford Borough Partnership Service, Borough hall, Cauldwell Street, Bedford MK42 9AP Tel: 01234 276276
Contact for more information
- Mrs C Hogben
- Cotton End Road, Wilstead, Bedford, MK45 3BX
- 01234 302303
- SEN Link:
Record Last Reviewed On: 19/07/2017