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Special Educational Need and Disability Provision at Our School

SEN Information Report

SENCO- Miss Louise Rigby 


At Woodhouses we aim to create an environment where children learn together and to be educationally inclusive. By this we mean, one in which the teaching and learning, achievements, attitudes and well-being of every child matter.

In order to achieve this we will actively seek to remove the barriers to learning and participation that can hinder or exclude pupils with special educational needs (SEN) so that each child has the opportunity to develop their full potential.

We aim to provide entitlement of access to a full and balanced curriculum, including the National Curriculum and where necessary, a modified National Curriculum.

We actively encourage the involvement of staff, pupils and parents/carers in the education of children with SEN.

We recognise that parents hold ‘key’ information and have a critical role to play in their child’s education. We therefore aim to include parents in the development of Individual Education Plan (IEP) by liaising closely through structured consultation based on the Structured Conversation format.

We are committed to the early identification and intervention of children who may have SEN.

  • The class teacher initially differentiates for any children not making satisfactory progress within their class through quality first teaching. If there continues to be concerns a ‘Cause for Concern’ form may be completed and the class teacher will raise the child with the SENCO in order to establish any additional or different interventions that are required over and above the class differentiated activities. At this point the child will be accessing Wave 1 interventions. Parents will be invited to meet with the class teacher to discuss the causes for concern. The teacher will assess the child with PIVATs (assessment tool) and put a progress plan in place.
  • If the child’s needs are greater than his or her peers within the lower ability class group a provision map is allocated and highlighted showing what additional provision that child is receiving. At this point the child will be accessing Wave 1/2 interventions and may be added to the School SEN Support Register. Parents are kept fully informed as part of our regular parent meeting process or called in specifically to discuss their child’s needs with the class teacher. At this stage the SENCO may provide the class teacher with support to pinpoint the child’s needs. 
  • If adequate progress is not made after a substantial period of intervention and review, the SENCO will seek advice from outside agencies.

The child will now be accessing Wave 2/3 interventions and an Individual Education Plan may be deemed necessary to track progress more closely. Parents are kept fully informed at specific termly review meetings of the child’s progress regarding his or her IEP targets.) The child is now added to the SEN Support Register.

  • If a child is not making adequate progress as shown via regular teacher assessment, SENCO may access support from QEST (Quality and Effectiveness Support Team) and/or the Educational Psychologist via traded services. Also advice and support may be required from LEA services such as, Speech and Language, Occupational therapy, School Health Advisor and CAMHS.
  • In a very few cases it may be necessary for the school to consider, in consultation with the parents and any outside agencies involved, whether a statutory assessment may be necessary. We use the LEA guidance to help make any such decisions. If, in rare cases, the child's needs are considered to be severe and complex, an Educational Health Care Plan may be issued by the LEA.


Woodhouses has various links with support agencies to provide specialist advice and training. At Woodhouses we work collaboratively with other agencies including QEST, Educational Psychology Services, NHS, Social Services, local schools and any other organisation that will benefit the support and provision of children at Woodhouses.

In order to provide the best support for children, all staff working within the school will be provided with relevant training. In-service training in Special Educational Needs is identified and linked to the School Development Plan.

We have regular staff meetings which SEN is on the agenda. We also have training and development for all staff at regular intervals in the year.

  • Staff are also kept up to date with information and new legislation.
  • The SENCOs attends relevant training and disseminates the details to all the staff as is appropriate or individuals can access training that is necessary for their professional development.
  • There is an induction procedure for NQT’s and new staff into the school’s policy and procedures for SEN.
  • The SENCO holds the National SENCo Qualification which is a government requirement.

At Woodhouses we will ensure that all children are included in afterschool clubs and trips by only selecting venues and activities that are accessible to all pupils.

Woodhouses is on a level site with easy access to all areas, both inside and outside, for children with mobility or visual problems. There is a disabled toilet in Class 3 and at the entrance of school. There will be a risk assessment carried out if there are any admissions that require specific facilities.

In order to meet the needs of all pupils, a proportion of our budget is allocated for resources, which include identified materials for use to support children who need additional or different activities. The provision of additional support is made as appropriate from the delegated SEN budget. Individual identified needs are also funded via the main school budget. Resources are developed and purchased according SEN pupils identified needs either by School or external agencies recommendations.  Whole school interventions detailed in the SEN provision map.

Additional adults are distributed carefully across school to meet the needs of all pupils. This does not necessarily mean that a teaching assistant will be based in a class every day. In order to provide the best provision the additional adults will have specific time allocated to groups or individuals to ensure that all children who require SEN support will receive this.

Parents are invited to SEN Reviews termly. During this time, we will operate a person centred review focusing heavily on the child’s and parents’ views in order to plan for and review the provision they are having.

If you would like further information, please feel free to contact the SENCO,Miss Rigby or the Head teacher, Rachael Bentham.

The SEND governor is Jacelyn Tapper



File icon: pdf SEN Policy 2016 [pdf 410KB] Click to download
File icon: doc Accessibility Plan [doc 1MB] Click to download