Wolfson Hillel Primary School – SEN Offer
How we support children/young people with special educational needs or disabilities
What is the school’s vision and mission statement / Our vision and how we hope to achieve it.
  • Wolfson Hillel Jewish Primary School values every child in a caring Jewish environment.
  • By working in partnership with parents, we engage children on an exciting learning journey to develop their spiritual, moral, intellectual, creative, social, emotional and physical potential.
  • We aim to equip children with the skills to become confident in their Jewish identity, able to take their place in the wider community.

What type of school/college are you? / We are a primary school from Nursery to year 6
What is your current Ofsted rating? / Our Ofsted rating is good.
How does your school /college ensure that children/young people who need extra help are identified early?
What should a parent do if they think their child may have special educational needs? / How we knowif a child/young person has special educational needs?
  • Concerns may be raised by parents, teachers or the child themselves.
  • There may be a change in the child’s behaviour.
  • Children’s progress is tracked on a regular basis and pupil progress monitored closely.Each term pupil progress meetings are held with the Phase Leaders and /or the SENCO to discuss pupil progress.
  • The Class Teacher is the initial point of contact for responding to parental concerns. Each pupil’s education will be planned by the Class Teacher. It will be differentiated accordingly to suit the needs of the pupils. If a pupil needs interventions or support these are set up by the class teacher.

What does the school/college do to help children/young people with special educational needs? / What we do to help children/young people with special educational needs?
  • Children who require interventions are recorded on a class provision map. All the strategies and interventions are recorded on the class provision map. We use a variety of interventions that vary over time targeted at specific children.
  • Interventions are regularly evaluated to monitor the pupil’s progress.
  • The school support pupils in various ways. There are literacy and numeracy interventions as well as pastoral support such as social skills groups, and mentoring.
  • All staff share their provision maps with the SENCO, Inclusion lead and the Phase Leaders. The SENCO may suggest some alternative strategies or interventions to be used in class.
  • Pupil Progress is monitored by the Phase Leaders and the SENCO.
  • Interventions are tracked to monitor their effectiveness.

How do teachers match the curriculum to an individual child/young person’s needs? / How we adapt our teaching for children/young people with special educational needs
The class teacher plans the class lessons. Good quality teaching enables the pupils to be supported in all lessons. The lessons are differentiated to enable all pupils to access the lessons. A variety of approaches are used to meet the needs of all pupils.
How are your school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?
How is the school’s / college’s special educational needs budget
allocated?
How decisions are made about what type and how much support an individual child/young person will receive? / How we decide what resources we can give to a child/young person with special educational needs
Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible.
  • Specially trained support staff can implement the teachers’ modified/adapted planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to the curriculum and extra-curricular activities in school.
  • School adapts the environment, wherever practicable to the needs of the children. Including accessing specialist equipment if needed.
  • Decisions are made according to the needs of the pupils. These may change over time.
  • The SLT work as a team to allocate resources to specific pupils. The SENCO
  • Is involved in the decision making following careful tracking of pupil progress .
  • Regular review meetings are held to review pupil progress.

How do you monitor a child/young person’s progress and how do you communicate with parents about their child’s progress? / How we check that a child/young person is making progress and how we keep parents informed
  • Pupils with detailed support plans are invited to termly meetings to review their progress and strategies. We work together in partnership to create learning plans.
  • All parents are invited to two parent evenings per school year. In addition there are termly reports and targets set.
  • In addition we run a parent support group for parents of special needs pupils.

What support does the school offer for children and young people’s overall health and wellbeing? / Support we offer for children’s/young people’s health and general wellbeing.
We offer a range of support for pupils. The school office and the school business manager manage the administration of medicines and personal care.
Medical needs are included on risk assessments and shared with all relevant staff.
  • If your child has any medical needs the school office will invite you into school to create a care plan.
  • The plans will be updated regularly and you are able to contact the school office at any time to update these.
  • Your child's social and pastoral care is very important and sharing of your concerns with their Class Teacher/ Learning Support Assistant will help us all to work together.
  • All medicines are carefully monitored and recorded.
  • If there are any concerns the school office will ring you and discuss any issues. If needed the School Nurse will be contacted.
Dietary needs are discussed and any allergies shared with relevant staff
Social needs
  • You child is fully included in activities where possible. All children are encouraged to work together.
  • If your child is struggling to understand how to make friends social stories are made available.
  • New children (or if your child is struggling in the playground) are provided with an appropriate buddy.
  • Staff in the playground zones will monitor your child and encourage them to interact with others. If there are any concerns their class teacher and the Inclusion Team will be notified.
  • Buddies may also be provided for children who are experiencing difficulties or require some support.
  • Lunch time clubs
  • After school clubs
  • Breakfast Club
  • Peer buddies.
  • Sports leaders
In addition we have a learning mentor who supports pupils who are struggling with their behaviour and emotions. In addition we have a few key staff that support children with emotional and behavioural mentoring. We use a stay on green behaviour system which is described in our school behaviour policy.
We refer to CAMHS as needed.
TAF meetings are held to support vulnerable families and PSP meetings for any pupils that need this input
What specialist services and expertise are available at or accessed by the school / college? / Specialist external services are used when we think extra help is needed.
  • Parent support group for SEN pupils.
  • Local area ASD support group
  • Tiger Team
  • LASS
The school has access to:-
  • Educational Psychologist
  • Speech Therapist
  • Social Services
  • Children and Adolescent Mental Health Service
  • Outreach:- West Lea Special School- Down's Syndrome
  • Russet House - Autism
  • Occupational Therapy
  • Physiotherapy
  • Early Years Support Inclusion
  • Behaviour Support Service
  • Counsellor

What training have the staff supporting children and young people with special educational needs and disabilities had? / All staff have been trained in disability awareness.We buy into the school improvement service and all staff receive regular inset training.
  • The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD and dyslexia.
  • Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with a SEND.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g. from the ASD Outreach service or medical /health training to support staff in implementing care plans.
  • Training takes place on a regular basis. Staff have 5 Inset days of training and weekly staff meeting which include training.
  • All staff have had access to training around Special Educational Needs on the new Code of Practice and ways of working with children with special educational needs.
  • All Teaching Assistants and Learning Support Assistants have access to training. During their Professional Development Interviews, staff indicate their area of interest and training needs

How are children/young people included in activities outside the classroom including school trips? / How we include children/young people in activities and school trips
  • Safety is considered at all times. Risk assessments are completed prior to all trips.
  • All children are included in all activities with their peers.
  • The school provides additional support if it is required.
  • Before any trip or activity an assessment is completed to ensure accessibility for all.
  • Every year additional adults are provided for school journey and parents are advised.
  • Strategies are provided and shared with parents to prepare pupils for visits and activities.
  • Social stories are worked on in and out of school to ensure the child has a good understanding of what is going to happen.

How accessible is the school / college environment? /
  • Our school environment is accessible.
  • We have disabled ramps plus a lift.
  • There are disabled changing and toilet facilities.
  • Any further adjustments to the building will be made according to need.

How does the school/college prepare and support children/young people when they join ?
How does the school/college support children/young people when they transfer to a new school / college or the next stage of education and life? / How we prepare for children/young people joining our school and leaving our school
Your pupil will be part of a transition programme to equip them when they transfer to Secondary School. Some pupils require more individual support which we offer. We liaise closely with Secondary Schools and invite them into school to discuss the pupils. Some pupils require extra visits and photographs.
  • A member of the Year 6 team will invite the secondary staff in to discuss the child and share strategies.
  • Your child will attend a small group in school, to support their understanding of the changes ahead. This may include a 'Passport' of transition book about themselves for their new school.
  • Several visits are made to the new school and if possible staff from the new school will visit your child in their current school.

How are parents involved in school/college life? / How parents are involved in school life
  • Parents are involved in school life. They receive weekly communication from the school.
  • Some pupils have a home/school diary to support communication.
  • KS1 classes have a reading diary.
  • The school uses a managed learning environment to communicate with parents.
  • Parents attend parent’s evenings twice per school year.
  • A support group is held each term for parents of special needs parents.
  • We have parent governors and an active PTA

Who can a parent contact for further information? / Who to contact for more information or to discuss a concern
The class teacher is the first point of contact.
The SENCO is Mrs Brecker and she can be contacted via .
The SEN administrator is Mrs Demby.
Date of this document / Our offer to children with special educational needs and disabilities was prepared in July 2015
It will be reviewed in July 2017

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