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SEND Information Report
The Special Educational Needs and Disability Regulations 2014 require the school to publish certain information regarding our provision for pupils with SEN. We hope parents of current and prospective pupils find the following information helpful and we encourage all interested parties to contact the school for more information.
This report is a collaborative report put together by the Special Educational Needs Department in School, Pupil School Support Services the Special Educational Needs Governor and the Special Educational Needs Parent group.
Wheelers Lane Primary School is a main stream primary school. The school can meet the needs of children who have a level of Special Educational Needs which fall in the category of SEN Support.
We support children who have needs in the following areas:
Communication and Interaction
Cognition and Learning
Social,
Emotional and Mental Health
Sensory and/or Physical needs.
Open and honest Communication
Appropriate And
Effective Teaching And learning
A Partnership Approach
| Staff will seek Pupil Voice through regular consultation with children in class, in small group and on an individual basis |
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How do we achieve this at Wheelers Lane? • Children are involved in creating their own pupil profiles and IEPs. • They contribute to Person Centred reviews • They have ownership over rewards and sanctions • They have a voice on the school council • They have a learning Mentor or Buddy to talk to. • They have designated time out places to go to if they choose. • They have the chance to respond to feed back about their work. |
Parents are equal partners with school and should be involved in the co-production of planning and reviewing to meet their children’s needs. Parents will have the opportunity to discuss progress and attainment with teachers termly. If a child has additional needs, a joint appointment with class teacher and Inclusion Manager can be booked. Additionally, an appointment can be made to discuss any concerns with the class teacher and/or the Inclusion Manager throughout the year. At these appointments, actions for all parties may be planned in consultation with parents to remove barriers for learning and enable progress. Children who have complex needs, may have an Individual Education Plan written with the parent and targets agreed with the child.
| How can I support my child? |
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• By attending meetings and parent’s evenings • Contacting teacher/ Inclusion Manager if you have any concerns or you notice changes • Praise and recognise your children’s strengths. • Listen to your child read and take them to the local library regularly • Set up a quiet place for your child to engage in home work and make time to give support when needed • Get into good routines at home, limit TV/ computer time, ensure your child has ample sleep, a good diet and time for stimulation and exercise. • Think about clubs e.g swimming, sport clubs or scouts, that you child will enjoy and participate in and learn new skills • Take your child on outings, locally or further afield • Talk to your child and give them time to respond • "Little and Often" has a big impact. Make reading and games fun |
| Cognition and Learning needs |
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Memory games – shopping game, Kims game Jigsaw Puzzles and spot the difference Building and copying patterns Practising counting in doors on when out and about, spotting numbers in the environment (house/ bus numbers) Number games, (fizz bang, hopscotch) Reading books, retelling favourite stories Using toys/puppets/ drawing pictures to tell stories Practising letters sounds or flashcards |
| Communication and Interaction needs |
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Give your child time to talk and give them plenty of time to respond Don’t correct your child by saying, "No", but repeat it after correctly Give them a good routine, showing them visually and talking about changes before they happen Read to them Tell them stories Limit TV/ computer time |
| Emotional, Mental and Social Health |
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Give them a good routine, and talk about changes before they happen Give clear instructions Limit instructions to simple language, clear and one at a time Ask school for advise Attend MABS drop in Praise and share your child’s successes Spot the times they are being good Smile, hug and give some time to spend with your child |
| Physical and sensory needs |
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Motor skills: Running, skipping, climbing Going to the park Bike/ scooter riding Chalking/ painting Play dough Play with squeezy bottles in the bath Colouring and drawing for fun Dancing/ hopscotch Cutting and making collages Learning to type on dance mat(www.bbc.co.uk/schools/typing) |