Children with Special Educational Needs and Disabilities


At Witley Church of England Infant school, we are passionate about all the children in our care. All members of staff share the same values and our ethos means that we are an inclusive school, where each and every child counts.

The provision for pupils with special needs and disabilities is determined by a child’s individual requirements. Our aim is to meet the needs of all pupils and we always liaise closely with parents about their child’s progress. When necessary, we will seek support from outside agencies. We follow the Special Needs Code of Practice. Our SEN co-ordinator (Mrs Nicki Payne) helps teachers to support children who have specific needs and monitors their progress closely. Many other staff in school also deliver specific support for children who have additional needs and they undertake regular training to update their skills.

Please see our SEND provision Map and also the Surrey Local Offer.

Below you will find a copy of 14 questions that were completed by the SENco and Headteacher clearly stating our approach to supporting families and children with Special Educational Needs and what Witley C of E Infant school can offer.

Our approach to supporting families and children with Special Educational Needs

Below you will find a copy of 14 questions that were completed by the SENco and Headteacher clearly stating our approach to supporting families and children with Special Educational Needs and what Witley school can offer.

How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

We regularly track the progress of our pupils through assessment, data analysis, monitoring and progress meetings. This information is used to identify any needs. In our small school, staff know pupils extremely well and can discuss any concerns with one another immediately. We have an open door policy for parents. This means that they can speak to members of staff if they have concerns about their child. We have smart targets for pupils and these are recorded on our IEPs and provision maps. Some members of staff have expertise in special educational needs and they share their knowledge with other members of staff.

School Self Evaluation: Embedded

How will early years setting / school / college staff support my child/young person?

We carefully monitor the impact of any intervention given to the pupils through discussions and data analysis. All interventions are research informed and evidence based, which means that we monitor the effect of the intervention and attendance against the rate of the progress being made. Alongside the Headteacher, the SENco takes the lead on tracking children’s progress; this information is shared with all members of staff. The SENco meets termly with the SEN governor to discuss achievement, monitoring and next steps for pupils. Programmes offering additional support are overseen by the SENco and Headteacher. In the early years, we offer home visits, pre-school meetings and induction sessions (children visit us for three sessions in the summer term) prior to them starting in Reception.

School Self Evaluation: Established

How will the curriculum be matched to my child’s/young person’s needs?

Differentiation is embedded in our curriculum and practice. We have a tailored curriculum which is personalised for the pupils. All the teachers and support staff are clear about learning expectations and ensure quality first, inclusive teaching takes place. Learning objectives are matched to the needs of pupils and are differentiated to their level and rate of progress. This is monitored by the Headteacher and SENco.

School Self Evaluation: Embedded

How will both you and I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

Pupil feedback forms part of our learning cycle. We regularly share progress with the children through positive marking, celebration assemblies, reward schemes and positive praise. We have reassessed our marking policy so it now includes giving the children the opportunity to feedback on their learning. We hold termly parent consultations meetings and have open mornings and afternoons. They give families the chance to come into school and for pupils to share their work with them to show the progress that is being made. We host a number of workshops for parents and carers during which we share curriculum information and details of new initiatives. We have a home/school agreement which encourages pupils, parents/carers and teachers to work closely together for the benefit of the child. We have a parents’ library that contains a range of useful resources and have a home school link worker who can visit and offer advice when necessary. Each child has a reading record that goes home daily and learning journals that go home on a weekly basis. Parents are encouraged to make comments and to share information about the progress their child is making. We collaborate with other agencies as and when necessary.

School Self Evaluation: Embedded

What support will there be for my child’s/young person’s overall well-being?

All our pupils are encouraged to talk to members of staff should the need arise. We have very a very clear behaviour policy which sets out expectations, rewards and sanctions. All members of staff have high expectations of the children with regards to behaviour and attitudes to learning. Relevant staff are trained to support any medical needs and we have a medical policy in place. We regularly monitor attendance and take the necessary actions to prevent unauthorised absence. We encourage pupils to have a say in our school ethos. We have a School Council that comprises of two members from each year group. This forum encourages the children to become more involved with their learning and to make sure that they have a voice. Witley C of E Infant School School has a strong caring ethos, supported by Christian morals and values. We know our children and families extremely well and are always supportive of children with any difficulty.

School Self Evaluation: Embedded

What specialist services and expertise are available at or accessed by the setting / school / college?

All members of staff receive regular training either in house or externally and all our teachers hold qualified teacher status. We have very good relationships with professionals in health and social care and any information given to us by them is included in our IEPs and provision maps. We have regular visits from the EP [educational psychologist] OT [occupational therapist] SALT [speech and language therapist] and the outreach team from Freemantles school. We have clear intervention groups and currently provide ELS [early literacy support] Wave [literacy] and SNAP [maths] programmes. We regularly check intervention groups to monitor the impact versus the cost to ensure value for money. All external visitors are checked for safe guarding and we have a colour coded badge system in the school that all members of staff and children are aware of.

School Self Evaluation: Embedded

What training are the staff supporting children and young people with SEND had or are having?

Our SENco took on the role after holding the same title in a previous school. She has completed a year’s diploma in special needs with particular focus on literacy skills. She also trained on the TEACCH course enabling her to support children with ASD. She regularly attends SENco meetings with other local schools and takes part in the yearly SENco conference. She is a qualified teacher working in the reception classroom and is also the Early Years co-ordinator. Special educational needs is in our training programme and we offer twilight sessions as and when required to staff to improve Wave 1 provision and to develop enhanced skills and knowledge delivery of Wave 2 and 3 interventions.

School Self Evaluation: Established

How will my child/young person be included in activities outside the classroom including school trips?

Our inclusion policy promotes the involvement of all our pupils in all areas of the curriculum, including playtime and trips in/out of school. The Reception class has a free flow outdoor area and pupils are encouraged to work and play independently. Each classroom has risk assessment forms and regular checks are made by the governor responsible for Health and Safety. Where there are concerns regarding safety and access, adjustments may need to be made. All clubs and trips are available to all children and are risk assessed to make sure everyone can be included. When necessary, 1:1 adult support is given particularly if the activity/visit involves leaving the from the school premises.

School Self Evaluation: Embedded

How accessible is the setting / school / college environment?

We have a full accessibility plan and we continuously assess our environment to make sure that it is accessible. We are vigilant about making necessary adjustments where possible, and we embrace the equality Act 2012. We have a lift within the school and wheelchair access to all areas. For children with EAL, we provide visual prompts of words and in some cases we seek advice and support from translators. The early years playground have special bolts on the gates and all areas have ramps when needed. All doors have safety glass so that visitors can observe without being intrusive. We have disabled toilets and shower.

School Self Evaluation: Embedded

How will the setting /school / college prepare and support my child/young person to join the setting /school / college, transfer to a new setting / school / college or the next stage of education and life?

We have a very good Induction programme to welcome any new pupils. We offer parent and child visits and tours to the school prior to application. We have a ‘get to know your school’ brochure with pictures and information. Children are invited to three induction visits and we hold a parents meeting in the Summer term. A welcome pack goes to all new parents and we have a very good website which is continuously updated. We offer new parent/child lunches where the children can eat with their parent and sample the meals available that are cooked on site. We have good relationships with our feeder schools and local nurseries; information is shared regularly which makes transitions smooth and effective. Our Provision Management system records the needs of our pupils and this information is passed on in transition. We work also with outside agencies to help prepare our pupils for a smooth transition. Members of staff including teachers, TAs and the SENco meet to discuss any pupils that may have particular needs. The SENco meets with parents and staff, and the staff from the feeder schools visit for playtimes to see the children in a relaxed environment. Throughout their time in years 1 and 2, the children have many visits to The Chandler Junior School. Where we feel transition may be difficult, we do extra visits and hand overs and offer ‘buddy’ systems for the pupil.

School Self Evaluation: Embedded

How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?

Our finances are monitored regularly by governors and Surrey County Council and we utilise resources to support the aims of our school as well as all our pupils. We seek to ensure value for money and our interventions are costed and evaluated.

School Self Evaluation: Established

How is the decision made about what type and how much support my child/young person will receive?

The SENco and head teacher works closely with the pupil and their families to consider a range of suitable support before deciding on any course of action. In the event that additional support is required, it is planned meticulously around the children’s needs. We have a clear marking and progress policy that includes the pupils in celebrating their achievements. Intervention groups are monitored for their impact and clear learning outcomes are set prior to the start. The SENco monitors and assesses support groups and shares information with other staff members.

School Self Evaluation: Embedded

How are parents involved in the setting/school/college? How can I be involved?

We strongly believe in parental partnership and encourage our parents to involve themselves as much as they are able with our school setting. We have a strong support team who are known as ‘Friends’ of our school (FWS). We have class representatives who meet regularly with the head teacher to discuss different aspects of the school and to share ideas. We operate an open door policy and parents are encouraged to discuss concerns and ideas. We take every opportunity to strengthen communication with our parents. Any parent who has a DBS check is encouraged to support the children in the classroom by listening to readers, cooking or sharing skills and supporting any learning. We conduct parent surveys for a range of reasons, e.g. to get feedback from meetings or in response to the introduction of a new initiative/learning experience. Our governing body includes Parent representatives.

Who can I contact for further information?

Parents are encouraged to talk to their class teacher or Headteacher. Further information can also be obtained from the SENco and our website.

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