Children on the SEN Register.

  • If a pupil has needs related to more specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning;
  • These interventions will be recorded on the pupil’s provision map (this is a record of the interventions, timings, cost and impact of the intervention), a copy of which will be sent home each term. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo;
  • In addition to interventions during the school day, Woodslee Primary School offers focused teaching of Literacy and Numeracy outside of their usual classroom time for children who are significantly below before or after school;
  • Pupil Progress Meetings are held each term. This is a meeting where the class teacher meets with their Team Leader, a member of the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned which will be discussed and implemented by the SENCo;
  • Occasionally a pupil may need more expert support from an outside agencies such as Orrets Meadow, a programme which is delivered within school from one of our Teaching Assistants;
  • Sometimes children need to be referred to outside agencies for further assessment  we work closely with the Educational Psychologist, Speech And Language Therapist (SALT), Occupational Therapist (OT), Autistic Spectrum Condition (ASC team) and Paediatricians. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers;
  • When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily;
  • Teaching Assistants may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs;
  • If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.