SEN Info

Woodlands Primary School

Special Educational Needs & Disabilities


Information Report


How we identify individual Special Educational Needs and Disabilities (SEND):
  • A child who is identified with SEND before they start at Woodlands Primary Academy – we will work with agencies who already know the child, use information already available to identify how best to support the child in our school setting .
  • If you tell us you think your child has a SEND, we will discuss this with you and investigate. We will assess, observe, share and discuss our findings, agree with you the next steps and give advice on how you can help your child.
  • If our staff think that a child has a SEND – this maybe because they are making less than expected progress when compared to other pupils; they may not be able to follow instructions or answer questions. We will observe them; assess their understanding, use tests to pinpoint what is causing the difficulty, seek permission to refer to external agencies (what is happening and why).


How we involve pupils and their parents/carers in identifying SEND and planning to meet them:
  • We are child and family centred so you will always be involved in decision making about your child’s support.
  • When we assess a child’s SEND we discuss if understanding and behaviour are the same in school and in the home.
  • Together school, parents and children (age appropriate) will agree targets for your child’s next steps to achievement. We will agree what we each will do to support your child. We will agree a date to review how well your child is doing to see if we are making a difference, and what we need to do next.
  • Where appropriate, we will write and review IAPs (Integrated Assessment Plans) with children and parents/carers.


How we adapt the curriculum so that we meet SEND:
  • All our staff are trained to use and adapt resources to match children’s specific academic or social needs so that every child is able to learn at their own pace and in their own way.
  • We use additional schemes and materials so that we have something at the appropriate level for children with SEND. We use programmes such as BLAST, Five minute box and Maths-Five minute box, Numicon, Wellington Square, Lexia, SEAL materials and dyslexia advice from the government IDP programme.


How we modify teaching approaches:
  • Staff are trained so that we are able to adapt to a range of SEND: – specific learning difficulties including dyslexia, autistic spectrum disorder; speech, language and communication needs and behavioural, social and emotional difficulties.
  • We are a dyslexia friendly school.
  • We use a number of approaches to teaching that support all children and their learning styles. Teachers’ plan for and deliver lessons which may take the form of whole class, group or individual teaching.
  • We have teachers and support staff with training related to specific learning and or medical issues. E.g. dyslexia, autism, sensory disorders, verbal reasoning, ADHD and diabetes.


How we assess pupil progress towards the outcomes we have targeted for pupils. How we review this progress so that pupils stay on track to make at least good progress. (including how we involve pupils and their parents/carers) :
  • For children from Year 1 upwards we use ‘P scales’ to assess progress that is in smaller steps and at a slower pace than national curriculum levels.
  • We regularly use staff meetings to assess pieces of work to check our judgements are correct (moderation).
  • We use nationally agreed guidelines on progress to check that progress is good.
  • Teachers check how well a child understands and makes progress in each lesson.
  • Pupil progress meetings with teachers enable senior leaders to check the progress of all children each term. These meetings help identify children who are not making expected progress and identify strategies/interventions to help.
  • For children with SEND, teachers discuss progress with parents two or three times a year, and more often if we believe this is needed.


What equipment or resources we use to give extra support:
  • Woodlands Primary Academy is a designated barrier free academy for disability.
  • We use workstations, visual timetables, support for communication, countdown timers, angled boards, fidget tools, move ‘n’ sit cushions and follow advice from external agencies.
  • We use a range of iPad Apps and laptops for children with fine motor problems or communication difficulties.


What extra support we bring in to help us meet SEND:- Specialist services; external expertise and how we work together collaboratively:
  • We have support from specialist teachers/support staff for accessing the curriculum and SEND related needs: (speech, language and communication, hearing impairment, visual impairment, behaviour related needs, autism, occupational therapy).
  • We use local authority support services e.g. QEST, Educational Psychology (Additional and Complex Needs Service).
  • We use speech and language therapy support services (SALT) to train our staff and give advice on strategies and programmes. When we judge it necessary, we will refer pupils for assessment and provide a programme of support as required.
  • We use occupational therapy (OT) services for pupils who need assessment, e.g. for special seating or writing equipment.
  • We use support from physiotherapy for pupils who need it.
  • We use support from the Hearing Impaired Team.
  • We use support from the Visual Impairment Service.
  • Together we review the child’s progress and agree what everyone will do to make teaching more effective to support learning.


Extra-curricular activities are available for pupils with SEND:
  • We have a breakfast club and a number of after school activities which all children with SEND can attend.
  • We have regular educational and residential visits. Children with SEND are always included in these. We provide additional staff support to ensure their full involvement. We choose visits that are accessible to all.


How we support pupils in their transition into our school and when they leave us:
  • If a child is identified with SEND before they start at Woodlands Primary Academy, we will work with agencies who already know the child and use information already available to identify how best to support the child in our school setting .
  • Within in the primary setting we ensure children with SEND have a monitored transition year on year and particularly from Early Years into Key Stage 1 (Year 1), from Key Stage 1 into Key Stage 2 (Year 3).
  • We fully support parents in making decisions about the secondary schools they choose for their children and work with them to ensure the transition from KS2 to KS3 is smooth.
  • We invite all secondary school transition co-ordinators into school to meet with any children with SEND.
  • Visits to secondary school are encouraged and supported and where necessary we arrange additional visits for children who pose a concern.
  • We complete a transition programme for the final summer term to ensure children are ‘Secondary Ready.’


How additional funding works:
  • Schools receive funding for all pupils, including those with Special Educational Needs and Disabilities, and meet pupils’ needs from this (including equipment). The local authority may contribute if the cost of meeting an individual pupil’s needs is more than £10,000 per year.
  • If the assessment of a pupil’s needs identifies something that is significantly different to what is usually available, there will be additional funding allocated. Parents will have a say in how this is used. You will be told if this means you are eligible for a personal budget.


Where pupils can get extra support:
  • Pupils’ views are important and it is important that people listen to them and that they are satisfied with what happens (age appropriate).
  • In school, the Special Needs Co-ordinator (SENCo) is our designated pupil advocate following input from the class teacher. They will follow up your concern and make sure your views are taken into account.


Where parents/carers can get extra support:
  • There are a number of parent support groups e.g. Parent Partnership.
  • Oldham’s parent/carer forum is called POINT (Parents of Oldham in Touch).This is an umbrella organisation for all parents and carers of children and young people with special educational needs disabilities and complex medical needs. They work with Oldham Council, Education, Health and other providers to make sure the services they plan and deliver meet the needs of disabled children and families.



What to do if you are not satisfied with a decision or what is happening (for parents):
  • Your first point of contact is always the person responsible for your child in school – in the first instance this will be the class teacher and then the SENCo. Explain your concerns to them first. If you are not satisfied that your concern has been addressed then speak to the Headteacher who will attempt to resolve the situation. We will work together to ensure the best possible outcomes for your child. If you do not feel the issues have been resolved the Headteacher will inform you of the school’s complaints process.
  • If your concern is with the local authority, contact the Complaints and Representations Officer, contact details as follows:

Complaints and Representations Officer


PO Box 40

Level 8, Civic Centre

West Street

Oldham, OL1 1XJ

The future begins here…

 Oldham’s Local Offer is an online resource that has information about local and national organisations and services.  It also provides support and guidance to families with children and young people aged 0-25 with special educational needs and disabilities (SEND).

You can access this information by visiting:

SEND Local Offer Leaflet