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New Whittington Community Primary School- SEND Information Report


New Whittington Community Primary School is proud to be an inclusive school. From the questions below, you can read about our provision and how we support those children who have Special Educational Needs or disabilities, (SEND) and their families.


As the Special Educational Needs Coordinator, I work closely with Mrs Foulkes the School’s Learning Mentor, and together we co-ordinate the extra support and special provision.


We are fortunate to have an ‘Enhanced Resource Provision’ for Hearing Impaired Children. This is specialist provision for children with impaired hearing within a mainstream school.


“Children with hearing impairment receive high quality, often outstanding teaching and care. They are fully included in the life of school.” (Ofsted, 2013)


The Hearing Impairment team is led by Ms Billington, a Qualified Teacher for Hearing Impaired Children and several trained teaching assistants who work closely with the mainstream teachers to support the development of communication and language skills in hearing impaired children, and also support access to the mainstream curriculum.


At New Whittington Primary School, all staff and Governors are fully committed to ensuring that, in line with the SEN Code of Practice 2014, we do our best to put in place the necessary provisions to ensure all children are happy, successful enjoy coming to school and achieve.


If you have any concerns regarding any SEN matter, please contact one of us, either in school or by e-mail:


Stephanie Fletcher (SENCO)


How does the school know if pupils need extra help?

Children are identified as having special educational needs through a variety of ways including the following:-

  • Child performing below age expected levels - assessments take place regularly and each child is monitored carefully to ensure that they are making good progress.
  • Concerns raised by parent
  • Concerns raised by the class teacher, for example behaviour or self-esteem is affecting performance
  • Consultations between class teachers and members of the leadership team when progress data is reviewed.
  • Liaison with external agencies e.g. Educational Psychology Service
  • Health diagnosis through a pediatrician
  • Liaison with previous school or setting, if applicable
  • A child has a Statement of Special Needs


What should I do if I think my child has SEN?

Talk to us – in the first instance contact your child’s class teacher; if you still have concerns you can contact either Miss Fletcher (SENCO) or Mrs Foulkes (Learning Mentor).

We pride ourselves on building positive relationships with parents. We are open and honest with parents and encourage parents to discuss concerns about their children with us.


How will I know that the school will support my child?

  • Miss Fletcher (SENCO) and Mrs Foulkes (Learning Mentor) oversee the support and progress of all children requiring additional help across the school.
  • Class teachers oversee, plan and work closely with each child with special educational needs or disabilities to ensure that good progress is made in all areas.


How will the curriculum be matched to meet my child’s needs?

  • Class work is differentiated and pitched at the correct level so that all children are able to access the curriculum according to their specific needs and abilities. Typically this might mean that in a lesson there would be three or four different levels of work set for the class.  However, on occasions work may be individually differentiated for a specific child. The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
  • Within all Key Stages a number of small support groups are regularly taught. These groups include extra support in spelling, handwriting, reading, writing and mathematics.
  • There may be a teaching assistant working with your child either individually or as part of a group, if the class teacher considers this as necessary.
  • For some children with SEN, teachers will write an Individual Educational Plan (IEP) planning a set of targets to be achieved that particular term. Other pupils may belong to a support group which will have targets set for the pupils to achieve.
  • For children with a Statement of SEND or an Education, Health Care Plan (EHCP), learning will be personalised to meet their individual needs. 
  • When appropriate lessons will be signed using British Sign Language to assist the understanding of hearing impaired children.


How will I know how my child is doing?

  • We believe that every child’s education should be a partnership between parents and teachers. Therefore we aim for regular communication between stakeholders.
  • Parent's Evenings are opportunities to discuss your child's progress. 
  • You are also welcome to make an appointment at any time to meet with either the class teacher, SENCO or Learning Mentor, and discuss how your child is getting on.
  • If your child has an IEP, there will be termly opportunities to review progress and discuss the setting of targets at the end of each term.


How will you help me to support my child’s learning?

  • The class teacher or the SENCO can offer practical advice and ideas of ways that you can help your child at home.
  • The class teacher can provide a home / school communication book which your child will bring home daily, so that comments from parents and the teacher can be shared.
  • If your child is on the Special Needs Register they will receive extra support, for example small support group with specific targets. This will be discussed with you at a Parents' Evening.
  • If your child has a Statement of Special Educational Needs or Disabilities, or an EHCP, they will have an Individual Education Plan (IEP). Targets set are SMART (specific, measurable, achievable, realistic, time scaled) targets, with the expectation that the child will achieve the targets by the time it is reviewed.
  • If your child has complex special educational needs or a disability they may have a Statement of Special Educational Needs or an Education Health Care Plan (EHCP), which means that a formal meeting of parents and teaching staff will take place annually to review your child’s progress.
  • Recommendations from external agencies e.g. a speech and language therapist, will be shared with you so that strategies can be implemented at home and school.
  • If a class teacher needs to discuss an issue with you, it will be done privately and confidentially and strategies to support your child will be offered.


What support will there be to support my child’s overall well being?

We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.

As a nurturing school, the school places a high priority on ensuring those children who are vulnerable are supported in the best way we can.


The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. If you have concerns regarding your child’s well-being your child’s class teacher should be your first point of contact. The class teacher may liaise with the Learning Mentor or SENCO for further advice and support.


Strategies used to support children who are causing concern socially, emotionally or regarding their behaviour include:


  • Class Circle Time – a classroom technique during which the class discuss a problem and the pupils are given the chance to offer solutions.
  • Social stories
  • Individual reward schemes
  • Feelings cards
  • Positive Play – this is 1 to 1 support with a trained adult, working in a relaxed environment. These sessions will focus on a particular target. They usually occur once a week, although if the need is greater these sessions may occur more regularly.
  • Anger- management sessions with the learning mentor.
  • Circle of Friends – a strategy we use to support those children who have friendship issues.
  • Nurture Group – trained teaching assistants lead regular nurture sessions taking place three times each week. The sessions are normally in the afternoon. Again specific targets are set for each child. This group usually lasts for two Derbyshire terms, and then the group of children may change.
  • Behaviour Support – an external agency providing support for schools, offering advice, support and strategies to help children.
  • Referral to the local area Nurture Support group.
  • Writing a Multi-Element Plan – this is a strategy which tries to understand the child , and strategies are carefully considered taking advantage of the pupils strengths and needs.
  • Often we feel that the family and child may need support and when this is the case a Early Help Assessment (TAF) is set up. This is a series of Multi Agency meetings  which are organised to support both the child and their family. 


What specialist services or expertise are available at or accessed by the school?

The school has a strong working relationship and close links with external support services in order to fully support our SEN children and aid school inclusion. For a number of children in the school, it is essential we refer to outside agencies for advice and support. In the recent past all the services below have been into school to support us or we have been in communication with them:

  • Educational Psychologists
  • School nurse
  • Clinical Psychologists
  • CAMHS (Child, Adolescent and Mental Health Service)
  • Speech and Language Therapists
  • Physical Impairment Support Service
  • Visually Impairment Support Service
  • Hearing Impaired Support Service
  • Physiotherapists
  • Occupational Therapists
  • Behaviour Support Service
  • Support Service for Special Educational Needs
  • Autism Outreach
  • Social Services
  • Multi Agency Teams
  • Paedriatricians
  • Education Welfare Officer


What training have the staff had in supporting pupils with SEND had?

  • Miss Fletcher, took up the post of SENCO in September 2015, and has experience teaching children with a wide range of SEND. She has holds a  Postgraduate Certificate: National Award for Special Educational Needs Coordination, having completed the course at Sheffield Hallam University with a distinction. Miss Fletcher has also completed training in: Precision teaching, Writing and using Multi-element plans, screening for Dyslexia, Read Write Inc phonics and implementing risk assessments for children with behavioural difficulties.
  • Sara Collins,  SENCO (2002-September 2015) has attended a wide variety of courses connected with special educational needs during this time. During the year 2012-2013 Ms Collins has attended a year long Derbyshire course entitled “SEN Interventions Project” – which covered: Speech, Language  & Communication; Physical Literacy & Physical Impairment; Behaviour, Emotional & Behaviour Difficulties; Literacy Difficulties; Numeracy Difficulties and Autism. Ms Collin also holds a Postgraduate Certificate in Education in Severe and Profound Multiple Learning Difficulties. Other courses attended by Ms Collin include “Understanding Dyslexia”,  “Managing challenging behavior; Using Multi – Element Plans,” ”Promoting Emotional Literacy” “Diagnostic Assessments Workshops”  PRO ACT skip training and many more.
  • Mrs Foulkes our Learning Mentor joined us in 2008. Since this time many different social and emotional courses have been attended covering issues such as; managing challenging behavior, bereavement and loss courses, anti-bullying, living with children (parenting courses), anxiety, self-harming and suicide, attachments, family therapy, pro-act skip training, CAF training and ELSA.

The Learning Mentor is also the Schools Designated Lead in Child Protection. Courses that have been attended for this are a two day Designated Senior Leader training, Managing allegations, “the toxic trio”, conferences and core groups, attendance and achievement and sexual exploitation.  Sense.

  • All staff have received training related to understanding Autism, Behaviour Support and Managing Challenging Children.
  • Most of the staff have attended training for supporting children with Dyslexia and further training has been planned for the Spring Term.
  • All of our teaching assistants are trained to deliver a range of small group interventions
  • Many members of staff are qualified to use BSL (British Sign Language).
  • Teaching assistants have attended a wide variety of courses including the use of Read, Write Inc,  Guided Reading and the use of Numicon.
  • A Foundation teacher is trained in the use of ECAT – Every Child a Talker. A scheme to help those children with speech and language difficulties, particularly in the early years of school.
  • A number of staff are trained in the safe moving and handling of children with physical impairments.
  • Our Teacher of the Deaf, Ms Billington has a Post Graduate Diploma in Deaf Studies and has attended many courses including Quality Standards for Deaf Children in  a Mainstream School and Critical Self Review and Assessment of Deaf Children.


How will my child be included in activities outside of the classroom?

New Whittington Community Primary School places great emphasis on the principle of Inclusion. Therefore, every effort is made to include all children in activities outside of the classroom.

There are several extra-curricular clubs after school (particularly in Key Stage 2) which all children are able to attend.

Children in wheelchairs are accommodated on all school trips, including residential trips.

In PE lessons, differentiation allows all children to participate and on Sports Day activities are differentiated to allow all children to take part.   

All teaching areas are fitted with a sound-field system to ensure that deaf children have direct input from the teacher into their hearing aids or cochlears. The corridors are carpeted and the ceilings have been lowered which also makes for the best listening environment for all children.


How accessible is the school environment?

The layout of the school allows easy access for adults and children with disabilities to most areas.

Doors are sufficiently wide enough for wheelchair access, and ramps outside allow access to the grounds and all parts of the building. Both sites contain a disabled toilet with a changing area. At present there is a hoist at the London Street site.  Both sites also contain lifts to areas where ramps could not have been installed.

There is only one classroom at the London Street site which is inaccessible to a wheelchair.


How will the school support my child in starting school and moving on?

When children start school much effort is made to make sure that new children are as happy and confident as possible. For children with special educational needs or a disability we may facilitate a phased start. This helps children to adapt to their new surroundings gradually . Meetings and discussions will take place between parents and teachers to ensure that we understand the needs of your child and any special  provision necessary is put in place.  A close relationship needs to be created between school and home, so we can work together to ensure that your child receives the very best support and provision.

When a child transfers to secondary school, staff liaise closely with each other and share information to ensure a confident start is made at the new school.  Records are transferred and additional transition visits are arranged if necessary.

How are the school’s resources allocated and matched to the pupil’s SEN?

  • We ensure that all children with special educational needs are provided for to the best of the school’s ability with the funds available.
  • We have a team of teaching assistants and part of their responsibility is to deliver programmes designed to meet children’s individual needs.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

How are the decisions made about how much support my child will receive?

As mentioned above the budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

Decisions about how much support each child receives are made by the Head teacher and the Senior Leadership Team. Unfortunately the school has a limited budget, and such decisions are always difficult.

How will I be involved in discussions and planning for my child’s education?

We believe that your child’s education should be a partnership between parents and teachers and therefore we aim to communicate with you regularly.

There are a number of ways you can be involved in the discussions and planning of your child’s education.

  • You will be able to discuss your child’s progress at parents’ evenings.
  • You are welcome to discuss with your Child’s class teacher the targets on their IEP and the assessment of these targets at the end of the term.
  • If your child has a Statement of Special Needs or Education Health Care Plan you will be invited to a meeting at least once a year to review your child’s statement.


Who can parents contact for further information?

If you have any concerns regarding any SEN matter, please contact either Miss Fletcher (SENCO), Mrs Foulkes (Learning Mentor) or Ms L Billington, either in school or by e-mail:


Alternately, you may wish to contact Derbyshire Information Advice and Support Services for SEND

(this use to be known as Parent Partnership). Their role is to "provide independent information, advice and support to children and young people with special educational needs and disabilities (SEND), as well as their parents and carers. This includes Autism, Aspergers, ADHD, Dyslexia or any other special educational need." or telephone:  01629 533660







NWCPS SEN Policy November 2015