At Wolviston Primary School, we embrace the fact that every child is different, and, therefore, the educational needs of every child are different. Our aim is for every child to thrive and maximise their potential, regardless of individual starting point. We pride ourselves on being an inclusive setting where the needs of all pupils, including those with Special Educational Needs (SEN), are met through a broad and balanced curriculum which is inline with The Equality Act 2010 and The Special Educational Needs and Disability Regulations 2014.

We have a culture of high expectations and aspirations for all our pupils, including those with Special Educational Needs . As part of our robust process to ensure high standards are achieved, we closely monitor and track the progress of all pupil groups, including those at risk of underachievement.

If you are concerned about your child’s learning, please do not worry, we are here to listen and will provide reassurance that we can support you and your child. Your child’s class teacher is the first person to share your concerns with, they know your child well. After discussion they may suggest you speak to the school’s SENDCo (Special Educational & Disabilities Needs Coordinator). Both Mrs Hawes and Mrs Allred are the school’s SENDCOs. Mrs Allred is your first point of contact, she works closely with parents, children, and class teachers to identify barriers to learning. Mr G. Thirlaway is our SEN Governor.

Sometimes, some children need additional support to make the best possible progress; this can include their teacher making adaptations to their learning task, the use of additional resources, revisiting the concept more often or 1-1 precision teaching. In consultation, Mrs Allred will discuss any concerns that may have been raised. Teachers and Teaching Assistants at Wolviston Primary are very experienced and adapt their planning and teaching delivery to support learners. Occasionally, we ask specialist colleagues for advice, this may include working closely with the Educational Psychologist, an Occupational Therapist or Speech and Language Therapist who can all offer specific advice.

Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs (SEND) aged 0-25. This is called the ‘Local Offer’. The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. Details of Stockton Local Authority Local Offer can be found at or by telephoning the Stockton Family Information Service 01642 527225.

At Wolviston we:

  • Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued.
  • Value parent & pupil voice in the Assess, Plan, do, Review cycle & throughout all elements of the provision & support for pupils.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Make inclusion a theme that runs through all the activities of the school.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.

In our practice:

  • Identify at the earliest opportunity, any children that need special consideration to support their needs, whether these are educational, social, physical, or emotional
  • Successfully matching pupil ability to the curriculum
  • Ensuring that all pupils have access to the school curriculum and all school activities.
  • Helping all pupils achieve to the best of their abilities, despite any difficulty or disability they may have
  • Ensuring that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs
  • Supporting pupils to gain in confidence and improve their self-esteem
  • Working in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities
  • Making suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensuring that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • Promoting self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • Giving every child the entitlement to a sense of achievement.
  • Regularly reviewing policy and practice to achieve best outcomes.
  • Making reasonable adjustments to access and to the curriculum to provide the best provision for all pupils.

We measure our provision by:

  • Following the Assess, Plan, Do, Review cycle in accordance with the SEND Code of Practice 2014.
  • Identify pupils at the earliest opportunity who seem to be making significantly less than expected progress.
  • Identify pupils continuing to make significantly less than expected progress over a sustained period and following intervention.
  • Work collaboratively with parents and the child to assess their concerns needs and support requirements.
  • Provide those pupils with a SEND Support Plan – identifying their needs, barriers to learning and provision required to help them learn and achieve.
  • Complete a sustained period of intervention, provision, and support, which will be reviewed on a half termly basis for impact on progress.
  • Review SEND Support Plans, alongside parents and child (where appropriate) to assess impact and plan the next steps for each child.
  • The SENDCo will work collaboratively with parents, teachers, and other professionals to continuously monitor progress and review support in place for each child to consistently ensure maximum impact for each child.
  • Refer to external assessments where progress continues to be of concern or with a change in the child’s presenting needs.

SEND Information Report

SEND Policy

SEND School Offer

SEND Parent Voice Questionnaire

Special Educational Needs and Disabilities 0-25 | Stockton Information Directory


How does the school identify children with special educational needs?

Wolviston Primary School assesses pupils termly and tracks their progress against national expectations and prior attainment. Pupils who do not meet their expectations are identified by teachers as needing extra support. They may receive this help in the classroom through differentiated work, or may receive small group, or individual support through focussed intervention programmes. At the earliest point of concern, an ‘initial concerns form’ may be completed to inform SENCO of the support being put in place. If progress continues to be concern, discussions between the SENCO, class teacher & parents will identify whether to place the child onto the SEND register. This decision will only be made once a graduated approach has been followed, alongside consistent intervention and consideration for external assessments have been made.

The pupil will then be registered on the school’s SEN Register and a bespoke SEND Support Plan (SSP) which will contain details regarding the pupil’s specific SEND area of need, strengths, areas of concern and targets will be written. Targets are identified based on pupil’s individual needs, gaps in their learning and specifically designed to improve outcomes. The SSP will also highlight key interventions and provision which will be provided in order to ensure the pupil is fully supported, in order to improve outcomes and progress. In cases where the teacher continues to have concerns or where pupils are not making progress despite interventions, there may be discussions with the SENCO to consider a referral for specialist assessment or access to specialist external support agencies e.g. Educational Psychology (EP), Outreach Team, Child and Adolescent Mental Health Service (CAMHS) or for inclusion and outreach support.

How do we involve parents in planning for these needs?

Discussions with parents will happen at the earliest opportunity where concerns initially arise. Teachers will discuss their concerns and find out whether parents have similar concerns. At Wolviston Primary School, we follow a graduated approach towards identifying pupils with SEND and parents are kept informed every step of the way.

Once a decision has been made to place a child on the SEND register, a SSP will be created, in collaboration with parents/pupils (where applicable). We aim to take represent both parent and pupil voice within the process of creating the SSP for each pupil.

Teachers will then meet with parents /carers formally three times a year to discuss their child’s progress and complete a full SEND review. This will be to review the support and provision which has been in place, assess the impact it has had and create a new plan and targets for the next term. The SSP is shared with parents and a copy of the reviewed SSP and the new one is given to the parents. If any concerns arise in the meantime either party may request a meeting by arranging an appointment to discuss their child, often with the SENCO present. At the parents’ evenings the parents are given their child’s targets and can discuss with the teacher ways in which they can support them.

Parents of children assessed by external agencies (EP, Outreach Team) are also given the opportunity to meet with these specialists and the SENCO to discuss the assessment, a copy of which is always sent home.

Who in the school will support my child and how will this be monitored and evaluated?

All support provided to children with SEND follow a graduated approach, in line with the SEND Code of Practice 0-25 years (2014) and the Assess, Plan, Do, Review Cycle. SEN support will be provided initially by the child’s class teacher through quality first teaching and targeted intervention. Teaching Assistants who work with pupils with SEND support pupils through individual tuition and small groups work. Some pupils access tailored individual support with external agencies, i.e. Speech and Language therapy, Hearing Impaired service. Teachers report on every pupil’s progress termly. This is monitored by the SENCO, and members of the Senior Leadership Team at termly Pupil Progress Dialogue meetings. The progress made by pupils receiving specific interventions is analysed separately and SSP targets are reviewed three times a year to ensure progress and challenge is maintained. Where a child makes accelerated progress, new targets will be issued before the termly review.

Wolviston Primary School is part of “The Bungalow Partnership”. Pupils with Social, emotional or mental health needs (SEMH) are sometimes referred for additional support. The Bungalow Project can offer support to pupils and their families. Staff from The Bungalow Project liaise with school staff and parents regarding the progress of pupils with whom they are working.

Where external agency support has been sought, there may be a therapist or specialist that comes into school to observe and/or work with your child. This may be an Educational Psychologist, Learning and Language Teacher, Occupational Therapist, Play Therapist, CAMHS coordinator or Speech and Language specialist.

How are the decisions made about the type and amount of provision a young person will need?

The SENCO, working alongside the class teacher, parents and pupil (where appropriate), can identify ways in which the pupils will be supported and the level of support which should be provided. This will be a graduated approach ranging from high quality first teaching and differentiated classroom strategies, small group interventions, personalised targeted interventions up to 1:1 TA support. Provision will always be allocated based on each pupil’s individual SEND needs. Some children may receive short term interventions, some may require longer periods of support. The SENCO and class teacher will meet with parents to discuss how the parents can assist their child at home. If the intervention has not resulted in progress a different intervention may be tried and the targets on the SSP adjusted.

Where external agencies have been involved, following an assessment, they will make detailed suggestions for both the class teacher and the parents. This advice may relate to details about gaps in learning or to specific provision which is needed. The progress made by each child is tracked carefully and from regular meetings between the SENCO and the class teacher a decision will be made whether the intervention has been effective. Parents are informed about their child’s progress as and when necessary and at parent consultation meetings. The SEND register is fluid and pupils are deregistered when deemed appropriate.

How will the curriculum be matched to the needs of the young person?

In line with the SEND Code of Practice Wolviston Primary School has high expectations for all children and we aim to enable all pupils to access the full curriculum, through making reasonable adjustments and tailored support and provision. Teachers plan the curriculum so that all pupils are included and make considerations for all needs within daily planning. Classroom provision such as overlays, pencil grips, enlarged print, computing programmes, visual aids, occupational therapy aids etc. are provided, where it is felt these would impact pupils’ learning. The curriculum is engaging and involves many creative, visual and practical activities. We aim for all pupils, including those with SEND, to achieve the same outcomes as their peers and we use effective classroom strategies, provision, quality first teaching, differentiation, scaffolding and targeted intervention in order to support our pupils. We are proactive in support being provided to ensure our pupils can access the curriculum being offered.

How accessible is the school environment?

Our school is fully inclusive for all pupils. We aim to provide a learning environment which allows pupils to access the curriculum without barriers. The use of visual and hearing aids support pupils to become fully immersed in their learning experiences, these may include the use of Makaton signing and other visual aids. There are accessible ramps leading into the school building at the main entrance and school playground. The school and grounds are accessible to all. There is an accessible toilet off the main corridor within school.

How will both the school and the parent know how the young person is doing and how will the school support the young person’s learning?

Pupil progress is tracked termly. Parent/ Teacher consultation meetings take place in the autumn, spring and summer terms. Parents also receive a written annual pupil report at the end of each academic year. Parents of pupils with SEND may discuss their child’s needs at additional meetings with the class teacher, SENCO and, any outside agencies who may be involved to provide feedback from the assessment process. This may be during a meeting or through a written report to parents. The SENCO works closely with parents, to offer practical advice and may, where appropriate signpost to external agencies.

We aim for all pupils, including those with SEND, to achieve the same outcomes as their peers and we use effective classroom strategies, provision, quality first teaching, differentiation, scaffolding and targeted intervention in order to support pupils’ learning. We are proactive in support being provided to ensure our pupils can access the curriculum being offered.

What support will there be for the young person’s well-being?

The school offers a range of pastoral support through The Bungalow Project which has access to a range of services such as: domestic violence counselling, play therapy and links with CAMHS. The school has a clear policy for medicines and has trained staff who administer first aid. Medicines are stored carefully and pupils needing medicines such as insulin or inhalers are given privacy to administer their own medicines.

Other medicines can be administered by staff providing the necessary consent form has been completed by parents/carers. Health plans are devised in conjunction with the School Nurse. Staff receive regular training in the use of epi-pens. All educational visits have a first aider accompanying the visit. All staff will adhere to the Safeguarding and school policies surrounding pupil safety and well-being, including those with SEND. Staff attend annual Safeguarding training and are kept up to date with the Keeping Children Safe in Education legislation.

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

There are links with the Schools Nursing Service, Educational Psychologist, Speech and Language, Visually/Hearing Impaired Service, Occupational Therapy, Learning and Language Team and The Bungalow Project. The school has access to Stockton Support Services which offer inclusion support by trained workers. Pupils in Early Years with specific learning difficulties can access support from the Early Years Specialist Support Service and Cleveland Unit Child Development Centre to provide outreach and inclusion support. Key workers from the Visual/Hearing Service offer 1-1 support in school and training for staff as and when required.

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

Regular bespoke staff training is arranged and delivered depending on the specific needs of the pupils in order to effectively meet their needs. Whole school training has been provided by Educational Psychology, Occupational Therapy, Speech and Language and Mental Health services. Staff have also received training in safeguarding pupils with SEND, the use of Epi-Pens, dealing with diabetes, epilepsy and the use of inhalers.
Our SENDCo Mrs Allred, is always on hand to meet with staff at all levels to discuss specific pupil needs and offer recommendations, advice, support and commission small group or whole school training accordingly. Trust SENDCos work closely with each other and the Local Authority for Outreach and Inclusion triage for specialist support, training and advice for staff.

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

We are fully inclusive at Wolviston Primary, all pupils can access the school’s educational visits. The relevant risk assessments are completed and where the child has a specific need parents or carers may be asked to accompany them on a visit. All needs will be catered for and the relevant support and provision will be put in place.

How will the school prepare and support the young person to join that particular school and how will it support the transition to the next stage of education and life?

Visits to Wolviston Primary School, prior to enrolment are warmly welcomed. All parents are invited to a welcome meeting before entry to Nursery or Reception. The school has close links with the local secondary schools and pupils take part in a transition week before moving to the secondary school. Staff meet with secondary colleagues, to discuss individual cases and hand over all necessary files. SEND children who are transferring to secondary school have documentation sent securely to their new school. The SENCO works closely with Y6 class teachers to identify those pupils which may benefit from implementing an extended transition period. This is then arranged with the secondary school.

Where it is felt that pupils with significant needs may require more specialised schooling provision, the SENCO and class teachers will discuss these concerns with parents. School options can then be discussed with parents and careful consideration is given as to which schools parents may wish to consider. Visits for parents/pupils can then be arranged and a member of Wolviston Primary staff can be available to accompany pupils/parents on these visits.

How are the school’s resources allocated and matched to the young person’s special educational needs?

The school endeavours to accommodate every child’s individual needs no matter how diverse. The SEND budget is used to provide additional staffing, re-deployment and resources for pupils. Well-trained teaching assistants are able to provide individual and small group support. Training is provided for staff and specific resources are provided when necessary.
The SENDCO, works alongside the class teacher, parents, and pupil (where appropriate), to identify ways in which the pupils will be supported and the resources which will be required. This will be a graduated approach ranging from high quality first teaching and differentiated classroom strategies, physical classroom resources, small group interventions, personalised targeted interventions up to 1:1 TA support. Resources will always be allocated based on each pupil’s individual SEND needs in order to meet their needs and help them to achieve improved outcomes.
Where children have an EHCP in place, funding is provided by the local authority to ensure areas of identified support are provided. This may include additional adult support, access to specialist services or classroom resources.

How does the school know if I need extra help?

Your teacher looks carefully at how you approach and complete your work. By doing so they know if you need any extra help to achieve your targets. Teachers track your progress carefully and know when you are not doing as well as you should be.

What should I do if I am worried about my school work?

If you are worried about your work, you can talk to any adult in and around school.

What should I do if I think I need extra help?

You should tell your teacher or your parent/carer if you are having problems with your work or feel that you need extra help.

How will my school work be organised to meet my individual needs?

Your teacher will make sure that the work you are given is at the right level for you. You should be able to do the work if you try hard and do your best. Sometimes you will do something different from your friends. If you need any extra help or different resources, they will be made available to you. You will be given your own folder with resources you can take with you to every lesson.

How can I get help if I am worried about things other than my school work?

If you are worried about anything you should talk to your teacher, teaching assistant or Mrs Allred (SENCO). They can also help you with any problem you have either in school or at home. If you find it hard to concentrate and this affects your behaviour, they may organise for someone to come into school to support you. They will also meet with your parents to discuss how we can help you.

How will I know who can help me?

You should talk to the member of staff running the activity and/or Mrs. Allred (SENCO)

If I have a disability or additional need how can I join in school activities?

You will be able to join all our clubs but if you need help speak to the member of staff running it and/or Mrs. Allred (SENCO). Any special needs or additional help will be given to you.

How will I be involved in planning for my needs?

You will be able to discuss your work with your teacher who will let you know what you are doing well and how you can improve (your ‘next steps’). You will be assessed on the targets on your SEND Support Plan (SSP) and your new targets discussed with you.

Who will tell me what I can do to help myself and be more independent?

Your teacher and/or Teaching Assistant and your peers will tell you how you can improve your work and behaviour. You may also be given a ‘Buddy’ to help you.

How will I know if I am doing as well as I should be?

You will know how well you are doing when you get written and verbal feedback about your work, results from tests, and assessment of your own learning.

How will I be prepared to move onto the next stage of my school life

You will be taught how to organise yourself ready for secondary school and visit the school prior to your enrolment.

What help is there to get ready to start Secondary school?

Before you move to secondary school some of the teachers from your new school may come and talk to you in your primary school. Following on from this, in the summer term, you will visit your new secondary school for a few days.

​​Click the links below for more information on Stockton Local Authority Local Offer and our own Special Education Needs Information Report.

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