Key Information
Woodlands Primary School provides a broad and balanced creative curriculum for all pupils that includes developing outdoor learning opportunities. Our prime aim is that all children will have the opportunities to achieve their potential.
At Woodlands, we have an Inclusion Team to identify, support and monitor the needs of all children across all phases of the school. This team work closely together to offer a comprehensive package of support that encompasses both SEND needs and social and emotional needs. Inclusion Team meetings are held regularly to review, assess and monitor the needs of all children and to consider who and how to support emerging needs.
Admission arrangements for children with Special Educational Needs
Children with a Statement or EHCP (Educational Health Care Plan) can apply for a place through Telford and Wrekin’s Admissions procedures indicating on the form that their child has a statement or EHCP. The Admissions team will then liaise with the SEND Team to ensure the school is the appropriate educational setting to meet your child’s needs before offering a place and dependent on meeting the other admissions criteria outlined on the admissions protocol.
send and disability policy sept 2023 to be reviewed july 2024.pdf
School Local Offer
school local offer sept 2024 2.pdf
Telford and Wrekin Local Offer
Annual Report
send information report 2023 24.pdf
Accessibility
All relevant policies can be found on our policy page
Specialist Provision
RAINBOW ROOM
The Rainbow Room at Woodlands is a calm space in school that allows our children, who are feeling stressed or emotionally dysregulated, to practice self-regulation and coping skills so that they can return to learning with minimal disruption to themselves or their peers. Our calm room is a designated space, intentionally re-purposed for pupils to take a break, defuse anger, and re-centre outside of the classroom. It is always used for prevention to de-escalate heightened emotions, support anxiety and help regulate dysregulated behaviours. Children generally take themselves to use this space independently, however, on occasions, the decision to use this room will be made by the adults in school, supporting the child, to ensure the safety of the child and others in school.
SEMH SEND Provision Group – Rationale
Intent
The newly established provision group provides support for our most vulnerable children from Y2, Y3 and Y4, who are displaying long-term complex and significant Attachment and Trauma and Social and Emotional difficulties. It is led by a qualified teacher and supported by 2 TAs. The provision TA team includes an experienced ELSA support TA, with extensive experience of supporting several of the pupils attending, as well as a further TA who have previously worked as 1:1 support within classes.
This enhanced provision group offers an adapted learning accommodation, adapted curriculum offer, adapted teaching and learning strategies and a very small class size, in a quiet, low-arousal space. Every child allocated a place is either in receipt of, or on a pathway to request additional funding.
Most of the children access their cohort curriculum offer using an appropriate pace, coverage, content, and structure. The provision group will receive regular support from Woodlands’ SENCo, Woodlands’ Inclusion Team, specialist staff and outside agencies.
Assessment and progress will be tracked using the curriculum progress documents as per their cohort peers.
At Woodlands, we respect the individual differences and specialist needs of all our children, to promote an inclusive and welcoming environment. Each child is treated with care, respect and offered an inclusive provision to support their developmental needs.
Implementation
Teaching and learning strategies and resources are fully adapted in respect of, and to reflect, the provision required to motivate and engage those children currently attending. This means an adapted environment; a small, low arousal learning space, set up with individual personalised workstations, learning tasks delivered using Task Baskets, Widgit visual prompts, high staffing ratio (3:7). Teaching and Learning adaptations include chunked learning, with regular sensory/movement breaks, regular use of the school safe space, the ‘Rainbow Room’ and a nurture approach (food and drink welcome, etc) and a daily Circle Time.
This implementation ensures a bespoke and fully accessible curriculum offer for all children, whatever their individual need and difficulty.
Regular assessment, observation and monitoring of all children and reflection time with staff, along with termly EP supervision, allows for continuous development of the provision offer. This is completed by provision staff, class teachers and the wider Inclusion Team, and includes the involvement of specialist outside agencies. This bespoke approach enables us to support our most vulnerable children with the most appropriate learning environment and opportunities, fosters inclusion and recognises the individual strengths, difficulties and needs of those children the provision supports.
The SENCo (in the office next door) and ELSA TA (trained by the LA EPS) are also both MAPA trained, which ensures the safety of all in the provision accommodation.
Provision staff will work closely with class teachers, the SENCo and wider SLT team to contribute to regular monitoring and evaluation and review meetings, to build relationships with parents/carers and to ensure the ongoing provision needs are implemented
EYFS SEND Provision Group – Rationale
Intent
The provision group provides support for our most vulnerable EYFS children who are displaying long-term complex and significant learning difficulties. It is led by a highly experienced SEND support TA and supported by 2 TAs with experience of supporting pupils with complex social and emotional needs. Staff have received specialist training to support the severely delayed speech, language and communication difficulties with which all children attending present. This enhanced provision group offers an adapted learning accommodation, adapted communication system and a very small class size, in a quiet, low-arousal space. Most of the children allocated a place has additional funding in place and are likely to meet the criteria for a specialist setting.
The children access the EYFS or Y1 curriculum that has an appropriate pace, coverage, content and structure and is sequenced to ensure that children are able to access learning appropriate to their developmental stage. The provision group will receive regular support from Woodlands’ SENCo, Woodlands’ Inclusion Team, EYFS specialist staff and outside agencies.
Assessment and progress will be tracked using the ‘Tapestry’ assessment tool, to show smaller steps of progress, which is used by specialist settings within our Local Authority.
At Woodlands, we respect the individual differences and specialist needs of all our children, to promote an inclusive and welcoming environment. Each child is treated with care, respect and offered an inclusive provision to support their developmental needs.
Implementation
Teaching and learning strategies and resources are fully adapted in respect of, and to reflect, the provision set out in EHCPs of those children currently attending. This means a ‘total communication’ system within the adapted environment, using Makaton and Widgit visual prompts, as per advice from specialist outreach support. To access core learning opportunities, some tasks will be offered using the Task Basket approach. This ensures a bespoke and fully accessible curriculum offer for all children, whatever their individual need and difficulty.
Regular assessment, observation and monitoring of all pupils and reflection time with staff, allows for continuous development of the provision offer. This is completed by provision staff, class teachers and the wider Inclusion Team, as well as from the involvement of specialist outside agencies: Telford Child Development Centre, Community Paediatricians, Educational Psychologist, LSAT, SALT services and Occupational Therapy Services. This enables us to support our most vulnerable pupils with the most appropriate learning environment and opportunities, fosters inclusion and recognises the individual strengths, difficulties and needs of those children attending.
Provision staff will work closely with class teachers, the SENCo and wider SLT team to contribute to regular monitoring and evaluation and review meetings, to build relationships with parents/carers and to ensure the ongoing provision needs are implemented.
Funding
