Special Educational Needs and Disabilities Local Offer

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 consists of the Headteacher (Mrs Crilly), the SENCO (Mrs Murray) and the Inclusion Manager (Mrs Fisher). 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.

Learning Mentors

The Inclusion Team together with the learning mentors run many different programmes, such as:

  • Relax Kids & MISP
  • SAT’s Stress Buster Sessions
  • Garden of Dreams – Self Esteem
  • Good To Be Me – Self Esteem
  • Can You Control It? – Anger Management
  • Silver SEAL – PHSE Sessions
  • Jigsaw Group
  • Friendships
  • School Council
  • School Eco
  • School anti-bullying ambassadors
  • Lunchtime groups
  • And programmes for families such as Family SEAL

The aim of this work is to identify any barriers to learning, and offer support in a variety of ways including 1:1 sessions, group work, etc.

Parents are the greatest influence in a child’s life, but school has an important role to play too, so it is important we work together.

Medical Conditions Policy for information – Medical Conditions Policy

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.

Documents and LinksSEND Local Authority Website

Children having identified SEND, work separately from their main class group in a smaller learning environment, where they engage in structured learning for either literacy and numeracy or foundation subjects, planned jointly by the class teacher and learning mentor leading the group, to enhance their academic learning alongside their emotional and social learning.

The adults’ role is to ascertain any gaps in development, to engage with the children at the stage they have reached and to offer emotional acceptance and focused teaching in order to support each member of the group to  ‘join the pieces together, to reach their full potential;’ thus enabling children who require additional support for their emotional and social development to continue to be challenged academically while making a successful transition to their main class group.

You can see the latest activity from Jigsaw on their class pages in our Parents’ Area:

Jigsaw Class – Latest Activity