Special Educational Needs and Disability (SEND)

Wolverhampton's Local Offer - www.wolverhampton.gov.uk/send


Text Box: With Faith, Hope & Love we can achieve greater things.Description: New ImageSt Andrew’s C of E Primary School

School Offer



Our staff have a wide range of experience of working with children with a varied range of needs.

We work closely, with outside agencies where necessary, to ensure the best possible practice for our children so that they can SHINE and achieve their potential.

How will St Andrew’s CofE Primary support my child when starting school?

All children and their parents starting our school, whatever their age, will either receive a home visit or will be invited into school to share information regarding their needs and education.

All children are assessed when they join our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children whether they are starting in Nursery or part way through their school life. Children who join us from other schools are supported using information obtained from the previous school. This will be gathered by our Pastoral Officer via telephone conversation or a data sheet sent to the previous school before the child starts at St Andrew’s CofE Primary School. We will then use this information to ensure they are placed in appropriate groups so that minimal learning time is wasted.

When your child reaches Year 6, meetings for parents will be held in the Autumn Term to discuss the arrangements for the year ahead and the process of transition. Transition meetings are held in the Summer Term of Year 6 to inform children of Secondary School Provision. Children with an Educational Health Care Plan will discuss their options of Secondary Schools at their Annual review in Year 5 and additional transition provision can be arranged where necessary. Children will spend some time in the Summer term visiting their new school (Year 6) or in their new classes (Nursery to Year 5) to support with transition.

What curriculum is followed and how will my child be assessed?

For information regarding the curriculum please visit the school website.

At St Andrew’s CofE Primary School, the National Curriculum is followed across the school. Provisions are made, as appropriate, for any pupils regardless of their needs in order for them to access the full curriculum, including out-of-school activities. Trips out, or visitors in, are organised as appropriate and link in with the year group topic. All pupils are expected to attend and additional support can be organised if needed. 


For children accessing the Read Write Inc phonic programme in their early stages of Reading, assessments of their decoding ability will be carried out approximately every 8 weeks.

In Year one, a statutory assessment of pupil’s phonic ability is made and any pupils not achieving expected levels are re-tested in Year 2.

Foundation Stage

All pupils in the Foundation Stage are assessed against the ‘Development Matters in Early Years Foundation Stage’ criteria. This is carried out throughout the school day, in all areas of the curriculum, through observations, pupil’s work and their responses.

Year 1 to 6

From years 1 to 6 all pupils are formally assessed in reading, writing and mathematics on a termly basis. This is an on-going process using levelled ‘I can’ targets, in line with age related expectations, to indicate the achievement of pupils in lessons. If a pupil is not making expected levels of progress or is working significantly below age related expectations, extra support will be provided through intervention sessions.

In Year 1 to 6, Numeracy lessons are taught in ability groups. This enables staff to direct their teaching to a specific level and need. All other areas of the curriculum are taught within the year group and differentiated as required.


How will you identify and support my child if there are additional needs?

Pupils with exceptional aptitude in any subject area will find many opportunities to develop their skills e.g. within their regular lessons (through extension activities). Pupils that far exceed age related expectations for their age may be deemed ‘Gifted & Talented’ in that area and added to the Gifted & Talented register.

Pupils that need extra support, to access the whole class teaching, will be identified by the class teacher to attend small group or 1-1 intervention sessions, usually held during the school day. (This is Level 2 provision on our intervention procedures). These sessions will be focussed upon the needs of the child and will either be a tailored programme of work, based on the subject’s “I can targets,” or will be a session based on misconceptions from a previous lesson in the day. This will be monitored at least each half term.

Pupils working below age related expectations will be identified by the Senior Leadership Team, and will be supported through intervention sessions which will be focussed on gaps in their learning. This will be monitored at least each half term.

If level 2 intervention is not sufficient and current assessments show that a child may have a learning difficulty, parents are contacted at the earliest opportunity to discuss concerns and enlist their active help and participation. If additional support is required, extra provision (Level 3, 4 or 5 on our intervention procedures) will be provided and their child will be placed on the Special Educational Needs (SEN) register.

Pupils with SEN are set targets to break down their learning into smaller, more achievable steps and these are assessed against their Individual targets as appropriate to their needs (at least termly). All pupils on the SEN register receive support for their areas of need, whether this is targeted in class support or through 1-1, or small group, interventions.

Teachers will monitor progress throughout any intervention and the impact of the intervention is evaluated by the class teacher and the Senior Leadership Team. This information is then used to inform, and improve, future provision.

There is a SEN link Governor that is informed, by the Headteacher or Inclusion Leader, of provision in this area.

How will you review the needs of my child?

Staff are familiar with the individual targets for all pupils in their class or group and are involved in the daily teaching of pupils to enable them to achieve their targets. When a pupil demonstrates successful achievement of targets on a number of occasions a new target is set.

Targets are reviewed at least termly but are based on children’s individual needs, therefore the timescale will differ from child to child. Where external agencies are involved, advice will be sought as to the review date of such targets.

How do you record my child’s additional provision?

All interventions, (except for one off misconception sessions) planned and delivered across the school are recorded on group provision plans (for Level 2 interventions) or individual provision plans (Level 3, 4 and 5). At least once each term, a ‘Provision Map’ for each class, detailing the interventions taking place, will be produced by the inclusion leader and given to each class teacher.

How does St Andrew’s CofE Primary School support pupils with medical conditions or disabilities?

Pupils requirements with regards to medical care are kept on SIMS and staff that work with the child are informed. Parents/carers are required to fill out a medical consent form for any medication needed during the school day. Pupils with long term medical needs are identified to a designated member of staff. Any medication given is recorded.

Support staff will support pupils in the event of ‘personal accident’ e.g. wetting or soiling themselves and parents/carers will be informed at the end of the school day or by phone call if required.

We regularly assess our practice in school to support pupils with medical conditions or disabilities. For further details, please see our ‘Supporting Pupils with Medical Conditions or Disabilities Policy.’

How will the school allocate their SEN budget to support my child?

Children requiring SEN support will be considered on an individual basis, their needs will be identified through assessment/ targets and provision will be put in place as appropriate.

For children with an Educational Health Care Plan, their needs will be identified in the plan and provision will be put in place to support the children with the achievement of their targets within this.

Please see the ‘Whole School Provision Plan’ for a list of interventions that we currently offer for children requiring additional support.

How will my child be involved in decision making?

Each year group elects a member to represent them on the School Council. Meetings are held regularly to discuss suggestions, concerns and successes that have been raised.

Pupils enjoy their celebration assembly, held weekly, whereby they can share their achievements with their peers and parents.

All pupils on the SEN register are involved in the setting of their targets. They are given the opportunity to discuss their progress and identify areas where they feel they need support regularly.

How can I, as a parent/carer, get involved?

During Termly Open Evenings, teachers will share, with parents/ carers, assessments and the progress their child has made over the term. The teacher will also outline strategies that they can use to support their child at home. Parent workshops are available periodically, as required, for specific aspects of the curriculum to support with helping your child at home. Details are available from the school office.

At the end of each term, parents/carers will receive a copy of their child’s records, which will detail any extra interventions that their child has been attending.

Homework is set on a weekly basis for literacy and numeracy and is specific to each pupil’s ability. Reading books are sent home daily and parents/ carers are encouraged to make comments about their child’s reading.

Class teachers are available to parents/carers on a daily basis, usually at the end of the school day. Appointments for further discussion can be made if needed.

Class teachers and the SENCO hold informal meetings for parents/carers of pupils with SEN to update them on any changes in provision, to discuss strategies and activities to support their child at home with their targets and to voice any concerns they may have.

Feedback forms are sent out with the child’s school report so that parents/ carers can share their thoughts on their child’s progress and the provision provided.

What expertise does the school have to support my child?

Class teachers are responsible for the pastoral care of their pupils. They will raise any concerns with the Headteacher, Deputy Headteacher, Pastoral Officer or Learning Mentor who will then make appropriate referrals and organise appropriate support.

The SENCO is updated on a regular basis through Network meetings and training. This information is then shared/ delivered to all staff during Staff Meetings. All new members of staff receive in-house training with regards to the SEN Policy and procedures.        

Key Staff are trained in areas such as:

-ELKLAN (Speech and Language);

-SENCO National Award;

-Better Reading Partners;

-Precision Teaching;     

-Gross motor skill intervention delivery;

-RWI phonics programme;

-Rapid Reading;

-Rapid Maths;

- Many of our staff have received Paediatric First Aid Training;

-Many of our staff have received Restraint Training

External Agency Support accessed by the school:

-Base 25 (Counselling and mentoring)

-Speech and Language Therapy Service

-Early Years team

-Occupational Therapy: Gem Centre

-Physiotherapy: Gem Centre

-Sensory Impairment Team

-School Nurse and Epileptic Specialist Nurse

-Alternative Education Provision (E.g. Switch Project/ReEntry/Kingston Centre)

-Penn Hall Outreach

Tettenhall Wood Autism Outreach

MAST 5 Team:

-Educational Psychologist

-Assistant Educational Psychologist


-Parent Support Advisor


In addition to support given by staff, we encourage peer support e.g. play leaders during lunchtimes and buddying systems.


Parents/ carers are expected to contact school if their child is unable to attend due to being unwell or for any other circumstances. Persistent absences will be monitored closely by the Pastoral Officer. The Pastoral Officer meets regularly with the Educational Welfare Officer (EWO) to discuss all pupils with unsatisfactory attendance.

Pupils with ‘Good’ attendance will be here for over 95% of the school year. Every term, pupils with under 94% attendance are identified and receive a letter from the Head teacher. If attendance issues continue, parents/carers are invited to discuss issues and a Parenting Contract is put in place with support e.g. phone calls, discussions with the pupil.

Weekly: The class with the best attendance in KS1 and KS2 win the weekly attendance trophy. In Early Years the child with the best attendance each week from each class is able to take home the attendance teddy for the weekend. Each week a child with the 100% attendance for the week is put into a draw to win the ‘Golden £5.’

Termly: Each child will receive a certificate for 100% attendance each term.

Yearly: A special reward will be given to children achieving 100% attendance over the academic year.

Available from the School Office:

Behaviour and Discipline Policy

Disability Access Scheme

Equal Opportunities Policy

Supporting Pupils with Medical Conditions or Disabilities Policy