Barker Street, Sutton-in-Ashfield, Nottinghamshire NG17 2LH


Woodland View Primary School

SEN Reporting

What kinds of special educational needs does the school/setting make provision for?

At Woodland View Primary School, our first priority is to nurture our children to become successful, happy and respectful individuals who leave us with a love of learning and the tools they need to thrive in modern Britain or anywhere else in the world that they choose to live!

As a staff and Governors, we are going to take risks, make mistakes to learn from and take pride in our school as that is exactly the behaviour we want to model for our children.

Our other priority is to build a school that is the hub of the community, that uses trust, support and consistency to forge strong links with our parents and that has high expectations and delivers on our promises to the families of Huthwaite.

Our pupils want a place for learning, a place for friendship and a place to be happy which is something that we will strive to provide. Woodland View will be the place that they grow into independent, young people with positive attitudes.

How will we do this in reality?

Through our five promises. We will….

  • Instil our core values in all our children. Be respectful, responsible, considerate, tolerant and safe.  
  • Inspire all to broaden their horizons and raise their aspirations through high quality teaching, a creative, opportunity filled curriculum and exceptional shared experiences in order to ensure each child’s highest achievement both academically and socially so that they are ready for the next stage in their lives.  
  • Create a safe environment, including first class safeguarding procedures, within which children can develop a curiosity for the world and exceed their potential.  
  • Apply policies with high expectations consistently to all while still tending to children’s individual needs whether they be academic, social or personal.  
  • Build a community based around consistency, trust and family by sharing learning, celebrating successes and using honesty to solve problems.


How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

Early identification of pupils needs is beneficial, we will assess each pupil’s current skills and levels of attainment when they start at the school. This will build on information from previous settings and Key Stages, where appropriate. We will also consider any evidence that the pupil may have a disability and if so, what
reasonable adjustments the school may need to make.

Class teachers will regularly assess the progress of all pupils and identify any whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better their previous rate of progress
 -Fails to close the attainment gap between them and their peers
- Widens the attainment gap

This may include progress in areas other than attainment, for example, wider development or social needs. When teachers identify an area where a pupil is making slow progress, they will target this area for the pupil with differentiated, high-quality teaching. If progress does not improve, the teacher will raise the issue with the SENCO to have an initial discussion about whether this lack of progress may be due to a special educational need. Where necessary they will, in consultation with the pupil’s parents or carers, consider consulting an external specialist.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. Potential short-term causes of impact on behaviour or performance will be considered, such as bullying or bereavement. Staff will also take particular care in identifying and assessing SEN for pupils whose first language is not English.

When deciding whether the pupil needs special educational provision, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core
offer, or whether something different or additional is needed.

If a pupil is joining the school, and:
- Their previous setting has already identified that they have SEN
- They are known to external agencies
- They have an education, health and care plan (EHCP) then the school will work in a multi-agency way to make sure we get relevant information before the pupil
starts at school, so support can be put in place as early as possible.

Parents or carers should inform the school if they have any concerns about their child’s progress or development.

Parents or carers of a pupil on the SEND register will always be given the opportunity to provide information and express their views about the pupil’s SEND and the support provided. They will be invited to participate in discussions and decisions about this support. They will be:
- Invited to review the provision that is in place for their child termly
- Asked to provide information about the impact of SEN support outside school and any changes in the pupil’s needs
- Given the opportunity to share their concerns and, with school staff, agree their aspirations for the pupil
- The school will take into account the views of the parent or carer in any decisions made about the pupil

How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

In order to make consistent and continuous progress in relation to SEN provision, the school encourages feedback from staff, parents and pupils throughout the year including pupil progress meetings, using data and Multi Agency Meetings (MAM) as examples.

Pupil progress is monitored on a termly basis in line with the SEN Code of Practice.

There is an annual formal evaluation of the effectiveness of the school SEN provision and policy. The evaluation is carried out by the SENCO and information is gathered from different sources such as parent and staff surveys, pupil interviews and progress data. This is collated and published by the governing body of a maintained school on an annual basis in accordance with section 69 of the Children and Families Act 2014.

Evidence collected will help inform school improvement plan (SIP).

How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

As a school we measure children’s progress in learning against National expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.  We track children’s progress from entry at the Foundation Stage to Year 6, using a variety of different methods including progress against assessment standards as well as reading and spelling ages.

All children’s progress is reviewed termly in Pupil Progress in meetings.  Where children are not making sufficient progress or are not at age related expectations, discussions take place regarding the potential barriers and suitable interventions.  In addition to these meetings, children with SEN will have individual SEN reviews.

The school operates an ‘open door’ policy where parents can make an appointment to talk to staff at any time during the year. In addition to this, two parents’ evenings are held and parents are asked to fill in an annual questionnaire.

Parents are kept up to date with their child’s progress through annual reports, parent’s evenings and SEN review meetings, where pupil’s targets are discussed.  They are also notified of additional provision their child will be receiving on a termly basis.

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. Parents are encouraged to contact the Parent Partnership Service if they would like additional support and advice, including someone to accompany them to meetings.

Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

What is the school’s approach to teaching pupils with special educational needs?

All members of staff show care and concern through a flexible and positive attitude when dealing with pupils with Special Educational Needs.

There may be a teaching assistant working with individuals or groups of children.  Both in class and withdrawal support is provided for children to enable more direct teaching to take place.  Additional support is discussed with parents during each termly SEN review.

All targets are SMART:

  • Specific
  • Measureable
  • Achievable
  • Relevant
  • Time bound

The school SENCO oversees all support and progress of any child requiring additional support across the school.

How will the curriculum and learning be matched to my child/young person’s needs?

All children are taught in classes with their peer groups, giving them access to the statutory programmes of study laid down in the National Curriculum.  The class teacher takes steps to provide differentiated learning opportunities so that all children are able to access according to their specific needs.

Typically, English and Maths lessons are planned for at four different levels for the class.  However, on occasions this can be individually differentiated.  The benefit of this type of differentiation is that all children can access a lesson and learn at their level.  A range of learning styles are used from visual, aural and kinaesthetic in order to aid the pupils’ academic progression.

In addition, some children have specific adaptations to the curriculum such as tinted reading rulers, enlarged print for reading books and classroom resources, the use of signs and symbols as well as ‘now and next’ timetables.

How are decisions made about the type and amount of support my child/young person will receive?

The class teacher alongside the SENCO will discuss the child’s needs and what support would be appropriate.  Different children will require different levels of support in order to bridge the gap to achieve age related expectations.  This will be through on-going discussions with parents.

Our school offers a range of support:

  • Switch on Reading/Writing
  • Listening and Attention Groups
  • Talking Tables
  • Reading Booster Groups
  • Writing Booster Groups
  • Maths Booster Groups
  • Phonics Booster Groups
  • Pre & post teach

Support is reviewed termly by the SENCO, parents, the class teacher and the child.  By reviewing children’s targets a child’s progress is monitored and verbal feedback is received from the teacher, parent and pupil. Children may receive more or less support depending upon the progress they have made.

How will my child/young person be included in activities outside the classroom, including school trips?

All children are included in all parts of the school curriculum and we aim for all children to be included on school trips and extra-curricular activities.  We will provide the necessary support to ensure that this is successful.

A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised.  Parents are involved at this stage to ensure that their child’s needs are being met.  In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

Support is also provided during lunch times and breaks as well at the beginning and end of the school day, where necessary.

What support will there be for my child/young person’s overall well-being?

We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health and Social Services, and/or the Personal, Social and Emotional Team.

The school also has a teaching assistant who works under the direction of the SENCO, with vulnerable children and parents during the school day as well as a Family Support Worker.

The school has a policy regarding the administration and managing of medicines on the school site.  Parents need to contact the class teacher if medication is recommended by Health Professionals to be taken during the school day.  As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.

As a school we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils.  If a child has behavioural difficulties a Behaviour Management Plan (BMP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets. As a result of the support we give, our rate of exclusions has drastically reduced over the past year.

Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon to the Head Teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school. We have had many successes where families were struggling with lateness but are now able to get their children into school on time.

Who is the school/setting’s special educational needs co-ordinator (SENCO) and what are their contact details.

Our school SENCO is Mrs. Rachael Stewart, she can be contacted by email or by phone.

01623 487087.

What training have staff supporting special educational needs had and what is planned?

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.

The SENCO attends relevant SEN courses, Family SEN meetings and facilitates/signposts relevant SEN focused external training opportunities for all staff.

We recognise the need to train all our staff on SEN issues and we have funding available to support this professional development. The Senior Leadership Team ensures that training opportunities are matched to school development priorities and those identified through the use of provision management. CPD opportunities are provide that link clearly to the Schools Improvement Plan (SIP).

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

The school continues to build strong working relationships and links with external support services in order to fully support our SEN pupils and aid school inclusion.

The SENCO can request support from the following agencies if staff and parents feel that a child would benefit from such support:

  • Educational Psychology Service
  • Schools and Family Specialist Service
  • Speech and Language Service
  • School Nurse
  • Physiotherapists
  • Occupational Therapists
  • Personal, Social and Emotional Development Team
  • Social Services
  • CAMHs
  • Paediatricians
  • Early Help Services or Targeted Early Help Services

How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Please see Section 3 or our Accessibility Policy and Plan.

What are the arrangements for consulting parents of pupils with special educational needs? How will I be involved in the education of my child/young person?

Woodland View Primary School believes that a close working relationship with parents is vital in order to ensure:

  • early and accurate identification and assessment of SEN leading to the correct intervention and provision
  • continuing social and academic progress of children with SEN
  • personal and academic targets are set and met effectively

The school operates an ‘open door’ policy where parents can make an appointment to talk to staff at any time during the year. In addition to this, two parents’ evenings are held and parents are asked to fill in an annual questionnaire.

Parents are kept up to date with their child’s progress through annual reports, parent’s evenings and SEN review meetings, where pupil’s targets are discussed.  They are also notified of additional provision their child will be receiving on a termly basis.

In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil’s needs. Parents are encouraged to contact the Parent Partnership Service if they would like additional support and advice, including someone to accompany them to meetings.

Parents are invited to attend meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child.

What are the arrangements for consulting young people with SEN and involving them in their education?

At Woodland View Primary School we value and celebrate each child being able to express their views on all aspects of school life.  This is usually carried out through the School Leadership Team which has an open forum for any issues or viewpoints to be raised.

All children with SEN have a Passport/Pen Picture.  It is completed primarily by the child as it records what the child feels that they are good at, areas they find hard and how they feel school can help them.  At the end of each academic year the old and new teacher meet in order to share information and children’s passports in order to aid smooth transition.

In addition, children have provision plans which record the child’s targets as well as the achievement of these targets. As part of the review, the child is asked how they feel they have done, as well as the teacher. This is then shared with parents who are able to add their thoughts.   

If your child has an EHC (Education, Health and Care) plan, then their views will be sought before any review meetings.

What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

Where parents have concerns about our Woodland View’s SEND provision, they should first raise their concerns informally with the Senco. We will try to resolve the complaint informally in the first instance. If this does not resolve their concerns, parents are welcome to submit their complaint formally.

Formal complaints about SEND provision in our school should be made to the head teacher in the first instance. They will be handled in line with the school’s complaints policy.
If the parent or carer is not satisfied with the school’s response, they can escalate the complaint. To see a full explanation of suitable avenues for complaint, see pages 246 and 247 of the SEN Code of Practice.

To find out about disagreement resolution and mediation services in the East Midlands contact: Global Mediation Ltd on 0800 064 4488 or at

How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in the meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The Governing Body delegates responsibility to the Head Teacher and SENCO for the arrangements for in service training for the staff and involvement of other organisations and services in relation to special educational needs.

How does the school/setting seek to signpost organisations, services e.g. who can provide additional support to parents/carers/young people?

The school will seek advice, as appropriate, around individual pupils, from external support services through the termly ‘Springboard meetings’, PSED team, Early Help Unit and the Multi-Agency Safeguarding Hub.

The SENCO, Mrs. Rachael Stewart can be contacted at: or 01623 487087 if parents are requiring advice about support for their child. We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us.

In addition, the Parent Partnership Service, which is an independent service to support parents of children with Special Educational Needs, can be contacted on 0115 948 2888.

How will the school/setting prepare my child/young person to -

  •  Join the school/setting?

We encourage all new children to visit our school prior to starting when they will be shown around the school.  For children with special educational needs it may be appropriate for further visits to assist with the acclimatisation of the new surroundings.  It may also be beneficial to visit the child in their current school.

We liaise closely with staff and support services when receiving children to ensure that the child’s needs are discussed and understood.

  •  Transfer between phases of education (e.g. early years to primary, primary to secondary etc.)?

We ask all children at our school who have special educational needs to update their Passports at the end of each year, so that their new class teacher has the following information from the child’s perspective:

  1. What am I good at?
  2. What do I find hard?
  3. What should teachers and other people in school do to help me?

In addition we write social stories with children if transition is potentially going to be difficult.  At the end of the academic year a professional dialogue takes place between the current and receiving teacher about the children, where successful strategies and interventions are shared.

When children are preparing to leave us for a new school, typically to go to secondary education, the SENCO meets with the secondary SENCO to discuss and plan transition for children with additional needs. Extra visits are provided where appropriate and detailed information about the children’s needs is passed to the receiving school.

  • Prepare for adulthood and independent living?

The school aims to provide children with life skills through a full PSHE programme.

Where can I access further information?

Visit the school website at

You are welcome to visit our school to have a look around. Please ring to make an appointment on 01623 487087.

You can also find the Local Authority’s “Local Offer” at:

The Local Offer brings together helpful and useful information for children and young people with SEND, from birth to 25 years, and their families. The information is contained within this website, which will enable you to search for services and provision within your own community and Nottinghamshire as a whole. This will cover public services that are available within:

  • Education: e.g. nurseries, playgroups, schools and colleges as well as support services like educational psychologists, early years and early intervention workers.
  • Health:  e.g. GPs, school nurses, therapists and mental health support.
  • Social care: e.g. respite services and children’s disability services. 

It will also enable you to find out what support and services are available in the voluntary and private sectors, for example from charities and disability groups.

As well as containing many records of different services, the Local Offer is a really useful source of information, advice and guidance. For example, on Education, Health and Care (EHC) Plans, support for special educational needs in schools and transitions.