SEND Information

At Worthington Primary we strive to support all children to enable them to achieve their full potential through a rich, broad and balanced education.

Some children need further support to help them reach their full potential and if this is the case, we offer excellent support for pupils with additional needs through inclusive Quality First Teaching. Our staff identify needs early. Through dedicated hard work our staff provide and deliver structured programmes of interventions to support our pupils with SEND following the Assess, Plan, Do, Review cycle (Learning Plans) and Trafford’s Graduated Approach.

If you have any questions regarding your child’s current special educational needs, or you think that your child may need additional support, please do not hesitate to speak to your child’s class teacher. The class teacher will then speak to the SENDCo as appropriate. You can also contact our school SENDCo via the school office or email senco@worthingtonprimary.co.uk

How do we support children with SEND

A pupil would be considered to have Special Educational Needs and Disabilities (SEND) if they have a learning difficulty or disability that requires special educational provisions to be made for them which is in addition to that which is made generally for other children (SEND Code of Practice: 0-20 Years, 2014).

There are four categories of SEND:

Cognition and Learning (specific learning difficulties such as dyslexia or dyscalculia)
Communication and Interaction (specific speech difficulties or with communicating with others)
Social, Emotional and Mental health
Sensory/ Physical

For more information on this, please see the link below for Trafford’s Local Offer

https://www.trafforddirectory.co.uk/kb5/trafford/fsd/localoffer.page

What happens if your child needs more support?

Wave 1 – Changes will be made within the classroom through Inclusive Quality First Teaching. For example, work might be adapted, tasks will be split into smaller chunks or the child may be given a support sheet.

Wave 2 – If the child is still struggling to make progress, then the class teacher will plan and provide some provisions to support the child so that the child can hopefully make increased improvements. This could be in the form of a teaching assistant working with a small group work, or with a child individually. This provision will take place in school and will be assessed before and afterwards to monitor progress.

Wave 3 – If after a series of provisions, teachers have not seen adequate progress then the teacher will place the child on the SEN register and discuss their concerns with the child’s parent carers.

A need will have been identified and a cycle of assess, plan, do, review will begin (Learning Plan). This will include what provision can be put in place, the intervention that will take place and then the class teacher will review how much progress has been made and what the next steps should be.

If a cycle of Assess, Plan, Do, Review has been completed and the difficulties are still evident, then it may be beneficial to look at getting specialist support, a diagnosis of a need or an EHC plan in place. This process will be organised by the class teacher and the school SENDCo.

Annual Reviews

https://www.trafforddirectory.co.uk/kb5/trafford/fsd/advice.page?id=cI7iSPeVcdw

We strongly believe that your child’s education should be a partnership between parents/ carers and school and that communication is vital in supporting your child throughout their time at Worthington. We have an open-door policy where parents/ carers are welcome to make an appointment to meet with teaching staff or the SENDCo and discuss your child’s progress. We recommend speaking to your child’s class teacher in the first instance.

Please find below further support that is on offer through Trafford: