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Wincobank Nursery & Infant School

SEND Information 

Wincobank Nursery and Infant School aims to be an educationally inclusive school in which the teaching, learning, achievements, attitudes and well-being of every young person matters.

The Inclusion Team has a vital role within the school. This team includes:

  • The School SENCO - Miss Nicola Naylor
  • Home-school liaison - Mrs Denise Marsh
  • HLTAs and Teaching Assistants 

Effective support for pupils develops from parents/carers and staff in school working in partnership through meetings, regular contact by phone and home visits. Children/young people and their parents/carers need to be involved in planning and making decisions about their education. Regular meetings are held with parents /carers of children/young people with SEND and Looked-After Children - with external agencies as appropriate - and including Annual Reviews for pupils with SEND.

Links with outside agencies, such as Learning Support, Health Visitor, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and Educational Psychologist are strong. There is partnership working with other schools – both mainstream and special schools. The Team is valued by pupils, staff and parents/carers. External views of the Team and its work have always been very positive. The most recent Ofsted Report stated:

“The care, guidance and support for pupils across the school are good, and the overwhelming majority of pupils say that they feel safe in school.”

Our Aims 

We aim to ensure that all of our learners reach their full potential in education and personal development by receiving the highest standards of teaching and caring.
We believe that all SEND learners:

• are entitled to access a broad, balanced and relevant curriculum to meet their special educational needs

• can raise their attainment in all aspects of life and that they should be given the opportunity to fulfil their potential

• require differing levels of support and guidance to ensure that they can access learning, personal needs and a wider community successfully.

• should be given the opportunity to develop into a content, secure, well-adjusted and skilled young person to make a positive contribution to society and live as independent a life as possible.

Graduated Approach

Our support for pupils with SEND follows a graduated approach of assess, plan, do, review.

 

Sheffield Support Grid

We use the Sheffield Support Grid to plan provision for each pupil with SEND.  The grid uses the official categories of need set out by the Special Educational Needs & Disability (SEND) Code of Practice: 0-25 years (2014) and illustrates the Teaching and Learning Strategies suitable for each.

It also indicates the expected support levels to be provided (0-5), the identification and assessment tools that may be in place and which other services may be able to help.

Effective support for pupils develops from parents, carers and school staff working in partnership through structured conversations, meetings, regular contact by phone and home visits. Children and their parents and carers need to be involved in planning and making decisions about their education. Regular meetings are held with parents/carers of children with SEND and Looked-After Children (with external agencies as appropriate) as well as annual reviews for pupils with SEND.

Links with outside agencies such as Learning Support, Health Visitors, Speech and Language Therapy, Hearing Service, Visual Service, MAST, CAMHS and the Educational Psychologist are strong. There is also partnership working with other schools, both mainstream and special schools.

Concord's Inclusion Team works closely with the Trust Inclusion Team.  The Team is valued by pupils, staff and parents/carers. It is a strong, reflective team which benefits from the links between schools within the Trust.

Support offered by the Team includes:

  • In-class support from the Teaching Assistant Team
  • Withdrawal support for interventions to improve speaking, reading, writing, spelling, handwriting, thinking and memory skills, maths or to address physical or medical needs.
  • Support for children/young people experiencing emotional, social, and behavioural or health difficulties.
  • Lunchtime provision and support
  • Very occasionally, short-term arrangement of a part-time timetable
  • Support for staff on behaviour management, including individual advice, group discussion and Inset, working alongside the school's on-call system
  • Support for individuals either 1:1 or in small groups, often using solution-focused approaches and working to maximise the potential of each child/ young person and break down barriers to their learning
  • Support for groups with specific difficulties, e.g. anger management
  • Early identification of children/young people requiring additional support from agencies outside school, working alongside parents/ carers using the CAF process
  • Work with outside agencies for advice and to organise further support
  • Managing the safeguarding system including, child protection, using CAFs, acting as the Lead Professionals and attending multi-agency meetings – core group, Child in Need meetings and case conferences
  • Regular meetings with Health Visitors and Nurse
  • Supporting Looked-After children/young people in school, liaison with Social Workers around Personal Education Plans
  • Supporting new arrivals into school – providing tuition in basic English and targeted sessions to support the subjects of the curriculum
  • Development of strategies to improve attendance including a reward system for good attendance
  • First day phone calls regarding non-attendance
  • Home visits and telephone contact with families by a dedicated Attendance Worker to ensure attendance at school and arrange support for families where needed
  • Half-termly meetings with pupils whose attendance is 95% or less
  • Regular contact with parents/carers in meetings, by letter, text or phone

 Admission arrangements for SEND children

Children who have additional or special needs are taken through a comprehensive transition process to ensure they quickly settle into school and staff are fully aware of the individual needs.

For further information, please refer to our SEND Policy and Accessibility Plan on the Policies Page or contact school and ask to speak Miss Naylor.

School Local Offer

Sheffield Local Offer: Supporting children and young people with special educational needs and disabilities

Further advice and support for parents: https://www.sheffieldsendias.org.uk/Sheffield Support Grid - advice for parents

SEND Policy 2021-22 

SEND Strategy 2021-22 

Accessibility Plan 2021-22