SEND Report 2017-2018


SEND Information Report: 2017-2018

These pages set out information about our provision for children and young people with special educational needs and disabilities (SEND).

About our school

Windmill Primary School is a mainstream school, with Ofsted outstanding status, which provides for children and young people with a wide range of special educational needs including those with:

• Communication and interaction needs; including children who have speech language and communication difficulties including autistic spectrum conditions.

• Cognition and Learning needs; including children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.

• Social, Emotional and Mental Health needs.

• Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.

Our Special Educational Needs Co-ordinators (SENCOs) are: Mrs Janet Forsaith and Miss Clare Hanchet. SENCOs work closely with the Local Authority Inclusion Team and attend termly Inclusion briefing meetings so that they are up to date with and can share any new initiatives.

SENCOs can be contacted on: 01865 762509.

Our governor with responsibility for SEND is: Mr Stuart Cateridge

Our SEND policy can be found here:

Our Equality Scheme and Accessibility Plan can be found here:


How do we identify and give extra help to children and young people with SEND?

The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’.

The guidance sets out:

• How we identify if a child or young person has a special educational need.

• How we assess children and plan for their special educational needs, and how we adapt our teaching.

• Ways in which we can adapt our school environment to meet each child’s needs.

• How we review progress and agree outcomes and involve you and your child in this.

Click here to read the guidance (also available on our website).



How do we work with parents and children/young people?

We will always contact parents if we have a concern that a child or young person may have a special educational need.

We work closely with children with SEND and their parents to agree outcomes and how we will all work towards these, with regular reviews of progress. This is carried out in a variety of ways: termly meetings, in line with parent evening meetings, home/school diary, scheduled phone calls etc.

There are also opportunities for parents and children to contribute to our Equality Policy. We do this through: feedback link on school website, suggestions box, parent school association, school council, LAW (Learning at Windmill) Group and parent governors.


Adapting the curriculum

We offer a broad and balanced curriculum for all children and young people including those with SEND, details of which are published on the school website. The way we adapt this for children with SEND and/or a physical disability is also set out in the School Accessibility Plan.

We are committed to encouraging all children to become independent learners and to have a growth mindset with an ‘I can’ attitude to learning.

We use intervention programmes including Project X Code to support the development of reading, language, and literacy skills in Year 2 upwards. There is consistency of phonics teaching from Reception through to the end of Year 2 with small groups led by trained teachers/TAs.

There are opportunities for all children in the school to take up learning challenges and we work with other primary and secondary schools to share activities such as: maths challenges, writing workshops and parability sports. All children are encouraged to join extra-curricular clubs at lunchtime and after school.


What expertise can we offer?

The school has a rigorous system to identify any children with dyslexia or dyscalculia using on-screen assessment programs. Children identified have ICT interventions run by an experienced TA, Ms Joyce Long, who has a dyslexia support certificate and keeps up to date with new resources, assessments, and procedures. We also subscribe to LA Dyslexia Support Service and receive termly advice from specialists.

Particular staff have developed skills through training and experience working with children on the Autistic Spectrum and with dyspraxia. Furthermore, we have staff who have been trained by professionals to work with children with specific physical disabilities – including carrying out personalised programmes to support children with difficulties in motor control, speech, language and communication, social interaction and with emotions and behaviour.

Staff have opportunities to attend courses run by the Local Authority and other outside agencies.

All staff are trained Safeguarding.

Some staff have received enhanced training, for example in Project X Code, First Class Maths and Talkboost.

Teaching staff are kept updated in curriculum developments and changes through INSET and this is then delivered to Teaching Assistants at bi-termly meetings. Teaching Assistants are also invited to attend relevant INSET training.

There are also members of staff who have trained for First Aid, for specialist paediatric First Aid, Epipen training and diabetes training.

Mrs Sue Lockey, our Learning Mentor, offers 1:1 support, group support and breaktime drop in sessions for children facing difficult situations or emotional issues. She has many years of experience in supporting children with these needs. She also runs a weekly Coffee Morning for parents every Wednesday.

Mrs Sue Harrison is our play therapist who works weekly with children on a 1:1 basis.

Mrs Teresa Sanderson has taken on responsibility for setting up a nurture space to support children with social, emotional, and mental health difficulties. Timetabled interventions are carried out to develop emotional literacy and alleviate stress.

Some children have benefitted from holidays offered through the University and this summer there were 2 separate holiday weeks working in partnership with Turville.

Teaching assistants are trained to support the particular needs of the children they work with through partnership with specialist advisory services.

We also have access to a range of specialist support services including:

· Educational Psychology

· Special Educational Needs Support Services (SENSS), who support children with communication and language, sensory needs, and physical needs

· Behaviour Support

· Child and Adolescent Mental Health Services (CAMHS)

· Oxfordshire School Inclusion Team

· Therapy services

· Early Intervention Children’s Social Care

Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages:

We always discuss the involvement of specialist SEND services with parents first.

With the family’s permission, we also work with other services and organisations that are involved with a family.


How do we know if SEND provision is effective?

The progress of all children/young people is tracked throughout the school through our assessment programme which is monitored closely by the Deputy Headteacher, who reports to the Senior Management Team and the governing body. The SENCO liaises with Class Teachers and interventions are put in place to support specific difficulties and consolidate knowledge and understanding. This provision is tracked and monitored by the SENCO.

In addition, for children/young people with SEND we regularly review progress towards agreed outcomes assessing whether support has made a difference and what we need to do next. We evaluate this progress against age related expectations. Specialised intervention programmes are assessed to inform how successful they have been, and to update how they can be used in the future.

Information about how the governing body evaluate the success of the education that is provided for pupils with SEND is contained in the Governors’ Annual SEND report.


How are children and young people with SEND helped to access activities outside of the classroom?

All children and young people are included in activities and trips, including residential, following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what needs to be in place to support specific needs.

There is information about activities and events for disabled children and those with SEN in Oxfordshire in the Family Information Directory:

Oxfordshire’s accessibility strategy can be read at:


What do we do to support the wellbeing of children/young people with SEND?

All children have the opportunity to share their views through their school council representatives and LAW group. We listen to the views of children with SEND by their participation in these groups and providing opportunities to voice opinions to these groups.

Bullying incidents are taken very seriously. We help to prevent bullying of children with SEND through our Values focus, for which we have been awarded a Values Kitemark. We also follow the SEAL programme, use Philosophy for Children and Recharge.

Teaching children to be safe on the internet is a priority and staff have attended E-safety training by ChildNet. This has also been delivered to parents.

Progress of children on SEND Register 2016 - 17

There were 14 children on the SEND Register in Year 6 for the year 2016 -17. One child with complex needs had an Education Health Care Plan and was dis-applied from the SATs. The table below shows the attainment of the remaining 13 children.


SEN Breakdown

No of Y6 Children on Register at SEN Support 13

No of SEN Children achieving 100+ in Reading 1 (7.14%

No of SEN Children achieving 100+ in SPAG 0

No of SEN Children achieving 100+ in Maths 2 (14.28%

Average Score for SEN child in Reading 90.8

Average Score for SEN child in SPAG 93.3

Average Score for SEN child in maths 94.2


Joining the school and moving on

We encourage all new children to visit the school before starting. For children/young people with SEND we encourage extra transition visits and the SENCO works closely with the nursery/school from where the child is transferring.

We begin to prepare young people for transition into the next stage of their education or training by close liaison with feeder schools, extra transition visits for the most vulnerable pupils and excellent communication with the SENCO of the receiving school.


Who to contact

If you are concerned about your child, speak first to the Class Teacher.

If you’d like to feedback, including compliments and complaints about SEND provision communicate with the headteacher in the first instance. We aim to respond to any complaints as soon as possible.

If you’d like impartial advice from Oxfordshire’s Parent Partnership Service contact

If you’d like to know more about opportunities for children and young people with SEN and their families, support groups or information about SEN these are listed in the Family Information Directory:

Oxfordshire’s Local Offer contains lots of information for parents. Click here to see it:

Our school has contributed to the county’s Local Offer through attendance at a training workshop.