SEND Local Offer / Information Report

All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and or disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen.

Our SENCO at Wingfield is Sarah Day

Please see our drop down menu below for information about our commitment to inclusion at Wingfield. If you would like further information about the local offer made by the Royal Borough of Greenwich for children and young people with special educational needs and disabilities, please follow this link:  http://familiesinformation.royalgreenwich.gov.uk/kb5/greenwich/fsd/localoffer.page

SENCO: Sarah Day

 Responsible for:

  • Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that you are: ◦involved in supporting your child’s learning.
  • kept informed about the support your child is getting.
  • involved in reviewing how they are doing.
  • Part of planning ahead for them
  • Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology etc.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.
  • Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.  

Class/subject teacher

 Responsible for:

  • Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation).
  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the DHT/ Inclusion Manager know as necessary.
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress. 
  • Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

Head of School

 Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • He will give responsibility to the DHT/Inclusion Manager and class teachers but is still responsible for ensuring that your child’s needs are met.
  • He must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor

 Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the school has an up to date SEND Policy.
  • Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.

A Learning Support Assistant (LSA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress are directed to the staff members named above.

Of course, as a school we welcome daily dialogue between parents and LSAs on how a child’s day has been and we do actively encourage this continued feedback!

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching.

For your child this would mean:

  • That the teacher has the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.

All children in school should be getting this as a part of excellent classroom practice when needed.


Specific group work within a smaller group of children.

This group, often called Intervention groups by schools, may be

  • Run in the classroom or outside.
  • Run by a teacher or a Teaching assistant who has had training to run these groups.

Stage of SEND Code of Practice: SEN Support which means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/ She will engage in group sessions with specific targets to help him/her to make more progress.
  • A Learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan

This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.


Specialist groups run by outside agencies e.g Speech and Language therapy OR Occupational therapy groups

AND/OR  Individual support for your child of less than 20 hours in school

Stage of SEND Code of Practice: SEN Support
which means they have been identified by the class teacher/DHT/ Inclusion Manager as needing some extra specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service.

For your child this would mean:

  • Your child will have been identified by the class teacher/DHT/ Inclusion Manager (or you will have raised your worries) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better and be able to support them better in school.
  • The specialist professional will work with your  child to understand their needs and make recommendations, which may include:
    • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better
    • Support to set better targets which will include their specific expertise
    • A group run by school staff under the guidance of the outside professional e.g a social skills group
    • A group or individual work with outside professional
  • The school may suggest that your child needs some agreed individual support in school. They will tell you how the support will be used and what strategies will be put in place.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


Specified Individual support

for your child of more than 20 hours in school.

This is provided via an Education, Health and Care Plan (EHCP) or if your child has had this type of support for some time, may be provided by a Statement of Special Educational Needs. This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual and  small group teaching (as a guide, 21 hours or more, in school), which cannot be provided from the resources already delegated to the school.

Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:

  •  Local Authority central services such as the ASD Outreach Team or Sensory Service ( for students with a hearing or visual need)
  • Outside agencies such as the Speech and Language therapy (SALT) Service, Occupational therapy service, Physiotherapy and/or CAMHS

For your child this would mean:

  • The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child. You can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich website: www.royalgreenwich.gov.uk
  • After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the SEN support.
  • After the reports have all been sent in the Local Authority will decide if your child’s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or an EHC Plan. If this is not the case, they will ask the school to continue with the SEN support and will also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
  • The EHC Plan or Statement will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
  • The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than 20 hours of support in school
  • We will first invite you to visit the school with your child to have a look around and speak to staff
  • If other professionals are involved, a team around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts
  • Your child’s key person may make a home visit and also visit your child of they are attending another provision
  • We may suggest adaptations to the settling in period to help your child to settle more easily
  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the Deputy Head Teacher/Inclusion Manager or Head Teacher.
  • If you are still not happy you can speak to the school SEND Governor.

If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:

  •  listen to any concerns you may have too
  •  plan any additional support your child may receive
  •  discuss with you any referrals to outside professionals to support your child’s learning
  • discuss how we could work together to support your child at home/school.
  • We will always take the child’s views into account when holding review meetings
  • Regular discussions between the child and their teacher about their learning, progress and feelings about school.
  • The school budget, received from Greenwich LA, includes money for supporting children with SEND.
  • The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school.
  • The Head Teacher and the Deputy Head Teacher/ Inclusion Manager discuss all the information they have about SEND in the school, including:
    • the children getting extra support already
    • the children needing extra support
    • the children who have been identified as not making as much progress as would be expected

…and decide what resources/training and support is needed.

  • All resources/training and support are reviewed regularly and changes made as needed.

Directly funded by the school:

  • One Learning Mentor
  • Additional Speech and Language Therapy input to provide a higher level of service to the school.
  • Child and Adolescent Mental Health Service (CAMHS)
  • Play Therapist

Paid for centrally by the Local Authority but delivered in school:

  • Autism Outreach Service
  • Educational Psychology Service
  • Sensory Service for children with visual or hearing needs
  • STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia)
  • Speech and Language Therapy (provided by Health but paid for by the Local Authority).
  • Professional training for school staff to deliver medical interventions
  • Waterside Behaviour advice service
  • Parent Partnership Service (to support families through the SEN processes and procedures).

Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school:

  • School Nurse
  • Occupational Therapy
  • Physiotherapy

Voluntary Agencies:

  • National Autistic Society
  • MENCAP
  • Greenwich Parent Voice
  • The Deputy Head Teacher/Inclusions Manager’s job is to support the class teacher in planning for children with SEND.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as ASD and Speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service and STEPS.
  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specially trained support staff can adapt the teachers’ planning to support the needs of your child where necessary.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs.
  • Your child’s progress is continually monitored by his/her class teacher.
  • His/her progress is reviewed formally every term and a points score is given in reading, writing, and mathematics in line with our Compass Partnership Assessment Framework (please see our Assessment Policy for further details).
  • If your child is in Year 1 and above, but is not yet working within the Compass Partnership Assessment Framework, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’.
  • At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. When a child is not able to access these tests, other arrangements are made to assess their progress and attainment.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
  • The Deputy Head Teacher/Inclusion Manager will also check that your child is making good progress within any individual work and in any group that they take part in.
  • The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used.
  • The Deputy Head Teacher/Inclusion Manager is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Homework will be adjusted as needed to your child’s individual needs.
  • Wingfield Primary School is based on one level and is therefore accessible to those with physical disabilities.
  • We ensure that equipment used is accessible to all children regardless of their needs.
  • After school provision is accessible to all children including those with SEND.
  • Extra-curricular activities are accessible for children with SEND.

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible.

  • If your child is moving to another school:
    • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
    • We will make sure that all records about your child are passed on as soon as possible.
  • When moving classes in school:
    • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.
    • A book about moving on will be made for your child where appropriate .
  • In Year 6:
    • The Deputy Head Teacher/Inclusion Manager will attend the Primary Transition Day to discuss the specific needs of your child with the SENCO of their secondary school, and the specialist session for students with ASD, as appropriate.
    • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
    • Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.

At Wingfield, we place a great emphasis on the importance of the social and emotional wellbeing of all children. We recognise that for some children, additional support in school can help to meet their social and emotional needs.

Additional services which we provide include:

  • A full-time learning mentor
  • A part-time play therapist
  • Support from CAMHS including universal and targeted support
  • A range of age-appropriate interventions such as lego therapy and social communication groups
  • We consult with the virtual school – Head Teacher and SENCo as appropriate for personalised support as required. We also liaise with the allocated social worker, to ensure all agencies are working collaboratively to develop an appropriate support package (PEP/EHCP/Statement) for each child.
  • We review the child’s needs and progress regularly, for example before entering the school to ensure a smooth transition from their previous setting and then at regular intervals.
  • We ensure Pupil Premium Plus is being used to effectively enable the child to meet their outcomes.
  • The Head Teacher and Deputy Head Teacher ensures that training and policies are supportive of looked after children with SEND.
  • The Designated Governor for LAC works to ensure provision is enabling LAC with SEND to make good progress.

 

SCHOOL BASED DATA/INFORMATION: 2016/17

 

 

How many students did we have at our school with statements or EHC plans at the end of July 2017?

 

 

1 statement and 2 EHCP

 

 

How many students did we have on the SEND register at the end of July 2017?

42 Pupils

How many students did we have on the monitored register at the end of July 2017?

 

20 Pupils

 

What were the outcomes for children within our school with SEND for 2016/17?

 

The overall gap between children with SEND and children without SEND continues to narrow. Children with SEND made outstanding progress in Year 6 this academic year.   

 

What training did staff at our school have in SEND over the year 2016/17?

 

 

  • A professional development meeting on ‘Early Identification of Barriers to Learning’
  • A refresher session SEND Code of Practice
  • SEND referrals, systems and registers
  • ASD Outreach service delivered training for Teaching Assistants working with children with ASD
  • Assessing the English Proficiency of Children with EAL
  • Strategies for supporting children with EAL in the classroom
  • Refresher training delivered by Educational Psychologist for TAs leading interventions: Precision Teaching, Reciprocal Teaching and Toe by Toe
  • The Restorative Justice Approach for all Teachers, Teaching Assistants and Midday Meal Supervisors
  • Sensory Circuit training for TAs working with children who have sensory processing needs
  • Attention Autism training for teaching assistants led by ASD Outreach Service
  • Outreach support from Willowdene ASD specialist teacher, ASD Outreach, Educational Psychology Service and SALT
  • STEPS training for TAs delivering STEPS interventions
  • A professional development session on Speech, communication and language needs was delivered to teachers
  • Training focusing on the use of pre-teaching as a strategy to enable all children to access whole class learning opportunities has been delivered to teachers and TAs

 

 

What was in the Headteacher’s report to the Governors about SEND in 2016/17?

  • Teachers have developed their knowledge of the four broad areas of need:

Communication and Interaction

Social, mental and emotional health

Sensory and/or physical

Cognition and Learning

  • Currently, the most common areas of need identified on the inclusion register are Communication and Interaction and Social, mental and emotional Health.
  • There has been a focus on Early Identification of learning needs
  • The graduated approach, recommended by the SEND code of practice is now embedded and teachers are clear on the reporting procedure they need to follow should they have any concerns about a child.
  • Strategies for supporting children with speech, language and communication difficulties has been a focus
  • The use of ‘Sensory Circuits’ have also been a focus for this term with 7 children across the school accessing this intervention.
  • The use of ‘pre-teaching’ to enable all children to access whole class learning opportunities has had a positive impact on children’s progress and their behaviour in class.

 

SEN

Special Educational Needs

SEN Code of Practice

The legal document that sets out the requirements for SEN

EHC plan

Education, Health, Care Plan

SEN

Special Educational Needs

SEND

Special Educational Needs and or disabilities

SALT

Speech and Language Therapist

CAMHS

Child & Adolescent Mental Health Service

EP

Educational Psychologist

SENCO

Special Educational Needs Coordinator

ASD

Autistic Spectrum Disorder