Special Educational Needs & Disability
At King William Street CE Primary School we deliver a well-structured and stimulating curriculum which allows all children to excel in their talents and achieve their ambitions. We are committed to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met within our school. Staff work together to support children with a wide range of academic, physical and social needs and maintain a very close working relationship with parents and other agencies.
At King William Street CE Primary School we have a non-teaching SENDCo (Special Educational Needs Co-ordinator) named Mrs Hill. She has gained the required Master's-level National Award for Special Educational Needs Co-ordinator. If you would like to see Mrs Hill, an appointment can be made through our school office.
How do we identify Special Educational Needs and Disabilities (SEND)?
- The classroom teacher tracks progress. Concerns are initially addressed with the SENDCo.
- Additional support or intervention may be put in place and/ or scaffolding and differentiation will be identified on teacher plans.
- If problems persist, a SEND Early Help Assessment (EHA) will be completed with parents and carers and shared with your consent. An additional ‘Learning Action plan’ will be completed with your help and learning targets will be identified and measured for success.
- The School SENDCo, Mrs Hill, will monitor these additional measures alongside the school’s monitoring of progress and will refer for external support or advice as appropriate.
- If there are identified needs that are severely affecting the child’s progress an application for an Education Health and Care Plan (EHCP) to Swindon Borough Council can be made by Mrs Hill or the parents themselves. This legal document outlines how additional support is set out to meet the needs of the child.
- We will endeavour to ensure that your views and the views of the child are captured throughout this process. Please contact the school immediately if you have any concerns with the additional measures in place. Concerns are initially addressed with the SENDCo (Mrs Hill).
Mrs Hill SENDCo
How do we communicate with parents and carers?
There are many ways in which we collect views and monitor progress including:
Phone calls or discussions at the school gates
Arranged progress meetings
Annual Reviews (if a child has an EHCP)
If you have any concerns about your child’s progress in school, please contact their class teacher in the first instance.
How do you share your concerns?
The School asks that you contact your child’s class teacher in the first instance. You can also come to the school office to make an appointment with the school SENDCo, Mrs Hill.
What interventions do we use?
- In-class support from Teaching Assistants
- 1:1 class support for identified pupils
- 1:1 spelling/reading interventions, including Precision Teaching, Reciprocal Reading, Dancing Bears, Nessy or Toe by Toe
- SPARKS program
- Small group social skills/stories
- 1:1/small group Emotional Literacy Support Assistant (ELSA) for self-esteem
- 1:1 Speech and Language interventions including TalkBoost
- 1:1 mathematics interventions
'All teachers and leaders are ambitious for pupils with special educational needs and/or disabilities. Teachers meet their needs well and use a range of ways to support pupils’ learning.' OFSTED 2019
Mrs Hill receives our Dyslexia Friendly Reverification Award
We are very proud of our Dyslexia Friendly School Status which we originally gained in March 2016 and received re-verification in May 2019. The Dyslexia Friendly Schools teaching approach is integral to our school and benefits all children.
The British Dyslexia Association describes Dyslexia as:
Dyslexia is a learning difficulty which primarily affects reading and writing skills. However, it does not only affect these skills. Dyslexia is actually about information processing. Dyslexic people may have difficulty processing and remembering information they see and hear, which can affect learning and the acquisition of literacy skills. Dyslexia can also impact on other areas such as organisational skills.
It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.
Did you know?
- 10% of the population has some form.
- 4% are severely dyslexic including 375,000 school children.
- "Dyslexia friendly teaching and learning methods" can benefit all children.
If you would like some information on Dyslexia please look at the following websites:
If you think your child might be Dyslexic, please speak to your class teacher or Mrs Hill (SENDCo). You may want to look at the indicators of Dyslexia from the British Dyslexia Association’s website:
If you are a parent/carer of a child with a special educational need or disability then visit Swindon Borough Council's care and support information and advice website. It can also be used to find out more information about local services and support for children, young people and their families with a special educational need or a disability. Click here to view. The government also provides a SEND guide for parents. Click here to view.
King William Street CE Primary School SEND Documents
The Children and Families Bill 2014 requires schools to publish and keep under review information about the services they expect to be available for children and young people with Special Educational Needs (SEN) aged 0-25. This can be viewed and downloaded below. Our school also publishes an annual report to parents and carers on the Provision of SEND at our school. This can also be viewed and downloaded below.
Special Educational Needs and Disability Provision at King William Street CE Primary School
Special Educational Needs and Disability Annual Report for Parents/Carers July 2022
Special Educational Needs and Disability Policy