The School’s special educational needs co-coordinator (SENDCo) is Mrs D. Chesters and the special needs administrator is Mr G. Jones.
The following documents detail the provision for special educational needs at Whitchurch including access to external support agencies.
Equality & Accessibility Scheme and Policy 2023-2026
Supporting SEND Children Across the Curriculum
At Whitchurch Primary School, we are committed to providing support for every child, regardless of their individual needs. Our aim is to help all pupils achieve the highest levels of success within the National Curriculum, while recognising that some may require modifications and additional assistance to reach their full potential. Our approach is aligned with current policies and the SEND Code of Practice (2015), ensuring we meet statutory duties and provide a nurturing, inclusive environment.
Our Objectives
- Access to Curriculum and Activities: Ensure all pupils have equal access to a broad, balanced curriculum and full participation in school life.
- Support for Pupils with SEND: Provide high-quality, tailored support to help every child achieve their best.
- Teacher Awareness and Adaptability: Ensure staff are aware of and sensitive to the diverse needs of pupils, adapting teaching methods as needed.
- Building Confidence and Self-Esteem: Empower children to grow in confidence and resilience.
- Working in Partnership: Collaborate with parents/carers, pupils, and external agencies to support children effectively.
- Early Identification: Identify children who may need support as early as possible to ensure timely and appropriate provision.
- Providing Suitable Provision: Deliver appropriate support and resources to allow pupils to develop their strengths and access the curriculum.
- Promoting Inclusion and Achievement: Fully include pupils with SEND in all aspects of school life and celebrate their successes.
- Encouraging Independence and Self-Worth: Foster independence and pride in personal progress across all ability levels.
- Fostering a Sense of Achievement: Ensure every child experiences success and has opportunities to feel proud of what they achieve.
Promoting Inclusion and Achievement
- We ensure that all children with SEND are fully included in all school activities, promoting the highest levels of achievement for everyone.
Encouraging Independence and Self-worth
- We promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
Fostering a Sense of Achievement
- Finally, we believe that every child is entitled to a sense of achievement, and we are committed to providing opportunities for every child to experience this.
SEND Support and Provision
Our SEND provision is led by the SENCO, who attends regular training, leads termly reviews, and supports staff in identifying and meeting needs. The SENCO reports to the governing body on SEND provision.
We work closely with external agencies such as the Communication and Interaction Team, CAMHS and the NHS (school nurse), to ensure pupils’ wider needs are met. Our Special Needs Advisory Support Teacher (SNAST) carries out assessments and advises on provision for more complex cases.
Children have SEN Support Plans that outline their needs, targets, and strategies. These are reviewed termly. Where needs are more complex, we support families through the process of applying for an Education, Health and Care Plan (EHCP), working with educational psychologists and other professionals where appropriate.
Teaching, Learning and the Curriculum
We believe in inclusive education where all children learn alongside their peers. We make reasonable adjustments to teaching approaches, the learning environment, or curriculum content to remove barriers to learning.
Our curriculum is enriched with additional activities that support social, emotional, and academic development. This includes outdoor learning, creativity-based projects, and interventions to build personal and academic skills.
Equality and diversity
Diversity is actively celebrated in our curriculum and throughout the school environment. Our resources and teaching reflect a range of cultures and perspectives. Technology (e.g. iPads, laptops) and outdoor spaces are used creatively to support inclusive learning.
Adaptations for Students with SEN
- Inclusive classroom strategies through Quality First Teaching.
- Targeted group support from external agencies (e.g. social communication groups).
- Individualised 1:1 interventions for more complex or long-term needs.
- ELSA-led sessions to support emotional and social development.
- Use of assistive technology, visual aids, and alternative resources.
- Creative and sensory learning experiences to boost engagement.
- Assessment strategies that highlight strengths as well as needs.
- Access arrangements for statutory assessments, such as extra time or a reader.
Identifying and Assessing Children with Special Educational Needs
We monitor each child’s development closely from entry. Our teachers and SENCO use observations, assessments, and tracking systems (e.g. Little Wandle phonics assessments) to identify needs early. We involve parents in every step of the Assess – Plan – Do – Review cycle.
Short Notes and SEN Support Plans are used to document needs and strategies. Where appropriate, we gather professional advice and initiate EHCP requests for those needing a higher level of support.
Whitchurch Primary School is committed to ensuring that every child, regardless of need, receives the support required to thrive. By working together with families, staff, and professionals, we strive to provide a high-quality, inclusive education that enables each child to succeed and feel valued.
Public Sector Equality Duty Statement
(Part of the Whitchurch Primary School Equality & Accessibility Scheme and Policy 2023–2026)
At Whitchurch Primary School, we are committed to promoting equality, celebrating diversity and eliminating discrimination in all its forms. Every member of our school community is valued, respected and supported to achieve their full potential.
Our approach is rooted in our school values of Excellence, Courage and Respect, and our mission:
“To provide an innovative, safe, and caring learning environment where children thrive as well-rounded, respectful individuals prepared for life as confident global citizens in an ever-changing world.”
Our Legal Duty
Under the Equality Act 2010, Whitchurch Primary School has a statutory duty to:
- Eliminate discrimination, harassment and victimisation.
- Advance equality of opportunity between people who share a protected characteristic and those who do not.
- Foster good relations between people who share a protected characteristic and those who do not.
The protected characteristics are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, and sexual orientation.
Our Equality Objectives 2023–2026
To fulfil our duties under the Equality Act, we have identified the following objectives, which are reviewed annually by governors and published as part of our Equality & Accessibility Scheme and Policy:
- No child will be excluded from clubs, workshops or trips for financial reasons.
- Attendance will be monitored to ensure no group of pupils is disadvantaged.
- Attainment gaps will continue to narrow for pupils with SEND, EAL, Pupil Premium and for the most able.
- Pupil achievement will be monitored and analysed by race, gender, disability and socio-economic factors to identify and address inequalities.
- Staff training (including SEND, dyslexia, autism, ADHD, gender identity and equality awareness) will ensure all pupils receive the best support.
How We Promote Equality
We promote equality and inclusion by:
- Embedding equality principles across our curriculum, teaching and leadership practice.
- Providing training for all staff on inclusion, safeguarding and unconscious bias.
- Monitoring outcomes, attendance and participation for all pupil groups.
- Ensuring all recruitment, professional development and disciplinary procedures are fair and equitable.
- Actively promoting a culture of respect and belonging through assemblies, curriculum work and community partnerships.
