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School Offer: SEND information Report










(for every child)

  • First Quality Teaching
  • Differentiated targets to meet each child's needs and offer them challenge
Additional Support
  • additional needs
  • SEN
  • Catch up
  • More able

  • Targeted provision in small groups or 1:1
  • Focused clubs
  • External opportunities
  • Targeted Support (following advice from outside agencies) 



  • Targeted provision in small groups or 1:1 following advice from external agency
Specialist Support
(individualised, targeted support with specialist support from outside agencies)

  • 1:1 support
  • Education, Health & Care Plan (EHCP)
  • ENF







Laura Pezeshkpour

I analyse the data to ensure that every child is making progress and that those children with additional needs are supported appropriately.
I am the Lead for Children Looked After.





Ben Reader 


I am a member of the DSPL2 board which is based in Stevenage. We designate funds and provision locally to help all children and families  who need extra support .


Here is a link to the website which offers more information 


Christina Anderson

Inclusion Leader


I support staff, children and families on a day to day basis with SEND issues.
I network with other SENCOs/INCOs and contact external agencies as needed, for advice and support for our children.
I monitor targeted provision and their impact.
I am trained to deliver Autism Spectrum Condition training to other professionals.
I lead the TA team.





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Each teacher is responsible for the progress and well-being of every child in his/her class, including children with SEND.

All staff at Woolenwick are responsible for raising attainment for all children.

Kirsty Groves

Individual and group work to boost self-esteem; work on friendships and social skills etc

• Lets Get Gardening



Theresa Bond

• Wellcomm (targeted provision programme)

  with Nursery & Reception

• Speech and Language Therapy with Nursery & Reception

• Bright Stars

• Closing the Word Gap with Reception

• ReadIt2 with Reception



Judith Fulleylove

• Closing the Word Gap with Reception

• ReadIt2 with Reception



 Eleena Ehiosun

•Speech and Language Therapy with Year 1 & Year 2


 Dawn Chamberlain

FFT with Year 1

 Jan Vickers

• Fischer Family Trust with Year 1




Usha Dhorajiwala

• More Able Readers/Writers opportunities, eg Festival of Words



 Vicky Wilson 


  •  ASC (Autism Spectrum Condition) Lead 
  • I am trained to deliver ASC level 1 training



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How does the school know if children need extra help and what should I do if I think my child may have special educational needs?

  • The attainment and progress of all pupils is monitored frequently and consistently.
  • All children are discussed termly during learning meetings. Children falling behind age appropriate expectations will usually be identified through these pupil progress meetings. Learning meetings involve the class teacher and the senior leadership team. Special Educational Needs and Disabilities (SEND) meetings involve the class teacher, the Inclusion Co-ordinator (INCO), Christina Anderson and the Family Liaison Worker (FLW), Jackie Birch.
  • Those children are highlighted to all adults working with them.
  • High quality teaching, targeting the areas of weakness, is put in place and the child’s progress monitored.  
  • Parents are informed of this at parent consultation meetings or earlier if necessary e.g. through day to day conversations and meetings.
  • If progress continues to be less than expected it may be necessary to put in place additional support and a thorough assessment of a child’s needs takes place.  This will be supported by the SENCO/ INCO and includes views of the parents and child concerned.  
  • If there is an indicator of a range of learning difficulties then the child is recorded as having special educational needs (SEN).  Parents are informed and involved throughout this process.  
  • Parents who are concerned that their child may have SEN issues should, in the first case talk to their child’s class teacher, who can advise them on next steps or ask for support from the Inclusion Co-Ordinator (INCO), Special Educational Needs Co-Ordinator (SENCO) or Family Liaison Worker (FLW).


How will school staff support my child?

  • If a child has been identified as making less than expected progress, the first response is high quality teaching, skilled differentiation, targeted at their areas of weakness.
  • If progress continues to be less than expected, it may be necessary for the teacher to organise additional support or targeted intervention.  This support could be extra group or individual support led by a trained adult. Different teaching resources may be used.  This will usually take place within the classroom as part of the lesson to maximize the impact.
  • Interventions can range from a short daily session to longer less frequent sessions a week depending on the need of each child.  It is the teacher’s responsibility to provide for children with SEN in his/her class and to follow the school’s policies and procedures for identifying, assessing and making provision to meet those needs. 
  • Where the interventions involve teaching away from the main class, the teacher still retains responsibility for the child and works closely with support staff to plan and assess the impact of the interventions and how they can be linked back to classroom teaching. 
  • The INCO provides advice, monitoring and links with outside agencies. 
  • There is a link school governor for SEN who oversees the school’s work with SEN and ensures the quality of provision is regularly monitored.


How will I know how my child is doing?

  • High expectations of each child in their class coupled with quality first teaching and skilled differentiation usually ensures that children are making at least expected progress and frequently higher than expected progress. 
  • However, some children still require additional support in spite of this.  Where a child requires additional support, parents are informed and targeted intervention is put in place.
  • This support is monitored closely by both class teacher and INCO and regularly modified.
  • Most interventions take place over 1 or 2 terms and progress is reported back to parents at parent consultations or more regularly if needed.
  • The effectiveness of the school’s provision for children with SEND is evaluated, reported to governors and monitored by OFSTED.

How will the learning and development provision be matched to my child’s needs?

  • A detailed assessment takes place each term, which draws on the teacher’s assessment and experience of the child; his/her previous progress and attainment; his/her development in comparison to his/her peers; the views and experiences of parents and the pupil’s own views.
  • This ensures that any barriers to learning are identified and effective provision suited to a child’s specific needs is implemented to yield the most impact. 
  • Children are supported to understand why support is in place.

What support will there be for my child’s overall well being?

  • All staff are trained in Protective Behaviours.
  • Robin Atkinson provides support for children’s social, emotional and mental health needs, individually and in small groups, depending on need.
  • The school runs Bright Stars programme, which promote self-confidence, self-esteem and independence as well as Mindfulness sessions.
  • The school has a consistent behaviour policy, which is published on the school website. We follow the Hertfordshire Steps procedures.
  • The school adheres to the statutory guidance ‘Supporting pupils at school with medical conditions’ and all medication is kept in a secure place and is only administered by designated people.
  • Individual health care plans are written for children with medical conditions and shared with all staff that work with the child, including lunch time staff.
  • Our designated school nurse, works together with parents and staff to meet a child’s health needs. In some instances, this will require referring a child to access a specialist support service.
  • Our assigned Speech and Language Therapist, Steph Hallman, works very closely with the school, training staff, advising staff and supporting children.

What specialist services and expertise are available at or accessed by the school?

  • We have 7 full-time teachers, one part-time teacher, 4 Nursery Nurses and 12 full-time and 2 part-time Teaching Assistants. The SEN team is led by the Inclusion Co-Ordinator (INCO), and the Special Educational Needs Co-Ordinator (SENCO.)
  • All SEN staff have undergone training recently in different areas of SEN to develop specialisms to ensure that there is a wide range of skills and expertise in all areas of SEN.
  • Specialisms include behaviour support, autism, specific learning difficulties, literacy and maths interventions, reading intervention, gross and fine motor skills difficulties, speech & language and signing.
  • The school can directly refer a child to the link Educational Psychologist; the link Speech Therapist, Steph Hallman and the link School Nurse.
  • The school can also access outreach services, external agencies and support groups to support children and their families.


Outreach services


External agencies by referral


Parent & Family Support

  • Educational Psychologist
  • Speech & Language Therapy
  • Communication and Autism Team
  • Early Years Team
  • Children’s Centre support
  • Visual Impairment Team
  • School Nurse
  • Medical services
  • Behaviour support
  • SEND team
  • Attendance Team

What training have the staff, supporting children with SEND, had or are having?

  • All staff are trained in Safeguarding.
  • There are four designated staff (DSPs) for safeguarding concerns: Usha Dhorjiwala (HT), Laura Pezeshkpour (DHT/ SENCO), Ben Reader (AHT) and (from Nov 2017), Christina Anderson (INCO).
  • All staff are trained in First Aid with specially trained paediatric first aiders in Early Years.
  • Diane Busby and Christina Anderson (INCO) are trained to deliver Autism Spectrum Condition training to other professionals.
  • Laura Pezeshkpour is trained in Wellcomm assessment. Children’s language needs are assessed in Nursery and Reception and appropriate provision implemented. Wellcomm
  • Other staff have been trained in speech and language support, autism, dyslexia, dyscalculia, literacy and maths interventions, reading intervention, behaviour strategies, signing, Communication in Print, attachment issues, working memory and gross and fine motor skills difficulties.
  • The SENCO has completed the National SENCO Award.
  • Training is refreshed regularly and all opportunities for additional training are sought to ensure that staff have an up to date working knowledge of SEND issues and current legislation.

How will you help me to support my child’s learning?

  • Parent’s Consultation Meetings are held each term to keep parents fully informed of their child’s progress.
  • An annual report is written for each child in the Summer Term.
  • Parents are involved in reviews, where extra support has been put in place, and their views are sought at each opportunity to help support their child’s learning.
  • Children are set homework regularly each week, which will involve reading and at least one piece of literacy, maths or topic work, so that parents are able to see what their children are able to achieve independently and support them with their learning if necessary.
  • Topic letters are handed out each term so that parents are informed which topics will be covered.
  • A ‘new to year group’ meeting is held for all parents at the beginning of each year group.
  • Parents are invited in to meet their child’s new teacher informally after school (open afternoon).
  • Parents are invited to join in with activities, learning, festivals and assemblies throughout the year.
  • Information meetings are held for all parents of children receiving the ELS intervention.
  • Information/ training sessions for parents are held annually regarding guided reading and phonics.
  • Information/ training sessions for parents are held annually regarding Numicon maths resource.
  • In the Foundation Stage, informative evenings for parents are held on all aspects of their child’s education and continue throughout the key stages with phonics training for parents in KS1.
  • The school has access to a wide range of support from local agencies and services and is able to signpost parents effectively.
  • Coffee mornings are held termly, where parents have the opportunity to chat with the Inclusion Co-Ordinator (INCO) and Special Educational Needs Co-Ordinator (SENCO).
  • Outside agencies are invited to attend these events to provide parents with advice and information about services and specific needs.

How will I be involved in discussions about and planning for my child’s education?

  • There are formal occasions, such as Parent’s Consultation Meetings, where parents are involved in discussions about their child’s education.
  • Parents are informed if their child is having any interventions and given information about them such as who is leading the intervention and what it involves.
  • We have an ‘open door’ policy where parents are usually able to speak to a teacher before or after school to pass on a quick message/ piece of information or else arrange a meeting, where a longer discussion may be needed.
  • Working parents are able to telephone to arrange for a teacher to call them back or email, via the school office, if there is a particular issue they wish to discuss.
  • Parents are represented on the school governing body.
  • Parents of children with SEND are regularly involved in discussions through reviews with the Inclusion C0-Ordinator (INCO), Family Liaison Worker (FLW), class teacher and other professionals, where appropriate.

How will my child be included in activities outside the classroom including school trips?

  • For all school trips, a risk assessment is undertaken to ensure that each child is kept safe from harm.
  • All children with SEND are included on all school trips and, when appropriate, additional staff are deployed.
  • Parents are consulted to ensure full participation and active engagement of all children.
  • Where the outings are run by outside agencies they are made aware of each child’s needs so that they deal with them in a sensitive and appropriate manner.


How accessible is the school environment?

  • The school is fully compliant with the Equality Act and reasonable adjustments are made for all children with SEND where necessary.
  • The building is fully wheelchair accessible and has disabled changing, shower and toilet facilities.
  • Specialised equipment is provided where appropriate for children with SEND needs and advice is sought from the appropriate medical/health professionals to ensure all children’s health and physical needs are catered for within the school environment.

Who can I contact for further information?

  • Please contact the school’s Inclusion Co-Ordinator (INCO), Christina Anderson, with any questions, concerns about your child or for advice and support.
  • You may feel it is more appropriate to speak to your child’s teacher with any initial queries.  
  • If you wish to make a complaint the school has a complaints procedure which is available from the school office.


How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

  • There is a detailed transition programme in place for children new to the school, moving to new classes or leaving the school.  Please refer to our school prospectus.
  • The level of support offered is dependent on each child’s needs, age and development.  
  • If you have any concerns that your child is worried about in terms of induction or moving on, please contact the class teacher.

How are the school’s resources allocated and matched to children’s special educational needs?

The school has an amount identified within its overall budget called the notional SEN budget.  This is used for resources to support the progress of children with SEN. This is used to:


  • employ Teaching Assistants to meet the needs of children with SEN
  • buy specialist equipment, books or stationary
  • provide specialised training for staff


Where a child requires provision which exceeds the nationally prescribed threshold, additional, top-up funding can be applied for through the local authority. This is called Exceptional Needs Funding (ENF).

How is the decision made about how much support my child will receive?

  • The amount and type of support offered to a child is determined by a detailed analysis of a child’s needs, barriers to learning, stage of development, parental views, his/ her own views and in consultation with the class teacher.
  • This support is reviewed regularly with amendments being made to the programme of support. Interventions typically last between 1 and 2 terms with the emphasis being on early identification and targeted effective support to minimise any long term need for additional support.


How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability?




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Summer Term Newsletter No.4 28/05/2021

The Fourth Summer Term Newsletter is now available to download


Summer Term Newsletter No.3 18/05/2021

The Third Summer Term Newsletter is now available to download 


Summer Term Newsletter No.2 07/05/2021

The Second Summer Term Newsletter is now available to download