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Wellsprings School Offer for Special Educational Needs and Disabilities

Inclusion Lead (SEND Lead): Mrs Jane Holcombe       SEND Governor: Mrs Tricia Budd
All staff at Wellsprings Primary School are committed to providing the best learning opportunities for all children. We are an inclusive mainstream school, working with parents and a range of professionals to ensure the best education for each child.

Every child is an individual and at some point in their school journey may require additional support to enable them to progress, whether short or long-term. The support given is carefully matched to meet the child’s needs in collaboration with parents and carers.

If a parent or carer has any concerns about their child’s needs, their first point of contact is always the class teacher.  All class teachers are supported by the school Inclusion Lead Mrs Holcombe and Senior Leadership Team.

Please open the documents below to find out more about our support for pupils with special educational needs and disabilities.

SEND Policy

Parent Booklet

SEND Report

Accessibility Plan


Who are the best people to talk to if I have concerns about my child? How can I let the school know if I am concerned about my child's progress?

The class teacher is responsible for overseeing your child’s education and there will be opportunities each term to discuss progress.  In addition teachers are available after school most days for brief discussions, or an appointment can be made if a longer time is required.

If your child is having additional support, or you wish to discuss your concerns, you can make an appointment to see Mrs Holcombe, the Inclusion Lead.

If you feel matters are not resolved then you can make an appointment to speak to the appropriate KS Coordinator – Mrs Marshall for KS1 and Mr Jones for KS2.

There is a Governor (Trisha Budd) whose responsibility is for SEN, and she can be contacted through the school office.

The school has a Parent and Family Support Worker (Nicky Hatton) who is also available to support you and your child with home or school issues.

2. How will the school let me know if they have any concerns about my child's learning?

If there are concerns about how your child is progressing the class teacher will discuss these with you.  If the class teacher has continued concerns they will discuss these with the Inclusion Lead, who may make further suggestions for support or carry out some more detailed assessments.  The Inclusion Lead will then invite you to come in and discuss the results of the assessments and a plan of action will be put in place.​

3. What are the different types of support available for children with SEN in Wellsprings School?

Excellent classroom teaching: known as Quality First Teaching.  This means that the teacher uses a range of teaching and learning styles and that appropriate learning objectives are set to meet the needs of the children.

The children may have some additional support in small groups from teachers or teaching assistants at different times.

If your child requires additional support that is beyond what is normally available in the classroom, there are a variety of specific interventions that are delivered by trained staff.  These will usually be short-term interventions put in place to help maintain or boost their progress.  Details of some specific interventions in literacy, maths and social and emotional skills can be viewed by following the links to the highlighted words.

Individual Literacy Support (ILI)
Wave 3 Maths
Talking Partners
Time to Talk
Listening Skills
Quiet Room
Socially Speaking
Social Skills
Learn to Move, Move to Learn
​Plus 1 & Power of 2

4. How is extra support allocated to children and how do they move between the different levels?

In order to help children who have special educational needs, the school adopts a graduated response that recognises there is a continuum of special educational needs and brings increasing specialist expertise to bear on the difficulties that a child may be experiencing.  The SENCo has responsibility for ensuring that the school keeps records of the steps taken to meet the needs of individual children.

Monitoring children’s progress

The school’s system for observing and assessing the progress of individual children provides information about areas where a child is not making adequate progress.

These reviews may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class.  The Inclusion Lead may suggest additional support to help within the classroom or some short term intervention.  If progress is not improved, further assessments may be carried out by the Inclusion Lead or a referral made to outside services.  Parents will be consulted at all stages.

Adequate progress can be defined in a number of ways.  It might be progress which:

  • closes the attainment gap between the child and their peers
  • prevents the attainment gap growing wider
  • is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
  • matches or betters the child’s previous rate of progress
  • ensures access to the full curriculum
  • demonstrates an improvement in self-help, social or personal skills
  • demonstrates improvements in the child’s behaviour

5. What specialist services are accessed by the school?

When a child has a specific difficulty that needs additional support that cannot be provided by the staff in the school, the Inclusion Lead will liaise with other services:

  • We have an Educational Psychologist allocated to the school.
  • There are Learning, Visual, Hearing, Physical Impairment, Medical as well as Social and Emotional Advisory Teachers employed by County that can be accessed by the school.
  • Children and adolescence mental health services (CAMHS), speech and language therapists, occupational therapists or physiotherapists are accessed through referral.

6. How accessible is the school environment?

The school site is accessible to wheelchair users with ramp alternatives to steps around the site and a lift in the entrance to access the first floor classrooms.  We also have a fully accessible toilet with hoist and changing facilities.

7. How will the school support transitions to new settings?

When children move on to a new setting, including secondary school, the school will liaise with the new school’s Inclusion Lead and information is shared.  For children who have a Statement of Education and health Care Plan a representative from the new school will be invited to the annual review.

For children in Year 6 there are opportunities for additional visits to the new school during the final Summer term.

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