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  /    /  SEN

Wellsprings School Offer for Special Educational Needs and Disabilities

Partnership with parents plays a key role in enabling children and young people with Special Educational Needs and Disabilities (SEND) to achieve their potential.
The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them.  All parents of children with  SEND are treated as partners and supported to play an active and valued role in their child’s education.
Children and young people with SEND are encouraged to express their views about what sort of support they would like to help them make the most of their education.  They are encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, reviews and transition processes as appropriate, taking into account their maturity and understanding.​
The Governing Body produce an annual review of SEND. Here is our most recent review: ​​Wellsprings SEND Report 2020


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 Price-Bates, the Special Educational Needs Coordinator (SENCo).

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 de Wilton for KS2.

There is a Governor (Shirley Chapman) 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.  Nicky can be contacted on 07774 4335758.​

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 SENCo, who may make further suggestions for support or carry out some more detailed assessments.  The SENCo 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 SENCo 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 SENCo 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

This graduated response to the needs of pupils in Wellsprings can best be explained by looking at the Provision Map or SEN Policy.

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 SENCo 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.
  • We also have a counsellor (Paul Alexander) available on a Monday.

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 SENCo 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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