St Wilfrid's Catholic Primary School

St Wilfrid’s
Catholic Primary School

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SEND & Inclusion


St Wilfrid’s Catholic Primary School

SEND Information Report




Link to school's Special Educational Needs policy can be found here

Link to local offer can be found here


What kinds of special Educational Needs do we Provide for? 

We are proud to be an inclusive school, where all children are welcomed. We provide a nurturing learning environment for all pupils. When a child with additional needs joins our school community we work with parents and professionals to meet the child’s needs. Our staff are knowledgeable about a wide range of SEND, and we endeavour to ensure high-quality provision with professional development opportunities. 

Who is the Special Educational Needs Co-ordinator (SENCo) and how can I contact her?

Our SENCo is Mrs Karen Ellis and she can be contacted at school on 01765 603232 or She is a qualified teacher with over 20 years’ experience and has been a SENCo for eight years.

How do we identify children with SEN and assess their needs?

Special Educational Needs (SEN) is a legal term. It describes the needs of a child who has a difficulty or disability which makes learning significantly more difficult than for their peers. At our school, we believe that early identification of SEND is essential, so that appropriate support can be put in place to ensure that each child thrives. Teachers will identify the needs of children in their care through observation, assessment and analysis of progress. If your child is not making sufficient progress, provision which is personal, additional or different will be put in place. This may include targeted provision through a structured intervention.

For some children, we may make a referral to an external agency for advice and support, such as an enhanced mainstream school (EMS), an educational psychologist or medical services. This would always be done with parental agreement and consent. An Individual Provision Map will outline the child’s strengths and difficulties, provide targets and describe the provision which will support the child to meet their targets. An Inclusion Passport will outline the longer term aims for the child. Occasionally, a child may require a high level of support and we may work with parents and other professionals to request a statutory assessment in the form of an Educational Health Care Plan (EHCP). 

How do we work with parents and involve them in their child's learning?

At St Wilfrid’s Catholic Primary School we value our relationships with parents and carers. We have an open door policy and staff are always happy to speak with you about your children.

We welcome parents to attend termly parents’ consultations, where they can discuss their child’s progress with the class teacher. For children who receive SEN support, additional review meetings will be held termly. At this meeting, the class teacher, SENCo and parents will discuss personal targets, progress and next steps. If professionals from other agencies are involved, they will also be invited to attend. Child’s views will be sought, either at the meeting or through a pupil interview. We will ask parents to share hopes for their child’s future, both short-term and long-term, and plan together how these can be achieved, at home and school. 

For children with an Educational Health Care Plan, an additional child-centred annual review will be held, where the provision for the child is reviewed to ensure needs are still being met.  The information gathered is sent to the Local Authority. North Yorkshire’s Special Educational Needs & Disability Information, Advice and Support Service (SENDIASS) service can provide support for families of children with SEN.  Link available here:


How do we involve children in their own learning journey?

We value the opinions and views of all of our pupils and involve all children in making decisions about their learning. Our school council members are elected annually by their peers and gather the views of peers prior to attending regular meetings. Children with SEND can contribute to learning conversations in a variety of ways, depending on their age and needs. They may be invited to contribute at review meetings, or their views may be gathered beforehand.

At annual review meetings we also follow a child-centred approach.


How do we assess and review the progress made by children with SEN in relation to desired outcomes and how do we involve parents?

Each child’s progress is continually monitored through observation and considered marking of work. Termly assessments provide summative assessment of work covered and progress is rigorously tracked by the head teacher. The SENCo regularly discusses the progress of children with SEND with the head teacher and teaching staff.

In reception, children complete a baseline assessment and progress is measured in line with the Early Years Outcomes. Children from year 1 to year 6 are assessed against expected outcomes in the National Curriculum. At the end of key stage 1 and key stage 2 (ie years 2 and 6) all children are required to be formally assessed.

 If your child is at the end of year 1 or above and is not yet working within the National Curriculum, a more sensitive system called the ‘p’ scales will be used. This monitors progress by enabling small but significant steps of progress to be recognised.

Children who have been identified as needing SEN support will have an inclusion passport indicating strengths, barriers to learning, an overview of provision and parent and child’s views. Individual Provision Maps highlight targets and provision. Parents and teaching staff will discuss progress towards targets at review meetings. Next steps will be discussed and new targets agreed. Interest and strengths outside school will be shared and achievements celebrated.

In accordance with statutory requirements, the progress of children with an EHCP is formally reviewed at the child’s annual review which parents, key staff members and other professionals attend.

What arrangements are made to prepare children as they move through different phases in education? How do we enable our children to become increasingly independent?

Transitions can be stressful for all children and their families, so we ensure that transition arrangement are well-planned. Starting from our early years setting, staff liaise with pre-schools and children attend introductory sessions with parents/carers. There is also a phased entry for our youngest children, ensuring that staff can spend quality time getting to know each child. For children moving to our school we provide transition sessions where the child can meet new staff and class members.

We have close relationships with our secondary schools and work with them to ensure that the children have positive transition experiences. From year 5, children visit local secondary schools to participate in a range of activities. Secondary teachers also visit prospective pupils in their primary setting.

When a child with SEND moves to another school, staff members who know the child well will liaise closely with key staff in the child’s new school and share the Inclusion Passport, which covers key information on the child’s strengths and interest, barriers to learning and strategies and provision which has had a positive impact on progress. Child-centred reviews will ask the child about their goals and future ambitions, which will inform targets.

What is our school’s approach to teaching children with SEND?

We believe that most children with SEND are best supported by inclusive Quality First Teaching: this means high quality support within mainstream lessons so that your child can be fully involved in the learning of the class. Specific resources or strategies may have been suggested by the SENCo or specialist teachers to support this learning in class. All teachers have the highest possible expectations for all pupils and builds on what your child already knows, can do and understand.

Differentiated teaching and learning activities are in place so that every child is fully involved in learning in class. This may include presenting and recording information in different ways (written, ICT or practical); support from a teaching assistant and work set at different levels. Your child’s teacher will have carefully checked on your child’s progress and will have planned the support your child needs to help them make the best possible progress.

On occasions when a programme of study is proven to make accelerated progress we may use intervention groups. Interventions are targeted programmes of study designed to close gaps in learning. They are approved and evidence-based can be delivered 1:1 or with a group. This will require your child to have time out of class to attend the group for a limited period of time (usually half an hour for several days for six to ten weeks) 

For children who require further specialist support, outside agencies may be involved to recommend specialist provision. These services include:

  • Local Authority central services such as the Enhanced Main Stream Provision (schools who specialise in SEND)
  •  Outside agencies such as the Speech and Language Therapy (SALT) Service
  •  Educational Psychologist

We will only request involvement from outside agencies with your consent. The class teacher may then make adaptations to the way your child is supported in class, in consultation with other professionals.

 How do we adapt the curriculum and learning environment to support children with SEND?

 At St Wilfrid’s we regularly consider the quality of our provision for children with a range of needs including Dyslexia, Developmental Co-ordination Disorder, Speech Language and Communication needs, Autistic Spectrum Disorder and Social, Emotional and Mental Health. Staff attend relevant training to ensure that they are able to support children with SEN in a broad and balanced curriculum. Our school provision map details the wide ranging interventions which children can access. We use dyslexia and autism-friendly strategies in our classrooms to make learning more accessible for all children, including those with SEND. We work closely with specialist teachers, occupational therapists, educational psychologists and medical and health professionals to ensure that our learning environment is appropriate for children with learning, physical, medical or sensory needs.

How are staff trained and given the expertise to support children with SEN?

How is specialist expertise secured?

The SENCo regularly attends network meetings to ensure up-to-date knowledge of issues concerning SEN. Staff attend relevant training to ensure that they are equipped to provide high-quality learning experiences for children with SEND. Staff members supporting children with specific needs are given comprehensive training to ensure best practice in supporting the children in their care.

Our school has access to the Local Authority Inclusive Education Service which provides support through a range of services. We work closely with a variety of EMS’ (Enhanced Mainstream School) including Hookstone Chase (Communication & Interaction), Starbeck (Social, Emotional & Mental Health), Rossett (Cognition & Learning), as well as the Autism Outreach Service. Through these professionals we access general training as well as support and advice regarding individual children. We also work closely with a variety of services including Speech & Language therapists, Healthy Child team, Prevention Service and Educational Psychologist.

How do you evaluate the effectiveness of the provision made for children with SEND?

In addition to the termly assessments completed by all children, we evaluate the impact of all interventions with baselines and exit assessments. The information gathered indicates the rate of accelerated progress and its effect on class work. Children’s views are also sought to find out if interventions have impacted positively on how they feel, eg if they feel more confident. Other provision, for example strategies used in quality first teaching, are evaluated through discussions with staff and children, lesson observations, learning walks and through performance management.

The governor responsible for SEND is Jane Allinson, who meets with the SENCo termly. The SENCo also submits an annual report to the Governing Body which includes an evaluation of the effectiveness of provision.

How are children with SEN enabled to engage in activities available with children in the school who do not have SEN?

We are an inclusive school where everyone is valued. All children with SEND are supported to access our curriculum and extra-curricular activities including educational visits, residential visits, extra-curricular clubs and activities and sporting events. Reasonable adjustments are made to ensure inclusion and risk assessments are undertaken for many activities, highlighting any special provision in place to ensure that all pupils can access the activity in a safe manner.


How do we support children's emotional and social development, including pastoral support and measures to prevent bullying?

We firmly believe that children will learn best when they are happy. Children’s emotional well-being is therefore as important as their academic progress. We are a relatively small school and all staff members know the children well, listen to concerns and worries and provide pastoral support when required. Several of our TA’s have training and experience in leading interventions to support social and emotional development including Lego Therapy, Time to Talk, Socially Speaking and Social Stories. Additional pastoral support can provided by Mrs Ursula Watson, our HLTA, who is ELSA trained.

We do not tolerate bullying of any kind (see anti-bullying policy) and seek to support any child who is experiencing difficulties around friendships. By engaging a child’s peers through Circle of Friends, we can support children to build positive relationships and develop in confidence. We regularly seek children’s views through discussions and reviews as well as through the school council.

Sometimes we may seek advice and support from outside agencies such as Starbeck (ems for SEMH), the Educational Psychologist, CAMHS or the Prevention team. Any direct work with your child would be carried out with your consent.

How do we involve other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, to help children with SEN and support their families?

Referrals to outside agencies are only made with parental consent, so if we felt that specialist input would benefit your child we will always contact you to discuss this. We can make a referral to a range of outside agencies who can support children with specific educational needs, including Enhanced Mainstream Schools, SALT and Educational Psychologist.

The SENCo has knowledge of services and organisations which can support families, including SENDIASS (formerly known as Parent Partnership) and NYPACT.

What are the arrangements for handling complaints from parents of children with SEN about the provision made?

In accordance with statutory requirements, our governing body has a procedure to deal with complaints about the school and any facilities or services that the school provides, including provision for children with SEND. If you have a concern about the provision being made for your child, we would encourage you to make an appointment to see your child’s class teacher and/or the SENCo as soon as possible. We are keen to work with parents, carers and children to resolve issues as quickly as possible to avoid escalation. Should your complaint remain unresolved after informal discussion and negotiation, we would direct you to our formal complaints procedure. In such cases, you may find it helpful to contact SENDIASS who can provide you with confidential and impartial advice and support.


Code of Practice 6.79

'The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their websites about the implementation of the governing body's or the proprietor's policy for pupils with SEN. The information published must be updated annually and any changes to the information occurring during the year must be updated as soon as possible. The information required is set out in the draft Special Educational Needs (Information) Regulations and reflects the information required for the local offer'.

Schools should ensure that the information is easily accessible by parents and is set out in clear, straightforward language. This should include information on the school's SEN policy, named contacts within the school where parents have concerns and details of the school's contribution to the local offer. In setting out details of the broad and balanced. curriculum provided in each year, schools should include details of how the curriculum is adapted or made accessible for pupils with SEN.