1. How does the school know if a child needs extra help? What should I do if I think my child may have additional needs?

At Wolverham, we monitor all children’s progress and attainment throughout every lesson and also through dedicated assessment weeks each term. We are aware that all children have different starting points and therefore track children systematically across the school using our whole school assessment system – Symphony. All of the lessons taught at Wolverham are differentiated to meet the needs of the children in the class and children are expected to make progress across all lessons.

When a teacher or a parent has raised concerns about their child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENDCO. After assessment weeks, the Senior Leadership team, led by Mrs Webb, analyse data and identify children who are not making as much progress as we feel they should and additional English and Maths sessions are planned to target specific children. The teacher will discuss your child’s progress with you at our termly parents’ meetings or sooner, when you will be informed of your child’s progress and any additional support being given.

If your child is then identified as not making progress, the school will make a decision about whether to monitor this or set up an intervention group and will inform you. These groups may take place for a short period or over a longer period of time. If you have any concerns, we would always recommend you speak to your child’s class teacher initially, and at the earliest opportunity.

At Wolverham, we have an open door policy and welcome and encourage liaison with parents/carers as partners with your child’s learning.

2. How will school support my child? What additional needs are provided for at Wolverham?

The SEND code of practice identifies 4 main areas of need:

  • Cognition and learning

  • Communication and interaction

  • Social, emotional and mental health

  • Physical/ and or sensory needs.

At Wolverham, children are supported in all 4 areas of need and we strive to be an inclusive school. Staff regularly attend training and share their expertise when they return to school. Recently, staff have accessed SCERTS training (autism awareness), Catch-up Maths intervention and attended an advice workshop from the local speech and language service.

A child who wishes to join our school who currently has an education and healthcare plan will have their plan sent to the school and parents are usually invited in to discuss their child’s needs. We will work alongside parents to identify whether we are the most suitable setting for their child and will take advice from both external professionals and the local SEN team (based at Civic Way, Ellesmere Port). Children who enter school with an education and healthcare plan or statement will take part in a detailed transition including an action for inclusion meeting and usually a home visit (particularly in the early years).

Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that work is adapted to enable your child to access their learning as independently as possible.

All classes in school have a class based teaching assistant for English and Maths lessons. These assistants can, and will, implement the teacher’s modified/adapted planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups if it is deemed that this is appropriate.

Children who have been identified as having additional needs are tracked and monitored vigorously by the Senior Leadership team through our normal assessment procedures. Individual and small group assessments are monitored by the SENDCO with start and end assessments taking place along with open discussion throughout the course of the programme. Adaptations are made whenever needed to ensure that the full needs of the pupils are met.

The Governing Body receive a termly SEN overview and report from the SENDCO which details the provision and identifies the numbers of children with SEN in each cohort (year group). There is also a link SEN Governor (Kate Thorn) who meets regularly with the SENDCO during the school year to discuss and monitor the provision we provide is of high quality and consistent.

Occasionally, children will be identified as needing additional support above and beyond that provided in the classroom. School will provide additional support from the budget for a child using funding that is calculated on a range of factors including levels of FSM and achievement at the end of the Foundation Stage.

Some children may require further support and school can apply for additional funding to support your child. This funding will be a ‘top up’ to the school budget. This is decided by a panel of people who meet monthly and includes headteachers, SEN consultants and other professionals.

If it is decided that your child requires additional funding, school will liaise directly with parents to discuss the best approach to ensure that your child continues to be included in Wolverham Primary School and we work together to reduce barriers to learning and achievement.


3. How will the curriculum be matched to my child’s needs?

Class Teachers plan lessons according to the specific needs of all groups of children in their class and will ensure that work is adapted to enable your child to access their learning as independently as possible.

Our curriculum follows a thematic approach which means all lessons are usually linked to an overarching topic. This allows learning to be differentiated easily and linked across lessons to provide further support and consolidation for children who may find learning more difficult.
Our Inclusion policy can be found on our school website.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?

All children at Wolverham are tracked using our school’s assessment schedule; this takes place at least 3 times a year. Children are continually assessed through each daily lesson and areas for development are highlighted and worked upon. Progress is currently assessed using Symphony grids which carefully track individual children’s progress towards the end of year expectations. These are available to view by parents at any time. Children who are not yet accessing the national curriculum are assessed using p-scales at present although this is due for review in December 2016.

For children who identified additional needs, the class teacher will meet with parents/carers at least three times a year to discuss their needs, support and progress and the SENDCO can attend this meeting if required. This is usually to discuss progress towards targets that have been set on an Individual Education/Behaviour plan and using the Cheshire pupil profile. Targets will be reviewed alongside parents, and children as appropriate, and new targets discussed. Children who are in receipt of additional funding have both long and short term outcomes that are agreed at each annual review and these are regularly referred to, to ensure progression towards these targets is ongoing.

If children are not making expected progress, the SENDCO will identify why, alongside the class teacher, and new targets will be adjusted. We may seek external support to offer further advice to support your child.

We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or SENDCO and discuss how your child is getting on. This academic year, afternoon appointments are the best time to see Miss Ogden as she is out of class. We can offer advice and practical ways that you can help your child at home depending on the individual needs of your child.

We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs.

If your child has complex SEND, they may have an EHC Plan (Education Health Care Plan) which means that a formal Annual Review will take place to discuss your child’s progress and a report will be written. Some children may currently have a Statement of Additional Needs but over time, this will be transferred across to an EHC (by April 2017). This can also be done at a six monthly review if changes to circumstances occur or concerns arise from school or parents.

Parents and children are always invited to an annual review and will be asked for their input both before and during the review process. We will look over your child’s outcomes (both long and short term) and discuss the progress that has been made. Then we will look at what aspirations you have for your child for both the forthcoming year, and in the longer term. Cheshire West and Cheshire have also produced an ‘Our Story’ which is for parents to share the child’s background and history and this is updated each year. Miss Ogden, or one of our learning mentors, are available to support parents in writing this.
Younger children will have a home school book that is completed by the 1:1 support assistant who works with your child if they have an EHC or Statement of Special Needs. They will also be met at the classroom door by their 1:1 at both the start of school and home time to allow discussion between school and parents/carers (if needed).

Evaluating our provision

At Wolverham, we constantly strive to improve and support all children in achieving their full potential. Each child is viewed as an individual and our SEND provision is monitored closely by both our SENDCO and governors. We regularly evaluate all additional support that is in place, including intervention sessions, and analyse data to identify what has been successful. Teaching assistants feedback termly to the SENDCO about children they have supported and whether their needs have been addressed.

Children who have 1:1 support have their own tracking folder which is kept within their classroom. This highlights individual interventions that are taking place and a reflection afterwards. Records of intervention and some samples of work are also kept in these folders.

At the end of each term, data is analysed for all cohorts and individual children to identify those who have not made expected progress. Staff complete pupil progress grids which are evaluated with the senior leadership team and the SENDCO is regularly involved in these discussions. 

5. What support will there be for my child’s overall wellbeing?

Wolverham is an inclusive school: we welcome and celebrate diversity. All staff appreciate the importance of children having high self-esteem in order to achieve positive well-being and we strive for children to feel safe and secure when in our care.

The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class;  this would be the parents’ first point of contact. Children who are allocated a 1:1 teaching assistant through additional funding, will also work closely with them. If further support is required, the class teacher can liaise with the SENDCO for further advice and support.

We currently have a team of learning mentors including Miss Turner, Mrs Walker, Miss Ashworth and Mrs Collier. They work closely with many of our children and their families. They offer support and guidance to overcome barriers to learning and are highly regarded within the school community. They can be contacted through the school office.

All of our teaching assistants have a first aid qualification and are able to administer medication to children that has been prescribed by a doctor. This medication must be labelled clearly with the child’s name and the date on which it was prescribed. If medication is to be given in school, a form must be completed in the school office. Medication that has been delivered is recorded and securely kept in school.

Children who have asthma keep their inhalers in the teacher’s storeroom in their classroom. This is given to the children by the teaching assistant within their classroom or they may self-medicate if this has been previously approved. 

6. What specialism services, experience, training and support are available at or accessed by the school?

• In the first instance, the SENDCO will support the class teacher in planning for children with SEN.
• The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND.
• As a school, we work very closely with a wide range of outside specialist agencies and have a very good working relationship with all of these. We currently work with:

• Educational Psychology Service – Dr Lisa Edwards
• Speech and Language Service – Celia Brandon
• School SEN consultant – Julie Davies
• Behaviour Support Service – Gary Terretta
• School Health (Nurse) – Jessica Hunt
• School Health (Doctor) Dr R Fowler
• Through these we also have links to CAMHS and Occupational Therapy

• If your child needs referring to these agencies, the SENDCO will liaise closely with them to refer and you will be given a copy of this referral. Your permission will always be sought before a referral is made and we will always explain why we are seeking advice from an outside agency.

Usually, a report is then written and the advice is followed in school on a programme of work to support your child. This is often administered by teaching assistants in school and monitored by the SENDCO.


7. How are staff trained to support children with SEND?

  • We are part of a partnership of schools in Ellesmere Port that are committed to providing a wide range of training for both teachers and teaching assistants to ensure our children have access to a range of high quality support materials. We belong to the Ignite teaching alliance.

  • Through regular staff meetings, all staff ensure their own professional development is kept up to date and access training on SEND issues such as autism spectrum disorder and administering medication to children.

  • Individual teachers will also access training specific to children in their class such as the use of Makaton as a means of communication.

  • Our teaching assistants are also trained in a range of small group and 1:1 interventions including supported reading programme, 1:1 literacy programme called FFT Wave 3 and Rapid Maths.

  • In the last academic year, staff have been trained using precision teaching to support individual children with English and spelling difficulties.

  • We employ a full time speech therapist (S Mainwaring) who works primarily within our foundation stage.

  • School also employ a specialist dyslexia teacher, Mrs Tolley, who works with individual children on targets that have been discussed and identified by the class teacher. 

8. How will my child/young person be included in activities outside the classroom including school trips?

• All children are included in all elements of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful whether this be through a parent/carer supporting with a child or their 1:1 support assistant coming along with us.
• A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety is considered and this will often be shared with parents.
• In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
• We will always liaise with parents in the first instance about forthcoming trips and residential visits. All children at Wolverham, from Year 1 upwards, have the opportunity to go on overnight trips for a differing amount of time. 

9. How accessible is the school environment?

  • Our school is built on one level and is fully compliant with DDA requirements. There are 4 disabled toilets within the school building (one in Foundation Stage, one in the main entrance area, one in Key Stage 2 and one in the Learning Centre.).

  • We are fortunate to have an increasing number of families join our school community with English as an additional language (EAL). Mrs Bond, HLTA and Mr Keegan (year 1 teacher) co-ordinates the support for these families and liaises closely with the Cheshire West team to access a range of resources to allow families to become completely integrated into school.

  • Children who join our school with EAL receive additional support in learning English through small group intervention. Our school based speech therapist also offers advice and guidance to teaching assistants working with identified pupils.

  • Many children who have joined with little English have succeeded and attained highly in our school with two pupils having been awarded full scholarships to private schools in Chester at the end of Key Stage 2.

    • We liaise closely with our school doctor and the occupational therapy service at the Countess of Chester to identify additional support to aid children with additional needs that require changes or extra resources being purchased. 

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

Starting at Wolverham in Foundation Stage:

We would always encourage children and families/carers to visit any school before applying for a place and even more so if your child has additional needs. We recognise that moving to a new school can be difficult for any child and we will take all steps possible to ensure that any transition is smooth.

If your child has been allocated a place in our Reception class via the local authority, and they have a special educational need and/ or disability, please contact us as soon as you receive the offer.If your child has a EHCP, then we will have offered a place prior to your child being offered it by Cheshire West and Chester.

Before your child starts, an Action for Inclusion meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before their first day. Your child’s teacher may make a home visit and also visit your child if they are attending another provision; this will automatically happen if your child is starting in the Nursery or Reception class.

We may suggest adaptations to the settling in period to help your child to settle more easily but these will be agreed with you at the Action for Inclusion meeting. If they have not already visited, your child will be invited into school in advance of starting to meet the staff they will be working with and their peer group. The class teacher will arrange an early meeting with you to review your child’s learning, following the settling in period.

The staff will then hold regular meetings in school to monitor the progress of your child and invite you into school at least once a term to review this with you.

Entering or leaving Wolverham during Reception – Year 6

If your child joins from another school:
- We will contact the new school’s SENCO and ask for detailed information about any
special arrangements or support that need to be made for your child.
- We will make sure that all records about your child are received as soon as possible
and a meeting will be arranged between parents/carers and the SENCO as soon as

If your child is moving to another school:
- We will contact the new school’s SENCO and ensure s/he knows about any special arrangements or support that need to be made for your child.
- We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school:
- Information will be passed on to the new class teacher in advance and in all cases, a planning meeting will take place with the new teacher with the SENDCO present. Parents may be also invited to this meeting as appropriate.
- If your child would be helped by a book to support them understand moving on then it will be made for them. This has happened for children with additional needs frequently and is a highly successful way of preparing children for the next stage.

Leaving Wolverham in Year 6
- Prior to the decision of which high school attend, the SENCO will meet with
parents/carers and members from Cheshire West and Chester SEN team to discuss
the best choice of high school based on your child’s needs.
- The SENCO will liaise carefully with the high school your child is transferring to and
usually arrange a meeting to discuss needs and strategies that are used.
- Your child may do additional work with the learning mentor to prepare them for high
school. Where possible, your child will visit their new school on several occasions and in many cases staff from the new school will visit your child in this school.

Admission Arrangements for pupils with disabilities:

The arrangements for the admission of pupils with disabilities who do not have an education and healthcare plan/statement are the same as those applied to pupils without disabilities. Parents of children who have an education and healthcare plan will be asked to select a school based on their own preference and we are then approached by the local SEN team to identify whether we feel we can meet your child’s needs. As detailed, you will usually be asked to come into school to discuss your child along with seeing the environment and area.

The parents/carers of any pupil refused admission can appeal to the Admissions Appeal panel. Where discrimination has been alleged to have occurred, parents/carers have a right of redress through the Special Educational Needs and disability Tribunal System (SENDIST) << Click Here for more information.

11. How is the decision made about what type and how much support my child/young person will receive? How are disabled pupils supported and treated fairly in school?

At Wolverham, we aim to involve parents and carers in all decisions that are made regarding provision for their child. Through regular meetings, we will discuss our plans and thoughts, taking into account those of parents. Initially, the class teacher alongside the SENCO, will discuss the child’s needs and what support would be appropriate.

Different children will require different levels of support in order to bridge the gap to achieve age expected levels. For example – some children may require support in English lessons whereas others may require support during less structured times of the school day.

Children with disabilities

Schools have a duty under the Equalities Act 2010 to make reasonable adjustments in relation to children and young people with disabilities.  This means that where something a school does places a disabled pupil at a disadvantage compared to other pupils then the school must take reasonable steps to try and avoid that disadvantage. Our school building is wheelchair accessible in all areas with wide corridors and a disabled toilet currently available in the learning community room and in the foyer. For more information, see our school accessibility plan.

Some of the ways in which we currently support pupils with disabilities:

  • Providing visual timetables

  • Classroom audits by the Educational Psychologist to provide advice about seating in the classroom, then implemented by school

  • Provision of a quiet soft play area for ‘time-out’ space – nurture room near year 1OJ

  • Providing a separate introductory visit when the school was quieter

  • Auxiliary aids such as sloping desk for visual impairment, special pencils/pens, speech readers, personal FM systems (for deaf children) – under the guidance of the occupational therapy team

  • Morning sensory play time on entry to school

  • Separate room with fewer distractions provided for a child with sensory needs

  • Lap-top, iPads  and specialist software provided

  • Coloured lenses/overlays provided

The Early Years Specialist Support Service (EYSSS) provides training for Early Years settings to support them in making good access arrangements for young children with disabilities and we work closely with Sheila Little and Linda Smith, our early years support team.  LA Early Years Specialist Support Services and Early Years Consultants require settings to complete an audit of their access arrangements. Following the audit, if there are areas where access is an issue, the setting must provide a plan to show how this will be addressed. 

 12. How are parents involved in the setting / school / college? How can I be involved?

Your first point of call in school, for any question, is your child’s class teacher. Most are available after school on any day other than Wednesday (staff meeting) and will welcome you in to discuss your child and any questions you may have. Miss Ogden regularly meets with parents/carers to discuss provision and identify any changes that may need to take place.

We strongly believe in a partnership between home and school and welcome parents input and guidance on their child’s progress both academically and generally. We welcome regular contact and also any other information you believe will help us in supporting your child.

All outside information we receive – such as from the speech therapist – will be discussed with parents/carers and a copy of the report is also sent directly to your home address.

 13. Who can I contact for further information?

• If you are considering applying for a place at Wolverham Primary School and your child has SEND, please pop in for a chat! Our SENDCo is Miss Jenni Ogden who is based in year 6 part-time but can be contacted through the office. Her direct email is: jogden@wolverham.cheshire.sch.uk

There will always be a member of the Senior Leadership team available to discuss any questions you have

What do I do if I am unhappy with the provision for my child?

We always ask that you talk to us in the first instance. Miss Ogden can be contacted through the school office and will meet with you to discuss any concerns that you may have.  However, if our parents are unhappy with the provision for their children, then they can refer to the Complaints Policy and procedure which can be found on this website.

There are three levels of dispute resolution available for those with or seeking an Educational Health Care plan.

1. Disagreement Resolution Service
West Cheshire Local Offer

2. Mediation
Where parents/young person disagree with elements of an EHC plan

3. First Tier Tribunals
Appeals about a Local Authority decision not to carry out an EHC assessment, not to issue or amend an EHC plan, dispute over the needs and provision in the plan or decision to cease a EHC plan. (Tribunals will not hear appeals about personal budgets)

• The Governor at Wolverham, responsible for SEN provision is Kate Thorn who can be contacted through appointment at school.
• If you have questions relating directly to your child’s SEND, the SEN team at Cheshire West and Chester can be contacted at:
senteam@cheshirewestandchester.gov.uk or 0300 123 8 123

For general advice and impartial guidance, contact the parent partnership through this link.