Dormers Wells Infant School

Dormers Wells Infant School

Special Needs (SEND) Report

Special Educational Needs and Disability (SEND) Information Report – Dormers Wells Infant School

Our approach to teaching children with SEND

We aim to:

  • provide an inclusive curriculum which is broad and balanced, offering a range of experiences which are relevant to all our children’s present and future interests and needs
  • provide each child with opportunities to experience success and achievement and to develop a positive self-image. 

1. What kinds of needs can be supported at our school?

As an inclusive school, we aim to support all categories of SEND and strive to ensure that every child in our school makes good progress and is well prepared for the next stage of their education. 

2. Who can I talk to about my child’s needs?

  • The class teacher
  • The SENCo (Special Educational Needs Co-ordinator)
  • Deputy Head or Head Teacher

3. How are children’s needs identified? 

We identify the individual needs of all children, whether they have a special educational need or not, before they enter school and throughout their school life. 

How are children’s needs identified before they start at our school?

As soon as we know that a child will definitely be attending our school we gather information about each child so we can plan for his/her needs and ensure that he/she settles into our school happily and is enabled to make good progress in lessons. 

We gather information by a variety of means:

  • Parent information meetings.
  • Questionnaires to parents and children
  • Working with previous schools or educational settings
  • Home visits for Nursery children or interviews at school for older children
  • Visits to previous school by arrangement

How are children’s needs identified whilst children are at our school?

By working with the children

  • Classroom or playground observation by the teacher, teaching assistant, educational psychologist or SENCo
  • Scrutiny of children’s work.  All pupils’ progress and achievement is assessed by teachers in every lesson. Academic achievement and progress information is collected for each pupil, half termly, in order to ensure that all pupils are making good progress and will achieve their targets. 

By a Parent telling us

  • By informally talking to the class teacher
  • Parents’ consultation evenings
  • At a meeting with the school’s Special Educational Needs Co-ordinator (SENCo), Deputy Head or Head Teacher.
  • By working with the school’s pupil and family worker

Other information that may be used to identify pupil need 

We also use other sources of information to identify individual pupils’ needs

  • analysis of behaviour logs
  • analysis of welfare logs (in the medical room)
  • information from another school a pupil has attended
  • other agencies
  • half-termly reviews of progress against SEND desired outcomes 

During a review of progress against SEND desired outcomes

These happen every term in meetings with parents/carers, teachers and the SENCo.

4. How do we work in partnership with parents/carers of children with SEND?

We try to work closely with all our parents/carers to ensure that all pupils are settled and make to make expected progress. Working in partnership with parents/carers of children with SEND is even more important so we also do the following: 

  • Communicate regularly and informally through quick informal discussions at the beginning and/or end of the school days as and when needed
  • Phone calls and letters
  • Home school record books, if appropriate.
  • Have an open door policy so that parents can see the class teacher (at the end of the school day) and/or SENCo if they have a particular concern and would like a longer discussion.
  • Include the progress a child with SEND has made towards his/her desired outcomes in his/her annual report
  • Every child with an Education Healthcare Plan (EHC), complex SEND and all those receiving SEND Support, have a “one page profile” that describes a child’s needs and how he/she likes to be supported so that this can be communicated quickly and easily to members of staff.
  • Provide parents/carers with a copy of the desired outcomes agreed for their child and the strategies and interventions set up in school to help him/her achieve them.
  • Hold an Annual Review for any child with an EHC plan.

5. How do we support children with SEND?

Children with SEND support 

Children with SEND support have a specific plan that outlines the extra support they need in order to achieve additional agreed outcomes enabling them to become more independent learners. These outcomes are decided by the class teacher and the SENCo with parental involvement. In addition, the outcomes and additional support put into place will be recorded termly on a school provision map. Class teachers or the SENCo will give parents/carers and children a copy of the plan. A date for reviewing the success of these plans will be set and the review takes place once a term.

Children with an Educational Health Care (EHC) plan or statement of SEND

In addition to termly review meetings, we also hold an Annual Review meeting for children with statements or EHC plans. We work with the parents and pupil to invite all the health care professionals needed to review the progress made against the outcomes in the EHC plan as well as the parents. We also aim to include the children’s views in this meeting in as appropriate a way as possible. This will include any information that the child wishes to share with the adults involved, including important information about their views and aims in life.

6. How do we help children when they move to our school?

Before any child moves to our school we try and find out as much about them as possible to help them settle in quickly. We contact his/her previous educational setting and meet with parents to complete the necessary transfer of information procedures.

Once we know that a child has SEND we will meet with his/her parents/carers to decide on the desired outcomes we are all working towards and develop a plan to support the child in order to achieve these outcomes. A copy of this plan will be shared with parents as soon as possible after the meeting. Some plans may also detail a “transition plan” to help a particular child settle into school easily and happily. However, this transition should only take a short amount of time and will be decided on during the initial meeting.

In addition, for all children with SEND, the SENCo will complete a one page profile created about them so that  all staff working with them are fully aware of their exact needs and know how best to help each child.

7. How do we help children when they move to another school?

Whenever any child moves to another school we always pass on school records to the new school.

If a child has SEND we also:

  • Pass on all SEND records
  • Liaise with the SENCo/Assistant Head of Inclusion or a member of the Senior Management Team at the new school to clarify any information and provide any necessary advice
  • For children with statements or EHC plans, we usually organise some extra visits to the new school and the SENCo will help the child to compile a Transition Book of photographs, drawings and some writing which he/she takes home to refer to during the school holidays.

8. How do we help children when they move between classes and /or phases of education?

When changing classes in school:

  • Information will be passed on to the new class teacher in advance during a planning meeting between the new teacher and previous one. In addition, the SENCo will be available to answer any specific queries or provide updates for the new teacher.
  • Children will also visit their new classrooms and spend some time getting to know the class teacher and teaching assistant. Additional visits can also be arranged for specific children who show anxiety about change and a Transition Book made to help support them.

9. How are adaptations made to help children with SEND?

  • Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met.
  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted on a daily basis, if needed, to meet each child’s learning needs.
  • We also run a number of specific interventions, such as ‘Playing and Learning to Socialise’ (PALS), an Early Literacy Strategy Group (ELS) and ‘Talking Partners’ to support learning; these change according to pupil need every year.
  • The premises have also been adapted to provide easy access for pupils with physical disabilities. Staff are trained in delivering interventions, as necessary, to meet current and emerging SEND.

 10. What SEND skills and training do our staff have?

Staff members

Training completed

All staff

The new SEND Code of Practice

The Equality Act

All general school policies on teaching and learning and behavior management, including information on how to include children with SEND

Teaching assistants

Speech and language (SLT) programmes

Occupational Therapy (OT) programmes

Autistic Spectrum Disorders (ASD)

Reading support

Writing support

Maths support

Mental Health awareness


 Teaching staff







SEND leadership

Autistic Spectrum Disorders (ASD)

Mental health awareness

Teaching SEND children with literacy and numeracy difficulties


Talk for writing


National SENCo  accreditation award

Dyslexia certificate and diploma

Autistic Spectrum Disorders (ASD)

11. Work with other agencies/services

The school works with a range of different agencies and professionals to support children’s needs.

  • Speech and Language Therapy service
  • Occupational Therapy service
  • School Health Advisors
  • Educational Psychology service
  • The SAFE team
  • Primary Behaviour  Service
  • Social care
  • Specialist health professionals
  • Outreach support from special schools

12. How do we support the emotional and social development of all of our children?

The schools “Positive Behaviour Management” policy can be found on the website.

Personal, social and emotional development is addressed specifically in the following forums:

  • PSHE (Personal, social, healthcare and emotional) lessons
  • Circle time
  • Assemblies
  • Small group Interventions such as “Circle of Friends”,” PALS” or “social stories”
  • Informal mentoring sessions
  • Play Therapy

The school also accesses therapeutic support from:

  • Play Therapy
  • Primary Behaviour  Service
  • Educational Psychology service
  • SAFE

13. How effective is our SEND provision?

  • Last year we provided the following interventions for children with SEND:

-PALS (all year groups)

-ELS (KS1)

-A child-centred literacy intervention for Year 2 children

-differentiated phonics, literacy, hand-writing and numeracy groups

-individual OT and speech and language therapy programmes

-class-room based EAL (English as an Additional Language) groups in Nursery and for new arrivals in Years 1 and 2. 

  • We also provided individual programmes of support carried out by specifically-training Learning Support Assistants (LSA) for 3 statemented pupils.
  • A total of 77 children were on our SEND register at the end of the Summer Term, 2014.
  • 38 children were added to the SEND register during the course of the academic year 2013-14.
  • Children with SEND in our school made better than national average progress in reading, writing and maths in Years One and Two in 2013.
  • In 2014, at the end of Key Stage One, our SEND children progressed broadly in line with the Ealing borough average of 12 points, scoring 11.9. Pupils in the School Action category achieved well, scoring 14.5 points compared to 13.6, though those at School Action Plus and with statements scored slightly lower.
  • When compared to the national average in 2014, our Year Two SEND children scored higher in maths, just 1 percent below in writing and lower in reading. These figures included the results of pupils with statements, whereas the national average lists them separately.
  • In Year One our SEND pupils’ writing scores were significantly higher (5%) than the national average, though maths and reading results were lower. This year group also contained a large number of children with complex needs awaiting the results of assessments by external agencies.
  • Two children were taken off the SEND register completely during the course of the year and a high proportion of Year 2 SEND children also achieved all their Individual Education Plan (IEP) targets by the end of the Summer Term.

14. How does the school address parents’/carers’ concerns about the quality or effectiveness of support their child is getting?

  • All teaching is monitored to ensure that it is of sufficiently good quality by the school’s leadership team and other agencies, such as the Local Authority (LA) and Ofsted. This is done by observing lessons, reviewing books, assessing the appropriateness of the classroom environment for the age group concerned, reviewing the progress of all children and seeking feed-back from pupils and parents/carers. This information is reported to the school Governors and reported in the Minutes.
  • Dormers Wells Infant School also has a specific SEND Governor who visits the school on a regular basis.
  • External monitoring of the school is provided by the LA and Ofsted who last inspected the school in September 2013 (see latest Ofsted Report on website) and gave it an overall grading of ‘good’.
  • Ealing Council has overall monitoring responsibility of children with Statements of SEND and EHC Plans.

Parents/carers who have any concerns about their child’s well-being or academic progress at any time should contact school personnel in this order:

  1. Class Teacher
  2. Year Group Leaders
  3. SENCo
  4. Deputy Head
  5. Head Teacher
  6. Chair of Governors

The school’s complaints policy can be found on the website.