Special Educational Needs and Disabilities (SEND)
At Windwhistle Primary School, we recognise each child as a unique individual with his or her own personal talents, experiences, learning styles and needs. We value their abilities and achievements, and are committed to providing an effective learning environment which promotes their intellectual and personal development.
All teachers at Windwhistle are teachers of ALL children. We seek to support all children's access to the curriculum so that they have the opportunity to progress and achieve success. We strongly believe in involving the children and you as their parent/carer in a positive working partnership with us.
All staff receive regular training. Staff have been trained to enable us to provide support for learners who may have difficulty with Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Sensory and/or physical needs. We make reasonable adjustments to our practices so as to comply with the Equality Act (2010). Our school provision enables a range of interventions to take place, which may be of use when we identify a need for additional support for a child.
As part of the Extend Learning Academies Network (ELAN) we work alongside our partner schools. We are all dedicated to providing an EXTRAORDINARY education that empowers our children and staff to always be proud of who they are and what they do.
This SEN information report is linked to the ELAN SEND and Inclusion Policy, the ELAN Accessibility Plan and the North Somerset Local Offer.
Windwhistle Primary School SEN Information Report
This report describes Windwhistle Primary school's provision for people with SEND. The report has been produced in accordance with the Special Educational Needs and Disability (SEND) Code of Practice and information has been included in line with the Special Educational Needs and Disability Regulations 2014 Schedule 1.
This report is the responsibility of the SENDCO
The report was reviewed and updated: January 2026
This report due for final approval by the school governing body on: 9 February 2026
*This report will be kept under review throughout the academic year. Where amendment is necessary due to operational or staffing changes that do not materially affect the nature of the support, the report will be updated by the SENDCO.
SENDCO: Caroline Madeley SEND@windwhistle.extendlearning.org
Windwhistle Primary School, Kingsley Road, Weston-Super-Mare BS23 3TZ
01934 629145
Headteacher: Heidi Hudd office@windwhistle.extendlearning.org
SEND Link Governor: Paige Gunstone office@windwhistle.extendlearning.org
The kinds of SEN that are provided for
All teachers are teachers of all children. In school we work with children with many different types of special educational need.
Special educational needs are defined in four categories:
- Communication and interaction
Children with speech, language and communication needs have difficulty in communicating with others. They may have difficulty saying what they want to, understanding something or not understanding the social rules of communication.
- Cognition and learning
Children with cognition and learning difficulties may learn at a slower pace. Some children will need support with certain aspects of learning such as spelling or reading whilst others have complex learning difficulties as well as a physical disability or sensory impairment.
- Social, emotional and mental health (SEMH) difficulties
Children may experience a wide range of social, emotional and mental health difficulties. These can show themselves in many ways. We work with children who are withdrawn, find it difficult to access learning, have suffered trauma or have difficulty with social interaction. Some children have diagnosed disorders such as attention deficit or difficulties with attachment.
- Sensory and/or physical
Some children have disabilities which prevent them from accessing the educational facilities provided. Most of these children require specialist support and equipment to access the opportunities available to their peers.
Identifying pupils with SEN and assessing their needs
We will assess each pupil's current skills and levels of attainment on entry, which will build on previous settings and key stages, where appropriate.
Class teachers regularly check how each pupil is progressing, following our assessment schedule. If we notice that a pupil’s progress is not moving forward as expected, we look carefully at what might help. This could include situations where progress:
- Is developing more slowly compared to others with similar starting points
- Doesn’t reflect the pupil’s previous rate of progress
- Isn’t helping to reduce the gap in learning compared to peers
- Shows the gap is increasing
We also consider progress beyond academic learning, such as personal, social, and emotional development.
Slower progress and lower attainment will not automatically mean a pupil is recorded as having SEN. We take time to consider other factors that might affect learning, such as attendance and other barriers the pupil may be experiencing.
A referral system is in place for teachers to raise concerns with the SENDCO if they feel that a pupil may require support which is different from or additional to that which is delivered as part of the core offer. As part of the trust’s graduated approach, any referral includes:
- Information, views and wishes from the pupil themselves
- Information, views and wishes from caregivers at home
- Strategies the teacher has already implemented and their impact
Parents/caregivers can also raise concerns with the class teacher as their initial point of contact.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and wishes of the pupil and their caregiver(s). We will use this to determine the support that is needed, and whether we can adapt the support we typically provide, or whether something additional is required.
Consulting and involving pupils and caregivers
We will have an early discussion with the pupil and their caregiver(s) when identifying whether they need special educational provisions. These conversations will make sure that:
- Everyone develops a good understanding of the pupils' areas of strength and need
- We take into account the caregivers concerns
- The child is at the heart of discussions, and their views are heard
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
Notes of these early discussions will be added to the pupils’ record.
We will notify parents when it is decided that a pupil will receive SEN support (and be entered onto the SEND Register).
Assessing and reviewing pupils’ progress towards outcomes
We will follow the trust’s graduated approach and the four-part cycle of assess, plan, do, review.
The class teacher will work with the SENDCO to carry out a clear analysis of the pupil's needs. This will draw on:
- The teacher's assessment and experience of the pupil
- Previous progress, attainments and behaviour
- Other assessments where relevant
- The individual’s development in comparison to their peers and national data
- The child’s views and experiences
- The views and experiences of caregiver(s)
- Advice from external support services, if relevant
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. This will be communicated through either:
- a Personalised Universal+ Provision (PUP)
or
- an Individual Support Plan (ISP)
These documents will be shared with caregiver(s) each time they are reviewed (typically in term 2,4,6).
We will regularly review the effectiveness of the provision and their impact on pupil progress and engagement.
Supporting pupils moving between phases and preparing for adulthood
When your child joins us, we will endeavour to find out as much information about them as possible, through contact with caregivers, other settings or services who might have been involved with your child previously.
As part of transition into school from preschool settings, staff attend transition meetings and meet with all preschool providers to share information about the children who will be starting school. Reception teachers and/or the SENDCO will endeavour to visit any children in their preschool setting to gain as much information as possible to ensure successful transition. As part of an enhanced transition, we will pre-train staff and take careful advice on how to support your child.
Children moving from one year to the next, visit their new class teacher on 'Moving-Up Day’. An enhanced transition would typically include additional visits to meet their new class teacher, a 'Moving Up' booklet containing photos of the key adults, coat peg and cloakroom, toilets, classroom and other key information important to the individual.
When children move on to a new setting, we will ensure information is shared with the relevant people. We continue to develop close links with our local secondary schools to ensure a smooth transition into Year 7. Thorough handover meetings with our local secondary schools allow us to share information with the school or setting that the child is moving to. An enhanced transition can be arranged for those who may need additional support, which may include additional visits to their new setting, a ‘Moving Up’ booklet (including photos of staff and the new setting) and introductions to key staff in the new setting.
Our approach to teaching pupils with SEND
We are committed to providing a broad and balanced curriculum, teaching of the curriculum is adapted to ensure that all children in our care have equal access to it. We teach our children in a way they will remember.
All teachers are teachers of all children and are responsible and accountable for the progress and development of all the pupils in their class.
High quality, inclusive, teaching is our first step in responding to children who have a special educational need. This will be adapted to meet the needs of individual children.
Teaching of children with special educational needs takes place primarily in the classroom. However, your child may sometimes be part of a smaller, more flexible, targeted group. These interventions will focus on specific skills and needs such as phonics, reading, writing, mathematics, motor skills, emotional literacy and social interaction.
If support is different from, or additional to that which is delivered to the class, the child will be included on the school SEND Register. The SENDCO will oversee and coordinate this additional provision. Children on the SEND Register will have either a Personalised Universal Provision plan (PUP) or an Individual Support Plan (ISP) written and reviewed at regular meetings across the year (term 2,4,6):
A PUP outlines provision in place – accommodations, strategies or tools for example – to enable equitable participation and support the individual's ability to thrive in school. The plan will change over time to reflect the evolving needs of the individual.
An ISP outlines provision in place (as above) alongside individual skill-focused outcomes that are SMART (specific, measurable, achievable, realistic and time bound).
Children whose needs are more complex, who require ongoing support throughout their schooling and into adulthood may have an Education Health and Care Plan (EHCP), issued by the Local Authority, following a statutory needs assessment (which can be requested by parents, school or medical professionals). The EHCP will outline the support needed and provide long and mid-term outcomes. Provision and short-term outcomes will then be recorded and reviewed regularly through an ISP (typically term 2,4,6).
The senior leadership team carry out regular monitoring and work scrutiny to ensure needs are being met.
Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
- Adapting our teaching to ensure all pupils can access the learning (simplified language, repetition, chunking of information for example).
- Learning may be adapted for some children to the level they are working at
- Activities may be adapted to suit children’s interests to motivate their learning
- Some children are given scaffolds and resources to help them access activities
- Visual timetables, visual cues and easily accessible apparatus/equipment (including technology, where appropriate) are available to the children to help promote independence
- Some children may have their own individual workstation, for parts of the day, to help them manage sensory input and support focus-time
- Some children may be working on specific targets set by school or outside agencies at different times throughout the day or week.
Additional support for learning
Children’s needs are assessed initially to discover the most appropriate support. Support may be individual or group support through with a teacher, with a teaching assistant or learning support assistant for example.
Skills, strategies and understanding are developed through accommodations, tools and activities appropriate to their need, outlined in their individual plans (PUP, ISP, EHCP).
We work with the following agencies to provide support for pupils with SEND:
- Education Mental Health Practitioner (EMHP)
- Speech and Language Therapy
- Occupational Therapy
- Physiotherapy
- School Nursing Team
- Education Psychology
- Community Paediatrics
- Children’s Services
- North Somerset Inclusion Panel
- Children and Adolescent Mental Health Services (CAMHS)
- ELAN SEND Lead Practitioner
- Junction 21
Expertise and training of staff
Our SENDCO has many years of teaching experience in primary schools, and has been working within school (or the trust) since 2019.
The SENDCO is non-teaching and manages SEND provision across the school. The SENDCO holds the mandatory National Accreditation for Special Educational Needs Co-ordinators.
All staff will be trained in how best to support all learners to maximise their achievement as part of the school development plan and annual schedule of continuous professional development. Specific training needs will be identified and met through appraisal.
As a trust we hold an annual Support Staff INSET day, where staff access workshops appropriate to their role.
Recent training for teachers and support staff has included:
- Sensory integration and circuits
- The power of language – how we think and talk about and to each other developing a more trauma informed approach.
- Adapting teaching
- Using assistive technology
- Autism in the classroom
- De-escalation
- Developing adult-child interactions in the early years
- Zones of Regulation
We have specialist practitioners for speech and language provision.
Securing equipment and facilities
Support is allocated according to need. Specialist equipment, adaptations and extra support is initially secured through the school’s budget. Where a child has an Education Health and Care Plan, we will ensure provision specified is provided, funding for this is accessed through the local authority.
The school site is on many different levels and includes several sets of steps that cannot be made accessible. Where possible ramps and rails have been installed and reasonable adjustments are made to support the needs of all pupils. Parents with disabilities are offered alternative provision for parent meetings/ sessions. Staff at Windwhistle are given appropriate training when pupils transition that have a particular need. Adaptions are made to the curriculum to accommodate the physical needs of pupils.
Evaluating the effectiveness of SEN provision
The class teacher is responsible for the daily support of the children in their class and will ensure that there is a graduated response to children’s learning needs.
The SENDCO will:
- Oversee and coordinate additional provision
- Be an additional point of contact to discuss concerns with caregivers, children and staff
- Liaise with professionals from outside agencies, organising review and feedback meetings with caregivers as required
- Arrange and carry out annual reviews for children with EHCPs
- Ensure transition is managed effectively when moving between classes or settings.
We evaluate effectiveness of provision for pupils with SEND by:
- Reviewing pupils progress towards their targets (term 2,4,6)
- Holding annual reviews for pupils with EHC plans
- Using pupil and caregiver feedback via questionnaires, conferencing or review meetings
- Reviewing the impact of intervention
- Discussion of progress through Pupil Progress meetings
- Monitoring by the SENDCO and Senior Leadership Team
Enabling pupils with SEN to engage in school activities together with their peers
We are dedicated to involving all our learners in all aspects of the curriculum and school life. We aim for all children to be included on school trips and we provide the necessary support to ensure this is successful.
Risk assessments are carried out prior to any off-site activity to ensure thought and consideration is given to identify any areas of concern. Effective measures or adaptations are put into place to ensure safety for all. Where applicable, parents/caregivers are consulted and involved in planning. In the unlikely event it is considered unsafe for a child to take part in an activity, then alternate activities fulfilling the same curriculum areas will be provided.
Support for improving emotional and social development
At Windwhistle all staff aim to work in a trauma sensitive, nurturing way. Staff training ensures that staff are aware of how their interactions can impact upon a situation.
There is a strong pastoral team who also support the emotional and social development of the children by running small groups and 1:1 sessions for children and providing a ‘safe space’ for children to go to if they have worries or concerns. We also have a PSHE scheme of work (JIGSAW) which is delivered in class across the school. The lessons address topics such as bullying, differences and wellbeing. We have an Education Mental Health Practitioner (EMHP) who visits school each week and works with referred children and their families. Zones of Regulation are used throughout the school to develop the understanding of emotions.
Our Behaviour and Relationships Policy includes guidance on expectations, rewards and de-escalation techniques for example, and helps us to embed a positive culture that promotes excellent behaviour.
We regularly monitor attendance, support children returning to school after absence and take the necessary actions to prevent prolonged unauthorised absence. We have regular meetings with the Education Welfare Officer (EWO).
Relevant staff are trained to support medical needs. We have a medical policy in place and every classroom has a list of children with medical needs.
Children’s views are central to our ethos and are sought individually or through pupil conferencing and other forums.
All staff have received up-to-date safeguarding and Prevent training.
Working with other agencies
The school works closely with many outside agencies to ensure all children are supported fully. Parents are consulted and written consent is sought as required.
We seek to respond quickly to emerging need and work closely with other agencies including:
- Education Psychology
- Community Paediatricians
- Enhanced Provision for Social Communication and Autism
- Occupational Therapy
- Speech and Language Therapy
- School Nursing
- Vision Support
- Hearing Support
- Child and Adolescent Mental Health Services (CAMHS)
- Virtual School
- North Somerset Early Help
- ELAN SEND Practitioner
- SENDIASS (Special Educational Needs and Disability Information, Advice and Support Service)
Complaints about SEN provision
If you have a concern regarding the educational provision for your child(ren) or any special educational need, then please contact the class teacher or SENDCO in the first instance. We will endeavour to listen and work collaboratively to answer any questions and resolve any difficulties.
Should this route prove unsatisfactory, then a complaint should be made in accordance with the ELAN Complaint Procedures found on our website.
The local authority Local offer
North Somerset SEND Hub (Local offer)
Contact details of support services for parents of pupils with SEN
