Kew Woods Primary School

At Kew Woods we are committed to offering our pupils a broad and balanced curriculum which provides opportunity to excel academically, physically and artistically in a safe and caring environment.  Every member of our community is valued and respected.  We listen to each other and every voice is heard.  We celebrate our achievements, differences and cultural diversity.

There is a nursery class at this school.

For information on all Sefton schools, including school term dates, Sefton’s Schools Finder

Ofsted Reports and performance tables

Who to contact

Telephone
01704 533 478 01704 533 478 Fax: 01704 537 203 Fax: 01704 537 203
E-mail
Website
Key Woods Primary School website

Where to go

Address
Ovington Drive
Southport
Merseyside
Postcode
PR8 6JW
View PR8 6JW on a map Get directions to PR8 6JW

Other Details

Availability

Age Ranges
From 3 years to 11 years

Childcare Information

Funded Places

Has 3 & 4 year old funding
No 2 year old funding

Local Offer

Local Offer Age Bands
0-4 Years Old
5-10 Years Old
SEN Provision Type
Universal

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

How does the school identify that a child may have a special educational need?

The identification of children with SEND is built into the school’s overall approach to monitoring progress and attainment. Termly ‘Pupil Progress Meetings’ are held between the head teacher, assessment leader and class teachers to monitor the progress of all pupils. At this point pupils whose attainment is not reaching age expectations or pupils whose progress is slower than expected are brought to the attention of the SENCO. The SENCO supports the class teacher in deciding which intervention/resource/external agency would be suitable in supporting the child to make greater progress. This support may be on either a short term (additional response) or longer term (SEND support) basis. The progress of children with SEND is monitored termly by the SENCO and the ‘Graduated Response’ is followed to escalate or reduce the amount of additional support required as appropriate. 

The school recognises that not all special educational needs can be monitored or identified through academic progress (for example social skills difficulties, processing difficulties, speech difficulties) and therefore class teachers use a ‘Pupil Referral Form’ to provide information to the school SENCO about what ‘High Quality teaching’ and ‘additional response’ approached have been used to support the pupil in class and the school SENCO can provide advice or refer to external agencies for further support in these areas.

Who are the best people to talk to in school about my child’s additional needs?

Class teacher – You should speak to the class teacher first if you have any concerns about your child’s progress. You may then be directed to the SENCO. The class teacher is responsible for adapting the curriculum to meet the needs of all pupils, planning and delivering additional interventions and applying the school SEND policy. 

Special Educational Needs Co-coordinator (SENCO Miss K. Lacken-Fernell) – You will be referred to the school SENCO by the child’s class teacher for additional support and advice where required. The SENCO will: coordinate provision for children with SEND, liaise with a range of external agencies to provide suitable support for children with SEND, facilitate training for staff, monitor progress of children with SEND to ensure the effectiveness of additional provision, coordinate the use of ‘pupil profiles’ for individual target setting for children with SEND. 

Headteacher (Mrs C. Greaves) – The headteacher is responsible for the day to day management and running of the school, including provision for all pupils in the school. 

School Nurse (Hayley Taylor) – You may wish to contact the school nurse who is available to provide advice and signpost to other services. The school nurse will also provide medical training for staff for children with specific medical needs or general medical training.

SEND Governor (Mrs C. Tarring) – The school SEND governor is responsible for the evaluation of SEND provision as well as developing quality of provision alongside the school SENCO for all pupils with SEND across the school.

How will early years setting/school/college staff support my child/young person?

How will early years setting/school/college staff support my child/young person?

Kew Woods Primary School embraces inclusivity, ensuring every child can thrive and fulfil their potential through a tailored approach. We employ a 'Graduated Response' to support pupils with Special Education Needs and Disabilities, collaborating closely with pupils, parents and external experts to address each child's individual needs. The ‘Graduated Response’ consists of: 

Step 1 – ‘High Quality Teaching’ within the whole class environment.

Step 2- ‘Additional Response’ – a added intervention, resource or adult support targeting a specific area of learning which requires short term support.

Step 3- ‘SEND Support’- The pupil is placed on the SEND Register as targeted intervention or support from external agencies is required over a longer period of time.

Step 4-  An Education and Health Care Plan is applied and alternative school provision may be considered most suitable in meeting the pupil’s needs. 

As part of ‘The Graduated Response’ the school follows the structure of :

  1. Assess (pupil progress and attainment)
  2. Plan (pupil target setting)
  3. Do (pupil completed relevant additional intervention)
  4. Review (reassessment to monitor progress and impact of intervention)
How will the curriculum be matched to my child's/young person's needs?

Kew Woods Primary School makes reasonable adjustment to the classroom environment and adapts the curriculum to meet the needs of all pupils in the school. It is expected that through ‘High Quality teaching’ most pupils will make good progress and reach their age appropriate milestones. However, for some pupils, further support may be required in the form of ‘additional response’, ‘SEND Support’ or ‘Education and Health Care Plan’. 

High Quality Teaching is monitored by the Senior Leadership Team through the use of regular class room observations. Resources for adjusting the classroom environment are purchased by the school SENCO. 

What adaptations are made to the curriculum and learning environment to ensure that all pupils can access learning?

To ensure that ‘High Quality Teaching’ is taking place and that learning is inclusive all classroom will have:

  • Differentiated planning so learning is accessible for all pupils.
  • Visual supports- timetables, enlarged print where needed and visual prompts.
  • An organisation which allows access for individual work spaces, movement for children with physical disabilities and children with visual or hearing impairments.
  • Resources for sensory adjustments – coloured overlays,
  • Use of learning tools – word banks, number squares, numicon etc.
  • Focussed guided group work opportunities with the class teacher and additional adults.
  • Opportunities planned to work with a talk partner.
  • Providing intimate care

How will teaching styles be adapted to support a child with SEND?

To ensure that ‘High Quality Teaching’ is taking place the teacher will adapt the teaching styles by:

  • Planning lessons which include three learning styles: auditory, kinaesthetic and visual.
  • Modelled expected behaviours and demonstrations
  • The use of clear unambiguous language and instructions.
  • Opportunities to work independently or as part of a pair or small group.
  • Use of praise for motivation
  • Pupils are encouraged to demonstrate knowledge and understanding in a variety of ways- not always written. E.g. Story boarding, mind mapping
  • Assessment for learning made clear – pupils aware of what the next steps are in order to make progress.
  • Use of clear and consistent rewards and sanctions.
  • Additional time provided for pupils to process language and instructions, where appropriate.
  • Repetition of key skills to reinforce key learning points.
  • Facilitating time out.

Where appropriate children will be invited to attend intervention before the school day begins. These are of an English and mathematics focus and are usually for children whose area of SEND is ‘learning difficulties’. Read, write inc is a synthetic, structured phonics programme which aids the understanding of phonics and its application to reading and writing. 1st Class at Number is a number-based mathematics intervention with a focus on place value, properties of number and calculation.

The effectiveness and quality of the interventions used in school are monitored by the SENCO using standardised testing before and after the intervention or at regular intervals if the intervention is longer term. In some cases this may not be possible – for example if the child’s intervention supports a social, mental health or emotional need it may not be possible to measure this progress in a quantitative manner.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Kew Woods Primary School tracks the progress of all pupils at termly Pupil Progress Meetings. Targets are set for every child based upon their previous attainment and progress. Any child who does not meet these targets is identified and interventions are put in place in areas where further support is needed.

The monitoring of children receiving SEND Support is evaluated and measured through quantitative data and progress towards their individual targets set on their Pupil Profile. The Code of Practice recognises that for some pupils it is necessary to track progress outside of academic attainment, for example, social interaction, and therefore B Squared Assessment is used as a tool for additional monitoring where required. 

Pupils accessing intervention programmes will be assessed by the use of standardised tests or assessments specific to the intervention before and after the intervention to track the impact of the intervention and the progress the child has made. The SENCO collects this assessment information and uses to monitor any future provision which is needed for individual children.

How will the school let me know if they have concerns about pupil progress?

If the school feel a child is not making expected progress they will contact the parents to discuss moving the child to ‘SEND Support’. The class teacher will discuss progress and attainment at parents evening and if further intervention is required this will be discussed with the SENCO. Letters inviting pupils to attend additional morning interventions may be sent to pupils receiving ‘SEND Support’ as well as those receiving ‘additional response’ support.

How will school communicate progress with parents?

  • Some children with SEND will be issued with home/school diaries to be used as a means for regular communication.
  • Parents will be invited to two Parents Meetings annually.
  • Parents will be invited to a meeting with the school SENCO annually.
  • Parents will be invited to meet with class teachers in September to set targets for ‘Pupil Profiles’ and collaborate for provision for the year ahead.
  • Annual reviews will be completed for children who have an Educational Health Care Plan.
  • Parents of children with SEND may be invited to attend meetings with school and other services where appropriate for the child’s development.
  • Parents may request meetings with class teachers and the school SENCO where they feel this is needed. 

How are targets for individual pupil with SEND identified and set?

Targets for pupils receiving SEND Support are set at the start of each new year. Parents will be invited to work alongside the class teacher to identify individual targets to be set with relevant and purposeful interventions put in place to work towards achieving these targets. The children will also be asked to comment on their targets and make suggestions where appropriate. These targets will be monitored termly by the class teacher and SENCO and amendments may be made where appropriate. Some targets may remain for longer than one term.

How will pupils’ individual targets be recorded and monitored?

Children who receive SEND support will be listed on the school SEND Register. These children will have a ‘Pupil Profile’ which is a document which follows them throughout their time at school and which monitors their individual targets specific to their areas of need. Parents of children receiving SEND support will be invited to meet with class teachers at the start of a school year to set targets for their child. These targets will be recorded on the ‘Pupil Profile’ along with how this target will be achieved in school. The targets will be reviewed termly with parents in the form of Parents Meetings and meetings with the school SENCO. Once a child achieves their individual targets a new target will be set. If a child moves into the SEND Register midway through their school time or they leave the school SEND Register then this will be noted on the ‘Pupil Profile’

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

What external agencies or services are available to support pupils?

Children receiving SEND support are likely to require additional support from external services. Some children may receive support from more than one service and referrals to these services can be made by the school SENCO or by the child’s GP. Class teachers or parents will inform the SENCO if they feel a child requires a referral to a service or the SENCO may approach a parent about a referral if the child’s progress has been raised at a Pupil Progress Meeting. Where several services are working with one child then a Common Assessment Framework (CAF) may be used as a means for all parties to communicate on a regular basis. Where a CAF is not appropriate then multi-agency meetings may be arranged by the SENCO, one of the service or the parent of a child. An outline of services which are available to children in Sefton can be found at http://www.seftondirectory.com/kb5/sefton/directory/home.page

Some of the services which school work with regularly to support children include:

  • Speech and Language Therapy
  • Occupational Therapy
  • Children and Adolescent Mental Health Service (CAMHS)
  • Educational Psychology
  • Sefton Special Educational Needs and Inclusion Service (SSENIS)
  • Physiotherapy
  • Paediatric Services – including community paediatrician
  • Sefton CAF Team
  • School Nurse
How will my child/young person be included in activities outside this classroom including school trips?

Kew Woods ensures that children with SEND engage in school activities alongside pupils without SEN. Further details of how this is achieved can be found in the school’s Inclusion Policy. 

How accessible is the setting/school/college enviroment?

How are learning opportunities made accessible to children with SEN?

  • Where children with SEND find it difficult to access or engage with the curriculum without adult support then additional funding can be applied for. This will be completed by the SENCO in collaboration with external services, class teachers, pupils and parents.
  • The school building is made accessible through the use of ramps to two external doors as well as a lift between the ground and first floor. The newer parts of the school building have no step at doors to ensure accessibility to all areas of the school. A disabled toilet is accessible on the ground floor of the school.
  • Access arrangements can be applied for by the SENCO for children with SEND to ensure they are not disadvantaged during tests.
  • Pupils with SEND attending educational visits will be catered for in the form of a ‘risk assessment’ and where appropriate, additional visits to the site to ensure adaptations can be made to make the trip accessible.

Sports day activities and PE lessons are adapted by all teachers to ensure pupils with physical needs are fully included.

How accessible is the setting/school/college environment?

  • The school building is made accessible through the use of ramps to two external doors as well as a lift between the ground and first floor. The newer parts of the school building have no step at doors to ensure accessibility to all areas of the school. A disabled toilet is accessible on the ground floor of the school.
  • Access arrangements can be applied for by the SENCO for children with SEND to ensure they are not disadvantaged during tests.
  • Disabled parking is available at the school.
  • Sports day activities and PE lessons are adapted by all teachers to ensure pupils with physical needs are fully included.

The school has an ‘Access Plan’ to develop accessibility to the school

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

At Kew Woods we recognise that children and young people with SEND can become particularly anxious about ‘moving on’ so we seek to support a successful transition as pupils enter and leave the school as well as when moving between year groups and key stages.

How will the school support pupils as they enter school?

All pupils who enter school at Reception will follow a transition plan which includes a visit from teaching staff to nurseries or home and opportunities to visit the school and meet their new teacher for planned sessions. Children entering school who have a special educational need are likely to require an enhanced transition. This may involve some of all of the following:

  • Additional visits to home or nursery setting by class teacher, support staff and/or SENCO.
  • Meetings – with parents, school staff, nursery staff, external services working with child. 
  • A planned phased entry into school e.g. shorter visits progressing to the full school day.
  • Additional visits for the child to school- this may involve both in and outside of the working school day. 

Some children may enter the school nursery with an identified special educational need or disability. In this instance the same transition support outlined above for Reception entry would apply. 

How will the school support pupils as they leave school?

For all pupils at Kew Woods, the Year 6 class teachers will attend a transition meeting with representatives from local secondary schools. At this time children with special educational needs are identified and the following procedures are then followed. 

  • The primary SENCO and secondary SENCO arrange a second transition meeting to discuss children receiving SEND support. Children who require application for continued High Needs Funding will be discussed and this process begun at this time. This is an information sharing meeting.
  • Parents of children may be invited to meet key members of staff from the secondary school in either the primary or secondary setting. These meetings may also involve advice from services involved with the child. This is an opportunity for parents to raise any new information or concerns.
  • Children will be invited to attend a ‘transition day’ at the local secondary school. Additional transition visits may be arranged for children with special education needs or disabilities.
  • The secondary school may find it appropriate to assign the child with a ‘mentor’ or ‘buddy’ for their smooth entry into school.

How will the school support pupils as they move between classes at the school?

Every pupil at Kew Woods will attend a ‘transition day’ where they will meet their new teacher and support staff in their new classroom. They will have the opportunity to ask questions and raise any concerns. In addition to this, children with special educational needs will benefit from the following procedures in place:

  • The SENCO will collate information about pupils to hand to the next teacher. This will involve any Health Care Plans for medical needs, the sharing of ‘Pupil Profiles’ and transferring individual reports and recommendations from external agencies involved with the child. All this information is securely stored in a designated drive and on Cpoms system.
  • The SENCO provides staff with an ‘enhanced transition booklet’ which can be used with a child with special educational needs to prepare them in greater detail for the changes in their new year group.
  • The SENCO will provide each class teacher with a ‘Provision Map’ which outlines the needs of all the pupils in their new classes. This contains information about medical needs, pupils with English as an additional language, pupils with speech and language needs, pupils with social and emotional needs and pupils who are underperforming academically.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Kew Woods has a wide range of interventions in school in order to suit the individual needs of each child including the consideration of their learning style and whether they make greater progress on a 1:1 basis or in a small group. Below is an outline of some of the interventions which are used to support children receiving ‘SEND Support’.

  • Learning difficulties – Read, write inc, 1st class at number, active literacy, beat dyslexia, Workshark, Numbershark, Trugs, Oxford Reading Tree book bands. Project X Books, booster groups which are objective led, 
  • Sensory and/or physical needs – The Listening Programme, HELP1 and HELP2, Teoderescu Handwriting, MSL Handwriting Scheme, OT Programmes specific to child’s assessment including fine and gross motor activities, sensory resources for time out (pop up tent/materials box/chewlry/science putty) 
  • Language and communication – the listening programme, HELP 1 and HELP2, Auditory Processing Intervention, PECS, Vocabulary Retrieval Programme, Speech and Language Programme specific to child’s assessment.
  • Pupils with social, mental health and/or emotional needs – Becoming Socially Talented, Good to Be Me, Anger Management. 

Where appropriate children will be invited to attend intervention before the school day begins. These are of an English and mathematics focus and are usually for children whose area of SEND is ‘learning difficulties’. Read, write inc is a synthetic, structured phonics programme which aids the understanding of phonics and its application to reading and writing. 1st Class at Number is a number-based mathematics intervention with a focus on place value, properties of number and calculation

How is the decision made about what type and how much support my child/young person will receive?

Kew Woods Primary School follows a Graduated Approach to supporting pupils with additional needs.

Step 1 – ‘High Quality Teaching’ within the whole class environment.

Step 2- ‘Additional Response’ – a added intervention, resource or adult support targeting a specific area of learning which requires short term support.

Step 3- ‘SEND Support’- The pupil is placed on the SEND Register as targeted intervention or support from external agencies is required over a longer period of time.

Step 4-  An Education and Health Care Plan is applied and alternative school provision may be considered most suitable in meeting the pupil’s needs.

At each stage of the Graduated Approach parents are informed of what additional support their child is receiving and their progress is monitored termly.

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

How will the school let me know if they have concerns about pupil progress?

If the school feel a child is not making expected progress they will contact the parents to discuss moving the child to ‘SEND Support’. The class teacher will discuss progress and attainment at parents evening and if further intervention is required this will be discussed with the SENCO. Letters inviting pupils to attend additional morning interventions may be sent to pupils receiving ‘SEND Support’ as well as those receiving ‘additional response’ support.

How will school communicate progress with parents?

  • Some children with SEND will be issued with home/school diaries to be used as a means for regular communication.
  • Parents will be invited to two Parents Meetings annually.
  • Parents will be invited to a meeting with the school SENCO annually.
  • Parents will be invited to meet with class teachers in September to set targets for ‘Pupil Profiles’ and collaborate for provision for the year ahead.
  • Annual reviews will be completed for children who have an Educational Health Care Plan.
  • Parents of children with SEND may be invited to attend meetings with school and other services where appropriate for the child’s development.
  • Parents may request meetings with class teachers and the school SENCO where they feel this is needed.

Last Updated

Last updated: 04/03/2024

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