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The Special Educational Needs and Disability Co-ordinator (or SENDCo for short) is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision made to support individual children with their specialist educational requirements in the school.

The SENDCo for Woodside Junior School is Miss Richer.

The SENDCo will liaise with staff to monitor these pupils' progress and plan further interventions should progress not improve at the expected rate. She also has contact with a wide range of external agencies, which are able to give more specialist advice.

The type of SEND provision that Woodside Junior provides is based on the individual needs or a pupil’s Educational and Healthcare plan, where those needs can be met within our mainstream setting.

For further information, please contact Miss Vicki Richer via the school office:



Woodside Junior School is an inclusive school that recognises and celebrates pupils’ diverse talents and interests. We understand that all pupils are unique individuals and that some children may experience difficulties relating to specific areas of learning. At Woodside our intention for Special Educational Needs and/or Disabilities (SEND) is to ensure that all children receive a high-quality and ambitious education, regardless of need or disability. We believe that it is vital that our pupils are equipped with the skills needed to become independent learners both in and out of the classroom.  It is our aim that our pupils should expect to receive an education that enables them to achieve the best possible outcomes, become confident, able to communicate their own views and ready to make a successful transition into secondary school and then adulthood. We are committed to ensuring that all pupils, including those with additional needs, receive access to a broad and balanced curriculum, appropriate pastoral care and full access to all curriculum enrichment activities.   This helps our pupils to develop their confidence and esteem and to understand that their value as a person is not restricted to any aspect of their academic profile. We recognise that in order to achieve these goals, children require access to a full curriculum and that interventions should not compromise this entitlement.

Through our quality planning, teaching and provision we pride ourselves on early identification for SEND pupils to ensure that progress and opportunities are maximised.  We ensure that all children have access to a suitably differentiated curriculum and that an accessible learning environment is tailored to the individual needs of all pupils.

We regularly monitor the progress of children with SEND and work closely with parents and carers as well as with external agencies and other professionals to hone and develop our provision for children with SEND.


Whilst our curriculum aims to build key skills in reading, writing and maths, this is not at the cost of other aspects of the curriculum such as the arts, foundation subjects and developing social, emotional and mental health skills.  We have the firm belief that ‘every teacher is a teacher of SEND’. Inclusion is a thread that runs through all areas of the school, enhanced by collaboration between leaders, teachers, support staff, external agencies, parents and most importantly, the child.  High Quality First Teaching and differentiated learning activities are the first steps in responding to pupils who have, or may have SEND. Our class teachers are responsible and accountable for the progress and development of all pupils in their class, including where pupils access support from teaching assistants. 

Our SENDCo, Miss Richer, oversees the management and implementation of the SEND policy, ensuring its effectiveness and adjusting it accordingly. 

At Woodside Junior School pupils with SEND will:

  • Be included in all aspects of the school day.
  • Be provided with quality first teaching, differentiated to their needs.
  • Be respected and their contributions valued and acknowledged.

At Woodside Junior School some pupils (including those with SEND) may:

  • Have specific 1:1 or small group interventions, tailored to their individual needs.
  • Take part in social and emotional support interventions such as ELSA
  • Receive additional support with their speech and language development or gross and fine motor skills development
  • Work alongside external agencies such as an Educational Psychologist, Speech and Language Therapist, Occupational Therapist to develop specific targets/programmes tailored to the child’s individual needs.


Our class teachers make regular observations and assessments of learning of all our pupils from their admission to school and this includes monitoring children’s social and emotional skills. Teachers and school leaders monitor children’s attainment and progress, at regular intervals, in order to identify any difficulties pupils may be having at the earliest opportunity. Academic levels and test results provide a snapshot of development and progress of all pupils and those with SEND, but they are not the only way in which to monitor progress. The school recognises parents and carers as the child’s first educators. Woodside is committed to working in partnership with parents, children as well as outside agencies. Parents and carers know their children best and have a vital knowledge and unique insight into how their child learns.  We believe that good two-way communication between home and school is essential. 

As a result of the provision above, children with additional needs at our school will:

  • Feel safe and secure
  • Show confidence, independence and resilience in the classroom
  • Demonstrate high levels of engagement in all learning activities
  • Make progress from their starting points
  • Develop independence and necessary skills to support through the next stage of their education
  • Acquire knowledge and transferable skills