Whitleigh Community Primary School, Lancaster Gardens, Whitleigh, Plymouth, Devon, PL5 4AA

Tel: 01752 706383

Main Contact: Ellie Bushell


Chair of Governors: John Bale

Whitleigh Community Primary School

Children at the heart of the school - School at the heart of community

SEND Information Report

SENDCO - Ms A Havard, Whitleigh Community Primary School, 01752706383


We can support your child to achieve the very best they can at Whitleigh Community Primary School.

We value the input that parents make to their child's education and aim to work together to provide the best possible support for your child.

From time to time, children may need extra support with their learning and this page will inform you of the types of support available for your child at Whitleigh Community Primary School.  It will help you understand who can help and how this support can be accessed.



‘A child or young person has SEND (Special Educational Needs and Disabilities) if they have a learning difficulty or disability which calls for special educational provision to be made fort hem. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same
age; or
(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

(SEND Code of Practice 2014 p.4)
This is a broad definition covering all children and young people from 0-25 years of age.
The Code of Practice identifies 4 broad areas of need:
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory and/ or physical needs

We encourage you to share any concerns that you may have about your child as soon as possible.

Please contact these members if school staff:
 Class teacher – Your child’s class teacher is the first person to contact if you have any concerns. The
majority of children with a SEND can have their needs fully met by their class teacher.
 SENCO – You can discuss your child’s needs further with the SEND co-ordinator.

If concerns are raised about your child’s learning or well-being, additional support may be offered either in school or from outside agencies. At this point your child may be logged as having as Additional Special
Educational Need or Disability.

Class Teacher – You can speak to your child’s teacher at any time before or after school. It would be best to arrange a meeting if you would like to discuss specific concerns. You can do this directly with the teacher or
contact the school office to do so on your behalf.

 SENCO – The Special Educational Needs co-ordinator is Ali Havard. You can contact her by leaving a message at
the school office.



ELSA assistants
Learning Mentor
Excellence Cluster Multi-Agency Agency Support staff
Speech Therapist 

 LA Funded services

Plymouth Advisory Learning Support (PALS)
Communication Interaction Team (CIT)
Community Educational Psychology Service
Outreach for Physical Difficulties and ICT
Plymouth Parent Partnership

 Health Service Funded

Community Nursing Service
Occupational Therapy
Child and Adolescent Mental Health Service (CAMHS)
Children’s Speech and Language Service

Support for parents of Children with SEND

If you feel you need extra support or advice that we are not able to provide you can contact PIAS

Plymouth Information, Advice and Support for SEND (PIAS) provides information, advice and support relating to Special Educational Needs and Disabilities (SEND) for parents, carers, children and young people within the Plymouth Local Authority area.

PIAS provides parents, carers of children and young people with SEND and also the children with:

 Support at meetings
 Support with choosing schools, education and training settings.
PAIS can be contacted on 01752 258933 / 0800 953 1131 pais@plymouth.gov.uk

At Whitleigh Community Primary School the progress and attainment of all pupils is reviewed termly (6 times a year) by the class teachers and the Senior Leadership Team at which time levels of support may be changed to meet identified needs.

Your child’s progress will be formally reported to you 3 times a year (at
parent’s consultation evenings and through your child’s annual report) 3 times a year, but are working documents so are updated as the need arises.

Children identified with SEND may have a IEP (Individual Educational Plan).

These are formally reviewed.

Examples of interventions could be:

 1:1 point of need support with class teacher or TA.
 Precision Teaching (sight reading or spelling)
 Colourful Semantics (sentence structure)
 BLAST (language support)
 Time to Talk (language support)
 Targeted small group.
 Working 1:1 with the Learning Mentor
 Working 1:1 with the counsellor
 Working 1:1 with the ELSA (Emotional Literacy Support Assistant)
 Working 1:1 with a school based Speech Therapist
 Bespoke interventions based upon individual areas of need

There are a number of ways that we can contact you about your child’s learning.

1. Informal contact from your child’s class teacher at school or by telephone.
2. Formal information about your child’s progress will be reported 3 times a year (In the
form of 2 parental consultation evenings and one written report).
3. At times it may be useful to invite outside professionals to visit school or to hold a multiagency meeting to ensure that we can access the best possible support for your child.
4. Impact of support or additional provision will be reviewed in a timely manner.

Information on how we support children with SEND can be found in our school SEND
Policy available from the school office or on the website under policies.


Whitleigh Primary School is committed to providing a fully accessible environment which
values and includes all pupils, staff, parents and visitors.

Accessibility Policy also available from the school office or the website

All pupils in school receive high quality teaching and learning. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matches to their needs.

The school operates the THRIVE approach. This is a systematic approach to the early identification of emotional development need. All children will engage in the programme and additional support will be available either individually or in small groups for children who are identified as having interruptions in their emotional development.

All our classes are supported by teaching assistants who can support small group work or catch up programmes where needed.

During lunchtimes we also offer a Quiet Room for children who need different provision at lunchtimes.

Lunchtime and after-school clubs may be assessed by all children.

We have a committed team of staff who may be involved in supporting your child at Whitleigh Primary School.

These include:
 Your child’s teacher, who will always make sure that the learning is appropriate and accessible for your child.
 Teaching Assistants, who support all pupils in class can provide additional support to individual children or small groups under the direction of the class teacher.
 Emotional Literacy Support Assistant (ELSA) (Carol Chivers and Cath Thurkettle) who are able to offer support to children who may be having difficulty managing their feelings and / or getting on with their friends.
 Learning Mentors, Sally Chugg & Sandra Cooper who helps to support children with barriers to learning.
 Counsellor (Karen Windle) who works with children who have experienced emotional trauma.
 School-based Speech & Language Therapist, Annie Jennings who supports children in school with pronunciation or language processing difficulties.

To ensure our staff have the skills and knowledge to support children with SEND, there is a programme of ongoing training both in school and elsewhere. Recent whole school training has included:

 THRIVE (SENCo – 10 day accredited practitioner training staff - Training sessions on ‘Being and ‘Doing’
 Precision Teaching (a programme to accelerate children’s progress in reading, spelling and number
 Colourful Semantics (a programme to help children learn the important elements of a sentence and
how to join them together correctly)
 Abstract Language Comprehension
TA’s receive specific training according to the needs of the children in their Year groups. Recent training has
 ELKAN (Speech and Language course)
 Makaton (signing to support spoken language)
 Manual handling
 Clicker 6 (literacy and word processing support programme)
 SPLASH (Maths support programme)
 Motor Skills United (fine and gross motor skills support programme)
 MAST ASC (Autistic Spectrum) course.

Whitleigh Primary School takes a person centred approach to supporting all pupils.
Teachers are available at the beginning and end of the day to share success and concerns.

A home-school contact book may be provided.

Parents are invited in to open days to find out about the strategies their children are learning. The school holds parent consultation three times a year for children with SEND. The SENCO can be contact through the school office.

Pupils and parents are encouraged to add their views to all reports, support plans and
For pupils with SEND this may include:
 Comments on support plans (IEPs, IBPs) and reports
 Person Centred Planning,
 Team Around the Child Meetings
 CAF meetings

Your first contact with any concerns should be your child’s class teacher. You can arrange a meeting directly with them or contact the school office on 706383 to arrange a meeting for you.

The SENCO or PSA can also help you with queries. Please contact then through the school office on  01752 706383.

Plymouth Information, Advice & Support Service for SEND provides information and advice
for parents of children with SEND.


At Whitleigh Primary School every effort is taken to ensure that transition times are successfully managed.

All children have transition visits to their next class and to meet their new teacher. Additional visits are arranged as appropriate. Some children benefit from transition booklets or social stories to take home during holidays.

Where children are moving to a different school, transition meetings are arranged with the receiving school where possible. Visits with familiar staff members may be arranged. School staff will contact the receiving school to discuss the support arrangements already in place for the child.