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Eileen Wade Primary School

We are committed to ensuring an engaging, lively and challenging curriculum for all, regardless of backgrounds or barriers to learning. Our aim is that every child fulfils their potential, academically and personally and becomes a caring, thoughtful, confident and happy individual as we strive to prepare children for the years ahead.

Who to contact

Contact Name
Victoria Harrison
Contact Position
Special Educational Needs coordinator

Where to go

Eileen Wade Primary School
High Street
Upper Dean
PE28 0ND
Get directions

Other Details

Age Bands
11-14 years old
5-10 years old

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?

• Parent concerns – parents are encouraged to share their concerns with school staff

• Discussions with parents • Information passed on by nursery or previous school

• Regular assessments and tracking pupil progress

• Staff concerns raised with SENCo

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

• The SENCo will work with other staff and parents to plan for the needs for a child with additional needs.

• The Class Teacher will plan work to meet the individual needs of a child when necessary

• Teaching assistants may deliver a programme of work, work with a child on a one – to one basis or in a small group.

• Teaching assistants will give feedback to the class teacher so that future learning can be planned for

• Teachers and Teaching Assistants take part in the termly reviews with parents

• There is a named Governor for Special Educational Needs and Disabilities (SEND)

• The Head Teacher’s termly report to the Governing Body gives information about SEND

• Pupils’ performance is assessed regularly and tracked over time to ensure that progress is being made

How will the curriculum be matched to my child's/young person's needs?

• Classes at this school are mixed Year Groups and teachers are skilled in adapting
the curriculum to meet the needs of all children.

• A variety of teaching styles are used

• Teachers regularly review the progress made by each child and will further adapt
the curriculum where necessary

• When children find a concept or task difficult the teacher will take a different

• A wide range of resources are employed to stimulate learning

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?

• Accessible staff who are happy to discuss your child and any concerns you may have • Learning, Care and Behaviour Plans for children who have additional needs

• Termly discussions and review of children who have additional needs with parents

• Annual written report detailing your child’s effort and attainment over the year

• Curriculum information evenings e.g. Early Years, Literacy, Maths

• Regular assessment of pupils and tracking progress

• Curriculum Information sent out termly to parents and available on the school web

What support will there be for my child's/young person's overall well being?

•We have a policy for the administration of prescribed medication

• Support will be given for personal care where needed

• Staff receive training from medical staff (e.g. school nurse) for children who may
have severe allergies or other health issues

• Emotional literacy sessions are provided to support children expressing their
feelings in an appropriate way.

• Although the class teacher has responsibility for the overall well-being of every child
in their class, all staff work together to ensure that children are cared for and their
different needs are met

• The class teacher liaises with the SENCo who may involve outside agencies for
advice and support.
• Children with more complex needs may require a Care Plan.

• We have a team of trained First Aiders and there is always a First Aider on school

• On school visits some children are provided with one-to-one support

• Attendance is monitored and absence is followed up if not reported. Registers are
checked by our Education Welfare Officer. Discussions are held with parents in
cases of frequent absence.

• Our Behaviour Policy outlines our expectations and approaches to behaviour
management so that it can be applied consistently across the school.

• Reward systems are in place

• Some children may require a behaviour plan to target specific issues. Parents will
be involved in this process.

• Personal, Social and Health Education lessons support the development of
children’s skills and knowledge

• School Council and School Games Committee provide opportunities for pupils’
voices to be heard

• A range of clubs with high attendance levels are available

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

• Services from Bedford Borough Council – Behaviour Support, Specialist Teachers,
Educational Psychology Team, Early Years Intervention.

• Services from local health – Speech and Language, Occupational Therapy,
Physiotherapy, School Nurse, Paediatrician

• Height, weight and vision screening – carried out by school nurse

• The school works with the appropriate Social Care team.

How will my child/young person be included in activities outside this classroom including school trips?

• All children are included in school activities, day and residential visits.

• The school will liaise with parents, staff, external providers and transport companies
to ensure that all children will be included in visits and that their needs will be met.

• Risk assessments are carried out and adjustments to activities will be made where

• Medication can be administered where necessary.

• Our ‘Before and After School Club’ is open to all pupils.

• The school will discuss children’s needs with parents.

• Many of the clubs are run by school staff who know the children well and are able to
support children with special educational needs.

• If necessary, we will seek advice from outside agencies.

How accessible is the setting/school/college enviroment?

• We are a one storey building that is accessible for wheelchair users and children with mobility difficulties. We have ramps in place where needed.

• We make reasonable adjustments for children with visual and auditory difficulties.

• We use our SEND budget to provide resources to support pupils with educational needs.

• We use support from Bedford Borough Council for parents and children who do not have English as a first language

• We are happy to discuss any special requirements your child may have

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

• Each child will be allocated time / resources according to need.

• Where children have a Statement or Education, Care and health Plan, the school
will provide support according to the requirements of the plan.

• Children’s learning and progress is tracked

• Discussions with staff will identify on-going or new needs

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

• Each child will be allocated time / resources according to need.

• Where children have a Statement or Education, Care and health Plan, the school
will provide support according to the requirements of the plan.

• Children’s learning and progress is tracked

• Discussions with staff will identify on-going or new needs

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

• Parents are welcome to contact the school at any time to discuss any ongoing or
new concerns

• There are termly meetings for parents of children with additional needs to review
their progress and set new targets

• Parents have copies of plans and targets and are encouraged to support their
children at home

• Where appropriate the school may provide resources or activities to work on at
home to support the learning targets

• When outside agencies are brought in, parents are involved in discussions about
their child and any resulting actions