Skip to main content

Scott Primary School

Our mission statement is: Inspire – Believe - Achieve

Scott Primary is an inclusive school and we celebrate the fact that each and every child is unique and therefore, the educational needs of every child are different; this is especially the case for children with Special Educational Needs. We have been awarded the Inclusion Quality Mark in recognition of the fact that every child is treated as an individual. We also have the Achievement For All Award to show that best practice is part of the whole school ethos.

At Scott, we believe that every pupil, regardless of gender, race or disability, has a right to equal access to a broad and balanced curriculum. We consider it essential that the curriculum is presented in a supportive and stimulating atmosphere, which values each child and encourages them to achieve their full potential. We support children with the full range of SEN as identified in The Code of Practice - This encompasses the four main areas of SEND.

• Communication and interaction

• Cognition and learning

• Social, emotional and mental health

• Sensory and/or physical 


Who to contact

Contact Name
Rebecca Woolston
Contact Position
Assistant Headteacher and SENDCo
Scott Primary website

Where to go

Scott Primary School
Hawk Drive
MK41 7JA
Get directions

Time / Date Details

When is it on
Open Monday to Friday
Time of day

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?

If you tell us you think your child has a SEND, we will discuss this with you and investigate – we will share with you what we find and agree with you what we will do next and what you can do to help your child. The first person to speak to is the class teacher, who will speak to the SENDCo.

At Scott Primary School when children have an identified SEND before they start here, we work with the people who already know them and use the information already available to identify what their SEND provision will be in our school setting. If our staff think that your child has a SEND we will observe them; we will assess their understanding of what we are doing in school and use tests to pinpoint what is causing difficulty (what is happening and why) and meet with you to discuss further strategies and support.

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

All children receive class teacher input via good and outstanding classroom teaching:

• The teacher will have the highest possible expectations for your child and all pupils in their class.

• All teaching is based on building on what your child already knows, can do and can understand.

• Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.

• All lessons are differentiated to meet the needs of your child and the class.

• Grouping of ability, mixed and independent work is used to support all pupils.

• Putting in place specific strategies (which may be suggested by the SENDCO or staff from outside agencies) to enable your child to access the learning task.

• Parents and children being involved in decisions and targets set for children.

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?

At Scott Primary School your child’s progress is continually monitored by their class teacher, SENDCO and the Senior Leadership Team.

• Parents hold invaluable information on their child and know them best, so our first port of call is parents. We value the information and insight you can give us on your child and how best we can support them in all areas of the curriculum, school life and their emotional and social development.

• Progress is reviewed formally every half term in reading, writing and numeracy and discussed with the Head teacher, Assistant Heads and SENDCo during Pupil Progress Meeting.

• If your child is in Year 1 or above, a more sensitive assessment tool can be used, which shows their attainment in more detail.

• At the end of each key stage (i.e. at the end of year 2 and 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.

• Children on the School SEND register will have an Individual Education Plan (IEP). This has targets set for your child and will be reviewed every term. You will be invited to attend a meeting in order for us to review and set new targets together.

• The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education and any social care or medical needs.

• The Leadership Team and SENDCO will also check that your child is making good progress with any individual work and in any group intervention that they take part in.

• A range of ways will be used to keep you informed, which may include: Home/ School communication books, reading journals, parents evenings, additional meetings as required and reports.

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

We recognise that pupils with SEND may well have Emotional, Social and Mental Health needs, that will require support in school.

• The Emotional Health and Wellbeing of all our pupils is very important to us. We have a Mental Health policy.

• We have a robust Child Protection Policy in place; we follow National & LA Guidelines.

• We have a robust Behaviour Policy in place.

• The Head teacher, Assistant Head teachers and all staff continually monitor the Emotional Health and Wellbeing of all our pupils.

• We are an Anti bullying school.

• A number of our Yr4 children are trained Playground Pals.

• We run a Nurture Group four afternoons a week run by trained staff. This follows the Nurture Principles.

• We run social and emotional intervention groups for pupils who require extra support. • We have members of staff who works with pupils on an individual basis to support their Emotional Health and Wellbeing. This is led by our Family Worker.

• All staff receive positive behaviour training regularly.

• We have achieved the Achievement For All Quality Mark.

• We support children’s medical needs and follow any Care Plan’s children have with very close liaison with parents. With work in partnership with Grey’s Medical Needs Support for children who need home/ school support.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

The SENDCO’s job is to support the class teacher in planning for children with SEND.

• The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of children including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as Attention deficit hyperactivity disorder (ADHD) and dyslexia.

• We have whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEND.

• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.

• The SENDCO has planned a programme of training for staff including Mental Health and Attachment training.

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

• We make sure activities outside the classroom and school trips are available to all.

• Risk assessments are carried out for each trip and suitable numbers of adults are made available to accompany the pupils, with 1:1 support if necessary.

• Parents and carers are invited to accompany their child on a school trip if this ensures access.

• After school clubs are available to all pupils. Vulnerable pupils are given priority and adjustments will be made to support their participation.

• Health and safety audits will be conducted as and when appropriate.

How accessible is the setting/school/college enviroment?

We recognise that accessibility is not easy at Scott Primary as the school is built on many different levels and across two sites, but our Accessibility Plan sets out our aspiration to become more accessible. We do of course, make reasonable adjustments.

• Our Reception classroom block is fully compliant with DDA requirements.

• There is a lift to the second floor in the North Pole site.

• There is a disabled toilet in the Reception block. • Alternative coloured paper is available for pupils and staff with dyslexia.

• For children who benefit from the use of electronic equipment to aid their learning, such equipment as lap-tops and iPads are readily available.

• Writing slopes, writing grips, alternative scissors (e.g. loop scissors) are readily available for children to use.

• Parents are also supported by the Family Worker and adult learning classes are available in school on areas such as phonics, literacy and numeracy.

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?

We recognise that transitions can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible. • If your child is moving to another school:

We will contact the school SENDCO and ensure that they know about any special arrangements or support that need to be made for your child. o We will make sure that all records about your child are passed on as soon as possible.

When moving classes in school: o Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.

All IEPs and Provision Maps will be shared with the new teacher through the class Inclusion Folder.

Depending on the needs of the child a visit to their new classroom can be provided to help them in their understanding of moving to a new class.

Books can be made containing photographs of the child’s new teachers, classroom, etc for your child to take home with them over the summer holidays so that they can become familiar with everything whilst they are not in school.

When moving into Scott Primary School during the academic year: We will meet with you and your child to discuss their needs and decide how to best transition into our school. We will liaise with previous school SENDCO to discuss the provision and obtain records from external agencies. We will organise meetings as needed after transition to discuss settling in and progress.

In Year 6: We fully support parents and carers in making decisions about the Upper school they choose for their child and work with them to ensure the smooth transition from KS2 to KS3 is smooth. The SENDCO will attend the Primary Transition Day to discuss the specific needs of your child with the SENDCO of their Upper school, and the specialist session for SEND students as appropriate. Your child will have opportunities to learn about aspects of transition to support their understanding of the changes ahead. The Upper School support workers are invited into school, and, where possible, your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.