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Wixams Tree Primary

Wixams Tree Primary School embraces children as individuals. By recognising and valuing children’s particular strengths and talents, we seek to encourage their full potential.  We work hard to celebrate all successes, whenever and wherever they occur, no matter how big or small. Children are encouraged to become well rounded and sociable. It is important to use that our children believe in themselves and are both confident and resilient.

 A positive learning culture is evident throughout Wixams Tree Primary School; we encourage our students to develop enquiring minds and a “can do” attitude to all aspects of the curriculum. Alongside this, we provide a caring and supportive environment meaning that every child is given the opportunity to be the very best they can be. 

Our vision is to provide all of our pupils with a first-class academic education comparable with the very best schools nationally. We also aim to develop those skills and qualities in our pupils’ character which, hand-in-hand with exam qualifications, will deliver success and resilience in later life. 

Our school values:

Loving

Inspirational

Fun

Educational

‘Be kind, be kind, be kind’

Who to contact

Contact Name
Kelly Pestell
Contact Position
SENDCO
Telephone
E-mail
kpestell@wixamstreeprimary.co.uk
Website
www.wixamstreeprimary.co.uk

Where to go

Name
Wixams Tree Primary
Address
Green Lane
Wixams
Bedford
Bedfordshire
Postcode
MK42 6BA
Get directions

Time / Date Details

When is it on
Monday to Friday term term

Other Details

Availability

Other notes

Dawn Until Dusk Childcare:
Before school club 7.30 - 8.45am £4.95
After school club 3.15/3.30 - 6pm
Collection by 4.30pm - £5.50
Collection by 5.30pm - £9.50
Collection by 6pm - £14.25
Joining fee: £5 per child

 

Age range: 3-11 years

Age Bands
11-14 years old
0-4 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?

The class teachers build a good relationship with pupils quickly and use their expert knowledge to identify any concerns at the earliest possible stage. Any difficulties are identified in the following areas:

-Communication and intervention

-Cognition and learning

-Social, emotional and mental health

-Sensory and physical

Decisions about a child are informed by assessments, including national checks, class assessment checks, day-to-day class teaching assessments against the learning objectives and observations in addition to discussions with the child and their family.

The SENDCo will work alongside the class teachers when identifying a pupils needs and external professional advice will be gathered where required, with the parents/carers consent.

At Wixams Tree we encourage parents/carers to share their concerns with staff so that we can work in partnership to provide the best education for the child. We acknowledge the importance of the home-school partnership and will discuss any concerns with parents at the earliest convenience.

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

Quality first teaching is key to supporting all children in the class to achieve their best. The class teacher will identify needs within the class and cater for these on a whole class level, e.g. differentiation of activities. If a child requires addition support beyond this, they will be included in interventions to address their area/s of need.

If it is decided that a child has a special educational need they will receive an Individual Pupil Profile (IPP) or behaviour support plan to specify strategies to support the child,  identify the strengths and areas the child finds difficult and set outcomes with measurable targets which will be reviewed termly with the parent/carer and child.

The graduated approach of Assess – Plan – Do – Review will be adopted to ensure the child progresses and achieve their potential.

Teachers will implement suitable strategies / provisions for the child to effectively support them.

The SENDCo oversees all support and progress of any child requiring additional support across the school.

At Wixams Tree we have a fully inclusion ethos and ensure all child have access to a broad balance curriculum regardless of their special educational needs.

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

At Wixams Tree Primary, we have a creative curriculum to inspire and engage the children. Each year group has various topics which they cover in order to meet the objectives of 

the National curriculum whilst immersing the children in a thematic approach. Planning is differentiated and personalised to ensure we meet the needs of all our learners. We offer the children a rich and varied learning environment to develop their skills and abilities whilst a focus on quality first teaching is used to ensure all pupils achieve their full potential.

All our staff are trained to adapt their teaching to meet the needs of all pupils in their care. When teaching, we use different methods of learning: these are visual, aural and kinaesthetic methods. This includes using the outdoor areas to enhance learning and give children an active approach where possible.  

We recognise that some children require additional changes to ensure they are fully supported. We do this through a range of methods such as 1:1/group work with a teaching assistant or teacher, providing supportive resources (e.g. pencil grips, ICT, sensory objects). We will adapt the curriculum to ensure all children can access learning and achieve. 

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?

We have a close working relationship with all families. Parent’s evenings are held in the autumn and spring term, parents receive a progress report from their child’s class teacher at the end of each term. For children with SEND, teachers discuss progress with parents and the child every term at the Individual Pupil Profile (IPP)/Behaviour Support Plan review, during this time there will be an opportunity for the teacher to discuss ways in which you can support your child at home. In addition to this, children with an Education, Health and Care Plan will have an Annual Review.

If your child’s teacher is concerned that they are not making sufficient progress you will be invited in to talk to them and discuss this. At this meeting your child will be given an Individual Pupil Profile (IPP), which will include information about the targets that have been set for your child as well as information on how they can help themselves to achieve these targets and how other people such as school staff and parents/careers can provide support. The teacher will also talk with you to decide which type of support best matches your child's needs. 

At the end of each academic year there is a school report to show what level of effort and success your child has achieved during the year. You can arrange to see the class teacher, SENDCo, or the head teacher at an appropriate time if there are any areas you wish to discuss.

We have an open door policy and encourage parents/carers to speak with staff if they have any questions or concerns.

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

The overall well-being of all children is a central theme of education at Wixams Tree Primary School. All staff prioritise respectful relationships and developing understanding of each other. All staff give time to listen to the children and show a caring, kind attitude at all times.  It is our vision that all children are entitled to develop to their fullest potential academically, socially, emotionally and into healthy, resilient and confidence young people. Through assemblies and PSHE lesson the children are given guidance on how to develop positive mental health and emotional well-being.  The school offers a range of pastoral support for pupils who are encountering emotional difficulties (e.g. ‘Being Me’ programme to boost self-esteem).

We have a school council which encourages children to share their opinions and is a platform for listening to ideas and implementing them, giving the pupils ownership of their school.

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

We access support from agencies who can support learners in a variety of ways.

Some services we use are:

Speech and Language Therapy

Child Development Centre

Paediatric Services

Occupational Therapy

Autism Advisory Service

Educational Psychology Services

CHUMS Emotional Well Being and Bereavement Services.

Bedford Borough’s SEND Team

Bedford Borough’s Early Years Education Team

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

Staff receive training on SEND, including safeguarding, through INSET sessions, staff meetings and external providers.

Training includes:

NASENCO award

Lift off to language

Team TEACH positive handling training

Dyslexia training

Autism awareness

First aid training

Prevent training

Medical needs training (inc. epilepsy, allergy, Epipen & asthma training)

Fire awareness

Mindfulness training

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

Class trips are inclusive, with additional adults and sometimes, family members supporting specific children. We have regular educational visits as well as people coming into school to support different topic areas. We provide any support required for their full inclusion. We choose visits that are accessible to all. Risk assessments (whole trip and for individual pupil) are carried out and procedures are put in place to enable all children to participate.

All children are welcome to attend any of the extra-curricular activities on offer at the school including the Dawn Until Dusk before and after school clubs.

How accessible is the setting/school/college enviroment?

Wixams Tree Primary is wheelchair accessible and there are disabled toilet facilities on both floors. The school is on two floors with easy access and double doors, lifts and ramps We ensure wherever possible that equipment used is accessible to all children regardless of their needs.

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?

Both the Reception staff and the SENDCo liaise with the local pre-schools and nurseries and arrange to meet the children in their pre-school setting. Information is be gathered regarding SEND and any necessary support put in place on their entry into school. Children and parents are also invited to the Reception Open Day at the school. Additional visits to school are encouraged for those children who find the transition difficult between home and school. Meetings will be arranged for those children who are already known through the Early Years SEND Services to make school aware of their needs to ensure the correct support is in place.

When children leave Wixams Tree Primary to go to secondary school they are invited to the new schools open day. Meetings will be arranged between SENDCos of both schools to discuss pupil’s individual needs and to organise extra transition visits if it is considered appropriate.

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

If during their time at Wixams Tree it is felt that your child will benefit from extra support, their class teacher will provide them extra-differentiated support in the classroom. If, even with this support, your child is still not making the expected progress in their learning you will be asked to come in to discuss your child’s progress with their class teacher, and, with your input an Individual Pupil Profile (IPP) will be written up to support your child’s individual needs. This may include extra general support by the teacher or teaching assistant in class.

If your child’s needs relate to more specific areas of their education, such as spelling, reading or numeracy skills etc., then you child may be placed in a small focused intervention group. A teacher or a teaching assistant will run this. The length of time of the interventions will vary according to the need. Assessment of children in any intervention groups will be used at the beginning and end of the intervention to evaluate the effectiveness of the intervention and identify the next steps for the children.

Occasionally a pupil may need more specialised support from an outside agency such as the Educational Psychologist etc. A referral will be made, with your consent, and forwarded to the most appropriate agency. After a series of assessments, a programme of support is provided to the school parents/ carers.

The SEND budget is allocated each financial year; the money is used to provide additional support or resources dependent on an individual’s needs.

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

Teachers complete half termly assessments of all children and analyse the data to identify needs within their class. The support and amount required is decided according to a child’s needs and what they require in order to make progress. If the need increases, the school may request that a statutory assessment is undertaken for an Education Health and Care plan (EHCP). A child with an EHCP will have a higher level of support and this will be agreed at their annual review meetings.


When a child is first identified as having Special Needs the school will work through 3 stages of intervention to gauge their needs. If a child is still not making progress or accessing learning they move on to the next stage.

-Stage one is to ensure that the child is receiving quality first teaching.

-Stage two is to provide high-quality differentiated teaching which target the pupil’s areas of need and makes adaptations to allow them to access their learning. This may include short-term interventions individually or in groups, in or out of class as necessary.

-Stage 3 more rigorous interventions may be offered and expertise from external agencies may be sought to advise on how best to meet a child’s needs.

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

All parents are encouraged to contribute to their child’s education, this may be through: - discussions with their class teacher, during parents evening and discussions with, SENDCo and Head Teacher. At Wixams Tree we promote a collaborative approach between the school and home. Newsletters are sent home at regular intervals to inform parents of what is happening in their child’s class. Homework is set to reflect what the child is learning in school and enable children and their parents to work together to support learning. Reading Records are used to record the reading a child completes at home in addition to acting as a means of communication between home and school.

Parents are given the opportunity throughout the year to support their child’s class with reading, volunteering on school trips and helping in lessons such as Design Technology.

Parents and pupils are asked to fill in a questionnaire relating to their experiences of the school over the previous academic year. These questionnaires are analysed by the Senior Management Team, with the results helping to identify areas in the school that we can improve.

For children with an Individual Pupil Profile (IPP)/Behaviour Support Plan we review all targets set at a review meeting together with parents and pupils. We agree what everyone will do to make teaching more effective to support learning. Targets are discussed and a date set to review how well your child is doing, if the targets are making a difference and what we need to do next. All parents are encouraged to comment on their child’s success plan with possible suggestions that can be incorporated into it. Included on the IPP will be strategies / activities that the parents can complete with their child at home to support them in their learning.