Inclusion
SUPPORTING INCLUSION AT WOODSIDE
At Woodside, we welcome everybody into our community. The staff, Governors, pupils and parents work together to make school a happy, welcoming place where all children can achieve their full potential and develop as confident individuals. We provide a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.
Our ethos is that every pupil should be supported to achieve academic, emotional, social and physical developmental success. Our school is committed to removing the barriers to learning and engagement that children may encounter, whether that be a short or long-term area of difficulty.
At Woodside Primary School we believe that:
- All children should be valued regardless of their abilities or difficulties
- All children are entitled to a broad and balanced curriculum which is differentiated to meet individual needs
- All teachers are teachers of children with SEN
- All children can be enabled to fulfil their potential through effective teaching and learning, supporting and encouraging
- Effective assessment and provision for children with SEN will be secured with partnership with parents/carers, children, the Local Education Authority and any relevant outside agencies.
Our interim SEND Co-ordinator is Helen Robinson
email: sen@inspirewoodside.co.uk or call the school on: 0208 654 5333
Our inclusion team consists of:
| Name | Role |
|---|---|
| Helen Robinson | Deputy Headteacher (Inclusion), Interim SENCo & DSL |
| Iman Atwal | Headteacher |
| Siobhan Adams | Trust Improvement Leader |
| Nikki Georgiades | Family Support Worker & Deputy DSL |
| Nikki Enver | Behaviour Lead - Nurture |
| Rachel Sayer | Behaviour Mentor - Nurture |
Click here for the Local authority's local offer
You will find our SEND and INCLUSION policies in the policies section of the website.
Many children have an ‘additional need’ at some stage of their school career - though this may only be of a temporary nature and may be emotional, physical or intellectual. There are also those pupils, as highlighted by the Education Act 1989, who have a specific learning difficulty.
A unified, systematic approach is essential within the school to ensure all-round support, continuity and an effective structure for communicating with parents. The DCSF ‘Code of Practice’ and our own Special Needs Policy (based on the Government's Code of Practice, 2014) provide the framework for these processes. Provision for pupils with additional needs is coordinated by the SENCO.
Below are some online resources aimed at how parents can support children with a variety of difficulties:
Parent guides for supporting children with additional needs at home
Dyslexia
Dyslexia Assit - What Can I Do At Home To Help My Child?
British Dyslexia Association - Supporting Homework
Speech and Language
I Can - Resources for Home Learning and Helping Children's understanding
Chatterpack - Resources for Schools and Parent Carers
ASD
Autism Research Insitute - Helping Students with Online Learning
Reading Rockets - Supporting Children during COVID-19
ADHD
ADHD Foundation - Advice & Guidance
SEMH
Young Minds - Parents Guide to Support Challenging Behaviour
Mentally Health Schools - Anxiety Tools for Parents
Young Minds - Parents Guide to Support Anxiety
Facilities for the disabled
Equal opportunities are extended to any family wishing to apply for a place for a child with a disability. Applications are considered following discussions with the child’s parents and appropriate authorities to ensure decisions are made in the best interests of the child.
There are several disabled toilet facilities throughout the site.
