School development plan summary 2024-2025

First Aid Policy

Statement of Purpose 24/25

Safeguarding Statement 24/25

Child Protection policy (Including Low Level Concerns) 24/25

Safeguarding Policy The Beckmead Trust 23/24

Children Looked After (CLA) Policy 24/25

Attendance Policy

Phonics and early reading policy

PSHE Policy

RSE Policy

Home-School communications

Day Provision Policy

Accessibility plan

Admissions Policy

Privacy Notice

Restrictive Physical Intervention

Behaviour Management Policy

CCTV Usage Policy

Complaints Policy

E-Safety Policy

Equality information and objectives

Management of unreasonable/persistent complaint behaviour Policy

Parent Code of Conduct

Surveillance Procedures

Training and Awareness Procedures

Consent Procedure

Security Incidents

Emergency Management Plan

Fire Safety Policy

Health, Safety & Welfare Policy

1. Introduction

Wells Park School (WPS) is an Academy Converter (now part of The Beckmead Trust) primary school for children aged 5-11 years, with a designated PAN of 56 pupils. The school is a specialist provision for pupils assessed as having Social, Emotional and Mental Health needs (SEMH).

All pupils admitted to WPS have an Education, Health and Care Plan (EHCP) in place with SEMH noted as their primary need. In exceptional circumstances, however, a pupil may be admitted when an EHCP is still in the process of being finalised.

The culture and practice at WPS are founded on the following principles:

• The importance of establishing a sense of belonging
• Developing love for self, others, and the world
• Fostering hope and aspiration
• Encouraging joyfulness in living and learning together.

These ‘foundation stones’ are the basis for all WPS policies. Our approach to admissions to the school is designed to ensure the best possible experience of what it means to become a part of our school community.

2. What kind of special educational needs are catered for in your school?

Wells Park School is a specialist provision for pupils with social, emotional and mental health (SEMH) needs. Several of our pupils have secondary needs including difficulties with their communication and learning.

3. Which policies identify children and young people with SEN?

All of our pupils have an EHCP related to their SEMH needs. Many of our pupils have secondary needs relating to cognition and learning, communication and interaction. Where specific needs have yet to be identified, school staff, with support from an Educational Psychologist, use a variety of data and observations to assess needs and implement strategies to overcome barriers.

Our Trust SEN policy includes further information on this, including the role of the school in improving the outcomes of our pupils with SEN. Additional policies that talk about the identification of need include our Admissions Policy and our Teaching and Learning Policy.

4. How are their needs assessed?

If we feel that pupils have additional needs that are not described in their EHCP and fall within the capacity of the school, we write them into their individual learning programme and implement provision and intervention to meet these needs.

Where possible, we aim to use formal methods of assessment such as standardised scores. When this is not deemed appropriate due to the pupil’s needs, we rely on observational methods to both assess and monitor progress.

5. Who is the school SENCo?

The school SENCo is the Headteacher, who is responsible for ensuring the progress and wellbeing of all learners in the school. Contact: 02085026442 Email: wellsparkoffice@beckmeadtrust.org

6. How do you consult with parents of children with SEN and involve them in their child’s education?

As a school, we aim to build partnerships with parents and carers that are based on honesty, trust and mutual respect with the purpose of supporting the social, academic, personal, and emotional development of our pupils. In addition to the annual review of special educational needs, parents and carers are invited to contribute to and discuss the following:

• Pupil Progress
• Home/School chat books
• Individual Learning Plans
• Onward placement planning
• Personalised Distress Management Plans
• Placement Plans

We consult and communicate with parents on an ongoing basis primarily through a dedicated team called The Link, which is staffed by a Care Officer and our Designated Safeguard Lead, Jenny Walling. The Link also offers welfare support for our families out of school and often makes home visits to maintain strong partnerships.

7. How do you consult with children and young people and ensure they are actively involved in their own education?

Success revolves around the pupils themselves. With this in mind, we value the views of our pupils. As part of the review process, their views are recorded formally once per half term, including before their annual review.

Pupils are invited to all review meetings and are encouraged to suggest possible targets and how school can better provide for their needs. If due to need, pupils do not feel able to attend, they can select an advocate to share their views.

Pupils are also encouraged to self-assess and peer-assess work in class. Each year, pupils take part in an online survey that measures attitudes towards learning and school.

8. How do you assess and review children and young people’s progress towards outcomes?

Reviewing progress towards outcomes takes place at an annual review and in termly meetings or conversations with parents. Parents and carers are involved in this process, and their views are recorded and taken into account.

To support this process, a variety of school data is used, including progress in subjects as well as social and emotional aspects of development. We contact parents and carers in advance of meetings and gather views through home visits, school meetings, or phone calls, depending on their preference.

9. How do you support children and young people who move between phases of education?

On admission to our school, our Deputy Headteacher and Family Welfare Officer work with parents, carers, and other professionals to plan a personalised transition for new pupils. This might include:

• Parent and carer visits
• Supported visits with trusted adults
• Supported time in the classroom
• Small group work

When pupils are ready to move to their next provision or school, we implement a carefully planned transition programme involving all relevant stakeholders.

10. How do you help children and young people prepare for adulthood?

We prepare pupils for adulthood through:

• A carefully considered curriculum designed with our pupils in mind
• Personal development and real-life experiences
• Vocational opportunities and careers awareness
• Classroom activities based on problem-solving and the ability to use initiative
• The development of Skills 4 Life.

Our approach aligns with the Preparing for Adulthood (PfA) framework outlined in the SEND Code of Practice, ensuring pupils are equipped for employment, independent living, community participation, and good health.

11. What approach do you use when teaching children and young people with SEN?

At Wells Park, all of our pupils are placed in class groups where practice is guided by the Six Core Strengths for Healthy Child Development. The six principles of healthy child development, as identified by Bruce Perry, are:

1. Attachment: Making relationships
2. Self-Regulation: Containing impulses
3. Affiliation: Being part of a group
4. Attunement: Being aware of others
5. Tolerance: Accepting differences
6. Respect: Respecting yourself and others.

We ensure pupils access ‘Quality First Teaching,’ which is differentiated to meet individual needs. Our thematic curriculum incorporates outdoor learning to engage pupils and promote holistic development.

12. How are adaptations made to the curriculum and the learning environment of children and young people with SEN?

We adapt the curriculum and learning environment for children and young people with SEN through:

• Differentiated tasks and resources, such as simplifying readability or adapting materials to meet personal interests.
• Targeted in-class support using trained Learning Support Assistants.
• Small group or individual support sessions for English, Maths, and social/emotional development.
• Communication-friendly classrooms that foster accessibility for pupils with additional needs.

Our approach complies with the Equality Act 2010, ensuring reasonable adjustments are made to facilitate access for all pupils.

13. What expertise and training do your staff have? How do you secure additional specialist expertise?

All of our teachers and support staff are experienced in working with pupils with SEMH within a residential setting. Staff receive ongoing professional development to stay informed of the latest practices in SEN education.

When additional expertise is necessary, we work closely with:

• The Beckmead Trust
• Local Authority Educational Psychology teams
• Specialist providers for speech, language, and occupational therapy.

Specialist recommendations are integrated into classroom practices to support desired outcomes.

14. How do you evaluate the effectiveness of the provision made for children and young people with SEN?

We routinely evaluate our provision to ensure it meets the needs of pupils with SEN. This involves:

• Monitoring and reviewing individual pupil progress through regular assessment.
• Evaluating the impact of interventions using data and feedback from stakeholders.
• Conducting school-wide self-evaluation exercises to identify strengths and areas for improvement.

The school engages fully with external monitoring and Ofsted inspections (both SCCIF and CIF to maintain high standards.

15. How are children and young people with SEN enabled to engage in activities?

Building self-esteem and enabling pupils to experience success are key to our ethos. Activities, both in and out of the classroom, are differentiated and personalised to meet individual needs.

We enhance the curriculum through trips, visits, and outdoor education. Transport is provided where necessary to ensure all pupils can access these opportunities.

16. How do you support the emotional and social development of children and young people?

Improving emotional and social development is central to the provision at Wells Park. We use:

• Six Core Strengths Model: To holistically assess needs and set targets for growth.
• Trauma-Informed Practices: Staff support children in managing life’s emotional ups and downs, promoting resilience and readiness for learning.
• Restorative Practices: Addressing conflicts and building stronger relationships within the school community.
• Token Economy Rewards System: To encourage positive behavior and goal achievement.
• Skills 4 Life programme: To develop lifelong skills to support wider wellbeing and happiness

We also offer enrichment programs, off-site visits, and opportunities.

17. How does the school involve other bodies in meeting children and young people’s SEN and supporting their families?

We work collaboratively with various external agencies to support our pupils and their families, including:

• Health Services: Access to school nurses, Child and Adolescent Mental Health Services (CAMHS), and occupational therapy.
• Social Care Services: Coordinating with social workers and family support services.
• Voluntary Organisations: Partnering with charities and community groups that offer additional support.

These collaborations ensure a holistic approach to addressing the diverse needs of our pupils.

Compliance with Statutory Guidance

Our SEN Information Report aligns with the Special Educational Needs and Disability Code of Practice: 0 to 25 years, which provides statutory guidance on duties, policies, and procedures relating to Part 3 of the Children and Families Act 2014.

We also adhere to the latest Ofsted guidance on SEND provision, ensuring our practices meet the standards outlined in the Area SEND inspections: framework and handbook.

By following these frameworks, we are committed to delivering high-quality education and support to all our pupils with special educational needs.