SEND


At Ladygrove Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support the children through their learning journey. Quality teaching is vital; however for some children there are occasions when further additional support is required to help them achieve their targets.

We recognise that pupils learn at different rates and that there are many factors that influence achievement and attainment.
Many pupils, at some time in their school career, may experience difficulties which pose barriers to learning; these may be long or short term.

At Ladygrove Primary School we are committed to ensuring that every child gets the best support we can offer in order to help them to enjoy their learning, feel confident, be happy amongst their friends and make the best progress possible.

Every child is an individual and has individual needs that will affect their learning. Sometimes children need special support to give them an extra boost or to help them catch up with other children of the same age. They may need the support for a short time or a longer period but during this time they will be part of our Special Educational Needs and Disability (SEND) Register and we will monitor their progress, look carefully at what special support they need and keep in close touch with their parents.

SEND Information Report

SEND-Information-Report 

Ladygrove’s Graduated Response

Graduated Response

SEND Local offer

If you would like to find out more about the SEND local offer within Telford and Wrekin and what services there are out there, please visit the website below.

Telford and Wrekin SEND Local Offer  

Please see our SEND blog in the Parent’s Area for more useful links and information.

The Pastoral Pods

Here at Ladygrove we believe that a child learns best when they have strong self-esteem, a sense of belonging and resilience.

Our Nurture group is run from the Pastoral Pod. Miss Piper, Miss Ward and Miss Pennant work together to create a secure, calm, nurturing environment for the children to reach their full potential. This is achieved by following the six principles of Nurture.

  1. Children’s learning is understood developmentally.

We believe that each child is a unique individual. We work alongside the children to support them to overcome their barriers to learning, which will enable them to reach their true learning potential. Work can be tailored to their learning needs to encourage a confident, independent child. Staff respond to the children in terms of their developmental progress which is assessed through the Boxall Profile. The support is underpinned by a non-judgemental, accepting attitude from all staff.

  1. The classroom offers a safe base.

We often find that some children may find a large classroom environment challenging as they can often be over stimulated. Our Nurture room offers a calm quiet space where the children can feel safe and secure. We operate a predictable routine with support of a visual timetable which offers opportunities for the children to develop strong relationships with both staff and peers.

  1. The importance of nurture for the development of wellbeing.

In our Nurture group we listen and respond to the children and their needs. This is achieved through shared activities such as play, reading, talking about events and exploring feelings and emotions. Children respond to being valued and thought of as individuals. We notice and praise small achievements. “Nothing is hurried in Nurture group.”

  1. Language is a vital means of communication.

“Language is more than a skill to be learnt, it is the way of putting feelings into words”

Nurture children often act out their feelings as they often lack the emotional vocabulary to express how they feel. In Nurture we put empathise on providing opportunities for the children to express themselves. This is achieved through our welcome, snack time and circle times. We encourage the children to use words rather than actions to express how they feel.

  1. All behaviour is communication.

We aim to explore why a child is struggling to manage their behaviour, by looking beyond the action and unpicking the reason behind it. Understanding what a child is communicating through their behaviour enables the staff to respond in a consistent, calm manner which will not provoke a negative response but allow the child time to process and respond in a positive way.

  1. The importance of transition in children’s lives.

Children can often find transitions a challenge. The Nurture room enables the child to manage these transitions in a positive way. A change to routine can be extremely difficult for these children and we are able to support this through preparation for the next step.

The Pastoral Pod focuses on supporting the emotional wellbeing of children who sometimes find the mainstream classroom a challenge. We focus our learning around relaxation and breathing techniques, the calm brain and self regulation and social interaction skills. The children are encouraged to transfer their skills back into the classroom to ensure there is a smooth transition. The room is also an extension of our SEND provision and we work alongside outside agencies to ensure the best possible provision.

Emotional Literacy Support Assistants (ELSA)

Miss Piper, Miss Ward and Miss Pennant are trained ELSAs and offer emotional wellbeing support to both KS1 and KS2 pupils in small groups or 1:1 sessions. These sessions operate across the day and outside of the nurture provision.