SEND - Special Educational Needs and Disabilitie
SENDCO - Mrs J Holden - email@example.com
At Woodheys Primary School we provide a caring, nurturing environment which enables all children to flourish as learners and achieve their best. We aim to ensure that every child with Special Educational Needs or Disabilities (SEND) is identified and provided for as early as possible through working closely with parents, carers and outside agencies. Through Quality First Teaching and targeted adult support, children are able to learn in the classroom alongside their peers. Intervention to address specific needs takes place in small groups or a one to one and provision is frequently reviewed to ensure progress.
As a whole school we are committed to giving all children in our care the best possible school experience and we look forward to working with you to support your child. If you have any queries about SEND, please speak to your child’s class teacher in the first instance or call Mrs Holden on 0161 973 4478
- SEND report 2021-22.docx
- Dyslexia Friendly Support at Woodheys Primary School
- ADHD Support at Woodheys Primary School
- ASD Support at Woodheys Primary School
- Down Syndrome Support at Woodheys Primary School.docx
- Woodheys Wellbeing Offer
- Medical Policy 22-24.docx
- Woodheys Individual Healthcare Plan(IHCP).docx
- Woodheys parental Agreement for Setting to Administer Medicine.docx
- Woodheys Record of Medicine Administered to all Children.docx
The full local offer of SEND services available in Trafford can be found at www.trafford.gov.uk/servicedirectory or by contacting the Family Information Service on 0161 912 1053 or
Raising SEND Support concerns
If your concern is regarding the SEND school support that your child receives in the first instance please contact our Special Needs coordinator Mrs Holden or our SEND link Governor Jack Galloway firstname.lastname@example.org
Equality Objectives and Principles
How do we promote equality?
Through the ethos of the school
- Our Equality Policy mirrors the ethos of the school and is considered in all the other school policies.
- Everyone associated with the school is kept informed about the Equality Policy and procedures, and is asked to abide by them.
- All policies and procedures are regularly reviewed and their effectiveness evaluated.
What are our core principles?
In fulfilling the legal obligations outlined further on in this scheme, we at Woodheys Primary School are guided by seven principles:
1. All members of the school and wider community are of equal value
We see all members of the school and wider community of equal value.
2. We recognise and respect diversity
Treating people equally does not necessarily involve treating them all the same. Our policies, procedures and activities must not discriminate, but are differentiated, as appropriate, to take account of differences in life-experience, outlook and background, and in the kinds of barrier and disadvantage which people may face, in relation to: disability, so that reasonable adjustments are made; ethnicity, so that different cultural backgrounds and experiences of prejudice are recognised; gender, gender reassignment and sexual orientation so that the different needs and experiences of girls and boys, women and men are recognised; age, so that the age of a person is accounted for but never discriminated against.
3. We foster positive attitudes and relationships, and a shared sense of cohesion and belonging
We intend that our policies, procedures and activities should promote: positive attitudes towards people with disabilities, good relations between those with or without disabilities and an absence of harassment; positive interaction, good relations and dialogue between groups and communities different from each other in terms of ethnicity, culture, religious affiliation, national origin or socio-economic circumstances, and an absence of prejudice-related bullying and incidents; mutual respect and good relations between boys and girls, women and men, and an absence of sexual harassment; positive intergenerational attitudes and relationships.
4. We ensure that the recruitment, retention and ongoing development of staff is undertaken in a fair and equitable manner to support our school’s vision and values.
Policies and procedures should benefit all employees and potential employees, for example in recruitment and promotion, and in continuing professional development regardless of: age, disability, gender or gender-identity, race, religion or belief, sexual orientation, pregnancy and maternity, marriage and civil partnership or socio-economic background.
5. We aim to reduce and remove inequalities and barriers that already exist
In addition to avoiding or minimising possible negative impacts, we take opportunities to maximise positive impacts by reducing and removing inequalities and barriers that may already exist between different groups.
6. Wide consultation
People affected by a policy or activity should be consulted and involved in the design of new policies, and in the review of existing ones.
7. The community as a whole should benefit
We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life of the identified protected groups.