SEND

At Woore we pride ourselves in our provision for our SEND pupils. We highlight areas of concern quickly and act on them through the use of in class support and through external agencies. Through hard work and determination our teachers and teaching assistants provide personalised learning plans and deliver structured intervention programmes to support all pupils. Our goal is to ensure SEND pupils make good and outstanding personal progress.

Are you a parent carer of a child or young person who is on SEN support or has an EHCP? Shropshire’s SEND Local Offer has lots of information, support and resources for parents/carers of children with SEND including education, EHCPs, health and wellbeing, early help, family support, financial support, transport, things to do and lots more. Take a look at the local offer website on the following link: www.shropshire.gov.uk/the-send-local-offer

Our School SENDCo is: Mrs Eve Battrick This email address is being protected from spambots. You need JavaScript enabled to view it.

Sensory Circuit 1 Sensory Circuit 2

PINS Project

At Woore Primary and Nursery school, we are proud to have been involved in the PINS (Partnership for the Inclusion of Neurodiversity in Schools) project over two years 2024-2026. This project aims to promote and develop the inclusion of neurodiverse learners within school. By ensuring our environment, ethos, teaching and learning and provision is inclusive to neurodiverse individuals, we can ensure that every child in our school is able to access education effectively.

In the first year of the project we;

· Identified four neurodiverse children who worked with a specialist practitioner on a 1:1 basis over 4 sessions, including a meeting with parents and classroom observations.

· Completed a whole school audit and identified areas of inclusive practice within school that could be developed (our priorities were identified as the use of language across the school and the provision and arrangements within the mixed Reception / Year One class)

· Worked with PINS practitioners on these protities through specifically tailored CPD, learning walks, individual support for practitioners and sessions with individual children.

· We reviewed the impact of this project with the neurodiversity practitioners and the project leaders through a review meeting, and discussed the next steps that we would continue to work on.

Calm corner . calm choices . classroom . classroom 2

We were offered the opportunity to continue this work through a second year of involvement, which we were excited to engage with. The priorities for the year are;

· To complete learning walks to ensure the PINS Year One objectives are embedded fully.

· To conduct an audit and attend a brokerage meeting to discuss PINS priorities for this year and identify areas to develop.

· To establish a half termly SEND meeting with all staff to ensure the PINS priorities remain a focal point across the school

· To update the website with information sharing our work with the PINS project

· To research the LEANS curriculum for PSHE for upper KS2 to replace one term of our current PSHE curriculum (Learning about neurodiversity at school)

· To establish a ‘One Page Profile’ for neurodiverse children within school (Spring term)

· To undertake whole staff CPD on emotion coaching to ensure all staff are trained and confident in using this (Spring term)

· To refresh and re-establish sensory circuits for selected pupils (Spring term)

Our work during this project has been recognised within the Shropshire and Telford area, and we have been asked to present an overview of our journey at a workshop for other schools involved in the project. This workshop will focus in particular on the classroom environment and making adaptations to the routines and structure which will benefit all pupils, but especially those who are neurodivergent.

PINS project PINS logo