A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.

They have a learning difficulty or disability if they have:

• A significantly greater difficulty in learning than most others of the same age; or

• A disability that prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools. The SEND Code of Practice 2014 (updated January 2015) sets out four broad areas of special educational need that include a range of difficulties and conditions:

Wildmoor Heath is an inclusive school, where all pupils are treated equally and given equal access to the full curriculum and our extended range of educational opportunities. Our mission is to provide all our young learners with a strong foundation of values, knowledge and skills. We want them to feel supported, inspired to achieve their best, fully prepared for each key stage and the wider world.

We strive to develop, cultivate and maintain good working relationships with all learners and their families, believing that parents are the experts about their children. By working together we can ensure that all pupils reach their full potential. We recognise that every child is unique and has different needs, even with similar diagnoses.

Our SENDCO is Mrs Caroline Pratt, who can be contacted on 01344 772034 or via email sendco@wildmoorheath.org.uk.

Early action to address identified needs is critical to the future progress and improved outcomes of children with SEND. We identify need at ‘any age and any stage’. We will assess each pupil’s current skills and levels of attainment on entry. This builds on previous settings and Key Stages, where/ if appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline

• Fails to match or better the child’s previous rate of progress

• Fails to close the attainment gap between the child and their peers

• Widens the attainment gap

• Demonstrates high levels of dysregulation

We do not solely focus on academic data but also attainment in other areas, such as social, emotional, mental health and behaviour. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

We use a range of assessments to monitor children’s progress and highlight those whose attainment is less than expected. Pupil progress is recorded on the school’s tracker system. These assessments are used in the Assess, Plan, Do, Review cycle. 

When a parent/carer has a concern, we will have an early discussion with the pupil and their parents to identify whether they need special educational provision.

We will formally notify parents when it is decided that a pupil will receive SEND support. They will receive copies of the following documentation:

• Inclusion Register letter – this will outline details about this document, the information it includes about their child and how we use that information. 

• SEND Support Flyer – this outlines what SEND Support looks like at Wildmoor Heath and the support we offer. 

Some pupils who require more specialised support will have Individualised Learning Plans (ILPs) with pupil passports combined. An individualised learning plan will be used to:

• Track progress against long-term outcomes in Educational, Health and Care Plans (EHCPs) for pupils working below age related expectations;

• Inform medium-term and daily curriculum planning and provision where children are accessing adapted curriculum pathways;

• Inform intervention planning.

The Pupil Passport contains the needs, strengths and individual strategies for every student with an EHCP or on SEN Support. These are developed in partnership with pupils and their parents/carers. Where appropriate, they might also include strategies recommended by other professionals. 

Note: Some children may be identified as SEND Support but may not require an ILP. In these cases, children will receive a Pupil Passport only.

Wildmoor Heath School ensures that a universal provision of high-quality teaching is able to address gaps in foundational knowledge and skills. Through evidence-informed classroom routines and a well-planned curriculum, teachers are able to address reading fluency and accuracy, communication and language skills, writing composition and number facts. Furthermore, our carefully selected and sequenced curricula ensure foundational subject-specific knowledge is secure at every step. For some pupils, effective in-classroom targeted support ensures gaps are identified and tackled quickly through our responsive and adaptive classroom practice.

We are a fully inclusive school where every child has full access to our broad curriculum and all staff believe that it is our duty to do our best for every child whatever their need. All teachers are responsible and accountable for the progress of all learners in their class, including where they access support from teaching assistants or specialist staff.

Targeted support is provided through planned interventions based on the needs presented. Interventions are selected from robust, evidence-informed research, with strong intended outcomes. Interventions are monitored and reviewed termly to ensure they have been effective.

At Wildmoor Heath we believe that high-quality education for children with SEND is underpinned by a good understanding of their individual needs, and strong relationships between families and schools. We also ensure effective collaboration between school and other services to support children’s learning and development.

Our SENDCo, Mrs Pratt is a trained teacher and is currently completing her NPQSENCO training. Staff have completed a variety of training, including: Autism Support Assistant (ASA), social stories, visual aids to support children with Autism, memory skills, baselining interventions, Maximising the Impact of Teaching Assistants, Attachment Theory, Attention Autism, Zones of Regulation, PACE and trauma informed. 

Speech and Language therapists work alongside staff to deliver therapy plans and to model how sessions can be delivered in school. 

Teacher Handbook: SEND
With contributions from specialists across the sector, the handbook is a comprehensive resource for teachers and parents to use over time. It brings together practical examples of high-quality teaching – placing focus on removing barriers to learning, getting to know and understand individual learners, and bringing to life the graduated approach.  To access this free resource, click on the link below and sign up to Whole School SEND: https://www.wholeschoolsend.org.uk/teacher-handbook 

Whole School SEND Online CPD Units
Free, flexible online learning to help develop inclusive practice. https://www.wholeschoolsend.org.uk/page/online-cpd-units

Bracknell Forest Local Offer 
Bracknell Forest Local Offer

SEND Information Report 2025-2026 
SEND Information Report 2025-2026