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Woodbridge Junior School

Happy Children Inspired to Learn

5. How is extra support allocated to children, and how do they progress in their learning?

Allocating Extra Support:

  • The school budget is received from Derbyshire LA and includes money for supporting children with SEND.
  • The Head Teacher decides on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school.
  • The Head Teacher, SENCO and Senior Leadership Team discuss all the information they have about SEND in the school and decide what resources and training is needed. This includes:
    • The children getting extra support already
    • The children needing extra support
    • The children who have been identified as not making as much progress as would be expected.
  • School provisions are mapped out on our school provision map. These are costed and reviewed regularly. Pupils with higher-level needs have their own, individual provision maps which are reviewed and changed regularly. 


Making Progress: 

  • BOXALL profile assessments are used to monitor progress in pupils' emotional well-being. These assessments are set up at the beginning of the academic year and targets set from the weakest areas. These inform the learning focus of our social, emotional and mental health focused provisions. Boxall Profiles are reviewed and repeated each term to ensure progress is being made. 
  • All pupils on the SEND register have an IEP (Individual Education Plan). This provides targeted, small steps and is worked on daily in class. IEPs are reviewed each term by the class teacher and teaching assistant. 
  • Pupils who are working at pre-key stage are assessed in collaboration with SSSEN using the pre-key stage standards. Progress is currently monitored using B-Squared and Eaz-Mag assessment tools.