Woodham Burn Community Primary School

Woodham Burn Community Primary School is a 250 pupil primary situated near to the town centre of Newton Aycliffe on an extensive site with a wide range of outdoor facilities. 

Our buildings are spacious and are all situated on the ground floor and easily accessible for those with limited mobility.

Out of school childcare and nursery provision are on the same site. Wrap round care is available all year for children aged from 3-12 years.

Who to contact

Contact name
Mrs R M Edwards
Contact position
Head Teacher
Telephone
01325 300 230
E-mail
woodhamburn@durhamlearning.net
Website
Woodham Burn Community Primary School

Where to go

Address
Humphrey Close
Newton Aycliffe
County Durham
Postcode
DL5 4EX

Other details

Related links
Ofsted reports

Local Offer

Local Offer description

We work hard to ensure that all pupils:

  • Have access to a broad and balanced curriculum which is appropriately. differentiated to meet the needs of every individual.
  • Are able to learn and to make good progress.
  • Are assessed accurately using the latest tools and guidance.
  • Have equal access to resources, tools provision and intervention.


This means that all children:

  • Have access to a varied and stimulating curriculum which is relevant to their needs.
    Access different teaching approaches based on what suits them best.
  • Have access to hands on learning, including a wide variety of visitors to school and visits out of the school environment.
  • Use a range of technology to support and aid teaching.
  • Have opportunities to work in small groups and independently as well as in whole class situations.
  • Have opportunities to develop independence including independent learning skills, develop self-esteem, are involved in decision making and in problem solving.
  • Have access to a high number of adults including at least one teacher and an additional support assistant in every class.

This level of provision is called ‘Quality First Teaching’.

Provision for Children with SEND
We ensure that provision for children who are identified as having additional needs goes beyond the differentiated approaches and learning arrangements which are provided as part of ‘quality first teaching’. This may take a variety of forms including the identification and use of additional resources, additional support or involvement of specialist staff or of support staff or services.

Specialist Staff
We employ a SENCO (Mrs Fiona Anderson), and a SENCO support assistant (Mrs Karen Robinson).  They work alongside the leadership team and are responsible for the management of provision for identified pupils with SEND.  The SENCO coaches and supports teachers and other staff to enable them to provide appropriate assessment and focused provision for children in their class with SEND.

All pupils with SEND at Woodham Burn are taught as integral members of classes and all teachers and teaching assistants are trained in the effective delivery of the curriculum to all children.

Areas of need
We recognise four main areas of additional need. 

These are:

  • Communication and Interaction.
  • Delay in attention/interaction skills – children may have difficulties ignoring distractions and may need regular prompts to stay on task. They may find whole class work difficult.  They may need individualised motivation in order to complete tasks. They may have difficulties maintaining relationships with peers or find it hard to sustain a conversation.
  • Understanding/receptive language – children may need visual support to understand or process spoken language. They may repeat what is said to them
  • Speech/expressive language - children may use simplified language and limited vocabulary.  Ideas and conversations may be difficult to follow with the need to request further clarification. Grammar/phonological awareness is still fairly poor and therefore literacy can be affected. There may be some immaturities in the sound system (for example substitution of one sound for another).

Cognition and learning
Children may have difficulties with the skills needed for effective learning such as the use of:

  • language
  • memory and reasoning skills
  • sequencing and organisation skills
  • an understanding of number
  • problem solving
  • gross and fine motor skills
  • independent learning skills
  • exercising choice
  • decision making and information processing

Social, mental and emotional health
Children may have difficulties with social and emotional development which may lead to or stem from:

  • social isolation
  • behavioural difficulties
  • attention difficulties
  • anxiety and depression
  • attachment disorders
  • low self-esteem
  • issues with self-image

Sensory and/or Physical
Children may have a medical or genetic condition or specific medical needs which may require modifications to be made to allow for:

  • gross and fine motor difficulties
  • visual or hearing impairment
  • accessibility issues to the building or equipment
  • sensory issues (high sensitivity to noise/smells/light/touch or taste)
  • toileting or self-care issues

We aim to raise aspirations for all and to give families and children the skills and support that they need to succeed.
 
What sorts of extra support does the school offer?
Support will vary in individual cases and after a thorough assessment of needs, but the information below outlines some of provision which is offered to support children at Woodham Burn.

Support for Speech, Language and Literacy

  • Smaller and more focused phonics groups using the Read, Write Inc Scheme.
  • One-to-one phonics and literacy intervention.
  • Reading groups.
  • Handwriting groups.
  • Language enrichment groups.
  • Support from qualified Speech and Language therapists who visit on a regular. basis at specific times or when the need arises.
  • Support from qualified Educational Psychologist who visits on a regular basis as the need arises.

Support for emotional wellbeing
We pride ourselves on being a friendly, family-orientated and open school. We encourage family members and carers to speak to key members of staff each day, including members of the leadership team or the head teacher. We are happy to arrange appointments out of hours for parents who work or to speak over the telephone at pre-arranged times.

For more vulnerable children this provision can be formalised via a home/school contact diary, daily or weekly reporting arrangements or a personalised programme somewhere between the two.

We have a well-established transition programme for entry into Reception class which involves a series of visits and meetings prior to the children starting school so that you get to know the school and the school gets to know you before the first day of term.

For vulnerable children or those with additional needs this can also include home visits or additional visits and meetings.

We support children well as they move into secondary school. We have a well-established transition programme with the feeder schools and work closely with transition workers throughout the year to ensure that children move smoothly between Woodham Burn and their chosen destination school.  Where children are identified as being vulnerable at this time specific programmes are put in place to help to get over any identified difficulties including personalised visit programmes or supported visits/induction programmes.

There is a varied and stimulating PSHE programme running through the school as well as programmes to support Relationships Education which are delivered as whole class/small group/individual sessions as required.

We work closely with outside agencies such as CAHMS and Full Circle to support vulnerable children in school.

Support for Behaviour
Woodham Burn children behave very well and visitors comment on how calm and well-behaved they are. We have a strong ethos of ‘positive reinforcement’, ie encouraging good behaviour by praising the positive things and discouraging the negative. We follow a very comprehensive behaviour policy which is available for all to read from our website and school office.

Where children find behaving well more challenging the following support is offered:

  • Inappropriate behaviours are addressed straight away and outcomes are shared with parents
  • Where this repeatedly does not have a positive impact, further strategies are agreed and shared with parents and staff.

If necessary, some children access individual behaviour support programmes which break down incentives and sanctions into smaller, more achievable steps. These may involve planned times when children opt to be away from other children, for example at playtimes to support better behaviour at unstructured times of the school day.

Parents may be offered weekly meetings or telephone calls with key members of staff to monitor behaviour. We have access to other professionals who can support behaviour improvement at home and in school. Staff are happy to discuss this further with you and can provide further information about further support which can be obtained.

(The school are currently in the process of developing further information to add to this part of the Local Offer. Please contact us directly if you need more details.)

Contact name
Mrs F. Anderson
Contact telephone
01325 300 230
Links
Woodham Burn Community Primary SEND

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

There is no single method of identifying additional needs or disabilities. Some children come to school having already had an additional need or disability identified from a very young age, usually by parents and health professionals working with them. For others, an additional need is identified as the child progresses through the school. We use a range of methods to identify special needs.

A need may be identified because a child is not making the same academic progress that might be expected of a child of that age in one or more areas of the curriculum. The child may be behaving in a different way to other children of that age group, or may be having much more trouble behaving well than other children of the same age. He or she may be experiencing emotional difficulties which are impacting on his or her ability to make good progress in school or in other areas of life.

Staff in school will work with parents and professionals to identify these needs and to address them.

Areas of Need

We recognise four main areas of additional need. These are:

1. Communication and interaction

Delay in attention/interaction skills – children may have difficulties ignoring distractions and may need regular prompts to stay on task. They may find whole class work difficult. They may need individualised motivation in order to complete tasks. They may have difficulties maintaining relationships with peers or find it hard to sustain a conversation.

Understanding/receptive language – children may need visual support to understand or process spoken language. They may repeat what is said to them.

Speech/expressive language - children may use simplified language and limited vocabulary. Ideas and conversations may be difficult to follow with the need to request further clarification. Grammar/phonological awareness is still fairly poor and therefore literacy can be affected. There may be some immaturities in the sound system (for example substitution of one sound for another)

2. Cognition and Learning

Children may have difficulties with the skills needed for effective learning such as the use of:

  • language
  • memory and reasoning skills
  • sequencing and organisation skills
  • an understanding of number
  • problem solving
  • gross and fine motor skills
  • independent learning skills
  • exercising choice
  • decision making and information processing

3. Social, Mental and Emotional Health

Children may have difficulties with social and emotional development which may lead to or stem from:

  • social isolation
  • behavioural difficulties
  • attention difficulties
  • anxiety and depression
  • attachment disorders
  • low self-esteem and issues with self-image

4. Sensory and/or physical

Children may have a medical or genetic condition or specific medical needs which may require modifications to be made to allow for:

  • gross and fine motor difficulties
  • visual or hearing impairment
  • accessibility issues to the building or equipment
  • sensory issues (high sensitivity to noise/smells/light/touch or taste)
  • toileting or self-care issues

We aim to raise aspirations for all and to give families and children the skills and support that they need to succeed.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

Please see our website for further details.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

Please see our website for further details.

How will we know my child is progressing?

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Please see our website for further details.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

Please see our website for further details.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

Please see our website for further details.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Please see our website for further details.

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

We offer a variety of opportunities throughout the year for out of school activities.

During the school day all out of school trips are accessed by all pupils regardless of additional needs or disabilities and adaptations are made to travel or supervision arrangements to ensure that this can happen.

Before and after the school day there are a number of further opportunities for all pupils.

We offer an Out of School Club on site. This provides very low cost childcare on a non-profit making basis every day of the year apart from Bank Holidays from 8.00am – 6.00pm. This can be accessed by all children attending the school, including during the holidays and provides a wide variety of exciting activities. This provision has been rated as ‘Outstanding’ by Ofsted (December 2014).

There is a drop in breakfast club every morning from 8.30am which allows you to drop your child at school from opening time to get off to work or other tasks promptly leaving him/her in a safe and stimulating environment where they can have a nourishing and healthy breakfast with friends for a voluntary contribution of about 50p.

There are activity clubs on a regular basis advertised on the website including drama, PAIS activity youth club, football and gymnastics (all free of charge), and others where there is a small contribution, for example dance, cookery, (coming soon) Rock School.

All clubs are open to children of all abilities including those with additional needs.

How will you support my child's needs?

How accessible is the setting/school/college environment?

Please see our website for further details.

What is available to help my child with their education?

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Please see our website for further details.

What support can I expect for my child?

How is the decision made about what type and how much support my child/young person will receive?

Please see our website for further details.

How will I be involved in my child's education?

How are parents involved in the setting/school/college? How can I be involved?

Please see our website for further details.

My child is going to be starting or leaving soon, how will you help them?

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

We have a  well-established transition programme for entry into Reception class which involves a series of visits and meetings prior to the children starting school so that you get to know the school well and the school staff get to know you before the first day of term.

  • For vulnerable children or those with additional needs this can also include home visits or additional visits and meetings
  • We support the children well as they move into secondary school. They have a well-established transition programme with the schools which they feed and they work closely with transition workers throughout the year to ensure that children move smoothly between Woodham Burn and their chosen destination school. Where children are identified as being vulnerable at this time specific programmes are put in place to help to get over any identified difficulties including personalised visit programmes or supported visits/induction programmes.
Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
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Address: Humphrey Close  Newton Aycliffe  County Durham

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