Special Educational Needs

Buildwas is an inclusive school which encourages all pupils to achieve their potential. Quality teaching is vital; however, for some children there are occasions when further additional support and targeted intervention programmes are needed to help them achieve their targets.

At Buildwas, we follow the SEND Code of Practice 2015: we assess the needs of individual children through the graduated approach (Assess, Plan, Do, Review) and work with external agencies as necessary. We identify the best way to support our pupils in the best way we can.

If you would like to apply for a place at Priorslee and have a child with SEND, please contact us first. It is vital that we understand your child’s needs. We hope that speaking to us before you apply will give you a more informed understanding of our school community and how we help children with diverse needs achieve their potential

 Please find below the most recent SEND Information Report and our SEND policy:

Buildwas Academy SEND Report

SEND Policy Buildwas

Please click here to navigate to the Shropshire ‘Local Offer’ for SEND.

If you have any questions about the support for your child in our school, please contact:

Mr J Millington (Jason.Millington2@taw.org.uk) – Special Education Needs & Disabilities Co-ordinator (SENDCo)

In Mr Millington’s absence, please contact:

Mrs R Brewer (becky.brewer@taw.org.uk)

For pupils who are disabled and require e.g. wheelchair access, there is ramp access into the main school hall from the lower school site; and ramp access into the demountable classrooms on the upper school site. If visiting the school, please call prior to arriving so access can be arranged for you if necessary.

Supporting children with SEND at Buildwas Academy

Our staff employ a number of strategies to help support children with SEND  in accessing the Curriculum.  These include:

  • Quality first teaching for all children
  • One Page Profiles
  • Tailored work and activities to make learning accessible to all
  • Resources adapted so they are easily accessible
  • Pre-teaching of strategies and vocabulary
  • Access to iPads and surfaces and other assistive technologies
  • Specialist equipment
  • Multi-sensory approach
  • Additional adult classroom support as needed
  • Use of visual timetables

 

Supporting English Skills

  • Regular reading with an adult in school
  • Access to a range of reading material, including high interest, low level books
  • IDL Literacy program
  • Nessy Reading & Spelling program
  • Differentiated learning through pre-teaching, lesson resources, levels of support
  • Speaking and listening activities
  • Individual resources for spelling / writing / reading
  • Individual support e.g. precision teaching
  • Small group support
  • Use of technology
  • Encouraging children’s independence through celebrating small steps to success
  • Paired, individual and group writing opportunities
  • Intervention from LSAT, where necessary

Supporting Maths skills

  • Small group learning support
  • Use of apparatus and other practical learning materials
  • Practical ‘real life’ maths and problem solving activities
  • IDL Numeracy program
  • Intervention from LSAT, where necessary