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Waterside Primary School

Waterside Primary School is an innovative, forward thinking school based in Stoke on Trent where all learners are empowered to achieve their dreams, where we believe everyone has the potential to be extraordinary.

We have a world class team that work relentlessly to make every day a magical day of learning that suits every child's needs to ensure they make rapid gains not only as a learners across the curriculum but as an individuals prepared for the 21st and 22nd century living and world we live in. It is our duty and privilege as a school to make a difference every day.

Who to contact

01782 234630

Where to go

Eastwood Road
Stoke on Trent
Local Offer

Local Offer

Local Offer Age Bands
0-4 years
4-11 years

Schools Extended Local Offer Response 

How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?

We know if pupils need help if:

  • Concerns are raised by parents/ carers, teachers or the child
  • limited progress is being made
  • There is a change in the child’s behaviour or progress

What should I do if I think my child may have special education needs?

  • The class teacher is the initial point of contact for responding to parental concerns - If you have concerns contact Mrs Willis (SENCo)
How will the setting support my child/young person?
  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional general support by the teacher or teaching assistant in class.
  • If a pupil has needs related to more specific areas of their education, such as spellings, handwriting, memory, reading skills etc. then the pupil will be placed in small focused groups. This will be run by the teacher or teaching assistant. The length of time of the intervention will vary according to need, but it will generally be for a half term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on a provision map (this is the recording of the intervention, timings and impact of the intervention) If you have any queries related to the interventions please do not hesitate to contact the class teacher or the SENCo.
  • Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential problems in order for further support to be planned. If a pupil is showing that they have made progress, they will then be monitored to ensure that they do not need any further intervention. However, sometimes children may require further support through 1:1 with a teaching assistant.
  • Occasionally a pupil may need extra expert support from an outside agency. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/carers.
  • In a support and challenge role, the governors ensure that the school is inclusive and treats all children and staff in an equitable way.
How will teaching approaches and the curriculum be matched to my child or young person's needs?
  • When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.
  • Teaching assistants (TA’s) may be allocated to work with the pupil 1:1 or in a small focused group to target specific needs.
  • If a child has been identified as having a special need, they will be given an Individual Learning Plan. Targets will be set according to their area of need. These will be monitored by the class teacher weekly and by the SENCo each half term. When a child is given an Individual Learning Plan, parents will be informed and will be offered the chance to meet with the class teacher and the SENCo to discuss the child’s strengths and areas for development.
  • If required, specialist equipment or learning resources will be given to the child to aid with their learning.
How will both you and I know how my child/young person is doing and how will you help me to support their learning?

How will I know how well my child is doing?

  • You will be able to discuss your child’s progress at parents evening
  • You will received a report home each term
  • f you require an appointment with the class teacher or SENCo appointments can be made through the school office

How will you help me to support my child’s learning?

  • The class teacher may suggest ways of how you can support your child at home
  • Mrs Willis may meet with you to discuss how to support your child with strategies to use
  • The school runs parent workshops where you can come and learn how we teach your child
  • If outside agencies are involved, they may send suggestions and programmes of study that can be used at home.
What support will there be for my child's/young person's overall wellbeing?

Waterside primary school offers a wide variety of pastoral support for pupils who are encountering emotional difficulties. These include:

  • Members of staff such as the class teacher, Pastoral leader (Mrs Cleary), the SENCo (Mrs Willis) and the Learning Mentor (Mrs Mason) are available for pupils who wish to discuss issues and concerns.
  • Our lunch time club ‘Ripples’ is available to children who need additional support with friendships or who may find lunch times a challenge.
  • In the afternoon, our Learning Mentor will run ‘Rainbow’ club to nurture children who have been referred by the class teacher.

Pupils with medical needs:

  • If a pupil has a medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents and carers. These are discussed with all staff who are involved with the pupil.
  • Staff have received epipen training delivered by the school nurse.
  • The school has designated first aiders.
What specialist services and expertise are available at or accessed by the setting?

At times it may be necessary to consult with outside agencies to receive their more specialist expertise. The agencies that the school has access to include:

• Educational Psychologist

• School Nurse

• Speech and Language therapy

• CAMHS ( Child and adolescent mental health service)

• Social Services

• SEND services An educational Psychologist is allocated to each school. He/She would normally only work directly with pupils who have been referred by the SENCo. Children are referred if their needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. In order to help them understand the pupil’s educational needs better, the psychologist will generally meet with the parents and give feedback after the assessment has been completed. He/she will offer advice to the school and parent/carer on how to best support the pupil in order to take their learning forward

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

Different members of staff have received training related to SEND. These have included sessions on:

• Reading and better reading

• Quality first teaching

• CPD on new code of practise

• Online dyslexia and autism

• Nurture training

• Safeguarding/

• G&T classroom provision

• Precision and SOS teaching

• Vulnerable groups


• Speech and language – Nuffield language intervention

• Teaching talking training

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

Activities and trips are accessible to all children. Risk assessments are carried out and procedures are put into place to enable all children to participate. If it is deemed that an intensive 1:1 support is required, additional staff members will be asked to participate.

How accessible is the environment?

Facilities at school at present include:

• Ramps into school to make the building accessible to all.

• 2 toilets for disabled users

• Wide doors and corridors

• Lift to second floor As a school we are happy to discuss individual access requirements.

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

Many strategies are in places to ensure that children have a smooth transition to other schools and settings. We ensure that discussions between the previous or receiving school take place prior to pupils joining or leaving the school. All pupils across school attend transition sessions where they spend time with the class teacher. We invite all new children to our FS to take part in stay and play sessions and we offer parents’ home visits. Secondary staff liaise with the SENCo and the Year 6 teacher to pass on information regarding SEN pupils. The SENCo is available to meet with parents regarding transition prior to their child joining the school.

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

The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependent on an individual’s needs. The additional provision may be allocated after discussions with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. Resources may include deployment of staff depending on individual circumstances.

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

These decisions are made in consultation with class teacher and Senior Leadership team. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies. During their school life, if further concerns are identified due to the pupil’s lack of progress or well-being then other interventions will be arranged.

How are parents involved in the setting? How can I be involved?

All parents are encouraged to contribute to their child’s education. For children who require additional support parents will be invited in each half term to discuss their children’s targets. They are encouraged to comment on these targets and contribute towards their nest targets.


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