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Proud to be a part of
Children First Academy Trust

We thrive and achieve together.

Special Educational Needs and Disability

At Wilbury, we pride ourselves on being an inclusive school. We have many pupils with various degrees of SEND and abilities and we aim to include them in all aspects of school life from learning, to trips out and after school clubs and activities.

The Assistant Head Teacher for Inclusion and the Special Educational Needs Co-ordinator (SENCo) are on hand for advice, guiding parents through the EHCP process, referrals to outside agencies, assessments, child protection concerns and any other situations where parents and families need support. Pupils with SEND feel well supported, happy and make progress. Parents also feel that their concerns are listened too and that their children are included at Wilbury.

Not only are our pupils included in day to day life at Wilbury but they but they also may receive targeted support as their needs require. We have  interventions implemented throughout the school, including reading, speech and language groups, and groups to enhance social skills or fine and gross motor skills. Our skilled and trained Teaching Assistants run these groups. We have many outside agencies involved with the school who can offer advice and some assessments. These include the Educational Psychologists, Speech and Language Therapist, Occupational Therapist, Psychiatrist, Dieticians and services from the Hearing Impairment Service and the Visually Impairment Service.

For some children, the mainstream classroom may be overwhelming or not the best environment to support their learning needs. These children will already have an EHCP or have been highlighted for EP assessment. They will begin their education in one of the Wilbury Learning Rooms. 

Learning Rooms

Early Years and KS1 Learning Rooms at Wilbury

At Wilbury, we want all children to feel success and to make progress, no matter what their 
starting point. For some children, the mainstream classroom may be overwhelming or not 
the best environment to support their learning needs. These children will already have an 
EHCP or have been highlighted for EP assessment. These children will commence their 
education in one of the Wilbury Learning Rooms.

Our aim is to use the Learning rooms based in Early Years and KS1 to create a smaller, 
more intimate environment, where such children can feel safe to explore and have a less 
stressful start to their school life. Children will have access to a fully resourced outdoor area, 
with free-flow in operation for at least part of the session.

The Key Stage 1 environment will be less formal than the mainstream classes and more 
adapted to the needs and interests of individual children. There may, for example be more 
flexible sitting and work arrangements. In the early years room the learning environment is 
scaled down from the provision in the main classrooms, which may be overwhelming for 
some children, with fewer but intentionally planned activities to support children’s individual 
needs. The group size in both rooms will be limited deliberately to give a higher adult to pupil 

Staff will be aware of each pupil’s individual needs and of any advice or strategies offered by 
external specialists, including speech and language programmes, EP suggestions or the
advice of the internal SEND team.

The timetable, whilst covering the basics, also has more flexibility to be adapted to meet the 
needs and interests of the children within the group. A variety of resources will be provided,
including sensory based materials, and activities to stimulate and develop the range of 
senses. The children will also have learning breaks and a snack time.

Other activities will develop self-esteem and independence in preparation for the mainstream 
classroom, as well as developing a sense of social responsibility and the ability to follow 
school routines. Children will be actively encouraged to understand and express their 
feelings and emotions, and will learn strategies to regulate these where needed. Developing 
children’s communication and language skills is central to everything we do, and we use a 
range of strategies to promote this, including high qualitadult-child interactions. 

Class teachers play a full part in planning for children the learning rooms, and there are clear 
links between the Learning Room and year group planning in terms of themes, core texts 
and key vocabulary. In the early years room, children are taught phonics, writing and maths 
by their class teacher in their home class, and in the KS1 Learning Room, the room lead 
plans with the year 1 teachers.

Although there is no set time, we are aiming for all children to be in school full time by 
Christmas. The majority will divide their time between the Learning Room and the 
mainstream classroom. Their transition will be carefully managed and based on attending 
sessions which build on their strength or preferences.

Communication with EY/KS1 classroom teachers and support staff will be an essential part 
of the integration plan. Where necessary support or advice will be offered by the SENCo or 
Learning Room staff, to address issues arising or help to smooth the transition process.
Parents or carers will be informed at all stages and will be invited to visit their child in the 
Learning Room. They will be encouraged to become involved in their child’s education 
through supporting their IEP targets, and by offering insight into their interests and life 
beyond the school gates.

Through the above approaches we aim to give every child in the Learning Room the 
opportunity to develop and flourish in a safe and creative environment, preparing them for 
life at Wilbury whilst putting ‘Children First’.

Please feel free to contact us if you feel that you’d like to discuss any issues that would help your child feel more included.

Click below to view the Wilbury School Information report.