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Penn Wood Primary and Nursery School

Service has Local Offer

Penn Wood Primary and Nursery School is a three form entry primary school, across a large site with a woodland. 

Who to contact

Jane Girle
01753 521811
Penn Wood Primary and Nursery School

Where to go

Penn Wood Primary and Nursery School
Penn Road

Local Offer

Contact Name
Emma Hargreaves
Contact Telephone
01753 521811
Contact Email
SEND policy
Local Offer Age Bands
Primary (4-10 years)

Extended Local Offer Response

Special Educational Needs Policy

The principles embedded in the SEN Code of Practice (2015) are well aligned with the school’s core values as a culturally diverse school with high expectations of all pupils.  We believe that it is our duty to impact positively upon life chances and this is a core responsibility for all adults working within the school community.

'The dedicated work of the school’s pastoral and inclusion teams ensures that pupils with special educational needs (SEN) and/or disabilities are well supported with individually tailored programmes of support. Consequently, this group of pupils are also achieving well.’ (Ofsted, 2018)

Penn Wood is a good school and intends to become an exceptional school.  ‘Better Never Stops - Mastery Learning’ is our mantra and we are working positively within the National Curriculum which is a Mastery Curriculum.  Mastery learning breaks subject matter and learning content into units with clearly specified objectives which are pursued until they are achieved.  Therefore, scaffolding and differentiation for our children with SEND will centre on enabling access to the content so that it can be mastered. We will ensure that all of our children develop a core bank of knowledge from which key skills can be developed.  Language development, including a rich and expanding vocabulary sits at the heart of this approach.

Teaching and Learning

Scaffolding is embedded in our mastery curriculum and practice so that all our children are supported to meet the end of year expectations. Learning Dialogue Meetings help us to monitor this and reflect on the next steps. All our teachers are clear on the expectations of high quality classroom teaching and this is monitored regularly by the leadership team.

If appropriate, specialist equipment may be given to the pupil, such as writing slopes, pen/pencil grips or visual prompt cards.

We are vigilant about making reasonable adjustments where possible. We value and respect diversity in our setting and do our very best to meet the needs of all our learners. We believe we are inclusive for our pupils and we utilise services and provisions within Slough to achieve this where appropriate. We recognise that sometimes being inclusive means seeking provision for children in another setting who can better meet their needs. Our Accessibility Plan is robust and we are mindful of the Equality Act 2010.

We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parent(s)/carer(s) can meet with staff to discuss their child's progress. At these meetings (and through other means) we clearly share what can be done by families at home to support the learning at school. This is also reinforced by generic updates on the curriculum which we share though our curriculum newsletters and website. We host curriculum events such as Rapid Reading and Rapid Maths to help families understand what learning is expected and how they can best support their child’s needs.  If your child attends tuition classes after school, then you are warmly welcomed to attend. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. We strongly believe that the best outcomes for children occur when parent(s)/carer(s) work in partnership with school. Our Inclusion Leader aims to foster the link between home and school and can, when appropriate, put parents in contact with outside agencies and Parenting Partnership workshops.

Your child may be involved in Pastoral Support Plan meetings, Annual Reviews, School Support Plans, and talking and working with adults in the Inclusion Team (this often includes parents). 

Identifying and Assessing Special Educational Needs

Our staff are vigilant about raising any concerns about a pupil's learning following work in class. We use data and other forms of assessment e.g. standardised testing to identify additional needs and celebrate achievement. We have some in-house specialist expertise in a number of areas of special educational needs. Parent(s)/carer(s) are encouraged to speak to their child’s class teacher or the school’s SENDCo about any concerns they may have. We aim to keep parent(s)/carer(s) fully informed and to give children timely and appropriate support.

Involving Parents and Children and Young People in Planning and Reviewing Progress

We regularly involve parent(s)/carer(s) and families in discussions about their child’s learning, needs and aspirations. We seek and welcome feedback at every opportunity and operate an ‘open door’ policy. Our Governing Board includes Parent Governors.

Additional Support

Quality First Inclusive Practice (Wave 1) is clearly defined in our setting and we expect all staff to deliver this. Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional SEND support. Our staff receive regular training and our teachers are all fully qualified. We encourage staff to continually update their skills and knowledge. We monitor the impact of interventions (where possible) through regular meetings and tracking of pupil progress. Learning Dialogue Meetings are held at least three times a year with the class teacher, the headteacher and senior leadership team.

Our governors play an active role in monitoring the quality of our special educational needs provision, as do the Headteacher, senior leadership team and SENDCo. Where we feel that something is not working, we are quick to respond and find alternatives through dialogue with the families. Our additional support programmes are overseen by the SENDCo and the senior leadership team. All our teachers are inclusive of the children in their classes. 

We have a number of established relationships with professionals in health and social care and these are recorded on our provision tracking. At times it may be necessary to consult with outside agencies to receive their more specialised expertise. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. Occasionally a pupil may need more expert support from an outside agency such as our Educational Psychologist, Language and SEBDOS team. Referral forms are then completed in conjunction with parent(s)/carer(s) and forwarded to the most appropriate agency. Following meetings and/or assessments, a programme of support is usually provided to the school and parent(s)/carer(s).

Extra Activities

Our Accessibility Statement promotes the involvement of all our learners in all aspects of the curriculum including activities outside the classroom, where possible to do so. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parent(s)/carer(s) are consulted and involved in planning.


Meeting the Social and Emotional Needs of Children and Young People with SEN

The wellbeing of every child in our care is the key priority of our school. All our staff are regularly trained to provide a high standard of pastoral support. Members of staff are readily available for children who wish to discuss issues and concerns. Relevant staff are trained to support medical needs, and in some cases all staff receive training. We have a Medical Policy in place. Our Behaviour Policy, which includes guidance on rights and responsibilities, rewards and sanctions, is fully understood and in place by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Pupil voice is central to our ethos and this is encouraged in a variety of ways.

Keeping Up to Date with Knowledge and Skills

Professional learning at Penn Wood is research informed and based on the most robust theories of pupil learning, pedagogy and teaching effectiveness. Sources include:

  • John Hattie’s meta-analysis of teaching interventions
  • Graham Nuthall’s research into teaching and learning
  • The Education Endowment Foundation’s research into the effectiveness and value for money of various interventions
  • Carol Dweck’s work on the development of growth mindset
  • Daniel Willingham’s work in the field of cognitive science
  • Robert Bjork’s work in the field of cognitive science
  • Doug Lemov’s work on the professional development of teachers

Professional learning sessions at Penn Wood seek to provide opportunities for teachers to develop their subject and pedagogical knowledge, their instructional quality and their classroom climate. These areas have been shown to have the greatest impact on children’s outcomes. Weekly sessions on a Monday after school provide a time where all teaching staff can work on developing their teaching. There are additional opportunities too, including making use of a team of coaches to work on an area of shared importance, such as formative assessment. We offer planning surgeries so that teachers have protected time to meet with subject leaders to discuss planning. Other opportunities for professional learning include:

  • A team of NQT mentors
  • A staff library as well as key textbooks assigned to individual teachers
  • A number of other knowledgeable staff for informal discussions
  • A professional learning blog ( which archives some professional learning sessions as well as providing a gateway to the great number of educational blogs available online
  • Encouragement to create and maintain a professional Twitter account
  • Affiliation with a number of networks

Penn Wood:

  • is a talk for Writing Training Centre
  • is a SIMS partnership school
  • is a member of the Excellence and Growth Network, collaborating on development of growth mindset
  • has Thinking School accreditation. 


We have robust Induction and Transition programmes in place for welcoming new learners to our school. Additional transitional meetings may be appropriate for children with SEND. We liaise closely with the secondary schools that our children transfer on to and the nurseries that they transfer from. We aim to identify needs and share information, and we seek to match provisions to needs where possible. This information is passed on in transition. The information is held centrally in our Management Information System. We have very good relationships with our feeder schools, as well as the local schools our children move on to.



Last Updated


This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations