Wallington Primary Academy

Address: Mollison Drive, Wallington

Postcode: SM6 9JN

Contact: Ms K Hayward

Telephone: 020 8669 3978

email: office@wallington.sutton.sch.uk

Contact to discuss child needs

At Wallington Primary Academy we operate an open door policy and welcome any concerns or information regarding your children. No concern or question is too small, so please ask if you have any doubt about anything regarding your child. Your first point of contact should always be your child’s class teacher who will generally be available to speak to you after school or by contacting the School Office to arrange a suitable meeting or phone conversation if necessary. However, if you feel you need to speak to someone other than your child’s class teacher, please follow the line of contact below:
1. The Phase Leader
2. The SENCo, who is a member of the Senior Leadership Team
3. The Head of School

To find names for the members of staff described above, please refer to the school website’s Staffing page (external link). If you cannot find the member of staff you need to speak to. Please call the school office who will happily arrange an appointment.

About the school

Wallington primary Academy is part of Cirrus Primary Academy Trust. We are situated within Roundshaw and are a welcoming and inclusive school. Our core purpose is to nurture, challenge and enable every individual to develop a love of learning and understand that there is no limit to their potential! We are lucky to have a fantastic learning environment - with plenty of space for outside learning, play and sports - and a committed, talented and supportive team of teachers, support staff and Governors, who have high expectations for the success of all children. 

At Cirrus Trust we have a collected Mission, Vision and Values.

Our Mission: Empowering pupils to be the best they can be. 

Our Vision: To provide education that enables all of us to flourish and take pride in our achievements. 

Our Values: Inclusion, Respect, Resilience, Honesty, Ambition. 

At WPA our vision and values are at the heart of every decision we make. They act as the pillars of our curriculum, they inform our teaching and learning practices and most importantly, they underpin the relationships that we cherish and foster. 

At WPA we aspire for everyone:

  • To demonstrate intellectual curiosity. 
  • To have compassion for all living things. 
  • To respect, yet challenge each other's views. 
  • To build lasting, effective relationships. 
  • To have aspirational goals to fulfil our dreams. 

Children in the Nursery and in Reception are in the Early Years Foundation Stage (EYFS). These classes are named after wild flowers. 

Children in Year 1 and Year 2 are in Key Stage one (KS1). Sometimes both of these groups are referred to as 'infants'.

Children in Years 3 to 6 are in Key Stage Two (KS2) and are often referred to as 'juniors'. Classes are named after mountains across the world. 

Class teachers are responsible for the children's welfare and delivery of the curriculum. Work is planned during 'Planning, Preparation and Assessment' (PPA) time. During planning, Year Teams share the preparation of work drawing on different experiences, knowledge and expertise to ensure work is relevant and well matched to meet the needs of the children. 

Assessing children

The progress made by every child is important to us. Children receive regular feedback about their work and targets are shared with them and discussed during the lessons. They have regular opportunities to respond to marking and have visual as well as written prompts for their objectives and next steps. Leaders meet regularly with class teachers to review school achievement and progress and plan how to meet children’s needs. We also use PiXL to inform our teacher assessments and to provide us with a more forensic understanding of where gaps in learning are. 

Informing parents and carers

Your child’s progress will be shared with you in school reports on an annual basis and during parent teacher consultation evenings. If you have any concerns at other times, then you can use the line of contact as detailed in ‘Contact to discuss a child’s needs’.

If your child is on the SEN register and is receiving additional support as part of their special educational needs, additional time at parent consultation meetings will be made to discuss their progress and support.

If your child has an Education Health Care Plan, you will have an opportunity to meet every annually with all the relevant professionals involved in supporting your child to review the progress and support in place for them. This is called an Annual Review.

Updates on progress

Your child’s progress will be discussed with you at formal parents consultation evenings in both the Autumn term and Spring term. In the Summer term, your child’s Class Teacher will write a report about your child’s progress throughout the year and this will be sent to you as the end of term approaches. You can speak about your child’s progress at any time by requesting to speak to their teacher.

If a child is not making progress

When children are found to be making less than expected progress, additional provision will be put in place to support them. Additionally, the SENCo may explore whether your child has special educational needs and will work in partnership with you on this. When a child is identified as possibly having special educational needs the class teacher, supported by the SENCo, assess the pupil to identify the areas of need or barriers to learning. With parents/carers, school staff will plan appropriate interventions and identify suitable provision that are additional to or different from those provided as part of our usual differentiated curriculum and strategies. The form this takes will depend on the needs of the child at that time. Some will be withdrawn from the class to follow an individual or small group programme, while others are supported within the classroom.


At Wallington Primary Academy, we ensure our pupils are provided with an enriching, exciting and engaging curriculum which is broad and balanced. It follows the National Curriculum and the National Foundation Stage Curriculum objectives.

We plan using the following:

WPA Curriculum: English, maths, Art, D&T, MFL

CUSP (Curriculum with Unity Schools Partnership): Science, History, Geography

Jigsaw: RHE

Real PE

Purple Mash: Computing

Our curriculum is mapped using long term planning for every subject ensuring National Curriculum coverage, tracking and skills progression. Each Long Term Plan illustrates the key learning for each year group and at when this should be taught in the year.

Subject leaders organise the Long Term planning into Medium Term planning documents. These provide a context for key learning for every subject in each year group every half term.

We endeavour for our pupils to be ambitious in their aspirations, curious in their learning and knowledgeable about the world around them. By providing a nurturing yet challenging learning environment, we set out for our pupils to take pride in their achievements and to become active citizens in future society.

Adapting for child needs

We follow the ‘graduated response’ to identifying and removing barriers to learning as described in the SEN Code of Practice (2014).

The support provided consists of a four-part process indicated below, which enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes:
• Assess
• Plan
• Do
• Review

All pupils will benefit from high quality learning experiences within a high quality and inclusive environment. This ensures children have access to a rich and broad curriculum diet, have appropriate learning equipment and additional resources, receive support from additional staff and obtain continuous feedback from their teachers to deepen their learning.

Our inclusive classrooms provide a range of resources which scaffold children’s learning, enabling them to access the same learning as their peers. This may consist of different coloured paper, the use of concrete resources, additional time, modified tasks, seating, physical breaks, visual timetables and prompts and differentiated resources, such as writing frames and vocabulary lists.

Targeted Support
Some pupils may benefit from small-group intervention with a focus on ‘keeping up’ not ‘catching up’ or interventions to mitigate slow progress.

Specialist Support
A few pupils may benefit from specific targeted intervention; these pupils may have specific and/or exceptional needs that require the support from outside professionals. We will then incorporate appropriate advice and recommendations into any education plans for the pupil.

Teacher flexibility on child needs

Teachers take overall responsibility for the progress of all pupils in their class, including adaptations that must be made to ensure every child’s needs are met. Induction and training for all staff occurs regularly to ensure that our inclusive principles are followed through into classroom teaching. Each Class Teacher, supported by the SENCo, will be as flexible as possible with all learning.

Additional support

At Wallington Primary Academy, it is important that all children reach their individual potential. Reasonable adaptations to enable this will always take place.

Learning strategies

Children’s progress is monitored regularly which supports staff in ensuring they understand any specific needs a child has. Effective and appropriate support is provided through differentiated support is matched to each child to remove barriers to learning and enable them to access the curriculum more easily.

The SENCo will take overall responsibility for ensuring that strategies and support are designed, implemented and reviewed efficiently.

Meeting child needs

Support Plans detail how your child’s needs are being met and regular conversation between parents/carers and staff working with their child will further support this.

Access to exams

If a child has special educational needs, and indeed if they do not, they will be provided with as much support as possible to ensure that they are able to access tests and assessments. Decisions regarding the appropriateness of formal assessments such as national tests (SATs) will be made collaboratively with parents/carers and using advice provided by external agencies.

Additional support or time for exams

If a child qualifies for additional support to access tests, the parent/carer will be made aware by the school.

Comfort, safety and socialising

At Wallington Primary Academy we encourage children to speak to adults about any concerns they have which is underpinned and supported by our PHSE curriculum. Where children may not feel confident enough to approach someone else about their concerns or worries, all staff are be vigilant in monitoring the emotional wellbeing of all children and any concerns will be passed to relevant staff including the SENCo or another member of the Senior Leadership Team.

Developing social & emotional skills

If a child is identified as requiring support to develop their emotional or social skills, additional support will be available to them, including:
• Emotional Literacy Support (ELSA), provided by the school’s three fully qualified Emotional Literacy Support Assistants.
• Our Horizon provision which supports children with social and emotional barriers in helping them cope with the demands of the mainstream classroom and the playground.
• External agencies which specialise in supporting pupils with emotional and behavioural difficulties will be sought to provide advice to the school where required.
• After school clubs are available to all children. Where appropriate, the SENCo may advise that a certain club might be suitable for certain children to provide them with opportunities to develop their social skills.

Early Help Support in the Community (Tier 2)

Our commitment to supporting pupils, and their families, with their social, emotional and behavioural development is reflected by the investment of three ELSAs which operate across the primary phase. Two of these specialist staff are also trained in Nurture Provision and are support by our Educational Psychology Service.

The Early Help Assessment Tool (EHAT) is used to support those families where wider needs are impacting upon a pupils' well-being and progress. Referrals into the Vulnerable Pupil Panel (VPP) are also made in conjunction with parents to enable us to work with the wider Cognus Inclusion Team. This supports families and helps to access additional Borough-wide support as well as signpost them to specific parent programmes. 


Our Behaviour and Anti- Bullying Policy, along with the SEN Policy builds upon positive experiences of school, to prevent any unwanted behaviour and to address early characteristics of bullying at the first opportunity. We do this by embedding the WPA
values into our curriculum. Our values are taught explicitly and through our PSHE curriculum, in our assemblies and through our ‘Pupil Choices’ which are our agreed expectations for all. We also
endeavour to hone key learning attitudes through our use of the ‘Super Learners’. These help children to develop their understanding of specific attributes to effective learning, such as ‘fantastic focus’ and ‘perseverance’. These help children to become more effective in their relationships and in their learning resulting in emotionally resilient learners.

These policies are available for parents/carers to view if they are concerned about anything regarding their child’s behaviour or the behaviour of others.

Disability support

We are committed to providing an environment that allows all children full access to their learning. Our one -storey school building has a sloped access to the main office and external slopes around the school as an alternative to using the steps. There is an accessible toilet and changing facilities on site.

Accessing lessons

At Wallington Primary Academy, we believe that the Graduated Response as detailed in adapting for a child’s needs ensures that all children are able to access the learning. This personalised approach ensures that each child’s learning experience is reflective of their current ability and development.

Who we work with

Wallington Primary Academy invites and seeks advice and support from external agencies in the identification, assessment and provision of SEND. The SENCo is responsible for liaising with the following:

  • Education Psychology Service
  • Occupational Therapy Service
  • Hearing Impairment Service
  • CAMHs
  • Paving the Way
  • The ASD Service
  • Children’s Medical Services
  • The School Nursing Team
  • Behaviour Support Service
  • Social Services
  • Speech and Language Service
  • Language and Learning Support Service
  • Specialist Outreach Services
  • Traveller Education Service
  • Cognus Inclusion Team

Working with other agencies

We are always willing to learn from others and to gain alternative perspectives on provisional arrangements for children. We seek support from external agencies to further understand a child’s needs to enable us to support them more effectively.

Informing parents and carers

Any referral to any external agency will be made in partnership with parents/carers who will be invited to attend joint meetings. All reports are shared with parent/carers to ensure absolute transparency and effective working relationships.

Helping your child settle with confidence

We are aware of the difficulties that some children can experience when making transitions. These transitions include moving between classes, key stages and school to school. We plan carefully to ensure transitions are positive and smooth. For those requiring additional support, these will be adapted for individual children.

Extended School Day

We offer a range of extra-curricular clubs, staffed by both internal school staff and external providers. The club offer changes throughout the year.


Please find Wallington Primary Academy's Policies (external link). 


September 2022