Primary - Wallington Primary Academy | Sutton Council
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Primary - Wallington Primary Academy

Record details

Name of school
Wallington Primary Academy
Mollison Drive
Journey Planner
Mrs C. Bennett
020 8669 3978
Contact to discuss child needs
o Class Teacher is the first point of contact.
o Phase Leaders;
Foundation Stage
Key Stage 1
Lower key stage 2 (years 3-4)
Upper Key Stage 2 (Years 5-6)
o Designated Safeguarding Lead and Lead for Looked after children (LAC) and post-LAC – Mrs Bennett
o SENDCo (Assistant Head - Inclusion)- Mrs Bennett
o Deputy Head Teacher – Miss Wylie, Miss White
o Head of School – Mrs Wright
o Executive Head of school – Mrs Roberts
o SEN Governor – Rachel Jacob (Chair)

All of these people can be contacted via the school office and seen at the time if available or an appointment can be made to discuss your concerns.
Assessing children
o Children receive regular feedback about their work and targets are shared with them and discussed during the lessons.
o Children have regular opportunities to respond to marking and have visual as well as written prompts for their objectives and next steps.
o Senior Leaders meet termly with class teachers to review school achievement and progress and plan how to meet individual children’s needs
Informing parents and carers
o If your child has an IEP and is receiving additional support as part of their special educational needs, you will have opportunities to meet with the Assistant Head (Inclusion) at Parent Evenings or by requesting separate meetings.
o If your child has an Education Health Care Plan, you will have an opportunity to meet every 6-12 months with the professionals involved to review the progress and support in place for them.
o Additional support provided via additional resources after discussions with key staff, parents/carers, pupil and where relevant, external agency.
o Any additional support agreed will be documented by an additional support Plan or behaviour plan.
The Governors are provided with attainment and progress information. They act as a ‘critical friend’ and challenge staff to use their best endeavours to increase progress and raise standards further.
Updates on progress
o Parents are invited to parent meetings regularly to discuss progress, achievements and next steps.
o Termly targets are set and shared with parents detailing current achievements and next steps.
o An annual report to parents/carers is written by the class teacher in the Summer term which details the strengths, achievements and areas of development in all aspects of learning. If your child attends the nurture provision, this will also include a summary of their progress within this provision.
If a child is not making progress
Additional progress meetings take place for children who are making less than expected progress appropriate to their age or ability. Together you will discuss new strategies in moving their progress forward. These take place with the class teacher usually but the phase leader or Assistant Head (Inclusion) can also attend on request.
o The Early Years Foundation Stage curriculum sets out the anticipated learning for nursery and reception.
o The National Curriculum 2014 sets out the learning expectations for Key Stage one and two.
o Year groups plan together to ensure learning is accessible to all learners.
o A teacher has the responsibility for facilitating this learning and subject leaders track coverage.
o Where possible, cross curricular links are made.
o First hand experiences through educational visits and visitors to the school are planned where appropriate to support the learning.
o The planning of the nurture provision is completed by the Assistant Head (Inclusion) and links are made to the National Curriculum as well as focusing on social, emotional and behavioural learning.
Adapting for child needs
o Planning takes account of every child’s individual needs
o Grouping arrangements are organised carefully to maximise learning opportunities for all pupils.
o The majority of interventions happen in the classroom but some require a quieter or resourced space and therefore take place in different intervention rooms across the school.
o Interventions providing additional support may be planned for individual pupils.
o On occasions, a child may require a short term, individualised additional support plan or behaviour plan to support their needs.
Teacher flexibility on child needs
o Teachers at WPA use a range of teaching styles and approaches such as talking partners and make reasonable adjustments to meet the needs of the pupils in their class.
o We use a range of interventions to develop and support the individual strengths and areas of development for pupils. This may include positioning a child in a specific place in the classroom, near an adult for support, colour overlays, pencil grips.
Additional support
o Wallington Primary Academy will always attempt to meet the needs of your child prior to inviting external support from outside agencies.
o We draw on a range of interventions to support the strengths and develop areas of need for the pupils.
o In some cases, strategies, advice and recommendations may be sought from other services such as Cognus Early Intervention, Speech, Language and Communication needs service (SLCNS), Educational Psychology Service (EPS), Child and Adolescent Mental Health Service (CAMHS), Traveller Education Service (TES) and others.
Learning strategies
o Talk for Learning strategies applied to encourage active participation.
o Daily phonics lessons using Read Write Inc (RWI) as well as individual RWI reading intervention for some children.
o Lessons are differentiated to meet the meets of the pupils in the class.
o Learning tasks introduced and modelled and learning reshaped where necessary. Some pupils will have pre-teaching sessions to help familiarise them with vocabulary in advance of the lesson.
o Children may leave the carpet at different times depending on their needs to work on what has been taught in a smaller group or have an opportunity to develop higher level thinking skills through challenges with the teacher.
o Technology can be used to support learning.
o Some classes/individuals may have allocated support staff to assist in accessing the learning, this is subject to funding.
Meeting child needs
o External services such as Educational Psychology Service (EPS) may be requested to provide recommendations in order to meet individual needs.
o Class teachers attend progress meetings with senior leaders each term to discuss the progress of every child. If pupils are not making expected progress strategies will be actioned to assist in accelerating progress.
o Pupils with SEND have IEP’s and are placed on the school SEND profile. The IEP identifies specific targets and proposed support for the child.
o Some pupils have visual timetables which details their day.
o Some pupils may have access to workstations and/or less stimulating environment for parts of their day to assist in accessing learning opportunities.
o Reasonable adjustments are made to support the child’s learning such as additional resource like wobble cushions, pencil grips, tangles and writing slants.
o Trained Emotional Literacy Support Assistants (ELSA’s) may work with individuals or small groups to address some social and emotional issues.
o Nurture provision can be made accessible to selected individual pupils if the school feels it is necessary.
o Learning walls within classrooms support the learning.
Access to exams
o Children are assessed regularly in school using formative assessment. This is where they are involved.
o Children may also complete summative assessment over a few days and presented in a calm and supportive way. Where appropriate, children may be assisted in recording their ideas.
o Baseline assessment in Reception takes place usually during the first few weeks to assess the starting point in their learning journey.
o Statutory Assessments usually take place in the classroom but where needed, alternative, more suitable provision can be made to support individual needs. This will include a higher ratio of adults to support children’s emotional needs within the assessment time.
o Advice regarding access arrangements for an individual may be sought from the Educational Psychologist.
o School adheres to current arrangements for KS1 and KS2 SATs and phonics screenings.
Additional support or time for exams
o Teachers will advise parents/carers if their child is eligible for additional time to access tests.
o Where appropriate, booster or revision groups may be made available.
o If applicable, schools can request to open tests early to make appropriate adaptations for pupils with significant impairments.
Comfort, safety and socialising
o Wallington Primary Academy focus on developing pupil’s personal qualities through ‘Ready, Respect, Safe’ ethos. Through PSHE lessons, assemblies and everyday activities we work on developing cooperation, listening for learning, personal achievements and respect for themselves and others. Resilience as a learner and within social situations is an area of development for all pupils.
o Our pupils are taught about British Values, what they are and how they impact on our community. Children learn about freedom of speech and about making informed decisions. The school council take pride in driving these values through the school as well as staff finding opportunities throughout the curriculum.
Developing social & emotional skills
o We have a variety of ways in which we support the emotional and social development of children. These include circle time activities as a class, lunchtime clubs and direct work with ELSA’s.
o Nurture group is another way of supporting and developing key skills in children’s social and emotional development and the approach uses play based activities to help children understand and develop the skills.
o Midday supervisors facilitate play and understand the individual needs of the children.
o Some staff can provide support through social stories.
o Home/school liaison.
o Some children may have access to external specialist services. This is dependent on individual needs.
o Outcomes shared at parent evenings and/or review meetings.
o Visual timetables and visual cues.
o Strong ethos of pastoral care through all age groups.
o Anti-bullying policy and procedures.
o E-Safety and cyber-bullying addressed and learnt about at an age appropriate level.
o Transition preparation for changes of class, key stage and school.
Early Help Support in the Community (Tier 2)
o As a school, we pride ourselves on being nurturing and caring. We are aware that some children experience challenges which impact on their ability to have a positive self-image and may impact on their emotions. We respond quickly to identify the issue and support the child through difficult times. The ways in which this may happen are;
o EPS consultation
o Early Years SEND team consultation
o PSHE curriculum
o Class or small group work
o Emotional literacy support assistants (ELSA) for one to one or small group.
o Nurture for small group play based learning
o Early Help Assessments for whole family support and/or access to the Vulnerable Pupil Panel
o Family Support Worker individual work or parent workshops.
o We encourage children to be respectful members of our school community who make positive choices about their behaviour and attitude to learning.
o Friendship challenges will always arise as it is part of their development. Staff will support the pupils and their families.
o Inappropriate behaviour is addressed quickly, in line with our behaviour policy and procedures and with the involvement of the family as required. There is in-school support for those who have experienced such behaviour towards them.
All behaviour for learning and support for children, staff and families is closely monitored by the senior leadership team and relevant actions and referral made to support individual incidents.
Disability support
o The school building has a sloped access to the main office and external slopes around the school where there are a couple of steps.
o There is a disabled toilet and changing facilities on site.
o We are an inclusive school and have a strong ethos for supporting SEND pupils
In addition, specialist services can be referred to seek advice or further assessments as needed.
Accessing lessons
o Reasonable adjustments are made by staff to ensure children with disabilities have access to the learning environment and curriculum.
o Recommendations from professionals such as Occupational Therapy and Physiotherapy will also be followed and where appropriate, equipment sought to support the child.
Who we work with
Wallington Primary Academy work with a number of services including:
o Educational Psychology Service
o Cognus Early Help intervention
o Speech, Language and Communication Needs Service (SLCNS)
o Speech and Language Therapy (SALT)
o Autism Spectrum Disorder Service
o Early Years SEN Team
o School Nurse and Health Visitors
o Paediatrics
o Children’s Services
o Attendance Officer
Working with other agencies
Referrals to services may follow the review of a child’s progress or other meetings with parents/carers. Discussions will be held with the parent/carer to help understand the reason for the referrals and the benefits for seeking the advice and support.
Informing parents and carers
Parents/carers will be kept informed of referrals made, accepted or declined by services.
Parents/carers are made aware of how any recommendations made by professionals will be met.

Helping your child settle with confidence
o There is an opportunity in the summer term for parents and children to meet the new teacher and visit the new classroom ahead of the new school year.
o Curriculum information meetings are held in the autumn term to help answer and questions.
o Transition books can help some pupils with change
o Additional visits can be made for some pupils who find change difficult. This can be for changes of class, key stage and new schools.
o Specific arrangements will be discussed for pupils who have an Education Health Care Plan
o The Assistant Head (Inclusion) or Early Years Lead attend transition meetings and pre-schools to meet with specific children with SEND to ensure appropriate arrangements are made for the transition.
o Staggered entry to school or reduced timetables for pupils with significant needs will be discussed and agreed by the school and parents
Extended School Day
o The school is part of the Government scheme ‘Magic Breakfast’.
o The school has a range of extra-curricular activities. Some of these clubs include netball, football, archery, gymnastics and Maths Club
September 2019