Wheatley Hill Community Primary School

We are a Community Primary and Nursery School for children aged 3-11 years. We have developed strong links with the Childcare Centre and work very closely with them. This is to forge close family links and support the children from a very early age. Our aim is in partnership with parents to give children a high quality pastoral and academic education.

We offer Enhanced Mainstream Provision for pupils with significant speech and/or language difficulties. 

We are committed to the equal inclusion of all pupils in all areas of Early Years and Primary School life. We recognise the diverse and individual needs of all pupils and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND). 

To find out more about help with childcare costs please visit www.durham.gov.uk/childcarecosts

When is it on?

Time of day

Who to contact

Contact name
Mr Alan Scarr
Contact position
01429 820 594
Wheatley Hill Community Primary School

Where to go

Wheatley Hill
County Durham

Other details

Related links
Ofsted reports


Free 3/4 yr places
Free 2 yr places
Will be providing 30 hours

Local Offer

Local Offer description

To discuss the school Local Offer in detail please contact the school to arrange an appointment.

School Admissions
We have an admissions limit of 30 pupils per class from Reception to Year 6. Pre-School provision is based in the fabulous Nursery. The Nursery shares facilities and resources with their reception class and they work together as a Foundation Stage Unit.  Free 15 hours provision for all 3 year olds is also offered.

The local Children’s Centre offer childcare for under 3’s and before and after school provision.

Visit the Durham County Council website for information about school admissions.

Statement of Intent for Supporting Equality and Diversity
We are committed to equality. Our aim is  for every pupil to fulfil their potential no matter what his/her background or personal circumstances.  We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.  

We aim to:

  • Provide a secure and accessible environment in which all children can flourish and in which all contributions are considered and valued.
  • Include and value the contribution of all families to our understanding of equality and diversity.
  • Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve their knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through all of the activities of the school.

Statement of Intent for SEND Provision
We pride ourselves in being very inclusive and will endeavour to support every child regardless of their level of need.

In addition to the mainstream school, we also have an Enhanced Mainstream Provision within the setting which can accommodate up to ten pupils who have been diagnosed with significant and specific speech and/or language and communication difficulties.

All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. Our SEND philosophy places SEND children at the heart of personalised learning and the curriculum is tailored to meet individual pupils needs. At times and when it is felt appropriate, modifications to the curriculum may be implemented.

To successfully match pupil ability to the curriculum, we remain committed to:

  • A range of teaching and learning styles
  • Differentiated learning materials
  • Access to ICT and Technology
  • Additional in class support
  • Additional out of class support
  • Many Enrichment and Enjoyment opportunities to stimulate and motivate learning
  • Flexible groupings – including small group support work
  • An innovative and supportive curriculum
  • The appropriate use of rewards and sanctions
  • A broad range of extra-curricular activities, including homework club, one to one support and booster/extension sessions
  • Assessment procedures that emphasise pupils’ strengths and achievements
  • Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate

Our Curriculum
The curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of children. This includes an ever growing range of ‘Enjoyment and Enrichment'opportunities available to children across all year groups.

The curriculum also includes the social aspects imperative for life long learning. The Rights Respecting School Award and Investing In Children Award demonstrates the importance of children having high expectations of behaviour and tolerance towards each other. We were awarded 'Outstanding' for Behaviour and Safety’ and ‘SEND’ from Ofsted in February 2014 . We continue to maintain high standards believing that education has to continually improve.

We aim to maximise social and academic potential for every pupil on their exciting school journey.

The school funding formula is generated to include financial provision to specifically support a pupil’s individual special needs. This funding is prioritised to tailor make learning to ensure small steps of progress are continually made by all SEN learners.
At Wheatley Hill Primary school, for those pupils with High Needs, Costed Provision Maps are created with detailed evidence of supporting resources provided in school. This builds a portfolio of the progress each child makes and additional funding and financial support can be applied for from the council. 

Detailed assessments and provision maps, target tracking and regular progress meetings ensure that all learners achieve and make progress at Wheatley Hill Primary School.  

Agencies and partnerships
We works closely with the following professionals in order to provide the highest level of support for pupils with SEND:

  • Special Educational Needs Inclusion Team
  • Durham Educational Psychology Service
  • Durham One Point Hub
  • Health Agencies, particularly School Nurse Service
  • Central Durham Child and Adolescent Mental Health Service (CAMHS)
  • Speech and Language Therapists
  • Durham Autistic Spectrum Team
  • Durham Movement Difficulties Service
  • Occupational Therapy Service for Children
  • The Service for the Hearing Impaired
  • The Service for the Visually Impaired
  • Educational Social Workers
  • School Parent Support Advisor
  • Looked After Children Team
  • Learning Difficulties and Disability Support Service
  • PhysiotherapyServices
  • Medical Practitioners

We recognise how important a successful transition is to pupils with additional needs.  We work in partnership with feeder secondary schools to provide an enhanced level of transition for those who feel would benefit from this. This may take the form of additional visits for pupils, one to one/small group working with secondary school staff or pupil mentoring from secondary schools.

The period of transition depends on the individual needs of the pupil. If it is felt appropriate secondary school colleagues will attend Annual Reviews to meet the current class teacher, parents and most importantly the pupil. We have found this strategy particularly useful in easing any worries or concerns parents and pupils may have. We are particularly keen to involve parents/carers as much as possible in their child’s transition to secondary school.

School staff will take opportunities to work alongside parents/carers to visit secondary schools in advance of secondary placement applications being submitted to the council.

This ensures parents/carers can make the most informed placement decision for their child. When a secondary school has been allocated to the child, parents are fully involved and consulted at all stages of the transition process. Transition from each Year Group is supported so that the children have met with their new teachers and are familiar with the new classroom environment and organisation. 

New starters for Reception children are provided with the following opportunities:  

  • Parent Open Information Event
  • Children's visits to Reception class in the Summer Term
  • Pupils and Parents invited for School Lunch

We have a flexible approach and additional visit opportunities or multi-agency meetings can be organised if required.

Staff expertise
Staff within the school are highly experienced and regularly attend CPD to continually update their knowledge of SEND. Expertise within the school include qualifications in:

  • Makaton
  • General Learning Difficulties – children whose learning progresses at a slower pace
  • Speech and Language Difficulties
  • Play therapy and counselling
  • Dyslexia (difficulties with reading, writing and spelling)
  • Dyspraxia (problems with motor skills, organisation)
  • Autism Spectrum Condition
  • ADD (Attention Deficit Disorder - ADHD (Attention Deficit Hyperactivity Disorder)
  • Social skills and emotional development

How do we identify and assess children with SEN?
A special educational need can be a number of different things. For example, a child may be having problems with reading, number work or behaviour, which can be helped by putting extra support in at school and by working in partnership with parents. It may also be due to a disability which makes it harder for a child to use the same educational facilities that the school provides for the majority of children. For some children this may be a temporary difficulty, while others may have a long term need for special help.

To assist with the identification and assessment process, we recognises the importance of specialist services such as Educational Psychologists and Speech and Language Therapists. To secure enhanced  levels of such services we work in partnership with other local schools through our Community of Learning (CoL).

Types of special educational needs can include:

  • General learning difficulties – children whose learning progresses at a slower pace
  • Speech and language difficulties
  • Social, emotional and mental health issues
  • Dyslexia (difficulties with reading, writing and spelling)
  • Dyspraxia (problems with motor skills, organisation)
  • Autism
  • ADD (Attention Deficit Disorder)
  • ADHD (Attention Deficit Hyperactivity Disorder)
  • Downs Syndrome
  • Cerebral Palsy
  • Other physical or medical needs

We are committed to equality. Our aim is for every pupil to fulfil their potential no matter what his/her background or personal circumstances. We understand that children learn and develop in different ways. Teachers and teaching assistants recognise this and use different teaching styles, resources and plan different levels of work in the classroom to cater for the various ways children learn. However, many children, at some time in their school life, need extra help.

How we support SEN 
We always take in to account the use of universal, targeted and specialist services. Universal services are aimed at general classroom practice and are the strategies and teaching methods used on a daily basis for all children. Targeted services are those provided for children who required further support. Specialist services offered to those children who have high levels of need above that of universal or targeted support.

SEND children within mainstream - Children who require additional help are offered support through both environmental and human resources. Classrooms and activities can be adapted to suit the needs of individuals and where required, children can also access additional adult support and small group settings. When required outside agencies and services can be used to provide additional support (For example, Speech and Language Therapists).

Enhanced Mainstream Provision - This is a specialist service within the school where children with significant and specific speech and/or language and communication difficulties are supported with regular speech and language therapy, oversight from an Educational Psychologist and access to other services as required (See agencies and partnerships section).

SEND provision is monitored and its impact evaluated through regular progress reviews, the use of provision mapping, carefully set targets, discussions with children, parents, staff and other agencies.

Pastoral, medical and social support
We consult with a wide range of agencies and partnerships to ensure the pastoral, medical and social needs of SEND children are met (see agencies and partnerships section).

SEN Provision - consultation with SEN pupils
We ensure that all children attending Wheatley Hill Primary School receive provision that maximises their enjoyment and achievement is central to all we offer. The SEND children attending our school are aged 3-11 years so consulting with them to seek their views about how we are meeting their needs has to be age appropriate, especially when many often have communication difficulties. 

We use the following strategies:

  • Regular meetings and discussions with parents about what we have planned for their child and how to link this with interests and passions demonstrated at home.
  • Make close observations during school to identify the types of activities and experiences that most engage each child so these can be developed further and be used inform future planning.
  • Involve SEND children with planning their own activities and encouraging them to share what they would like to learn and participate with.
  • Extend any resources that they show a preference for.
  • Ensure the children with SEND are happy, motivated and make expected levels of progress throughout their time in school.
Contact name
Joanne Nugent
Contact telephone
01429 820 594
Contact email
Wheatley Hill SEND

How do you identify Special Educational Needs and Disabilities (SEND)?

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

Children's progress is tracked and monitored half termly and at a very early stage children would be identified if they were not making progress.





Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
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