Mrs Helen Whiley
Reception Class Teacher and SENCo
As SENCo, my role is to ensure that our school actively promotes inclusive practice and supports children who have Special Educational Needs and Disabilities. This is achieved by working closely with parents and carers and all members of staff; particularly, the Head Teacher, Pupil Premium manager and senior TA, in determining the strategic development of SEND policy and provision in the school. Together, we allocate additional support and resources to pupils based upon need to ensure inclusivity for all.
I am an advocate for SEND and support all practitioners in their role as class teacher. I help ensure that high quality first teaching is embedded in everyday practice, and listen to and advise on support and adapted curricular activities. When additional or different provision to that of their peers is required for a child, I work alongside the class teacher following a graduated response of assess, plan, do and review to meet the child’s needs and help them to aspire to be the best they can be. These differentiated provisions and interventions are set out within the class’s provision map and if the child is on the SEND register, on their individual SEND Support Plan.
A large part of my role is to co-ordinate the collection, recording and up-dating of information for our SEND children. I complete additional paperwork, referral forms and funding bids; arrange review meetings with parents; and liaise with outside agencies and other professionals supporting our children’s needs and educational provision following confidentiality and data protection rights. I report upon the progress of our children who have SEND and hold regular meetings with staff to discuss the attainment and progress of these children and the provision that is in place to meet their needs.
I take great pride in my continuous professional development as SENCo and attend training events led by Nottinghamshire County Council and the Flying High Partnership, as well as attend termly Kimberley Family of School meetings and regularly contribute to on-line SEND forums. Elements of training appropriate to staff are then disseminated during weekly staff meetings and throughout my day-to-day supportive role as SENCo. I advise on relevant training opportunities for our staff within school and contribute to the professional development of others within our Family of Schools and our TRUST Partnership.
In addition to my role as SENCo, I am also the designated teacher for looked after children (LAC) and ensure inclusivity for them too following a very similar model of support.
I am passionate and enthusiastic about the Early Years provision for our children and believe that our setting provides a safe, secure and enabling environment where they feel nurtured to develop the confidence to Dream, Achieve and Flourish.
This is achieved by the motivating and stimulating activities that are planned for within all areas of their learning. A child’s curiosity, knowledge and independence is encouraged and developed through well-established and positive relationships and high aspirational targets and expectations of all our children.
As Reception Teacher and SENCo, I am able to identify and implement additional provision from the onset within our early years setting helping to give our children the best possible start to their education.
I work closely with other settings, providers and parent/carers to ensure that each and every child receives a smooth transition into school. Equally, I liaise closely with the Year 1 teacher ensuring that this effective transition is mirrored when moving on.
I take huge pride in my role and responsibilities as Reception teacher and attend regular training events and opportunities to keep up to date with changes in the curriculum and developments in best practice.
I report on the progress and attainment of all our early year’s children, tracking and monitoring from their starting points their individual next steps in preparation for meeting the Early Learning Goals (ELG) and achieving a Good Level of Development (GLD). From this, adapted provision is planned for and carried out enabling the children to be the best that they can possibly be.
Unfortunately not the ones with chocolate chips.
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