Special Educational Needs and Disabilities (SEND)

 

SEND Information for Parents / Carers

Westerton Primary School has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. We have high expectations of all our children and put support in place at the earliest possible stage where needed.

All SEND (Special Educational Needs and Disabilities) provision is overseen and managed by the SENCo in a senior leader capacity. The SENCo ensures that the school adheres to the SEND Code of Practice 2014 and monitors, reviews and evaluates all SEN provision on a regular basis throughout the year, and reports to the school governing body regarding how individual needs are being met and how SEN funding is being spent.

The school’s policies, available on the website, reflect the school’s commitment to inclusion, safety and well-being of children –

  • SEND & Inclusion
  • Behaviour
  • Safeguarding/ Child Protection
  • Health and Safety
  • Access/ disability plans
  • Equalities

 

Frequently asked questions from parents / carers

  1. What do I do if I think my child may have special educational needs?
  2. How will Westerton Primary School support my child?
  3. How will the curriculum be matched to my child’s needs?
  4. How accessible is the school?
  5. How will I know how well my child is doing and how will you help me support my child’s learning?
  6. What support will there be for my child or young person’s overall well–being and social, emotional and behavioural development?
  7. What services and expertise are available or accessed by the school, including staff with specific specialist knowledge/qualifications?
  8. What training and development is done by staff supporting those with SEND?
  9. How will my child be included in activities outside the classroom?
  10. How will the school help children and young people transfer to the next phase of education?
  11. How are the school’s resources/funding allocated and matched to children’s needs?
  12. How are parents and carers involved in the school?
  13. Who can I contact for further information?

 

What do I do if I think my child may have special educational needs? (Back to FAQ)

  • The class teacher is the initial point of contact for responding to parental concerns
  • Mrs Salter, the SENCo, can be contacted to arrange a meeting at a convenient time for parents/ carers or can be contacted via telephone or email.
  • On occasion, parents / carers may be signposted to other professionals if the school feel it necessary.

 

How will Westerton Primary School support my child? (Back to FAQ)

  • Each pupil’s education programme will be planned by the class teacher. It will be differentiated accordingly to suit the pupil’s individual needs. This may include additional support by the teacher or teaching assistant.
  • If a pupil has needs related to specific areas of their education, such as spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group. This will usually be run by a teaching assistant and overseen by the class teacher. The length of time of the intervention will vary according to need but will generally be for a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and inform future planning. These interventions will be recorded on a provision map (this is a record of the interventions, timings, cost and impact of the intervention). You will be informed of any interventions your child is involved with during parent teacher interview evenings, if not before this. If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.
  • Pupil Progress meetings are held each term. This is a meeting where the class teacher meets with the Senior Leadership Team to discuss the progress of the pupils in their literacy and numeracy groups. This shared discussion may highlight any potential problems in order for further support to be planned.
  • In deciding whether to make special educational provision, the teacher and SENCo will gather together enough information to develop a good understanding of the pupil’s areas of strength and difficulty, the parents’ concerns, the agreed outcomes sought for the child and the next steps.
  • When it is decided that a pupil does have SEN, we will inform parents/ carers and record this information on the school records as the pupil receiving ‘SEN Support’.
  • Occasionally a pupil may need more expert support from an outside agency such as the Complex Needs Team or Speech and Language Therapy Service etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents / carers.
  • Where, despite the school having taken relevant action to assess and meet the needs of the pupil with SEN, and the pupil does not make expected progress, we or the parents, may consider requesting an Education, Health and Care assessment to the local authority.
  • The governors of Westerton Primary School are responsible for entrusting named people to monitor Safeguarding and Child protection procedures and SEND policies. In a supportive and challenging role, the Governors ensure that the school is as inclusive a possible and treats all children and staff in an equitable way. They monitor and review the Accessibility Plan and all other statutory policies as defined by the DfE.

 

How will the curriculum be matched to my child’s needs? (Back to FAQ)

  • At Westerton, pupils are placed in sets from mid-way through Y1 for Literacy and Numeracy according to their need. Teachers plan their learning objectives based upon where pupils are at and where they need to go in order to make progress. There is a high level of differentiation within each set and individual targets are taken into account.
  • Some pupils may require further support via an individual education programme (IEP) or an individual behaviour programme (IBP). This will include short, measurable, achievable and realistic targets that the pupil can work towards. IEPs and IBPs are reviewed regularly using an ‘Assess, Plan, Do, Review’ cycle.
  • If your child requires extra support they may be placed into an intervention group designed specifically to meet particular needs.
  • Some pupils with complex needs may require an individualised curriculum to enable them to access learning and usually this may involve having a keyworker to support them either throughout the day or at specific times.
  • Depending on specific pupil needs, specialist equipment may be given to a pupil if appropriate, such as a writing slope, pen/ pencil grips or easy to use scissors etc.

 

How accessible is the school? (Back to FAQ)

  • An appropriate and accessible learning environment is provided within the schools means and confines of the building and adapted where possible with additional funding if available and necessary e.g. ramps added to aid wheelchair access to all school.
  • Westerton Primary School has the following facilities ensuring access to those with disabilities:- fully accessible entrances, corridors and doorways, a stair-lift, a hygiene suite complete with track hoist, disabled toilets in KS2 and in FS2.
  • We also have a number of dedicated spaces designed for pupils with SEND and who require ‘calm’ space at particular times.

 

How will I know how well my child is doing and how will you help me support my child’s learning? (Back to FAQ)

  • Your child’s class teacher will be available at the end of most days if you wish to raise a concern or discuss progress.
  • In addition to parent / teacher interviews held twice yearly, any parents with children on the special needs register are invited to attend termly review meetings with the SENCo where progress and support is discussed.
  • The class teacher may suggest ways of how you can support your child.
  • Mrs Salter may meet with you to discuss how to support your child with strategies to use.
  • If outside agencies or the Educational Psychologist have been involved, they will meet with you to share assessments and observations and offer advice re: support strategies that can be used at home.
  • At the beginning of each academic year, parents / carers are invited to attend Induction Meetings which offer a chance to meet the staff and gain an overview of the forthcoming year with ideas of how best to support your child.
  • Parents and carers of children in Early Years are invited to Literacy and Numeracy workshops at particular times throughout the year, during which, ideas and strategies for developing skills are shared.

 

What support will there be for my child or young person’s overall well –being and social, emotional and behavioural development? (Back to FAQ)

  • Class teachers are usually the first people who really ‘get to know your child’ and they will closely monitor their overall well-being. They will contact you if they concerned for any reason.
  • If your child would benefit from speaking with someone other than their class teacher, our Learning Mentor, Mrs Christine Bragg, is available to meet with your child. Following an initial meeting with them, she may decide to offer the child a course of regular meetings where she may provide specific support aimed at supporting individuals or groups of pupils. Mrs Bragg is available to be contacted via the school number.
  • Sometimes, a child may require more specific counselling from professional play therapists or well-being workers, and when this is the case, we would consult with parents before applying to our cluster Care and Guidance panel – see further information regarding CATTS. Our Headteacher, Mrs Makin, is a member of the Care and Guidance panel which meets every three weeks.
  • Mrs Bragg also runs the ‘Seasons for Growth’ programme, which aims to support those young people who have suffered loss.
  • When a child presents with emotional and behavioural difficulties, the class teacher would share their concerns with the SENCo, who may decide to design an individual behaviour plan together with the child and his/her parents or carers. These targets would be monitored carefully by the child’s teachers and reviewed regularly with the child and parent / carer.
  • The SENCo may request advice and support from outside agencies if a child’s emotional and behavioural difficulties become increasingly concerning.
  • All staff at Westerton, are regularly trained to deal with basic first aid, although we have specifically trained staff in school who have undertaken more in-depth training. Mrs Goddard, the Office Manager is our designated lead for First Aid.
  • If your child has a specific medical difficulty that may require emergency treatment, Mrs Salter, SENCo, would request a meeting with you to write an ‘IHP- Individual Health Plan’, to ensure that all staff in the school are made aware of the emergency procedures should they be needed.
  • Mrs Salter, SENCo, arranges the necessary training from appropriate professionals for any staff dealing with medical or intimate care that some of our pupils may require.
  • Mrs Salter may write an Individual Pupil Risk Assessment, in collaboration with a child’s class teacher if deemed necessary, particularly if the child is going on a school visit.
  • A child with specific medical difficulties may require a Personal Evacuation and Exit Plan, in case of a fire.

 

What services and expertise are available or accessed by the school, including staff with specific specialist knowledge/qualifications? (Back to FAQ)

  • We currently contract a speech and language therapist from Leeds NHS, Miss Kirsty Evans, to work one day each week during term time.
  • We have access to an Educational Psychologist who delivers targeted support time according to the needs of the school.
  • We have access to the Local Education Authority SEN Inclusion Team to provide training, support and advice regarding pupils with learning and / or emotional and behavioural difficulties.
  • When required, we are able to access support from the necessary professionals, such as the Hearing Impaired Team, Visually Impaired Team, Occupational Therapists, Physiotherapists and other agencies such as STARS, (Specialist Teachers in Autism Response Service) and CAMHS,(Child and Adolescent Mental Health Service).
  • We have access to our school nurse who is able to provide support to staff, pupils and to parents if required.
  • Mrs Bragg, our Learning Mentor, is a fully qualified counsellor specialising in bereavement and trauma.

 

What training and development is done by staff supporting those with SEND? (Back to FAQ)

  • Our SENCo has undertaken the National Award for SEN Coordination.
  • Many of our teachers and support staff have and will continue to undertake training relevant to supporting our pupils with SEND. Mrs Salter, SENCo has undertaken the following relevant training. The list is not exhaustive:- Supporting Dyslexic Pupils, Diagnostic Assessment, Dyspraxia, ADHD, Autism Level 1, Autism in Early Years, Foetal Alcohol Spectrum Disorder, Emotional Literacy, Supporting Pupils with Visual Impairments, Speech and Language Difficulties, Attachment Theory.
  • The majority of our Teaching Assistants have had taster training delivered by the SENCo on the following: Dyslexia, Moderate Learning Difficulties and Attachment Theory relating to behavioural, emotional and social difficulties.
  • Kirsty Evans, our speech and language therapist has delivered taster training to the majority of our teaching assistants.
  • We have Teaching Assistants trained to deliver specific learning support interventions such as: Catch-Up Literacy and Numeracy, (across the school), Every Child Counts, (Y2,4 and Y6), Fisher Family Trust, Early Literacy Support, (Y1), Jelly and Bean, (Y2)

 

How will my child be included in activities outside the classroom? (Back to FAQ)

  • We aim to take all pupils, regardless of their SEND, on every school visit and include them in all activities.
  • Each activity is risk assessed by the class teachers, Health and Safety Officer and Senior Management Team. Where an activity is deemed too high a risk, we would always consider the options available to ensure that the child is included as much as possible. Parents/ Carers are involved in the discussions regarding the visits and / or activities. Only on a rare occasion would a pupil not be included on a visit and this would be for Health and Safety reasons.

 

How will the school help children and young people transfer to the next phase of education? (Back to FAQ)

  • It is school practice to ensure that pupils are given opportunities in Y5 and Y6 to visit the main receiving Secondary School, ie Woodkirk High School.
  • Any pupils, deemed as vulnerable, are taken for an extra visit with Mrs Bragg, our Learning Mentor. She also organises to take vulnerable pupils who may be transferring to schools other than Woodkirk, for a visit. This helps to ensure that the new teachers become familiar with the pupils and helps to reduce any anxiety the pupil may have.
  • Mrs Salter, SENCo and Miss Booth, Phase Leader of Y5/6 meet with the SENCo and Year Leader at Woodkirk to pass on relevant SEND information. This ensures that the receiving school are aware of the pupil’s difficulties and know what support they have and will continue to need.
  • Pupils who are receiving support from the SENIT team, will usually continue to be monitored in the high school and support given to the staff.

 

How are the school’s resources/funding allocated and matched to children’s needs? (Back to FAQ)

  • Pupils with complex needs and who generate high levels of funding through’ Funding For Inclusion’ (FFI) will usually receive 1:1 support from a keyworker or a teaching assistant to enable objectives on the pupil’s statement or Educational Health Care Plan to be achievable.
  • Where a specific school need has been identified, the SLMT, (Senior Leadership and Management Team) may decide to use school resources to contract professional services, ie. Speech and Language services.
  • Teachers together with Phase Leaders monitor the progress of all pupils and make decisions as to the selection of pupils for intervention throughout the year.
  • Where a pupil requires a 1:1 speech and language therapy programme, they will receive this from either, our speech and language assistant or from a Teaching Assistant, following guidance.
  • If pupils require extra support from staff in order to access learning, following surgery or accident, SEN funding is used to provide this support.

 

How are parents and carers involved in the school? (Back to FAQ)

  • Westerton has an ‘open -door’ policy and welcomes any parent to the school to discuss their child’s learning and / or provision.
  • Parents/ carers are invited to attend progress and review meetings with class teachers and with the SENCo.
  • Parents / carers of pupils known to speech and language therapy are invited to attend meetings with Kirsty Evans, speech and language therapist.
  • Mrs Salter, SENCo, welcomes regular contact with parents / carers via email to ensure that information regarding pupils is shared.
  • Parents / Carers are welcome to attend regular celebration assemblies.
  • Parents / Carers of pupils with SEND are warmly welcomed to join our Parents, Teachers, Friends Association.

 

Who can I contact for further information? (Back to FAQ)

  • Stephanie Makin – Head Teacher: Email
  • Andrea Salter – Special Educational Needs Co-ordinator (SENCo): Email
  • Information relating to the Leeds Local Offer can be found HERE