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
- Safeguarding/ Child Protection
- Health and Safety
- Access/ disability plans
Frequently asked questions from parents / carers
Who can I contact for further information?
- Stephanie Makin – Head Teacher: Email
- Andrea Salter – Special Educational Needs Co-ordinator (Lead SENCo & EYFS): Email
- Emma Hewitt - Assistant Special Educational Needs Co-ordinator (Y1-3): Email
- Andrew Conway - Assistant Special Educational Needs Co-ordinator (Y4-6): Email
- Sam Eustace - Emotional Health and Well-being Leader: Email
- Information relating to the Leeds Local Offer can be found HERE
• The class teacher is the initial point of contact for responding to parental concerns
• Our SENCos, (Mrs Salter (EYFS), Miss Hewitt (Y1/2/3) or Mr Conway (Y4/5/6), 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.
• 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 may 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 half a term. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and inform future planning. 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. 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.
• If a child requires support for Social, Emotional and/or Mental Health needs, we would provide support via the pastoral team. This team consists of an Emotional Health and Well-being Leader / a Learning Mentor/ an Emotional Literacy Support Assistant and a Family Support Worker. The support will vary dependent upon the needs of the individual but may take the form of weekly intervention on a 1:1 basis, group sessions or regular check-ins. Where the level of support was deemed beyond that available within the academy, we may refer to the LEODIS Cluster to access more specialist support such as counselling or art psychotherapy.
• If your child has a specific medical difficulty that may require emergency treatment, a 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.
The SENCo, arranges the necessary training from appropriate professionals for any staff dealing with medical or intimate care that some of our pupils may require.
The SENCo may write an Individual Pupil Risk Assessment, in collaboration with a child’s class teacher and Phase Leader 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. 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.
• At Westerton, pupils are taught in class groups with individual needs being taken into account. It is expected that the majority of all pupils needs can be met through Quality First Teaching but sometimes pupils may require further support via an individual education programme or an individual behaviour programme. We call these SEN Support Plans and these will include short, measurable, achievable and realistic targets that the pupil can work towards. Support Plans 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 additional adult support 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.
• 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. Our outdoor field space is accessible via a ramp from the playground. This enables all pupils to be able to access outdoor learning safely.
• We also have a number of dedicated spaces designed for pupils with SEND and who require ‘calm’ space at particular times.
• 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.
• 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.
• 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 a teacher is concerned about the well-being of your child they may involve our Emotional Health and Well-being Leader - Sam Eustace.
• Following a meeting in school it may be decided that your child access group or 1:1 sessions with a member of the Wellbeing Team in School - Sam Eustace (EHWB Leader), Christine Bragg (Learning Mentor) or Tracey Jones (Emotional Literacy Support Assistant) .
• Sometimes, a child may require more specific counselling or well-being work, and when this is the case, we would consult with parents before applying to our cluster Care and Guidance panel – see further information regarding Leodis Student Support. Our Headteacher, Mrs Makin, is a member of the Care and Guidance panel which meets every month.
• 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 mental health first aid training. Mrs Goddard, the Office Manager is our designated lead for First Aid.
• We currently contract a speech and language therapist from Leeds NHS, 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. Mrs Jones, our Emotional Literacy Support Assistant is available to provide individual and group support to pupils. We are able to access specialist services such as counselling or art psychotherapy via a referral to the LEODIS Cluster
• Our SENCos have undertaken the National Award for SEN Coordination.
• All of our teachers and support staff have and will continue to undertake training relevant to supporting our pupils with SEND. Dependent upon whole school development priorities, sometimes the whole school staff access SEND training but always, individual colleagues or teams are directed to relevant CPD. Training is always provided by medical professionals when a child has a physical disability or a health need.
• 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.
• Transition support for all pupils is considered in the summer term, whether they are moving to the next year group or Key Stage. All pupils have opportunities to meet their next teacher and visit their new classrooms. Individual pupils requiring a higher level of transition support access a 'transition programme' in the summer term. This may include pupils making transition books to take home over the summer.
• It is school practice to ensure that all 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.
• Our ELSA and Learning Mentor, together with class teachers, identify individual pupils who would benefit from a transition programme. This is usually implemented across the spring and summer terms.
• Our Secondary colleagues responsible for Y7 transition visit the school as part of their transition arrangements
• The SENCo and Phase Leader pass on relevant SEND information to the SENCo of KS3. This ensures that the receiving school are aware of the pupil’s difficulties and know what support they have and will continue to need.
• Pupil Passports are an essential means of ensuring that the receiving school are able to build a picture of the child before they start.
• 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.
• Pupils with complex needs and who generate high levels of funding through’ Funding For Inclusion’ (FFI) will have their needs met via the relevant support as advised by professionals or as deemed appropriate to meet outcomes usually on EHC Plans or on SEN Support Plans. 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. SEN funding is used to provide appropriate resources, including Teaching Assistants in classes. It is also used to provide relevant and necessary equipment for individual pupils as advised by professionals. Where a child has social, emotional and / or mental health needs, our SEN funding allows access to the Pastoral Team and where a child has a particular high need, it can be used to pay for services from the Area Inclusion Partnership.
• 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 a speech and language therapist.
• SENCos, 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.
Emotional Health and Well-being at Westerton Primary Academy
Meet the Well-being Team
Sam Eustace Christine Bragg
EHWB Leader Learning Mentor
Tracey Jones Jane Sayers
Emotional Literacy Support Assistant EHWB & Family Support Worker
The well-being of the children and their families at Westerton Primary Academy is incredibly important to us. As a result we are constantly striving to support children and families however we can. The Well-being Team here at Westerton Primary Academy work tirelessly to offer advice and support, all year round.
Please check this section for regular updates on what the Well-being Team have to offer.
Support for Children and Families at Westerton Primary Academy
Supporting you and your family during COVID-19
Below you will find some links to useful sites, filled with a wealth of supporting literature and references for COVID-19. There are no blueprints for supporting you and your family. Every situation is unique. Everyone deals with their feelings differently. If you feel lost, unsure or even overwhelmed, that is OK. Many of us do during such a challenging time.
If you think a listening ear will help, or you want to chat about an appropriate direction for support you can contact any of the organisations below, or get in touch with us using the contact details on this page.
We are pleased to offer ParentGym at Westerton Primary Academy.
ParentGym is a programme made up of 6 x 2 hour sessions. It has been designed by leading psychologists, drawing on parenting research. Sessions are designed to be highly interactive. Our ParentGym coaches, Christine Bragg and Tracey Jones, are available for more information and support along the way.
Please see either of our coaches, email email@example.com to find out more!
Parent Workshops 2020-21
We aim to offer all of our Parent Workshops in 2020-21. This will be subject to national and local guidance surrounding Covid-19. If necessary, workshops will be delivered via a Video Conferencing platform. Dates will be confirmed in September 2020.
Workshop 1: Promoting Emotional Literacy
Workshop 2: Supporting Anxiety
Workshop 3: The Impact of Video Games in the Classroom ----- Click here for World Health Organisation Video - Gaming Disorder
Workshop 4: Supporting Anger
Workshop 5: Sleep
Support Group for LAC / Kinship / Special Guardianship or Adoptive Parents
A free support group open to all Leodis Multi Academy Trust families. A friendly environment to share stories, information and support each other. 1st Tuesday of every half term.
Given the current Covid-19 Pandemic, meetings are postponed. For immediate support please contact the Well-being Team via email (firstname.lastname@example.org) or phone.
Seasons for Growth
Change and loss are issues that affect all of us at some stage in our lives. At Westerton Primary Academy, we recognise that when changes occur in families through death, separation, divorce or related circumstances, young people may benefit from learning how to manage these changes effectively.
We are therefore offering a very successful education programme called Seasons for Growth. This programme is facilitated in small groups. It is based on research that highlights the importance of social support and the need to practice new skills to cope effectively with change and loss. The programme focuses on issues such as self-esteem, managing feelings, problem solving, decision making, effective communication and developing peer support networks.
If you feel your child would benefit from Seasons for Growth, or you would like more information, please get in touch with Wellbeing@westerton.org.uk or Speak with Mrs Bragg / Mrs Jones.