At Westlea Primary School we embrace the fact that every child is different and, therefore, the educational needs of every child are different – this is certainly the case for children with SEND. At Westlea Primary School we are committed to the equal inclusion of all pupils in all areas of primary school life. We recognise the diverse and individual needs of all of our pupils and take into account the additional support required by those children with SEND. Westlea Primary School believes that all pupils should be respected and valued.
All staff appreciate that children learn in different ways and that this can be beneficial to all. We achieved the Healthy School Silver Award in 2016, which reflects the levels of care and nurture we extend to every child in the school and how we value the impact of each child having a broad and balance education, with equal opportunities.
Quotes from our latest OFSTED report (October 2016):
Leadership has …”a tight focus on the quality of teaching to ensure that teaching meets the needs of pupils, especially those with special educational needs and/or disabilities and the disadvantaged. Consequently, pupils are making effective gains in their learning from low starting points.”
“A significant strength of the school is the quality of care, guidance and support provided for your pupils. A strong culture of staff working closely with experts, and other agencies exists to provide an all-round education, enabling even the most vulnerable pupils to thrive.”
”Parents are overwhelmingly positive about the ‘all-round’ education their children receive, with the vast majority saying that they would recommend the school. Particularly, parents of pupils with special educational needs and/or disabilities spoke with delight of the high levels of support the school provides. They welcome the guidance you give, not only to their children, but also for them as parents. This helps their children to make strong progress with their learning and social skills.”
”Risk assessments are thorough and regularly monitored by leaders, especially for those pupils who have special educational needs and/or disabilities. For example, fire evacuation procedures for pupils in wheelchairs are comprehensive.”
”Evidence scrutinised during the inspection shows pupils are making good progress given their vulnerabilities and complex needs.”
”Differences have rapidly diminished between disadvantaged pupils and other pupils in the school and nationally, in all subjects.”
”You use your pupil premium funding wisely to provide opportunities to enrich pupils’ learning and provide them with wider experiences. For example, a trip to the Houses of Parliament and the opportunity to meet their local member of parliament opened up the world of democracy to pupils. This increased pupils’ understanding of how the voting system works.”
”Similarly, pupils with special educational needs and/or disabilities are also making good progress. Teachers know their pupils well and consequently plan activities that will effectively meet their individual needs and interests.”
There are good transition procedures in place with pre-schools, between classes/key stages within school, to/from other schools and secondary schools. These transition procedures may include:
- extra induction
- visits by both pupil and staff to/from both settings
- information shared
- questions answered
- transition meetings held and attended
- a photo book for pupil to have prior to starting school/transferring
Staff from 3 different secondary schools have reported successful smooth transitions for SRP pupils; with 1 commenting that the transition document they received was the most detailed and informative they had ever had.
For more information on available services from Swindon’s Local Offer, click here to visit their website.
You could also visit Swindon SEND Families Voice. They are the parent partnership organisation within Swindon, and a useful source of support and information to families with children with SEND.
- Headteacher – Mrs Sarah Sumner
- SENCO and SRPCO – Mrs Louise Edmonds
For SENCC related queries please contact Mrs Edmonds: firstname.lastname@example.org
1. How does Westlea know if children need extra help and what should I do if I think my child may have special educational needs?
Children may be identified as having SEND through a variety of ways including the following:
- liaison with preschool/previous school
- child performing below age expected levels
- concerns raised by parent
- through termly pupil progress meetings held between the class teachers/phase leaders/SENCo/SRPCo/Headteacher
- concerns raised by teacher e.g. where behaviour or self-esteem is affecting performance
- liaison with outside agencies
- health diagnosis through paediatrician/doctor
At Westlea we regularly monitor all children’s progress and attainment against National and age related expectations. The class teachers continually assess each child and notes areas where they are improving and where further support is needed. As a school we track the children’s progress from entry through to Year 6, using a variety of different methods including age related programmes of study and the Foundation Stage Profiles. We will inform you if we have any concerns about your child.
If you are concerned about any aspect of your child’s education you will need to speak to your child’s class teacher in the first instance. If you require more information contact our SENCO and SRPCo, Louise Edmonds; or our Headteacher, Sarah Sumner.
2. How will Westlea staff support my child?
All of our staff are well trained and have access to any further, more specialist training as required. The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made. The class teacher and/or a teaching assistant (TA) may work with your child either individually or as part of a group to further support their learning. Our SENCo, SRPCo and all staff have access to further expertise through the team of professionals supporting the school. Within the Academy, and the wider community, there is further expertise for us to draw on.
3. How will the curriculum be matched to my child’s/young person’s needs?
All the work within the classroom is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be different levels of work set, with further individual differentiation where needed. The aim is to make sure that all children can access lessons and learn at their level.