How We Support SEND
Westlea Primary School prides itself in being very inclusive and will endeavour to support every child regardless of their level of need. All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times and when it is felt appropriate, modifications to the curriculum may be implemented.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional)
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy and practice in order to achieve best practice.
Types of SEND
At Westlea Primary School, we have experience of supporting children and young people with a wide range of need including:
- General Learning Difficulties – children whose learning progresses at a slower pace
- Dyslexia – difficulties with reading/writing/spelling
- Dyspraxia – difficulties with morot skills/organisation
- ADD – Attention Deficit Disorder
- ADHD – Attention Deficit Hyperactivity Disorder
- Speech and Language difficulties
- Visual difficulties
- Sensory difficulties
- Social, emotional and mental health issues
The school provides data on the levels and types of need to the Local Authority. This is collected through the school census.
Teaching, Learning and the Curriculum
At Westlea Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. 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 our children. Our curriculum also includes the social aspects that are essential for life-long learning.
How we identify and assess children with special educational needs
Most children and young people will have their special educational needs met in mainstream schools through good classroom practice. This is called Quality First Teaching.
At Westlea Primary School, we follow a graduated support approach which is called “Assess, Plan, Do, Review”.
This means that we will:
- Assess a child’s special educational needs
- Plan the provision to meet your child’s aspirations and agreed outcomes
- Do put the provision in place to meet those outcomes
- Review the support and progress
As part of this approach, we will produce a SEN Support Plan that describes the provision that we will make to meet a child’s special educational needs and agreed outcomes. Parents and carers will be fully involved in this process.
A small percentage of children and young people with significant learning difficulties might need an assessment that could lead to an Education, Health and Care Plan.
Full details can be found on the Local Offer website.
You can find details of how we adapt the curriculum and make it more accessible for pupils with SEN below:
- Quality First Teaching
- Group work
- Specialist group support from outside agencies e.g. Speech and Language Therapy;
- Specific individual support for children whose learning needs are severe, complex and lifelong
- A range of teaching and learning styles
- An innovative and supportive curriculum
- Listening Matters
- Relax Kids
- A broad range of extra-curricular activities
- Differentiated materials
We are fully inclusive and ensure all activities are accessible to all. Our safeguarding procedures ensure that communication networks on all levels (pupil to pupil/pupil to staff) are fully utilised so that any issues like bullying can be swiftly dealt with for all SEND children.
Our tracking system is set up to monitor all SEND pupils and their progress. The data is inputted termly and analysed on a group and individual basis. Regular observations and work scrutinies are carried out to ensure effective provision and further develop interventions.
Staffing and any Specialist Qualifications/Expertise
Mrs. Davenport is the SENCO.
All staff within school are highly experienced and regularly attend CPD to continually update their knowledge of SEND. Expertise within the school includes-
- General Learning difficulties
- Speech and Language
- Listening matters
- Social/emotional difficulties
- Relax Kids
- Lego Therapy
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.