Children are all individuals and teaching at Westerings Primary Academy aims to address the individual needs of all children through a differentiated curriculum. Some children may need extra or additional support for a range of reasons.
- In line with the New Code of Practice for Special Educational Needs (2014) there are three levels at which children can be supported. The first is Quality First Teaching, which applies to all children and includes adaptations that teachers make to enable pupils to access the learning. The second is SEN Support (SENS) or Additional School Intervention (ASI). Children who are supported at this level will have additional support from adults within lessons and may have additional group or one to one sessions working on specific targets. The third level is High Need (HN). Children who are supported at this level will have a Statement of Special Educational Needs or an Education, Health and Care Plan, or an application may be being made for this. These children will have additional support in class and in group or one to one sessions and will work towards specific objectives each term. The school has a SEND Register for children who are supported at SENS or HN. Parents of these children will be invited to a Pupil Review Meeting once a term to discuss their progress and next steps for support.
- When considering a child's support we may seek further advice from outside agencies, for example, Health Professionals, Speech and Language Therapy, Occupational Therapists, Behaviour Support or Educational Psychologists. Parents will be asked for consent before external professionals are contacted and will be given feedback.
- Those children who also need support to access the curriculum and other elements of academy life due to medical needs, or disabilities are also offered support. In collaboration with parents/carers and outside agencies, they may be given a Care Plan to ensure all adults are aware of their individual needs and to ensure that they are given appropriate care.
- Some children with English as an additional language may need extra support and a programme written to address their needs.
For details on applying for a school place for a child with a disability, please see our Admissions pages.
Information Regarding Special Educational Needs and Disabilities (SEND)
At Westerings Primary Academy we aim for the best outcomes for all pupils, educationally and socially. Staff understand that children learn in different ways and therefore use varied approaches to encompass the needs of different children. Through collaboration with Parents/Carers and the SENCo (Special Educational Needs Co-ordinator) some children may be offered additional support. This could be in the form of additional group or individual work with support staff but Class Teachers maintain responsibility for all children in their class.
* Children progress at differing rates and may have strengths and weaknesses in different areas. If a child is achieving lower than average levels, this may not be due to SEND but in all cases, Class Teachers will strive to ensure that each individual’s needs are met so they can succeed academically, socially and emotionally.
The following page outlines what you can do if you feel your child may need additional support; how we provide this support, staff expertise and links we have with other agencies.
Whom should I contact if I feel my child would benefit from additional support?
He /She is responsible for:
- Monitoring the progress of all children within the class.
- Adapting the curriculum to meet the needs of all children.
- Collaborating with the SENCo and support staff to develop individual or group support programs.
She is responsible for:
- Coordinating the provision for children with SEND
- Monitoring the progress of children with SEND
- Working with parents and outside agencies to identify children with SEND
- Working with class teachers, support staff and parents to develop individual or group support programs
Mrs E. Atay
She is responsible for:
- The day to day management of all aspects of the school
When the Principal is not available, the Vice Principal, Mr A. Stainsbury may be involved.
Person Centred Approach
The views of children and their parents and carers are an important part of the planning, provision and review process.
If a child is identified as needing additional support a Pupil Review meeting is held once a term, involving the child and their parents where possible. In these meetings we discuss the following:
- What we like and admire about the pupil
- What has been working well
- If anything could be changed
- What is important to and for the pupil both now and in the future
- The child's progress towards identified targets
- Suggested strategies for support
If a child is working at an SEN Support level they will have a Pupil Profile which summarises the information above. If they are working at a High Needs level (with a Statement of SEND or Education, Health and Care Plan or those who are applying for this) they will have a Learning Support Plan which outlines provision in more detail.
For children who have a Statement of SEND or Education, Health and Care Plan an Annual Review meeting will also be held, during which progress over the last year will be discussed.
Your child may have support from a Specialist Teacher. Their role is to visit the child, class teacher and SENCo (usually once a term) to discuss their progress and ensure the best provision is available. Parents will be given feedback from these visits.
Depending on your child’s needs, we may also invite an Educational Psychologist to meet a pupil. These visits may only take place once or twice during your child’s time at the school. It is best to have parents’ involvement in these meetings so we will let you know if we require an Educational Psychologist’s advice.
As for all pupils at the academy, parents of children with SEND can also find information about their child’s progress via the following:
- Their child's End of Year Report
- Parents/Carers Meetings (held twice a year)
- Fortnightly/3-weekly Open Door sessions to view their child’s work
- Individual appointments with the Class Teacher or other staff (appointments arranged by the office staff)
- Their child’s Learning Journal where you can check homework, levels and next steps in learning
- Target Tracker login (coming soon)
- Their child’s class Virtual Classroom on the website or Class Dojo app.
How will teaching be adapted to meet the needs of my child?
Teachers are experienced in using a range of teaching methods to cater for children of all abilities and needs. Tasks are differentiated in various ways to allow all pupils to access the learning.
Children are encouraged to work on their own, in pairs (Talk Partners) or in groups according to the task. Groupings and pairings are flexible and change regularly to give all children experience with working with a range of others.
Teachers and support staff will plan activities so that they work with different children and groups across the week. Some children may have more support than others but our aim is to develop independence and therefore no child will have direct support at all times.
Often strategies which benefit children with SEND will benefit all children. Therefore many of these strategies are used in all classes as part of good practice. This includes the use of visual reminders of the day’s timetable or of the steps needed for a task, the opportunity to discuss answers in a pair or group before discussing them with the whole class and the use of practical resources.
Which interventions are available for one to one or small group support?
Speech, Language and Communication
- Auditory processing activities (such as remembering and following specific instructions or sequences)
- Speech and language exercises as recommended by a Speech and Language Therapist
- Teaching new / topic related vocabulary one to one or in a small group
- Puppet role play / small group discussions to develop turn taking in conversation
- Talk Boost (aimed at KS1 or lower KS2) to boost speech and language skills and confidence
- Toe by Toe (for children with dyslexia or reading difficulties)
- Precision Monitoring (specific practise for reading or writing key words)
- Small group writing sessions
- Handwriting skills practise
- Paired Reading and discussion of the text
- Individual or group phonics sessions to reinforce letter sounds
- Practise of key concepts such as number recognition, pairs of numbers that make 10 or recall of multiplication tables etc
- Practise of applying key concepts to solving problems
- 5 Minute Box of short maths skills practise
- Small group booster sessions
Social and Emotional Development
- Puppet role play covering different scenarios, choices and outcomes
- Smart Thinking scenarios to help children stop, think and choose an appropriate response
- Socially Speaking and other board games to encourage turn taking and cope with winning and losing
- Supervised playground games
- One to one sessions with an adult to discuss concerns or issues
- Lego Club (aimed at building confidence and social skills in a small directed group - runs as necessary)
What links does the school have with other agencies?
We have links with Specialist Teachers and Educational Psychologists. Staff can meet with them to discuss pupils’ needs and they can visit the school to meet with us, pupils and parents.
Through Rochford Extended Services, we can access Family Support Workers who can help families through difficult emotional times such as bereavement or separation; Counsellors, Behaviour Specialists and Attendance Officers. Rochford Extended Services also have links to support groups for autism, ADHD, post adoption and more. More information about their services can be found at www.rochfordextendedservices.org.uk.
We work alongside professionals from the NHS such as the School Nurse, Paediatricians, Speech and Language Therapists, Occupational Therapists and staff from the Mental Health services. Referrals to some NHS services can be made through the SENCo or Principal. Referrals for assessments for Social Communication difficulties such as autism or ADHD should be accessed via the GP but we are happy to provide supporting evidence.
Through our Multi-Agency Cluster meetings, we have access to many other local professionals who can help individual families through difficult situations.
All pupils and families within the Essex Local Authority can also access further support from a range of agencies. More information can be found under the Essex Local Offer at www.essexlocaloffer.org.uk.
How will my child be supported at times of transition?
We operate a system of transition meetings for parents and children between phases to prepare everyone for changes and expectations. The meetings also allow Parents/Carers and their children the opportunity to meet relevant staff, Governors and professionals.
These meetings include:
- New Intake meetings including Stay and Play sessions for the new Reception children and Phonics workshops for their Parents/Carers
- Pre-School visits to see individual children
- Home Visits for new Reception children
- Reception to Key Stage One Transition Meetings for the class and their Parents/Carers
- Key Stage One to Key Stage Two Meetings for the class and their Parents/Carers (at the end of Year 2)
- Key Stage Two to Key Stage Three Meetings for the class and their parents/carers (at the end of Year 6) – these tends to take place at Secondary schools.
The Reception teacher visits all new pupils whilst they are at Pre-School. There are also taster sessions for pupils to visit the academy and home visits prior to children starting.
Pre-school staff and Parents/Carers therefore have the opportunity to discuss any concerns they may have and Westerings staff can make the necessary adaptations to help the children settle in. Occasionally children will already have support from an Educational Psychologist. If this is the case they will discuss support strategies with the Class Teacher and SENCo. All Reception children are allocated a Year 6 Buddy who will act as an elder brother or sister and help them settle into academy life.
Children who may be particularly anxious about change may need more preparation when moving up a year group. These children will be given additional opportunities to meet their new class teacher and member of support staff, visit the new classroom and get to know where key things are such as the toilets and the coat pegs. They may be given a booklet of photographs to remind them over the holidays.
At the transition between KS1 and KS2 we provide additional opportunities to get to know the junior playground, playground toilets and dropping off/collecting arrangements. All Year 2 children are allocated a Year 3 Buddy.
Secondary staff from Greensward Academy visit Westerings to work with all children during the year in Years 3-6 to help with transition. In Year 5, selected children are invited to attend ILS ( in the Integrated Learning Suite at Greensward Academy). This entails two or three 10-minute sessions per week after school on a computer program such as Success Maker. The program is set to their level in an aspect of English or Maths and runs from the Summer Term of Year 5 and throughout Year 6. By attending ILS, children at all levels, including Gifted and Talented children, can improve their skills and, importantly, can ease their worries about secondary transition, making friends with Secondary Buddies and familiarising themselves with Secondary School layout. ILS is available for all children, including those who may be considering attending a different Secondary School.
When pupils are preparing to leave Westerings to attend Secondary School (or to attend an alternative Primary) we liaise with the school’s SENCo and Headteacher/Principal to ensure they have relevant background information. There are often opportunities for the children to have additional visits to their Secondary School if they have SEND or are particularly anxious about changing schools (this is dependent on which school they choose).
If pupils join us during their Primary education we receive relevant paperwork which may include information about SEND. We will also contact the previous school to see how they were supported so that we can maintain some consistency for the child. It is important that Parents/carers also share any information about their previous school with us.
What expertise do staff have in supporting children with SEND?
There is an ongoing program of professional development and training to ensure all staff have the most up to date information on supporting all pupils.
We also have members of support staff who are able to offer one to one emotional support to pupils if needed.
The SENCo has training linked to the National SENCo Award and attends training on specific aspects of SEND such as autism and dyslexia. Several of the staff also attend training in specific needs.
When Specialist Teachers visit the academy they offer advice and support for class teachers, support staff and the SENCo. They also offer occasional whole school training. Senior Leaders, Class Teachers, Learning Support Assistants, the Midday Supervisor and Midday Assistants are involved in training to ensure consistency of approach.
At Westerings Primary Academy, we treat each child as an individual and know our children well. The close-knit community ethos enables us to operate like a large family, with all children knowing each other and staff; and with all staff knowing the children in the academy. This helps us to track each child’s academic progress and ensure they achieve well. It also helps us to create a friendly atmosphere where children feel comfortable and ready to learn. A close partnership with Parents/Carers is vital to this ethos. If a child has additional needs, ie SEND, it is important that the academy and Parents/Carers work together to meet the child’s needs.
If you have further questions or wish to discuss your child’s needs, please don’t hesitate to contact the academy office to make an appointment with the appropriate member of staff.