Wexham Court Primary School

Schools extended Local Offer response

Special Educational Needs policy

What is the schools ethos and policy for supporting children with special needs and disabilities? 

Wexham Court Primary School believes in a positive and inclusive learning environment. 

The Governors and the school staff, in close consultation with parents, aim to meet the individual needs of all pupils, including those who experience:

• communication and interaction difficulties
• cognition and learning difficulties
• social, mental and emotional health difficulties
• sensory/physical difficulties

at any time during their education at Wexham Court Primary School (please refer to the Equalities Act 2010). 

We aim to ensure that all pupils have access to and experience success in a broad, balanced curriculum which is appropriately differentiated and follows the National Curriculum in England (KS1 and 2 Framework document 2013). 

All children on the SEND register are integrated into mainstream classes and supported as appropriate by all staff members.

Teaching and learning

How does the school ensure all children are learning and making progress?

The school has a strong belief that all pupils, including those with SEND, respond to a positive learning environment where there are high expectations through a belief in what may be possible. 

We have a view of ability as flexible not fixed. We promote effective learning opportunities for all pupils by:

• setting suitable learning challenges
• responding to diverse learning needs
• overcoming barriers to learning.

Within the class, the majority of children’s needs will be met through high quality first teaching. The class teacher ensures all children are making progress by reducing or removing barriers to learning and achievement. This is achieved through:

• assessment
• target setting
• differentiation of planning and activities
• delivery - including questioning, outcomes and resources

all adapted to match the child's next steps.

Pupil progress is continuously monitored, evaluated and reviewed. We believe that all pupils in all classes have an entitlement to effective teaching that raises their learning attainment. Lessons are planned carefully so that all pupils are able to participate and access the key learning at their own level.

Teachers ensure that all children take some new learning away with them. This is most effective because teachers make explicit what is to be learned and how this fits in with what they already know. Children and parents are regularly involved in discussions around the child’s learning.

Progress is reviewed with parents every term and during formal parent evenings, parents will be informed of their child's attainment in:

• reading
• writing
• Maths
• the wider school curriculum and community.  

However, we welcome further on-going discussions with parents throughout the year if:

• any issues of concern arise or
• a parent requires assistance in any area of the curriculum to support their child. 

Where necessary, meetings with the SENCo and other professionals will be arranged to meet an individual child’s needs; to discuss:

• reviews
• progress
• assessments
• reports.

Identifying and assessing Special Educational Needs

We currently use a range of baseline screening systems with all new children in our Early Years to identify SEND. We will also use the new DFE baseline tests.

In some cases, further professional assessments may be required to determine whether a child is experiencing a barrier to their learning. In these cases, the SENCo will discuss with parents, the benefits of making a referral to outside professionals to support their child’s learning. Examples of these professionals include:

• specialist teachers
• speech and language therapists
• education psychologists
• paediatricians
• behaviour support services
• other health professionals

depending on the child’s need. 

We will work in close partnership with parents throughout this process to facilitate and support meetings with outside professionals. We have close links with ‘SENDIASS’, a service which is used to support and assist parents in all issues concerning children with SEND and we would initiate contact between them and parents who need their support.

Wexham Court Primary School follows the guidance set out in the SEND Code of Practise (2014) using the graduated approach. The graduated approach recognises that children learn in different ways and can have different kinds or levels of SEND. Listed below are the four main components of the graduated approach which are activated when a concern regarding a child is raised:

• Assess - Taking into account the views and experiences of parents alongside the views of the child, the class teacher and SENCO will decide if a child has a SEND need. If appropriate, advice may be taken from external services. Assessment for all children is reviewed half termly.
• Plan - If the outcome of the above action denotes that a child requires SEND support, parents are informed and an SEN Support plan is implemented. The SEN Support Plan is created with the input from the class teacher, parents, the child and if necessary, recommendations made in external reports are implemented. The plan will detail any interventions and additional support the child will receive and is reviewed at least termly with parents.
• Do - The responsibility for ensuring that the curriculum is accessible for the child on a daily basis remains with the class teacher. The class teacher works with the teaching assistants and SENCO to assess the impact of the interventions. At this stage, further specialist support may be sought if deemed appropriate.
• Review - The progress a child makes will be evaluated through regular reviews throughout the year and targets and interventions will be amended accordingly. A child may need help through the graduated approach for only a short time or for many years.  

Wexham Court Primary School also has particular regard for Looked After Children. 

Involving parents and children/young people in planning and reviewing progress

How does the school involve parents in understanding and supporting their children’s progress and learning?

Each term during parent meetings, class teachers will discuss your child’s progress in all areas of the curriculum. They will consider your views in making any decisions about how best to help your child.

We value your input and understand that parents have a key role as partners in securing progress for their child. We are very keen to work with parents to support the child in their personal learning journey and welcome information on what works best at home and what does not. Equally, we share strategies that are working well at school so they can be consolidated in the home environment. SEND Support Plans will be reviewed and targets set in partnership with parents and their child on a termly basis.

Parents and the key professionals involved, meet annually to review children who have an Education, Health and Care Plans (EHCP). However, if concerns arise during the year, a meeting is scheduled and issues of concerns are discussed and an appropriate plan is implemented. 

Parental views are important at all times and we provide plenty of opportunities throughout the year for you to discuss the progress of your child and come in and go through their work.

Additional support

How will my child’s learning be supported to meet their needs?

 

Children receiving additional support through small group or individual interventions will have their personal targets regularly reviewed to ensure:

• appropriate support is given and
• it is having a positive impact on their progress and attainment. 

In addition to this, the school seeks advice from outside professionals services when required. These services include:

• Educational Psychology Services
• Speech and Language Therapy
• Language Support Teachers
• Sensory Consortium Services
• Behavioural Support Services.

We have a qualified Speech and Language Therapist who comes in on a monthly basis to observe and assess children as well as advise teachers and teaching assistants on how best to meet the individual needs of children. Once a report has been written for a specific child, our SEN team will advise the class teacher how to implement the targets set into everyday teaching. In addition to this, children who require additional Speech and Language support will receive the Language Link intervention twice weekly.   

We have an Educational Psychologist who comes in on a weekly basis for a whole day to support the SENCO and staff to identify and support children who experience difficulties in their learning and well as their social and emotional development. Our Educational Psychologist will also meet the parents and teachers of the children she has observed to share feedback and create a Joint Action Plan for that specific child to achieve.

For children who have hearing or sight difficulties, specialist teachers from the Sensory Consortium assess and observe the children throughout the academic year and reports are shared with the SENCo and class teachers and adaptations are implemented as recommended.

For children who struggle with their behaviour and emotions, we work alongside external agencies such as SEBDOS who work closely with the child to explicitly teach them strategies to overcome emotional barriers. In addition to this, we have three Emotional Literacy Support Assistants (ELSA Assistants) who have been trained in an educational psychology led intervention and work with children individually or in small groups to improve their emotional wellbeing.   

We also have a qualified Drawing and Talking Assistant who leads child centred therapy focusing on prevention, early intervention and recovery of mental health issues.  

Extra activities

How will my child be included in activities outside of the classroom including school trips?

At Wexham Court Primary School we aim to be inclusive to all groups in our policies, outlook and practices. 

The school community strives to minimise the barriers which might exclude children from equal access to, participation in and outcomes of schooling based on:

• language
• culture
• gender
• physical
• intellectual or emotional state
• socio-economic status. 

We recognise that every child is unique and brings with them a wide range of skills and abilities. The whole school community works together to create a safe and happy environment in which its members are able to develop a moral code which encourages all to make a positive contribution to society. 

We aim to provide challenging experiences so that all can achieve their full potential. In line with this, we will make all reasonable adjustments to facilitate as far as possible all children’s needs in order for them to fully participate in all school trips and activities.

The schools practice is to carry out a risk assessment before the children attend any school trips or organised activities that may involve a risk. This may involve members of staff attending the trip prior to the children and considering how the trip or activity can be made most accessible to individual children. Parents will always be involved in close consultation at these times.

The school is very keen for all children to be involved in after school clubs and we work very closely with parents of SEND children so that they are able to participate as fully as possible.

Meeting social and emotional needs of children/young people

What support will there be for my child’s overall well-being?

 

Wexham Court Primary school strives to provide an emotionally secure environment that prevents bullying and provides help and support for children and their families who may have problems. 

Through the curriculum, we support the development of all children’s social and emotional wellbeing. This is integrated into all aspects of the curriculum and staff are trained to deliver it effectively. Class teachers build good relationships with the child in their class and their parents. We have a strong and supportive school community that includes children, staff and parents and this promotes the well-being of our pupils.

During PSHE and Collective Worship, we plan activities to help children develop their social and emotional skills and wellbeing. For children who need further development in this area, we set up social skills groups for them to practise and develop their skills in this area. 

All staff have had Child Protection training.  

Teachers and other staff are trained to identify when children are showing signs of anxiety or social and emotional problems. In cases where these are identified the, class teacher, SENCO or Assistant Head will discuss the problems with parents and carers and develop a plan to deal with them, involving specialists where needed. 

We regularly liaise with Social Emotional Behaviour Difficulty Outreach Services (SEBDOS) to promote the well-being of children in our school and seek professional advice on matter of concern. 

Keeping up to date with knowledge and skills

How are teachers in school helped to work with children with an SEND and what training do they have?

 

Where teachers require assistance and support within our school, it is the SENCo’s role to support them in planning for children with SEND. 

The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on a range of SEND issues. In addition to this, teachers are invited to regular 'Drop In' sessions to discuss the learning needs of the SEND children in their class with our Educational Psychologist. 

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class such as:

• Autistic Spectrum Disorder Outreach service
• Speech and Language Therapy services
• Sensory Consortium
• Occupational Therapy.

 

Transitions

How will the school prepare and support my child to join school or transfer to a new class or setting?

 

Prior to a child starting Nursery or Reception, we will arrange for a ‘Home Visit’ where the new teacher and teaching assistant will visit the child in their familiar surroundings to introduce themselves. This opportunity is used to gather information about the child’s like and dislikes and special needs. It is an opportunity for parents to discuss any anxieties and worries they or their child may have and following this, a visit is arranged for the family to come for a tour around the setting and meet the team their child will be with. 

 

We have an annual ‘Meet the Teacher’ day where children spend the morning with their new teacher to become familiar with them and the staff that they will be working with next year. This involves a tour around their new environment.

 

For children who have been identified as needing further targeted support, the class teacher and SENCO will devise a transition plan in consultation with the parents if appropriate. Visits will be arranged on a regular basis to the new classroom at the end of the Summer term prior to the child starting in September. They will take photos of their new environment and make a scrapbook which they can take home over the Summer to familiarise themselves, ready for September. In some cases the use of Social Stories is needed to facilitate this change.

 

This strategy is also used for vulnerable children transferring to Secondary School. The SENCO will liaise closely with the child’s transferring school and hold meetings with the secondary SENCO and child’s parents to ensure a smooth transition. Transition groups will be set up where necessary to facilitate this time in children’s lives.

Helpful contacts

Who can I talk to about my child’s difficulties with learning/ Special Educational Needs or disability (SEND)?

At Wexham Court Primary school we value the importance of the parent teacher relationships to maintaining good home-school partnerships and ensuring the best outcomes for the child. We therefore ask parents to initially speak to their child’s class teacher should any concerns arise.  They are the first point of contact. The school has a network of professionals that can support the class teacher and parent if issues of SEND arise. 

Details are listed below.

Class Teacher 
Wexham Court Primary School
Church Lane                      
01753 524533
Wexham
Slough
SL3 6LU
mail@wexhamcourt.slough.sch.uk

SENCO                                                                                                                                                                                                   

Mrs Sharma
mail@wexhamcourt.slough.sch.uk

Assistant Heads 
Mrs Chahal, Mrs Harris, Miss Orsi, Miss Burt, Miss Snadon
mail@wexhamcourt.slough.sch.uk

Head Teacher
Navroop Mehat
mail@wexhamcourt.slough.sch.uk 

SENDIASS
Parent Support Services for Parents with children with SEN
Parent Partnership Slough
01753 787 693 (Mon to Fri)
sendiass@slough.gov.uk

Special Voices

Special Voices support parents/carers of children and young people with special/additional needs.                                                           
07990 693439

Slough Speech and Language Therapy Services
Sarah Heath
Sarah.Heath@sarbourvaleschool.org

Child & Adolescent Mental Health Service (CAMHS)

CPE Office
The Old Forge
2nd Floor
45-47 Peach Street
Wokingham
RG40 1XJ
Tel: 0300 365 0300

SEBDOS (Social Emotional and Behavioural Difficulties Outreach Service)      
Littledown Special School
Queens Road
Slough, Berkshire, SL1 3QW                                                                                                                                                                
01753 521734 / 07774 919000
post@littledown.slough.sch.uk

The Children’s Centre, Fir Tree House (Occupation health, physiotherapy, speech and language and paediatricians)                                         
Fir Tree House, Upton Hospital, Albert Street, Slough, Berkshire, SL1 2BJ                                                                                             
01753 635025

Sensory Consortium Service                                                                                                                                            
Children's Services
Town Hall
St. Ives Road
Maidenhead
Berkshire- 01753 787639                                                                                                                                       
Sensory.Consortium@rbwm.gov.uk                                                                                                                                               

Service for children with learning difficulties and disabilities (LDD)   
01753 787630