This page provides information about Special Educational Needs and Disabilities support available for pupils attending Westgate Primary School.
At Westgate Primary School we make provision for every kind of frequently occurring special educational need without an Education, Health and Care Plan, for instance dyslexia, dyscalculia, dyspraxia, speech and language needs, Autism Spectrum Condition, Attention Deficit and Hyperactivity Disorder (ADHD), learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.
We follow the Mainstream Core Standards advice developed by Kent County Council to ensure that our teaching conforms to best practice.
At Westgate Primary School we use a range of methods to assess and plan for our pupils. Where it is identified that pupils may need extra support, we offer a range of interventions alongside quality first teaching. The interventions offered on our provision map currently are: Toe by Toe, Power of 2, Precision Teaching, Counselling, BEAM, Sensory Circuits, Speech and Language Link programmes (infant), fine motor skills, Lego Therapy intervention, First Class Maths, Handwriting (Nelson), Success At Arithmetic, Numicon.
The Local Offer for Kent County Council can be found at https://www.kent.gov.uk/education-and-children/special-educational-needs.
How does the school know if young people need extra help and what should I do if I if I think my child may have special educational needs?
On entry and other points of transition, Westgate Primary School works very closely with nurseries and other primary schools to ensure that our information is up to date and relevant. Where necessary, individualised arrangements can be put in place for pupils who may be vulnerable over this period. Detailed plans and interventions will already be in place for young people whose needs are already identified on entry. If a teacher or parent/carer believes that there may be a difficulty which has not been previously identified, they can speak to the SENCo. The SENCo will then review the most recent learning data, speak to all of the relevant staff and may undertake or seek additional assessments/ investigations. The views of parents and carers are important to us and play a vital role in this process.
How will Westgate Primary School staff support my child?
Westgate staff will undertake to deliver quality first teaching, monitored by middle and senior leaders as part of the regular review and observation cycle. The SENCo is also responsible for ensuring that interventions impact positively in terms of outcomes for the student and represent best possible practice and value for money. Class teachers, senior leaders and the SENCo are available to meet parents/carers by appointment). We never assume that “one size will fit all” and will always aim to be as flexible as possible in ensuring individual provision where needs warrant.
How will the curriculum be matched to my child’s needs?
Pupils are taught in mixed ability classes. There is appropriate academic and social provision for gifted and talented children and those whose learning may need significant support to facilitate progress. Teachers take into account the needs and learning styles of all children and adapt their teaching and resources to meet the needs of all children.
How will I know how my child is doing?
Pupil’s targets in reading, writing and maths are also shared with parents at the start of each new tropic or genre. Pupil progress data is collated and monitored at the end of every term and outcomes are shared with parents/carers through individual reports. This data will also be used to identify concerns around progress and interventions implemented. The subsequent data will be used to measure the impact of intervention.
Parents will have regular opportunities to discuss progress with their teachers at scheduled consultation events or informally by appointment or telephone to individual teachers. End of year reports are also provided to parents at the end of each academic year.
What Support will there be for my child’s overall well-being?
The class teacher is the child’s most consistent and stable point of contact. There is also excellent access to the following external professionals: School Nurse, access to behaviour support specialists, educational psychologist, specialist teachers. Where necessary or by request, support can be co-ordinated via CAF. Exclusion rates at Westgate are only implemented as a very last resort. We always aim to implement alternative sanctions eg: reflection time. A risk assessment is always undertaken in respect of a child’s vulnerability/SEND prior to any exclusion.
What specialist services and expertise are available at or accessed at or by the school?
The SENCo has access to a range of external services and support agencies which can be accessed according to the needs of each individual child.
What Training have the staff supporting and young people had?
Staff have regular updates in relation to changes in SEN. External agencies support class teachers and the inclusion team to support pupils with specific needs. Specialist training is provided according to need e.g. Team Teach for positive handling. The SENco attends regular meetings with other SENcos which is then shared amongst staff. Staff have received training on ASD.
How will you help me to support my child’s learning?
We welcome the support and involvement of parents in their children’s’ learning. Parent/carer liaison is routinely managed through the pupil contact book. Parents/carers are encouraged to contact staff directly by telephone or by e mail via the school office. All staff are very happy to be very flexible in their liaison with parents to ensure that the appropriate support is in place for pupils both at home and in Westgate.
How will I be involved in discussions about and planning for my child’s education?
We aim to develop close and mutually supportive relationships with parent/carers from the point of transition. Where pupils have additional needs, transition can be extended, enhanced and bespoke and we aim to involve parents as a source of expertise around the needs of their child. There are regular opportunities to engage with the class teacher and members of the school team. There will also be other opportunities to discuss your child’s learning during annual reviews or provision map reviews. Parents and carers are represented on the governing body.
How will my child be included in activities outside the classroom including school trips?
We actively seek to ensure that ALL pupils are included in all activities including trips. All activities outside the classroom are individually risk assessed and where necessary resourced and supported to maximise the engagement in and the impact of the activity on all the young people who are participating. Trips are regularly used to enhance social skills or subject knowledge and are seen as a valuable element of the curriculum.
How accessible is the Westgate environment?
Within the main building of the school there is a lift for pupils to access the second floor. Where the second floor is not accessible via the lift curriculum delivery on the ground floor can be arranged. There are disabled toilets in key areas of Westgate. Ramps are strategically sited across Westgate. The site is very clearly sign posted and there are visual timetables for pupils who need them. Teachers are accustomed to utilising technology to enhance the visual and auditory environment and bespoke arrangements can be implemented where appropriate. In order to facilitate good communication with parents whose first language is not English.
Who can I contact for further information?
Routinely, the first point of contact is the class teacher, further clarification or involvement is needed, the Phase Leader and/or SENCo can always be available on request. We aim to be as accessible as possible.
How will Westgate prepare and support my child to join the school, transfer to a new school or to the next stage of education?
We aim to ensure that transitions are positive and will implement a bespoke package where needs warrant this. We involve all other appropriate agencies at other points of transition to ensure that the processes run smoothly and with good outcomes. We are always guided by the views of parents/carers and aim to ensure that the transition is a positive experience for them as well as the young person.
How does the school know if children need extra help? What should I do if I think my child may have special educational needs?
We routinely use information provided for us by parents/carers, previous schools or nurseries and professionals from other agencies to plan interventions. In addition, regularly monitoring of attendance, learning data and other well-being indicators to ascertain the need for additional support. If you feel that your child has not received sufficient help, it is always possible to visit the school and share your concern which will always be thoroughly investigated.
How are Westgate resources allocated and matched to children’s special educational needs?
We regularly review and update Westgate groups and individual provision maps which are evaluated for impact and to ensure value for money and the efficient deployment of resources. We are flexible in this process and never attempt to ensure that “one size fits all”; our focus is to maximise engagement, achievement and enjoyment in learning for ALL of our pupils
How is the decision made about how much support my child will receive?
A decision about how much support is allocated is dependent on the level of need and impact of interventions. If a young person is statemented or the subject of an Education and Health Care Plan, we always ensure that statutory requirements are met (as a minimum). We also seek and follow guidance from other professionals working with the child/ family and take on board the wishes and feelings of the young person and parents/carers. The student and his/her parents and carers are consulted and informed when planning interventions and are informed about the impact and outcomes of support and of next steps.