I’m a Parent
If you’re worried about your child’s general academic progress then the first person you should contact is their Head of Year. However, if you’re concerned that it may be a ‘Special Educational Need’ you should contact the SENCo, Miss Long on email@example.com or 01924 469549.
Is my child falling behind?
Every pupil’s progress is tracked against ‘target grades’ which tell them and you how they ‘should’ be doing. If pupils start to fall behind, it is the role of subject teachers and team leaders to intervene and request further support. However, if you’re concerned about your child’s learning, or other needs, you can make contact with their Head of Year (HOY) or SENCo (see above).
What will Westborough do?
Further support for a child is planned with them, and their parents/guardians. We often use a ‘Learning Passport’ to help children better understand their needs, as well as letting all teaching staff know how to best support them. From here, it may be necessary to do further tests.
Psychometric testing for reading and writing ability can be completed in school by the SENCo, assistant SENCo or educational psychologist. We also test all children for reading ages and comprehension throughout the year which can often help pick up on any missed needs. We may ask your permission to contact outside agencies (such as ‘specialist provision’ schools or the educational psychologist) to support us in working with your child.
Where necessary, additional support may come through ‘group interventions’ (groups where pupils get extra help in reading, for example), support staff in the classroom or outside specialists. These currently include an Educational Psychologist, speech and language therapy, and support from the ‘resourced provision schools’ in Kirklees. Our teaching staff also receive on-going SEND training from a range of outside specialists to ensure ‘quality first teaching’ for all pupils. Teaching staff can also request support to ensure that they understand each child’s needs.
On occasion, it may also be felt that an additional adult, a ‘learning support assistant’, should be provided to support the child in particular lessons. If your child’s needs are significant we will work with you to create a ‘my support plan’ for them, giving a detailed history and outline of their needs. This will also set outcomes/targets and be reviewed.
How can I support them?
We want parents and guardians to be as involved as possible in supporting pupils and so encourage communication with our Heads of Year (HOY) or SENCo. Meetings can be made to discuss the level of support already in place as well as specific advice for how you can support your child at home.
SEND Support at Westborough
Pupils with significant special educational needs and disabilities will be on the ‘SEND support’ register. This will allow their needs to be assessed, planned for, taught and reviewed (using the ‘assess, plan, do, review’ model). This process will involve subject teachers, the pupil, parents and sometimes other staff from the school, and will become increasingly personalised in an attempt to meet a child’s needs.
Pupils with very high needs will often require a ‘My Support Plan’ which clearly sets out their educational needs and how the school, and other professionals, should meet them. If their needs are particularly significant, long term, and place a high demand on time or money needed to support them, the school can apply for an ‘Education, Health and Care Plan’, which is a more formal multi agency support plan funded by Kirklees. An ‘EHC plan’ supports children up until 25 years old.
Every effort is made to ensure that support is understood by both the pupil and parents, and is consistent within the school. The Governors have appointed a ‘SEN Governor’ who has responsibilities, alongside the SENCo and Senior Leadership Team, for ensuring that adequate and effective provision is in place for pupils with SEND. Our ‘Classroom Support Guidance’ policy can be requested to understand how extra adults are deployed in the classroom. All other SEND ‘interventions’ are planned based on the child’s needs and resources available, and is overseen by the SENCo.
The kinds of SEN provided for at Westborough High School
Currently we make provision for students from each of the broad areas of need given in the ‘SEN/D code of practice 2014’, using a graduated approach. Examples of specific needs we have recently provided for are given:
- Cognition and Learning Needs
- Specific Learning Difficulty (SpLD)
- Moderate Learning Difficulty (MLD)
- Severe Learning Difficulty (SLD)
- Social, Emotional and Mental Health Difficulties
These difficulties may manifest themselves in a variety of ways and may include:
- Attachment difficulties
- Attention deficit/Hyperactive disorder
- Challenging or disruptive behaviour
- Communication and Interaction Needs
- Speech, Language and Communication Needs (SLCN)
- Autistic Spectrum Disorder (ASD)
- Sensory and/or Physical Needs
- Visual Impairment (VI)
- Hearing Impairment (HI)
- Physical Disability (PD)
Identification and assessment
Subject teachers track pupil progress closely and identify pupils requiring support. Form tutors and ‘Heads of Student Progress’ also identify students who are ‘falling behind’ or struggling in class. Parental concerns expressed to teachers, form tutors or the SENCO are followed up. All students in years 7-10 are tested for reading age and comprehension each year, in order to identify those who are struggling. The pastoral team work closely with the SENCo and School leaders to identify pupils who have social, emotional or mental health (SEMH) difficulties that affect their behaviour in a negative way. Support is then put in place through a My Support Plan.
The school SENCO, subject teaching staff and ‘Raising Achievement Leads’ use appropriate tools to assess pupils with literacy, numeracy, and SEMH difficulties. Information is used from outside agencies’ assessments to develop strategies for pupils with low-incidence/complex needs. They strategies are fed to teaching and pastoral staff via training, learning passports , ‘My Support Plans’ and regular updates.
Our aim is to measure the impact of any additional provision, either through normal class data (grades etc) and/or measuring progress for specific skills, such as reading. Our aim is that, with support and intervention, every child can make as much independent progress as possible. Alongside academic achievement, we view a child’s happiness, health and contribution to the school community, as very important. Children who are on the ‘SEND support register’ will require regular meetings with parents and staff to assess their progress. More personalised or regular updates can be requested if it is felt that this will help the pupil.
Assessing and Reviewing
Pupils who are already known to have SEN/D are firstly, tracked by their teachers, who are given information about their needs on the SEND register, learning passports and ‘My Support Plans’. Teachers use this information to plan to meet their needs and are given support in assessing using appropriate tools. Parent reports, and teacher concerns, give opportunities to further review why a student is not making progress and how best to support them further.
This involves the class teacher and can also involve the SENCo. If a student has an EHCP they will also have formal annual reviews of their SEND targets, as well as other regular opportunities to meet with parents and discuss their progress.
The School’s approach to teaching pupils with SEND
We believe that, where possible, students should be fully involved in all aspects of school life and receive a full and balanced curriculum. We aim to fully involve parents in discussions relating to their child’s SEND and equip teachers, where possible, to educate children with SEND in the mainstream classroom, with an inclusive approach. Teachers receive regular training and CPD to enable them to meet the needs of our diverse learners.
Your contribution and pupil views
We aim to work closely with parents and guardians and support them wherever possible, as we believe that your views and contributions are very important.
Parental support or training can be requested to ensure that you are adequately equipped to help your child make further progress at home. Our Learning Passport system means that pupils are supported in regularly contributing their own views about their special needs, as we also value their input in improving provision. All parents are invited to receive regular feedback from their child’s teachers, including those with SEND, and the SENCo is available to talk to parents on those evenings about any questions or concerns they have.
If you wish to contact the SENCo, please call the school or e-mail firstname.lastname@example.org. All students with statements or ‘Education, Health and Care Plans’ will receive additional parent meetings, including an annual review, to ensure that the child’s needs are being met. Additionally, pupil views are gathered prior to annual reviews and during the process.
Whether you’re coming to Westborough for the first time or leaving to start education elsewhere we aim to support pupils with SEN through transition visits, specialist careers advisers, meeting with the other educational establishments and passing and receiving all available information on a pupil. If you would like to arrange a visit to Westborough please e-mail email@example.com.
SEND admission arrangements
Where a student has a statement or ‘Education and Health Care Plan’ they should work with their current SENCo and SEND case work officer to plan for the most appropriate provision. If you apply through this route, via SENACT, to come to Westborough High School, the school will be ‘consulted’ and make a careful decision about whether or not we can meet the student’s needs. If you wish to contact SENACT about this you can e-mail them on SENACT@kirklees.gov.uk or telephone on 01484 221000 and ask for SEND Assessment and Commissioning Team.
For all other SEND, without a statement or Education and Health Care Plan, we ask parents, and previous schools, to provide as much information as possible for us to ensure that we can meet your child’s needs. Please find up to date information about our admission procedures on the website under ‘School Information/Admissions’.
Accessibility and adaptions
Every effort is made to ensure the school is accessible to disabled pupils and ‘reasonable adjustments’ are always made for new pupils to access school life, including trips. Some equipment is accessed through partnerships with the
resourced provision schools and NHS. We do have specialist disabled toilets, which can be adapted to meet specific needs, and have recently improved our general site provision for pupils with visual impairments.
More on Accessibility, adaptions and ensuring a lack of discrimination
The school works closely with the local authority to ensure, to the best of our ability, that all students can access our building and quality first teaching. We regularly make adjustments, based on a ‘case by case’ situation, using available resources, to make careful adaptations to the building and our teaching. See below for examples.
Visual impairment: supported by the VI outreach team we have ensured that the school is sufficiently lit and has key markers on the floor to make it as accessible as possible to students with visual impairments. Where needed, work is enlarged and students can access an i-pad linked to the board, ensuring that they can see the teacher’s presentations.
Hearing impairment: supported by the HI outreach team we ensure that, where needed, teachers use an amplifying microphone to support student hearing.
Alongside the HI team we provide support and advice regarding use of and hygiene around HI resources.
Physical disability affecting mobility: supported by the PD team we have, for example, put in place handrails, bought in additional specialist seating, moved certain class teaching to a ground floor and ensure that vulnerable students can leave class early. Additional adults have also been provided to ensure access to physical activities and trips.
Cognition and Learning: Our ‘learning support assistants’, alongside teaching staff, ensure that students can find their way between classes, understand their timetables and, of course, teachers provide differentiated quality first teaching to ensure that class teaching is accessible.
An addition, the SENCo and team of ‘lead teachers’ regularly ‘quality assure’ the teaching to ensure that all students can access learning. Team leaders, Heads of Year, support staff and pastoral staff will also regularly ensure accessibility of learning. Some adaptions are also made to the curriculum where students require additional interventions. In particular, students who struggle with literacy are given an adapted curriculum with additional literacy and numeracy support if this is perceived to be beneficial to them.
Emotional Mental and Social development
The pastoral team, senior leaders and SENCo meet regularly to ensure that the social and emotional needs of students are being met. Where students are struggling with their mental health we are able to refer them to pastoral staff in school and ‘in house family liaison officer.’. Interventions such as Zones of Regulation, an emotional regulation course (designed for students with Autism) and other therapies.
We are also able to refer students with more significant needs to an educational psychologist and tier 1-3 mental health providers, such as ‘CHEWS’ or ‘CAHMS’.
Decision Making and Resources
In Westborough, decisions around a child’s needs are made to ensure the best outcomes for the child. Sometimes this will mean the support of an adult. Sometimes this will mean a specific intervention, or additional resources, but our aim is to put a pupil’s needs first. We aim to involve pupils, teachers and parents/guardians in decision making relating to support, and aim to measure all support giving through our ‘provision mapping’ to ensure that the provision is working. Our budget is allocated to support the maximum amount of pupils in the most efficient way and decisions are made based on the best ‘outcomes’ for the child, and regularly reviewed.
Ultimately we want our pupils to achieve maximum independence and success in their futures – this guides our decision making and resources.
Please contact us if you have any further questions or concerns on firstname.lastname@example.org.
Expertise, training and resources
The SEND co-ordination at Westborough is overseen by Ceri Long, SENCo. Kirklees provide regular training through ‘SENCo Network’ meetings, each term, and outreach support is available through consultation with the school’s educational psychologist, SEND case work officer, speech and language therapist and each of the ‘Specialist Provision’ schools, who have expertise in particular SEND and disabilities. The SENCo delivers regular training to all teachers and ‘learning support assistants’ to ensure that staff have the necessary expertise, skills and knowledge of particular students.
The SENCo and assistant SENCo work closely with heads of year to ensure that pastoral and other necessary support meets the needs of students with SEND. Specific resources or equipment are secured, in consultation with the school nurse and ‘specialist provision’ outreach service and bought using the school’s initial SEND budget and any ‘top up’ funding that is available. If you would like to see the local authority’s ‘local offer’ please go to http://www.kirkleeslocaloffer.org.uk/.
Concerns from parents or staff
Any concerns raised, regarding students with SEND, are thoroughly investigated: Parents are encouraged to contact the SENCo and or the use the normal school’s complaints procedure, which can be found on: https://www.w-h-s.org.uk/policies/.
Similarly, our normal child protection procedures are used to investigate concerns over a child’s welfare. The school’s child protection and safeguarding policy is found on the same page of the school website.