| General School Details: | | | | | |
| School Name: | Weston Point | | | | |
| School website address: | westonpoint.halton.sch.uk | | | | |
| | | | | | |
| Type of school: | Primary with behavioural/ emotional /social resource base | | | | |
| Description of school: | The school is situated in Weston Point which, although part of Runcorn, still retains its village atmosphere.
We are a community Primary School with an SEMH resource base. The school is 1 form entry, 7 classes, and a standard admission number of 20 The school has a large playing field, woodland, specific age related play areas, tyre park and pre-school.
There are strong links with church and local vicars which enrich pupils' religious, spiritual, moral and social education..
All learners are taught in single age classes. The employment rate is lower than the national average .The level of crime in this area is average .The school and grounds are relatively free from vandalism.
The school has a strong local profile, the majority of the governing body and ancillary staff have close links in the community. The school catchment area is mixed being private ownership and private rentals. Pupils in the school make good progress and the school is proactive in determining any potential shortfall in performance enabling effective early interventions to operate and impact positively on individuals and/or groups of pupils. | | | | |
Does our school have resource base? Yes or No If Yes please provide a brief description. | Yes
There are currently 7 pupils in the EBD Resource Base, displaying a wide range of emotional, behavioural and mental health problems. Exclusions are low when considering the profile of the group. We have a stable, hard-working and committed staff, who work closely together, in partnership with all ancillary staff for the benefit of the children. An additional adult is employed to ensure these children have access to mainstream classes. | | | | |
| Number on roll: | 163 | | | | |
| % of children at the school with SEND: | 20 % | | | | |
| Date of last Ofsted: | January 2013 | | | | |
| Awards that the school holds: | Ofsted Outstanding
Healthy Schools Award
Partner school Edge Hill University | | | | |
Accessibility information about the school: Please insert a link to your school's Accessibility Strategy. | Ramps are fitted to all school entrances apart from two All staff – Team teach. Elkin and Black Sheep. 1st Class Maths. Speech and Language trained. AD/HD. French. Early Intervention Strategies. | | | | |
| Expertise and training of school based staff about SEND. (CPD details) | Attachment, behavioural/emotional and social difficulties. Curriculum 2014. Autistic spectrum disorder. Restorative justice. Common Assessment framework. E CAF trained Boxhall trained Helsby school Sen training accessed by school. Attachment disorder trained.
National Award for SEN Coordination
Makaton
Allergies and asthma training.
Diabetes training
One page profiles
SENCO Workshops | | | | |
| Documentation available: | Are the following documents available on the schools website? If yes please insert the link to the documents page.
| | SEND policy | | yes |
| | | | Safeguarding Policy | | yes |
| | | | Behaviour Policy | | yes |
| | | | Equality & Diversity | | yes |
| | | | Pupil Premium Information | | yes |
| | | | Complaints procedure | | yes |
| Range of Provision and inclusion information: | | | | | |
| How we identify special educational learning needs as a school and how we seek the views, opinions and voice of pupils and their parents in planning to meet them. | | When pupils have identified SEND before they start here, we work with the people who already know them and use the information they already have available to identify what their SEN will be in our school setting. From reception to Year 6 we track children's progress using assessments to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:
• is significantly slower than that of their peers starting from the same baseline • fails to match or better the child's previous rate of progress • fails to close the attainment gap between the child and their peers • widens the attainment gap
If your child does not appear to making the same level of progress as other children of their age we will undertake assessment in school and by using other professionals to identify possible barriers to their learning i.e educational psychologist, speech and language. If you tell us you think your child has SEN we will discuss this with you and investigate. We will share with you what we find out and agree next steps with you as to how we can all help your child.
Parents and carers will be involved at all stages and regular opportunities for parents to come into school. Parent/SENCO/SMT request meetings when necessary. Termly parents evenings and regular celebration events.
We are child and family centred so you will be involved in all decision making about your child's support.
When we assess SEN we discuss if understanding and behaviour are the same at school and at home; we take this into account and work with you so that we are all helping your child in the same way.
We will write individual education plans (IEP) or individual behaviour plans (IBP) with pupils and parents / carers.
We use homework to repeat and practise activities that are new and present an achievable challenge. In exceptional cases, children may receive an individual Educational, Health and Care Plan. | | | |
| What extra support we bring in to help us meet SEND: specialist services, external expertise & how we work together. For example health, social care, local authority support services and voluntary sector organisations. | | We have support from specialist teachers and support staff for accessing the curriculum and additional input for specific needs e.g. speech, language and communication, visual and hearing impairment, behaviour related difficulties, autism spectrum conditions, moderate / severe learning
We get support from local authority services and local special schools who provide outreach.
We get support from occupational therapy and physiotherapy for pupils who require this input and specific resources.
We get support from specialist and professional agencies to train our staff; advise on strategies and programmes and we will make referrals for assessment if we believe they need a period of therapy.
We will hold multi-professional meetings with parents and the pupil where necessary to review the child's progress. At these meetings the following types of discussions will take place; what will be put into place in school to make teaching and learning more effective, agree targets for pupils achievement, agree how we will work together and what we each will do, agree a review date to explore how well the pupil is doing and whether we are making a difference and what we will do next. This information is recorded to ensure accountability. Individual/group educational-psychologist consultations.
| | | |
How we provide access to a supportive environment; ICT facilities/equipment/resources/
facilities etc. | | Specialist equipment to support the curriculum
Individual work spaces
Access to ICT resources such as desktop computers, laptop and tablets.
Prompt and reminder cards for organisation
Symbols and visual prompts
Visual timetables Sensory toys/equipment and sensory room.
Exercise equipment for yoga, relaxation, mindfulness and sensory circuit sessions. | | | |
What strategies/programmes/
resources are available to support speech & language and communication including social skills? | | Intervention from speech and language therapist
Speech and language group intervention.
Social skills group.
Delivery of personal speech and language programme
Support from classroom assistant within class
Support from SENCO/specialist TA for small group or individual
Range of language resources and programme materials | | | |
| Strategies to support the development of literacy (reading /writing). | | Small group support in class for guided reading / writing
Individual daily reading with to teaching assistant / teacher
reading schemes for 'struggling' readers
Withdrawal into target groups for intervention programmes aimed at developing reading / writing skills
Delivery of a planned SpLD programme by a skilled teaching assistant
Phonics groups | | | |
| Strategies to support the development of numeracy. | | Small group support in class through guided teaching
Withdrawal in a small group for 'catch up' maths activities using specific programmes such as 1st Class Number
Withdrawal by teaching assistant for 1:1 support
Use of specialist maths resources online for reinforcement
| | | |
| How we adapt the curriculum and modify teaching approaches to meet SEND and facilitate access. | | Personalised and differentiated curriculum
Adapted curriculum/child centred support plans.
Small group support in class from classroom assistant or teacher
1:1 support in the classroom from a teaching assistant to facilitate access through support or modified resources
Specialist equipment
Individual plans (educational, behaviour, pastoral)
Time spent in a year group more appropriate to the needs of the child
School / year group provision mapping
Strategies put into place as provided by professionals / specialist services / outreach
| | | |
How we track and assess pupil progress towards the outcomes that we have targeted for pupils (including how we involve pupils and their parents/carers).
What we do when provision or interventions need to be extended or increased and
how we evaluate their overall effectiveness. | | Observation
Target setting
Individual education plan targets and review.
Individual provision map
Individual pastoral support plans
CAF
External professionals undertaking assessment
Regular review of targets with child / parents
SMT review meetings
Pivats Child's voice/ wishes and feelings. EHCP annual reviews Assess, Plan, Do, Review – Graduated approach.
SMT and class teacher invite parents to review interventions each school term or when necessary.
| | | |
| Strategies/support to develop independent learning. | | Use of individual timetables and checklists
Chunking' of activities
Individual success criteria
Visual prompts
'PSHCE' / personal development targets
Reward Systems
Classroom management systems | | | |
| Support /supervision at unstructured times of the day including personal care arrangements. | | Named midday supervisor at lunchtimes
Teacher supervised
Individual pastoral support plans which specify break and lunchtime provision
Playtime buddy system / circle of friends
Auxiliary staff employed responsible for personal care for named pupils | | | |
| Extended school provision available; before and after school, holidays etc. | | We offer a breakfast and after school club.We offer a range of lunchtime and after school activity / sports clubs for pupils of different ages, | | | |
| How will we support pupils to be included in activities outside the classroom (including school trips) working alongside their peers who do not have SEND? | | Additional adult/ adults for individual children or a small group of children. All children with SEND are included in all activities outside the classroom ,In most cases including residential visits. | | | |
| | | | | | |
| Strategies used to reduce anxiety, prevent bullying, promote emotional wellbeing and develop self-esteem including mentoring. | | | | Planned support from teaching assistant. Meet and greet at start of day. Parental contact daily through home-school book. Parental contact session when necessary (school based or in the home). Referral to CAMHS/Woodview. Nurture groups in place. Individual pastoral support plan. Identified mentor. Silver seal. Circle of Friends. Social stories. Social scenarios. PSHE activities. Mental snacks. Worry cards. School dog. Walk in woods. Outdoor play area. Mindfulness. Yoga/stretching /body weight exercises.
|
| | | |
| What strategies can be put in place to support behaviour management? | | Use of the schools behaviour policy
Individual behaviour plans in place
Social skills / behaviour group using social skills programme
Daily behaviour record
Time-out support
Reward system
Support and intervention from outreach behaviour specialist
Individual pastoral support plan
Strategies in place for unstructured times of the day e.g. alternative location for break time
Referral to PBS (Positive Behaviour Support Team)
Key worker identified
De-escalation strategies
School dog
Restorative justice
Team teach de-escalation strategies
| | | |
| How we support pupils in their transition into our school and when they leave us and in preparing for adulthood. | | Transition co-ordinator in school
Regular meetings with parents
Transition plans for individual children
Risk assessments completed
Close links with Halton transition lead
Work with parent partnership
Social stories and visual prompts for pupils
Work through PSHE on managing and preparing for change
Programme of visits Longer term links with secondary schools to increase familiarity.
SENCO meetings for children with complex needs.
Child centred support plans and Education Health and Care plans shared with new setting to ensure needs can be met.
Additional visits with familiar adult. | | | |
| | | | | | |
| Access to strategies, resources, programmes, therapists to support occupational therapy/ physiotherapy needs and medical needs. | | Intervention from physiotherapy / occupational therapy team
Assessment and individual programmes
Specialist resources
Delivery of planned intervention programme by skilled member of school staff.
Close liaison with medical staff where required
Staff training for managing particular medical needs | | | |
| Extra support for parents and carers and pupils offered by the school/how parents are involved in their child's education. | | Pupils views are very important to us and are sought during designated one to one sessions Each child has an identified key worker who they meet with and know to go to if they require support / advice.
The school will signpost appropriate groups and organisations to you which are relevant for the family's needs.
The school works closely with the local authorities ICART team,PCAMHS,WOODVIEW and will support families through a CAF/ family support/inconstant team/ social services / behavioural support team
| | | |
| How additional funding for SEND is used within the school with individual pupils. | | Schools receive funding for all pupils including those with special educational needs and disabilities and we meet pupils needs through this (including additional support and equipment) If the assessment of a pupils needs identifies something that is significantly different to what is usually available, there will be additional funding allocated or applied for.
| | | |
| Arrangements for supporting pupils who are looked after by the local authority and have SEND. Including examples of how pupil premium is used within the school. | | Designated LAC lead.
Each child has an identified person within school who they meet with and know to go to if they require support / advice.
Regular wishes and feelings work with pupils.
Regular contact with guardians.
Pupil Premium funding is being used to support some extra 'teaching and learning assistant' hours to enhance provision for all pupils and to help us to sustain and further improve rates of progress and attainment. The funding enables us to continue to provide small teaching groups utilising TAs and teachers for focussed group work. Some children may also receive extra support or intervention, working in pairs or one-to-one. | | | |
SENDCO name/contact
| | C Mellor | | | |
Headteacher name/contact
| | N Curphey | | | |
| Completed by:N Curphey/C Mellor | | | | Date: | |
| | | | | | |
