Waingels College

Waingels is a comprehensive school for age 11-18 students. It is of average size with 1348 currently on roll with 203 in the 6th form. It is located in the town of Woodley and this is the main catchment area. It was rebuilt in 2012 and is a modern and sustainable school, with excellent facilities. It is a community school with excellent community links. Its ethos focus is academic excellence and achievement, combined with the well being of the child. In 2013 the school had an OFSTED inspection and was graded as good overall with many outstanding features. Please refer to the school website for further details.

Contact information

Website: Waingels College
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Contact Name: Mr Tom Bartlett
Contact Position: Principal
Telephone: 0118 969 0336 0118 969 0336
E-mail: generalenquiries@waingels.wokingham.sch.uk
Contact Us: Contact Us Form
Social Media

Location

Name: Waingels College
Address: Waingels Road
Woodley
Berkshire
Postcode: RG5 4RF; View RG5 4RF on a map

When is it On/Open ?

Date & Time Information: Monday to Friday 8am until 4pm

Facilities and Accessibility

Facilities: Sensory Room
Assistance/Guide Dogs welcome
Wheelchair access
Toilets
Car Parking
Accessible changing room
Accessible parking
Easy Access for Prams and Buggies
Accessible toilet
Disabled-friendly

Complaints Procedure

Complaints link: Complaints Policy and Procedures

Accessing this service

Type of School: Maintained
Age Ranges: 11 yrs - 18 yrs

Local Offer - Support available for children and young people with additional needs

Local Offer Description

Local Offer last reviewed 01/11/2022

Identification of Special Educational Needs and Disabilities (SEND)

1.1: How does the school identify children/young people with special educational needs and disabilities?

By the analysis of all available data on transition to secondary school.
Information gained from visits to primary schools.
Testing completed during transitional phases.
Referrals by teaching staff/Tutors to SENCo
SENCo observations
The SENCo will follow up all concerns on a child’s progress. Organising, when necessary, a more in depth individual assessment
External Agency requests - Educational Psychology requests for service, CAMHS, SALT, ASSIST, OT, Physiotherapy.
CAT testing

1.2: What should I do if I think my child has SEND?

Discuss your concerns with your child’s form Tutor in the first instance or Head of Year
Request an appointment with the SENCo
Compile a picture of need to take to your SENCo appointment
Seek a private assessment should you wish too

Support for children with special educational needs

2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

As an inclusive mainstream secondary school it is initially the classroom teacher/s who will oversee the day to day provision for individual students. Where further support is needed, the head of year or SENCO will oversee provision. 'K' students (require SEND support) and students with an EHCP will be allocated a keyworker who will complete the plan, do, assess, review cycle for target setting. They will do this in conjunction with HOY and SENCo.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

At the point of transition, your child’s needs will be discussed and arrangements made for provision to address any needs by Tutors, Head of Year and SENCo.

During the academic year, you will be informed by letter of any provision that is put in place for your child.

Waingels welcome consultation with parents and are always happy to meet to discuss provision with parents/carers.

2.3: How will the school balance my child's need for support with developing their independence?

At Waingels we believe in inclusion, all students with additional needs will be fully included in all lessons where possible. In order to develop independence we strive to be flexible in our approach to support and interventions, staging back support in a co-ordinated way or finding creative ways of working.

2.4: How will the school match / differentiate the curriculum for my child's needs?

Waingels strives to ensure that all students with SEND have access to broad and balanced curriculum. We as a school strongly believe in inclusion for all.

At key stage 3 we ensure that teaching staff are fully equipped to teach quality first lessons, using data, relevant student information and professional development. This will ensure that all lessons are differentiated and accessible for all.

At Key Stage 4 we have increased our curriculum offer by including both GCSEs and vocational qualifications. The assessment of these courses allows the curriculum choice to be more inclusive so that students can achieve their full potential in courses that are appropriate and relevant for them.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Waingels is proud to offer differentiated provision as part of quality first teaching – various strategies are used depending on the needs of the child.

We have close links with ASSIST, the sensory consortium, speech and language therapists, educational psychologists and many more. This supports teaching strategies and informs provision.

2.6: What additional staffing does the school provide from its own budget for children with SEND?

Intervention and Inclusion Para-educators (IIPs)
Teaching Assistants
Associate Teachers - Numeracy and Literacy
Keyworkers
Lunchtime Club
Homework Club
Counsellors
Emotional Literacy Support Assistants (ELSA's)
Mental Health First Aiders
Behaviour Support
SENCo

2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?

Type / Title	Intervention Type
In class support	One to one
In class support	Small group
ELSA	One to one
ELSA	Small group
Reading Groups	Small group
1:1 Academic support	One to one
Specialist Dyslexia support	Small group
Social Skills group	Small group
Relaxation / Sensory circuits	Small group
Counsellor	One to one
Exam anxiety workshops	Small group
Homework Club	Small group
Keyworking	One to one
Lunchtime provision (quiet space, working space, games space, chill zone)	Small group
Right Start (Morning support for students with ASC or SEMH)	Small group
Peer Support (academic or emotional)	One to one

2.8: What resources and equipment does the school provide for children with SEND?

Intervention and Inclusion Para-educators (IIPs)
Teaching Assistants
Associate Teachers
Keyworkers
Laptops (when required)
Lunchtime Clubs
Reading Pens
Specialist equipment, as required (e.g. High backed stools)
Dictation software
Sensory room

2.9: What special arrangements can be made for my child when taking examinations?

Waingels is committed to ensuring equal and fair access to examinations and assessments. In KS3 formal access arrangements are not offered however. staff receive training on how to support students with additional needs in an assessment environment e.g. For extra time: Adapting marking, Adapting papers, facilitating the additional time.

When working towards key stage 4, in year 9, all students are screened for exam concessions and these are dependent on eligibility. This is in readiness for GCSEs/GCEs

Extra time
Reader
Scribe
Prompter
Laptop
Small Room
Supervised rest breaks

My child's progress

3.1: How will the school monitor my child's progress and how will I be involved in this?

The school undertakes a progress review at three points a year and progress based around flight paths is reported to parents. Heads of subjects and Head of Year monitor progress carefully and feedback any concerns to the SENCo. The SENCo will complete data analysis after each progress review and will lead discussion with HOS, HOY, Inclusion staff and parents surrounding next steps for support and provision where needed.

Every half term students are assessed in classes for certain subjects and given feedback on how to progress.

All students undertake End of Year Tests in order to gauge progress.

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Individual student targets are set against KS2 levels for the end of each year and a Key stage. These formulate a flight path. Targets will be reviewed by class teachers if a child exceeds their target and new targets need to be set.Tutors also play a key role in reviewing progress.

Where a student has a keyworker, they will be set half termly targets surrounding their additional needs. These will be tracked, monitored and feedback provided through the keyworker. Parents are heavily involved in this process and we put the views of parents and the child at the forefront of decision making.

3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

- Parents consultation meetings

- Annual review meetings

- Weekly email communication with Keyworker

- Individual meetings in school with Tutor / Class Teachers / SENCO as required

We are proud to offer half termly 'drop ins' for our parents who have students with additional needs for a more informal catch up. Dates published on our website.

3.4: What arrangements does the school have for regular home to school contact?

The tutor should be the first point of contact for any communication between home and school. This will be in the form of emails or telephone communication. You should expect individual subject teachers to be communicationg with you in relation to concerns or praise within the classroom environment. As an addition, Head of Year send regular updates and communication home, in the form of letters, to ensure that communication with home is clear.

A student with additional needs may experience additional communication home from keyworkers, this will be weekly or bi-weekly depending on need.

The SENCo can be contacted at any point should the means above not seem sufficient.

3.5: How can I help support my child's learning?

Ensuring good school attendance
Encouraging your child to read
Encouraging your child to do homework
Help with organisation
Purchase revision books as needed
Providing them with a space to work at home
Provide opportunities for overlearning
Actively engage with Waingels if you envisage a problem or are experiencing a problem
Attendance to SEND Drop in events
Attendance at parents consultations
Communication with subject teachers regarding support methods

3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

Parent forums – various topics each year, all aimed to help you support your child.

SEND Drop ins with key professionals attending (ASSIST, SENDAS, SALT, Ed Psy etc)

Parent consultations to review your childs progress and discuss support with teaching staff.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

Student questionnaire following all interventions
Annual review student questionnaires
Attendance at in school meetings, as required
Meetings with Keyworker
Progress reviews in tutor times

3.8: What accredited and non accredited courses do you offer for young people with SEND?

All of our students follow GSCE or vocational courses at KS4. We do not have any students taking non-accredited courses.

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Feedback from parents and the child at review meetings/in school meetings.

Evaluation of Provision / Intervention

SEND reviews - Inviting students, parents, teachers, support staff and governors to share their opinions.

Parent surveys - Feedback from these is always acted upon

Support for my child's overall well being

4.1: What support is available to promote the emotional and social development of children with SEND?

Each child has a Tutor
Keyworkers, as required
Peer mentoring scheme
Counselling, as required
Emotional Literacy Support Assistant sessions
Supervised lunchtime activities
Social skills interventions
Mental Health First Aid trained member of staff
Wider opportunities for learning (making a group to support recycling project)
Right Start morning group to settle into the day
Sensory room to allow for Calm down time
Exit cards to allow for sensory deescalation

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

1-2-1 behaviour work
Counselling
PSPs
Keyworkers
Exit cards
Staff CPD
Culture and Values Policy
Youth worker
Foundry / Cranbury College support or restbite package
Personalised curriculums

4.3: What medical support is available in the school for children with SEND?

Medical room
First aiders
Ability to store medication
Individual health care plans
Specialist equipment where required
Physiotherapy space
Health Advisor
Access to Wokingham 'school nursing team'

4.4: How does the school manage the administration of medicines?

All medicines need to be handed in to the School Receptionist and they are locked away in the medial room/safe. Medicines are administered with parental consent and instructions from a doctor. A record is kept.

4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Exit pass
Showers in school
Disabled toilets with swipe access to allow independence
Occupational Therapist advice gained
Snack boxes

Specialist services and expertise available at or accessed by the school

5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

Counselling
ELSA
Mental Health First Aider
Sensory consortium input
ARC counselling
Wokingham Young Carers
Educational Psychologist
SALT Therapist (Speech and Language)
Targeted Youth Service
CAMHS (Child and Adult Mental Health Services)
School Nurse
Careers Advisors
Assist
PCSo's
Early help teams
Foundry support
Cranbury college support
Specialist Dyslexia trained members of staff
School Nurse Team
Diabetic nurse

5.2: What should I do if I think my child needs support from one of these services?

Make contact with your child’s Tutor, Head of Year or the SENCo.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

We do not have access to these services on school site and therefore we are required to make referals to specialist services and they will support with the delivery of relevant programmes.

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Contact the SENCO

5.5: What arrangements does the school have for liaison with Children's Social Care services?

Designated Child Protection Officers
Procedures for referral in school
Senior staff who attend CIN / CP meetings
HOY to support TAF meetings

Training of school staff in SEND

6.1: What SEND training is provided for teachers in your school?

Twilight training for different needs through the academic year

Whole school INSET

Staff Briefing

Specific intervention from trained individuals e.g. diabetic nurse

6.2: What SEND training is provided for teaching assistants and other staff in your school?

Twilight training for different needs through the academic year

Whole school INSET

Inclusion and Intervention team '30 minute Friday' CPD's.

Sensory consortium provide regular training for staff

6.3: Do teachers have any specific qualifications in SEND?

Yes we do have some specialist staff members e.g. Counsellor, specialist assessor, emotional literacy support assistants, mental health first aiders, English as Additional language qualifications.

The SENCo holds the National SENCo Award.

6.4: Do teaching assistants have any specific qualifications in SEND?

We have teaching assistants, inclusion and intervention para-educators (IIP's) and associate teachers (for numeracy and literacy) some of whom hold specific qualifications in areas of SEND.

Activities outside the classroom including school trips

7.1: How do you ensure children with SEND can be included in out of school activities and trips?

Keyworkers support
Tutors encourage and promote
Involvement is monitored / tracked
Pre-visits from staff to ensure inclusion
Accessible minibus

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

One to one discussions with Keyworker/Tutor
Accessibility of the environment
Pre-empt concerns and make plans around this

Accessibility of the school environment

8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

Very accessible, lifts in every building, has full wheelchair access. In the Den (Inclusion and Intervention area) we have a disabled toilet that is motorised to encourage independence.

8.2: Have adaptations / improvements been made to the auditory and visual environment?

Not specifically but the school can support hearing impaired children and those with visual disabilities.

8.3: Are there accessible changing and toilet facilities?

Yes, these can be found in every zone.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

It is a new build, designed to be a 'school of the future'; all parts of the building are accessible.

8.5: How does the school communicate with parents / carers who have a disability?

Access to support professionals to support in meetings
Phone calls if needed
Staff to read letters as needed
Translators
Home visits
Virtual meetings

8.6: How does the school communicate with parents / carers whose first language is not English?

We provide translators as and when this is needed.

Preparing my child to join the school or to transfer to a new school or the next stage of education and life

9.1: What preparation will there be for both the school and my child before he or she joins the school?

Meetings with parents when child is in Year 5
Attendance at annual review meetings in Year 6 (upon invite by primary school)
Visits to primary school to talk about all children by the SENCo
IIPs visits and observations at primary school
Waingels ready – extra transition day
Normal transition day - 1 day with all Year 6’s
Extra visits as required - bespoke packages
Liaison with colleges
Careers support and advice

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

KS3- 4

All students in year 9 attend a career fair in Wokingham. All year 9 students are interviewed by a senior member of staff to ensure the options they choose are appropriate. We offer supported curriculums for those who may need it.

Between KS4 – KS5

All students with a ECHP will have an interview with an optalis advisor and this advisor will attend the review meetings. The school also employs a careers advisor to meet with students if further support is required. All year 11 students are interviewed by a senior member of staff and future plans discussed. All students have a practice interview with Microsoft.

9.3: How will my child be prepared to move on to his or her next school?

Contact with new school/information sharing/extra visits

Support on public transport

9.4: How will you support a new school to prepare for my child?

Communication all support needs

Attendance of new school to review meetings

Transfer of files

9.5: What information will be provided to my child's new school?

All relevent information that we hold as a school on your child will be sent to the new school through the transfer of file.

9.6: How will the school prepare my child for the transition to further education or employment?

Between KS4 – 5 – All students with a ECHP will have an interview with an advisor and this advisor will attend the review meetings. The school will also provide a careers advisor to meet with students if further support is required. All year 11 students are interviewed by a senior member of staff and future plans discussed. All students have a practice interview with Microsoft.

Who can I contact to discuss my child ?

10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Form Tutor
Head of Year
SENCO

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Parent forums
Information evenings - KS3/4
MARF's for family support workers
SEND Drop ins

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Meetings in school with Pastoral/ SEND team

Twitter account: @WaingelsSEND

Email communication

Website

SEND Drop ins

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?