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Westende Junior School

Westende is situated in a mature area on the eastern side of Wokingham, just a short walk from the town centre.  Currently there are 8 classes, two in each year group, each with approximately 30 pupils. There are two specialist maths and literacy teachers working across year 5 and year 6, a part-time teacher who provides non-contact cover, and a substantial team of Learning Support Assistants.  We also have an ASD resource called ‘The Acorns’.  This provides supported learning for 14 pupils with the aim to equip them with the skills to integrate into mainstream education.

At Westende, we all take great pride in everything we do and we work hard to achieve beyond potential. It is a happy and secure environment that nurtures all aspects of talent and creativity and ensures that everyone has the opportunity to celebrate both their own successes, and those of others.  We aim to inspire children through imagination, creativity and challenge.

Westende Junior School is also a caring place to learn. We have great respect for each other and children enjoy learning and playing together – we are careful to ensure that as a school with ‘family’ at our heart everyone feels included, safe and confident. As such, we believe that parents and carers are equally important as the children. We take great care to ensure that everyone can celebrate in their children’s successes, speak to a teacher whenever needed, or even give up their time to assist within the classroom or help out the PTA. Westende Junior School’s doors are ‘always open’.

Website:
Westende Junior School

Who to contact

Contact Name
Mrs Norah Edgar
Contact Position
Head Teacher
Telephone
0118 978 6682
Email
admin@westende.wokingham.sch.uk

Where to go

Name
Westende Junior School
Address
Seaford Road
Wokingham
Berkshire
Postcode
RG40 2EJ

Accessing this service

Type of School
Maintained
Age Ranges
7 yrs - 11 yrs

Provision For

Supporting people with
Autism Spectrum Conditions

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

Local Offer logo
 
Local Offer Description
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • On-going teacher observation, assessment, experience.
  • Screeners e.g. dyslexia, reading, spelling
  • Outside agency reports
  • Talk to parents and use their knowledge
  • Experiences shared from previous school and settings.
1.2: What should I do if I think my child has SEND?
  • Contact the class teacher initially
  • Meet with Special Educational Needs and Disability Co-ordinator (SENDCO)
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?

The Class teacher will primarily be responsible for overseeing and planning their Support Plan or Individual Education Plan.  Meetings to discuss progress towards outcome and set new outcomes are had with the SENCO and then shared with parents.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parent evenings
  • Annual reviews if child has an Education, Health and Care Plan (EHCP)
  • Meetings as needed with class teacher or SENDCo
  • If the child has Special Educational Need (SEN) support they will have a provision map/Individual Education Plan/SEN support plan and regular meetings to discuss and review progress towards targets
  • If required a home-school link book may be set up
2.3: How will the school balance my child's need for support with developing their independence?
  • Provision Maps, Individual Education Plans, SEND support plans
  • Visual timetables
  • Planners
  • Small group inputs or support to recap key learning points
  • Task breakdown sheets
  • Scaffolding/frameworks for tasks
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or specific interventions.

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?

Each child’s needs are looked at individually to determine the best strategies for them. Examples of some of the inventions we currently use are below, however not all children need them and some children may require bespoke interventions that are not on this list.

Strategies include:

  • Differentiated activities
  • Visual support including pictures, writing frames or word banks
  • Visual timetables
  • Then and now cards
  • Reward systems
  • ICT support
  • Help walls
  • Task breakdown sheet – small steps with specific achievable objectives
  • Multi-sensory approach to learning
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Teaching assistants
  • Additional teachers to support specific interventions
  • SENDCO
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 / TitleIntervention Type
2.8: What resources and equipment does the school provide for children with SEND?

Some of the resources and equipment we currently use are below, however not all children need them and some children may require bespoke resource or equipment that are not on this list: 

  • Sloping boards
  • Pens, pencils and pencil grips
  • Coloured overlays
  • Posture pads
  • Gross and fine motor skills therapy equipment (balls, putty for example)
  • ICT support
  • Individual work station
  • Fiddle Toys
  • Theraband
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional time / rest breaks
  • Scribes
  • Readers
  • Quiet areas (away from the distractions of a whole class)
  • Enlarged text
  • Reduced time table during SATs week
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • On-going teacher assessments
  • Standardised tests that give standardised score and comparative ages
  • Meetings and parent evenings – a chance to give input from home experiences
  • Discussions around Provision Maps/ Individual Education Plans/School Support Plans
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Provision Mapping/Individual Education Plans/School Support Plans are constantly being reviewed and updated in everyday observations from school staff, as well as from advice from outside agencies and parents.

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?
  • Provision Mapping/Individual Education Plans/School Support Plan termly meetings for children who require SEN support
  • Annual reviews if the child has an EHC plan
  • Teachers and SENCo are happy to arrange meetings to discuss issues
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers and SENDCo are always happy to arrange a meeting to discuss issues regarding a child.  The school has an open door policy.
  • If it is felt to be useful, home-school link books can be used
3.5: How can I help support my child's learning?

Ways to support your child’s learning may include:

  • Reading at home with your child
  • Helping your child to complete tasks set by the school, e.g. homework
  • Supporting your child in becoming more independent (both socially and in learning)
  • Attending in-school curriculum events / training sessions for parents
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?
  • The school runs curriculum evenings for specific subjects where ways to support your child are shown.
  • Parenting courses are also offered during each academic year.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Children are invited to attend Provision Mapping/Individual Education Plan/School Support Plan meetings with their parents/carers
  • Children with a statement of educational need contribute to their annual review
  • Children are encouraged to have an open dialogue with their class teacher and teaching assistant.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

Not Applicable

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?
  • Monitoring progress via teacher assessments, standardised scores
  • Outside agencies review objectives set and progress made towards these
  • Impact of interventions
  • Discussion with parents and children (as appropriate)
  • Children are aware of their own learning targets and next steps.
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?
  • Specific interventions such as ‘circle of friends’, self-esteem groups, re-tracking, social stories, social skills groups
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?
  • Behaviour support plans
  • Quiet areas inside and out can be set up
  • Safe place
  • Clear guidelines of choice
  • Key worker
  • Advice from Foundry College/outside agencies
4.3: What medical support is available in the school for children with SEND?
  • First aid
  • Staff will take on any training as needed to support children with SEND.
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs of children
  • First Aiders
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet and showering facilities with the ASD resource
  • 1:1 support with personal care or during snack/meal times if required
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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?

We use all of the above support services for specific children plus:

  • CAMHS doctor
  • Occupational therapists
  • Physiotherapists
  • Speech and language therapists
  • Vulnerable children’s education
  • CAFCAS officer             
  • ARC counselling service
  • Foundry College staff
5.2: What should I do if I think my child needs support from one of these services?

Speak to the class teacher / SENCO who will advise next steps and make referrals as necessary.

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

In school, staff follow programmes provided by these services. For some children, specialists may come into school to support.  This will depend on each child’s needs.

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?

Single point entry referral can be made via the SENCO.  This can also be done by the GP.

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

School has access to children’s social care services if required.

Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Regular SEN meetings with staff
  • A time to discuss children with SEND is allocated to Senior Leadership Team meetings 
  • Training is provided dependent on current needs
  • SENCO/Head attend regular training courses and share with staff
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Regular SEN meetings with staff
  • Training is provided dependent on current needs
  • SENCO/Head attend regular training courses and share with staff
6.3: Do teachers have any specific qualifications in SEND?

The new SENCOs are in the process of completing a Masters-level National Award for Special Educational Needs and Disability Co-ordination.  Class teachers generally have no specific qualifications but have vast experience in dealing with a range of SEND pupils.

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

Teaching assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND.  Recent courses attended include dyslexia, Occupational Therapy support, self-esteem and social skills training, precision teaching, speech and language support.

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?

All children are included in out-of-school activities and trips in discussion with parents and following risk assessment undertaken in line with the Local Authority guidelines.  Parents may be invited to accompany their child if necessary or 1:1 support may be provided.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Through discussions with parents and school staff
  • Advice taken from the place to be visited in terms of their facilities and accessibility
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

Westende has appropriate access throughout.

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

We take advice from outside agencies regarding adaptation in teaching areas for each child as needed.

8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • As far as possible the school is accessible to all children
  • Regular monitoring of the facilities against the needs of SEND children.
  • Seek advice from other professionals.
8.5: How does the school communicate with parents / carers who have a disability?
  • Support from ASSIST
  • Support from Social Workers
  • Support from Foundry College
8.6: How does the school communicate with parents / carers whose first language is not English?
  • Interpreters provided by the Local Authority’s EAL department 
  • Student mentors provided by Reading University
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?
  • Liaison with current school or setting and visits to meet the child in that familiar setting
  • Planned transition days
  • Meetings with the family and specialists involved with them
  • SENDCO to attend TAFs, annual reviews etc. if appropriate
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Moving Up’ sessions to meet new teachers and familiarise them with the new class
  • Photos of key adults and places in the new setting
  • Parents introduced to teachers/teaching assistants as appropriate.
  • Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details.
9.3: How will my child be prepared to move on to his or her next school?
  • As above
  • Next teacher to see child in current setting
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss an individual child in year 5 if they have a statement of educational need
  • Invite new school to come to visit child in current setting
  • Share good practise and strategies with new school staff
  • Teaching assistants may accompany visits to new school
  • Vulnerable child transition programme offered by some schools
  • Teachers and/or SENCo meet to pass on information including academic and social needs, specific strategies that work, medical details
9.5: What information will be provided to my child's new school?

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.

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

Not Applicable

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?
  • Class Teacher
  • Resource Base or Mainstream SENCO
  • Head Teacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • School can contact the Family and Parenting Support team or Vulnerable Children’s Education team should home schooling be needed at any time.
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • The school tries to keep an up to date contact list for agencies such as REACH, ASSIST and is always happy to help parents/carers find support groups as needed
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Contact SENCO or Head to deal with complaints and compliments.
  • The school Complaint Policy is on the school website
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

Parents who are applying for a place in the mainstream school and whose child did not have an EHCP would apply through the normal admissions procedure at Wokingham Borough Council. 

Parents of children with an EHCP who would like to name Westende school would do this through the annual review process.

The Acorns ASD resource has a different admission policy to the mainstream school.  Enquiries about a place in the ASD resource should be made through the SEN team at Wokingham Borough Council not the school directly.

School Admission Link
Westende Junior School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 11/03/2019
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