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Westfield School & Specialist Sports College

Mission Statement:

“Achievement For All”

Who to contact

Contact Name
Elise Parish
Contact Position
SENDCo
Telephone
E-mail
eparish@westfieldschool.net
Website
westfieldschool.net
Notes

The SENDCo currently works Monday, Tuesday and Thursdays. There is always someone in the school from the SEND department. The site has been adapted so that areas are accessible for wheelchair users or those with impaired mobility/additional needs. To include: • Permanent ramps allowing access to all ground floor classrooms • There is also a fully working lift enabling easy access to the first floor classrooms • There are 2 disabled toilets with changing facilities • All classroom windows have anti-glare coating and reflective stickers are also placed on all doors to support pupils with visual impairments • We ensure where ever possible that equipment used is accessible to all children regardless of their needs • After-school provision is accessible to all children, including those with SEND • Extra-curricular activities are accessible for children with SEND • There is a disabled car parking space in the main car park • The school will endeavour to provide translators for parents/carers whose first language is not English • Letters are translated into additional languages if required A parent/carers first point of contact should be the child’s form tutor or subject teacher to share concerns.

Where to go

Name
Westfield School
Address
51 Chester Road
Bedford
Beds
Postcode
MK40 4HW
Get directions

Time / Date Details

When is it on
Monday-Friday

Other Details

Costs

Details
8:00-8:30 breakfast club 3:30-4:00 After school club There is no cost for either clubs; however you can bring 50p for a snack.
Age Bands
11-14 years old
5-10 years old

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

At Westfield School children are identified as having SEN through a variety of ways including the following:-

• Liaison with lower/primary school/previous school/nursey

• Your child performing below age expected levels

• All pupils complete screening tests at the beginning of each academic year

• Concerns raised by Parent

• Concerns raised by teacher for example behaviour or self-esteem is affecting performance

• Liaison with external agencies i.e. Psychology Team, Education Welfare

• Health diagnosis through paediatrician

• Diagnostic testing undertaken by the SENDCo

What to do if you have any concerns:

• Talk to us – firstly contact your child’s form teacher / subject teacher or SENDCo

• We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do the same with us. A parent/carers first point of contact should be the child’s form tutor or subject teacher to share concerns. Parents/carers can also arrange to meet the SENDCo (Mrs E Berrill)

How will early years setting/school/college staff support my child/young person?

Our school provision map shows the range of interventions in place in our school which may be used when we identify a need for additional support.

• We will monitor the progress of all children receiving additional support to ensure that the provision we have put in place is having the impact we are expecting.

• Lead teachers for subject areas plan the curriculum with the support of the SENDCO

• Subject and class teachers plan lessons according to the specific needs of all groups of children in their classes and will ensure that your child’s needs are met.

•There is an appointed Governor who is responsible for SEND and meets with the SENDCo. This ‘SEND link governor’ takes part in classroom observations and reports to the governing committee, to keep all the governors informed.

How will the curriculum be matched to my child's/young person's needs?

Support staff, under the direction of the teacher, can adapt planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs. All teachers are provided with information on the needs of individual pupils so that they can plan the learning within our curriculum to ensure that all pupils are able to make progress. Homework will be adjusted as needed to your child’s individual requirements Pupils arriving at Westfield with limited English language spend time in a nurture class within our EAL department. Trained staff work with the pupils to develop a basic understanding of the English Language in a wide range of situations. When pupils have made sound progress they are then supported back into the mainstream classes. Our Teachers will use various strategies to adapt access to the curriculum, this might include using: Visual timetables Writing frames I-pads, lap tops or other alternative recording devices Peer support systems Positive behaviour rewards system Interactive Whiteboards Numicon resources Visual aids Ability appropriate reading resources ICT literacy and Numeracy learning programmes

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

Parents are invited to meet your child’s form teacher in October, to discuss and concerns and make sure that they have settled into their new class

• There are two further subject consultation meetings for parents to discuss progress across the curriculum

• Meetings with a member of the SEND team are also available at all parents consultation meetings

• The progress of all pupils is monitored regularly by subject teachers and the senior leadership team, so that when a pupil is not making expected progress in a particular area of learning the school can quickly identify the need for additional support.

• School reports are sent home with the pupils at the end of each term • Each pupil has a ‘organiser/diary’ that can be used for two way communication between home and school

• There is an annual SATS test information event for parents of year 6 pupils to assist in supporting your child at home

What support will there be for my child's/young person's overall well being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and being uncommunicative. All classes follow a structured PSHCE (Personal, Social, Health and Economic education) curriculum to support this development. However, for those children who find aspects of this difficult or have additional needs we also offer:

• Academic and Social extra-curricular clubs for children to learn how to co-operate with one another in a small group whilst developing their literacy, numeracy or fine motor skills.

• Lunchtime and break time support through planned activities

• Westfield has its own youth club which pupils can access throughout the week during lunchtimes, afterschool and for rewards. Pupils have access the safe social environment where they can be with their friends to listen to music, play games, table tennis or table football

• Pupils access pastoral support from their form tutor and Head of Year.

• If your child still needs extra support, with your permission the SENDCo or staff can access further support through the EHA process.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEND issues, such as visual and hearing needs and speech and language difficulties.

• Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in they teach/support, e.g. from the Autism Advisory Team. This information is then passed on to all staff though staff meetings and training days.

• The SENDCo is a fully qualified teacher and has achieved the National Award for SEND Co-ordination and is continuing studying towards a Masters Level Degree in SEND. She is also a trained assessor and qualified Psychometric Test user.

• We currently have 12 Learning Support Assistants and 7 teachers trained to deliver the Sounds-write phonics programme

• All Mathematics teachers and Learning support Assistants are trained in using Numicon to support children with numeracy development

• An LSA has had training in the identification of dyslexia and dyscalculia

• 5 teachers and 3 LSA’s/HTLA have completed the course ‘English as an Additional Language in Mainstream schools’

• All staff have yearly re-fresher training in Child Protection and Safeguarding

• As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: - Behaviour Support team, Sensory Impairment team; Health including – GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists; occupational therapists; social services including – Education Welfare officers, social workers and Educational Psychologists

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

All pupils are entitled to be included in all parts of the school curriculum and we aim for all pupils to be included on school visits. We will provide the necessary support to ensure that this is successful.

• A risk assessment is carried out prior to any off-site activity to ensure everyone’s health and safety will not be compromised. This may include specialist advice from an external agency, where relevant. In the unlikely event that it is considered unsafe for a pupil to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.

• It is important that all pupils, especially those with SEND develop independence skills and it is hoped that alongside our extensive after school clubs programme, we also run residential visits for the older year groups.

How will my child/young person be included in activities outside this classroom including school trips?

We recognise that transitions can be difficult for a child with SEND, and we take steps to ensure that any transition is a smooth as possible. If your child is joining us from another school:

• The SENDCo will visit schools when appropriate.

• If your child would be helped by a book/passport to support them in understand moving on, then one will be made for them.

• Your child will be able to visit our school and stay during the summer term transfer day to meet their teachers and new class.

• Additional visits to the school can be arranged to assist with the transfer if necessary. If your child is moving to another school:

• We will contact the school SENDCo and ensure he/she knows about any special arrangements or support that need to be made for your child.

• We will make sure that all records about your child are passed on as soon as possible.

When moving form classes in school:

• Information will be passed on to the new form teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP’s/provision map will be shared with the new teacher.

In Year 8:

• The SENDCo will discuss the specific needs of your child with the SENDCo of the child’s next school. If your child has an EHCP, a transition review meeting to which you will be invited will take place with the SENDCo from the new school.

• Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.

• Where possible, your child will visit their new school on several occasions, and in some cases staff from the new school will visit your child in this school.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Pupils’ views are highly valued at the school and their opinions are sought on many areas of school life, as well as their own learning. We use a variety of methods for seeking student views:

• We have an active School council, where pupils are elected each year to represent their peers in their form class. The School council consults on whole school plans, leads on charity activities at school and is able to express pupil views to senior leaders throughout the school year.

• Pupil panels form a part of the school’s interview process for new members of staff.

• There are annual pupil questionnaires where we actively seek the viewpoints of pupils on a range of topics. The results of this questionnaire are used by the Senior Leadership Team to develop the whole school improvement plan.

• If a pupil takes part in an intervention programme, then they will contribute their views to the half-termly review of progress.

• If your child has an EHCP or Statement of SEND, their views will be sought before and during any review meetings When deciding what types of support and how much your young person will receive, it will be discussed and agreed with parents, the child and the subject teacher along with the SENDCo and any outside agencies involved. This will be done in a half termly cycle using the ‘Assess, Plan, Do, Review’ cycle. We will work together to support your child to be happy and progressing well in all areas.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The subject/form teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

• The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have. To make an appointment please contact the school office. • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.

• IEP/Provision Map targets will be reviewed with your involvement at least twice a year. • A home-school contact book may be used to support communication with you when this has been agreed to be useful for you and your child.

• There is a regular newsletter published for pupils and parents