Westwood Farm Junior School
Working together, learning together, growing together.
Westwood Farm Junior School is a two form entry school in Tilehurst, which is on the edge of Reading. We share a site with our federated Infant school and have a large enclosed field and playground. The school also has an Hearing Resource Base.
Our vision is that every child achieves:
The highest possible levels of academic outcomes
Strong and positive personal attributes and values
The very best foundation for the next stage of education.
Who to contact
- 0118 942 5182
- Westwood Farm Junior School
- Related Service
Westwood Farm Schools Nursery
Westwood Farm Infant School
Hearing Impaired Resource - Westwood Farm Infant and Junior Schools
Where to go
- RG31 6RY
Time / Date Details
- Time of day
- SEN Provision Type
- Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
- Local Offer Age Bands
- 7 to 11
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
Westwood Farm Junior School identifies pupils with SEND through using information transferred from previous settings and part of the school's monitoring processes and in consultation with parents, teaching staff and other professionals.
' A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.'
Special Educational Needs And Disability Code of Practice: 0 to 25 years, 2015, p94.
Some pupils arrive at the school with special educational needs already having been identified and initial action taken. The school coordinates with the previous setting and support staff (where appropriate) to continue or adapt the provision and support currently provided.
- 1.2: What should I do if I think my child has SEND?
In the first instance any concerns regarding your child's academic, social or emotional progress and/or development should be discussed with your child's class teacher. At Westwood Farm Junior School we offer an open door policy, with parents and carers able to make appointments to see the class teacher, SENCo, Head of School or Executive Headteacher at a mutually convenient time.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
Your child's class teacher has responsibility to plan and assess their education programme. A four- part cycle, known as the Graduated Approach, is continually applied where children needing SEN support are assessed, planned for, do what the plan states and are reviewed. This will be monitored and supported by the Senior Leadership Team and the SENCo.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
At Westwood Farm Junior School we work together with the parents to make decisions about their child's education. We invite parents in to meet with the class teacher and/ or the SENCo to discuss the result of assessments and to contribute to the planning of the provision and support needed.
There are opportunities for discussions at Parents Evenings/ Support and Achievement Plan (SAP) meetings. There are 3 meetings a year to discuss outcomes and provision.
- 2.3: How will the school balance my child's need for support with developing their independence?
Effective support is vital to ensuring that the child develops the skills to enable them to become as independent and confident as a learner. Enabling a child to develop independence is a key part of the Teaching Assistant (TA) and Learning Support Assistant's (LSA) role. At Westwood Farm Junior School we have TA's that are deployed to each class during the teaching of core subjects. We also have LSA's that work with specific children depending on their Special Educational Need. All the TA's and LSA's receive regular training on how to support the child's learning as well as looking for opportunities to promote independence.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
High quality classroom teaching, differentiated planning and resources for the individual child is the first step in ensuring that the curriculum meets the needs of the child. Termly assessments are used as well as observations, to identify gaps in learning and plan provision. Intervention programmes may also be used if there is a specific, need identified after marking and assessments have been completed. These interventions are monitored and evaluated at least termly to measure impact on your child's progress. Class teachers are able to seek advice from the SENCo, who if necessary will request additional advice and support from external agencies and specialists.
- 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?
We look at the individual needs of each child and plan accordingly, to ensure the provision is explicitly targeted for them and any barriers to learning are removed. This may include general classroom management strategies such as movement breaks, where they sit or the colour of the paper used but could also include specific resources. Many of the resources are recommended by the specialist support services involved with your child.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
We employ SEN/ Intervention TA's to run specific intervention programmes and have provided Emotional Literacy Support Assistant's (ELSA) for children with social,emotional and mental health difficulties which is based on the level of individual need.
- 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 Acceleread Accelewrite One to one CATCH UP/ Structured Approach to Reading (STAR) One to one SNAP Maths One to one ELSA (Emotional Literacy and Support) One to one Speed Up Handwriting Programme/ Fine Motor Skills Small group Fischer Family Trust (FFT)/ SPRINT One to one Project X Reading and Phonics Programme Small group Precision Teaching One to one Speech and Language Occupational Therapy Small group
- 2.8: What resources and equipment does the school provide for children with SEND?
Additional resources are provided dependent on the level of need of the individual child to ensure the provision explicitly matches their requirements. Specialist equipment may include items such as coloured overlays, writing slopes, sit on cushions, sensory equipment and computer software.
The school also has a Hearing Resource Base with qualified staff and equipment.
- 2.9: What special arrangements can be made for my child when taking examinations?
This will be in line with the guidelines from the Standards and Testing Agency and will be through the use of prompters, scribes, transcribers, modified scripts and additional time. If they meet the criteria, children may be dis-applied from sitting some or all of the Key Stage 2 SATS tests.
2. Support for children with special educational needs
- 3.1: How will the school monitor my child's progress and how will I be involved in this?
There are Pupil Progress meetings every half term between class teachers and the Senior Leadership team in school. We use data from our monitoring and tracking tools to monitor progress. Children with SEND have a termly personalised plan called a Support and Achievement Plan (SAP) that is sent home and reflects the progress to parents at parents evenings. We use assessment data to monitor progress and attainment. This helps to evaluate the impact of interventions and is used to inform parents of progress
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
When new outcomes are set, parents are invited into school to discuss the Support and Achievement Plan (SAP). A copy of the plan is sent home for child and parent. If required, there can also be a meeting between the parents and the class teacher and/or SENCo to discuss them. The outcomes will be based on the child’s next steps as identified through the class teacher’s knowledge of the child and our monitoring and tracking systems. The class teacher or SENCo may suggest ways you can support your child at home. Parents of children with an Educational and Health Care Plan (EHCP) will be invited to Annual Review meetings and be involved in the setting of new annual outcomes.
- 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?
Westwood Farm Junior School we operate an open door policy but if a longer meeting is required an appointment may be of more benefit then we ask that parents please ring the school office.
- 3.4: What arrangements does the school have for regular home to school contact?
We operate an open door policy which means we encourage parents to come and see us as soon as they feel they need to. If we cannot see you then, we are always happy to find a mutually convenient time. We have a weekly newsletter that is published on the school website, with paper copies available on request. We use Parent Mail to communicate any information about trips or special events for example. If appropriate, we can use a personal home school book for children to ensure clear communication between home and school.
- 3.5: How can I help support my child's learning?
We will advise you on how you can support your child in a variety of ways. Guidance for home support will be given on your child's termly Support and Achievement Plan. The class teacher, SENCo and outside agencies may also provide additional advice and strategies to help you. Daily reading and completion of homework on time to a good standard would also be of benefit. Guidance can be found on the school’s website for each class.
- 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?
We have previously held information evenings on how to help your child with reading, writing, spelling and maths and will look to be repeating these over the course of the academic year. The Inclusion Team regularly run drop in coffee mornings and have invited a number of speakers in over the academic year such as Parenting Special Children who have run sessions on ADHD, sleep and behaviour, and West Berkshire's ASD family support worker.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
Pupil voice will be part of the Support and Achievement Plans (SAP) that are created - the child will be asked about how they view their progress towards their targets and what they think their new ones should be. As part of the SENCO Assessments for Numeracy and Literacy, there is an interview to gauge the child’s views on the subject and how they view their learning.
We also hold a yearly meeting with all SEND children to complete a one page profile, discuss what has helped them, what they think to the interventions and how we could improve their support.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
- 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?
We assess the effectiveness of SEND provision through our monitoring and tracking procedures and through the impact of the interventions that may have been provided. There is the opportunity to use the online service called Parent View to express views on the school in general and a SEND questionnaire will be sent home bi-annually giving parents an opportunity to express their views specifically on SEND. Parents have the opportunity at coffee mornings and at the annual Local Offer meeting to support the evaluation process.The Governing Body ensures the school meets the requirements of the SEN Code of Practice and a designated Governor liaises regularly with the SENCo.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
Every class sends at least 20 minutes a week on R Time, which is a programme that supports the emotional and social development of children in general, as well as other PSHE activities.The school has a trained Emotional Literacy Support Assistant (ELSA) who can work with identified children who have additional needs in this area.
- 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?
The class teacher, in consultation with the Inclusion Manager, can adapt a variety of classroom management and general strategies to help the support the child with their individual needs. The support will vary from child to child but may include behaviour charts and regular home/school contact. When appropriate, outside agencies will be approached for support after consultation with parents.
- 4.3: What medical support is available in the school for children with SEND?
This is dependent on the individual needs of the child and will be assessed and planned for on an individual basis but it could include staff training. There are a number of first aiders in the school and support staff have received Paediatric First Aid training. All staff are Epipen trained.
- 4.4: How does the school manage the administration of medicines?
Medicines that have been prescribed need to be taken to the reception. Parents need to fill in a form which contains the key information about what to administer and when. Medicine is then kept either in a locked cabinet or a fridge depending on the storage requirements. A record is kept when medicine is administered and includes the child’s name, medicine given, time, date and amount. All medicines are returned at the end of each term. Parents are able to come and check inhalers and Epipens to ensure there are still useable, and reminders are sent home home when the expiry date is close.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
This is dependent on the individual needs of the child and will be assessed and planned for on an individual basis but it could include staff training and an assigned TA to help with particular issues. We have written personalised plans for children who require this type of care.
4. Support for my childs overall well being
- 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 the Cognition and Learning Team, Educational Psychologists, Hearing Resource Service, Sensory Consortium, ASD Advisory Service and CAMHS, as well as other services as required. This is based on the individual child’s needs.
- 5.2: What should I do if I think my child needs support from one of these services?
Parents should contact the Inclusion Manager to arrange an appointment to discuss the issues, the criteria for applying and the referral.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
These services are accessed through referral to Children and Young Peoples Integrated Therapies Service (CYPIT). Speech and Language therapy is provided in school, after referral, by our named therapist. We also follow plans provided by Occupational Therapy and Physiotherapy as appropriate.
- 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?
All these services are accessed by referral. Please arrange an appointment with the Inclusion Manager to discuss your concerns and complete any paperwork that is required.
Please see your GP for referrals for OT when your child does not have a Statement or Educational Health Care Plan.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
Please arrange an appointment with the Inclusion Manager to discuss this if appropriate.
- 6.1: What SEND training is provided for teachers in your school?
Staff receive training as part of their induction process when they start at our school. SEND staff meetings are held at least once a term and there are opportunities for teachers to access SEND training from West Berkshire. The content will vary depending on the needs of both staff and children at that time. Training can also be provided if a particular need is identified.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Staff receive training as part of their induction process when they start at our school.TA meetings are held fortnightly and regularly contain SEND training. There are opportunities for staff to access SEND training from West Berkshire. The content will vary depending on the needs of both staff and children at that time. Training can also be provided if a particular need is identified.
- 6.3: Do teachers have any specific qualifications in SEND?
The Inclusion Manger has the SENCO Accreditation qualification from the Univeristy of Reading that all SENCOS who were appointed to their first SENCO job after 1996 have to complete.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
We have an ELSA that has been trained by West Berkshire Council and staff trained in the Catch Up intervention. The staff within the Hearing Resource Base have specific qualifications in this area.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
The school undertakes risk assessments and uses this to plan appropriately for school visits. Advice will be sought from outside agencies dependent on the child and the nature of the visit. Extra adults can be provided to help support the child on the trip / activity.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
Depending on the needs of the child and the nature of the school visit, parent views will be sought to help plan appropriately
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
Westwood Farm Junior School is fully accessible, for all pupils, staff and visitors to the school. The school is fitted with ramps into all the main entrances and a lift to take children from the library to the upper school classrooms due to steps.
More information regarding the Accessibility policy can be found on our website.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
Westwood Farm Junior School has a Hearing Resource Provision with the school. Each area within the school including the main hall is fitted with equipment for hearing aids. Care is taken with visuals to ensure they are accessible and beneficial to the children.All pupils have access to interactive white boards in each classroom and projectors are in both school
- 8.3: Are there accessible changing and toilet facilities?
There are accessible toilet facilities locasted in the Junior school, These facilities are all adapted for wheelchair accessibility. If an individual's needs require additional provision, we would endeavour to provide it.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless to their education, physical, sensory, social, spiritual, emotional and cultural needs. This will be looked at on an individual basis, with the need to personalise at the heart of the process and is linked to our accessibility plan.
- 8.5: How does the school communicate with parents / carers who have a disability?
The school will do their best to provide written communication such as school newsletters, leaflets and other information for parenrs in alternative formats as the need arises. This is dependent on need and will be looked at on an individual basis.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
Westwood Farm Junior School works closely with the Ethnic, Minority and traveller Achievement Service (EMTAS) and we are able to request support for the children and parents. The level of support is dependent on need and will be looked at on an individual basis.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
We hold transition meetings with the Infant school for both the teachers and the Inclusion Manager/SENCO to discuss the children. There are opportunities in the second part of the summer term for children to visit our school for break times and lessons where they meet their new teacher and TA. Extra visits may be offered if it is felt that it would be of benefit, as well as the opportunity to produce a social story book to help the child to become familiar with our school before they start.There is also an evening meeting for parents where they can meet the staff and see the classrooms.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
There will be an opportunity for the children to meet their new teacher in their new classroom towards the end of the summer term, If we feel it is appropriate, we would look at offering extra visits or other provision based on the individual child’s needs.
- 9.3: How will my child be prepared to move on to his or her next school?
There will be opportunities for children to visit their next school towards the end of the summer term, If we feel it is appropriate, we would look at offering extra visits or other provision based on the individual child’s needs. If we feel it is appropriate, we would look at offering emotional support for children who may find the move to a new school particularly difficult for a number of reasons through our ELSA.
- 9.4: How will you support a new school to prepare for my child?
The class teacher is usually required to complete a transition record for all chidlren which highligths both their academic and social and emotional strengths and difficuties. Sometimes you may be invited to a transition meeting with the relevant staff at the child’s new school, where all aspects of the child and their particular needs are discussed. This enables you to be involved in the sharing of information to ensure that your child and their new school are prepared for the transition. The Inclusion Manager / SENCO's will also liase to discuss the needs of specific children.
- 9.5: What information will be provided to my child's new school?
You child's new school will be provided with all the relevant records, including SEND reports, tracking documents showing their attainment levels and detailed information on the child’s needs and provision.
- 9.6: How will the school prepare my child for the transition to further education or employment?
Not applicable to this setting.
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The first point of contact if you are worried or wish to discuss any concerns about your child would be your child's class teacher.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
Westwood Farm Junior School has a Family Support Worker, to whom parents can be referred by the Head or Inclusion Manager. This is done on an individual basis, depending on the needs of the child and family.
The Inclusion team has two members of staff that are able to provide support for parents/ carers and families. We are able to signpost outside agencies and can support parents by providing advice and visuals to support families at home.
We provide a 'Drop In coffee morning' session once a week to enable parents to discuss concerns.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Westwood Farm Junior School currently displays posters in the Reception areas, around the school on entry/ exit doors and information is placed in the school newsletter as appropriate. If we hear of a particular service or agency that we feel would benefit a certain family or child we would contact parents directly.
There are a number of external support agencies that can provide advice and support for parents who are experiencing SEND related difficulties within the educational setting.
West Berkshire Special Educational Needs and Disabled Children's Team
Phone: 01635 519713
Phone: 01635 519779
Adviza (Independent support for parents)
Phone: 0845 408 5060 or 0118 402 7177
SEND Information, Advice and Support Service (SENDIASS)
Phone: 0300 303 3644
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
At Westwood Farm Junior School we work hard to ensrue that our practice and provision for children with SEND is the best it can be, so feedback enables us to review and improve our practice.
If a parent is unahppy about the SEN provision being made for their child, they should discuss the situation with their child's class teacher. if this fails to resolve the situation they should make an appointment with the SENCo or Head of School or Executive Headteacher.
More information regarding the Complaints Policy can be found on our website.
Useful contact details:
Executive Headteacher: Mrs Barbara Hunter email@example.com
Head of Junior School: Mrs Geraldine Ross GeraldineR@westwoodfarmschools.w-berks.sch.uk
SENCo: Mrs Katy Higgs firstname.lastname@example.org
Alternatively you can share your views about Westwood Farm Junior School on Ofsted's Parent View page
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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