What is the Local Offer ?
The Children and Families Bill (April 2014) outlines the Government’s plans to require Local Authorities to publish information on services and provision across education, health and social care for children and young people aged 0-25 with Special Educational Needs and Disabilities (SEND June 2014). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The information below forms our local offer and shows how we can provide for children with Special Educational Needs and Disabilities.
Contact Name : Mrs A. Sharma, SENDCo
Contact Telephone : 01753 524533/524989
Contact Email : firstname.lastname@example.org
Local Offer Age Bands : Primary (4-10 years)
Schools Extended Local Offer Response
Special Educational Needs Policy Link
What is the schools ethos and policy for supporting children with special needs and disabilities?
Wexham Court Primary School is a large mainstream school which strives to support all pupils including children with varying Special Educational Needs. We aim for all our children to be engaged and inspired by a rich and varied curriculum to prepare them for a successful future. The Governors and the school staff, in close consultation with the parents, aim to meet the individual needs of all pupils, including those who experience physical or sensory impairment, learning or cognition difficulties, speech, language and communication difficulties and social, emotional and mental health difficulties, at any time during their education and work with an ethos of inclusion. We aim to ensure that all pupils have access to and experience success in a broad, balanced curriculum which is appropriately differentiated and follows the National Curriculum. Our staff aim to seek continuous self-improvement and put the children first. Through continuous planning assessing and reviewing we ensure that children’s needs are identified, assessed and addressed as early as effectively possible. We work in partnership with parents, carers, governors, the local community and other professionals to grasp opportunities to help us to nurture and support the children in our care in all areas of their development and the curriculum.
Teaching and Learning
How does the school ensure all children are learning and making progress?
The school has a strong belief that all pupils respond to a positive learning environment where there are high expectations through a belief in what may be possible. We have a view of ability as flexible not fixed. We promote effective learning opportunities for all pupils by setting suitable learning challenges, responding to diverse needs and overcoming barriers to learning.
Within the class the majority of children’s needs will be met through high quality first teaching, where the class teacher ensures all children are making progress by reducing or removing barriers to learning and achievement. This is done through assessment, target setting, differentiated planning and activities, differentiated delivery including questioning, differentiated outcomes and differentiated resources, all adapted to match children’s next steps.
Children’s progress is continuously monitored evaluated and reviewed. The school believes that all pupils in all classes have an entitlement to effective teaching that raises their learning attainment. Lessons are planned carefully so that all pupils are able to participate and access the key learning at their own level. Teachers ensure that all children take some new learning away with them. This is most effective because teachers make explicit what is to be learned and how this fits in with what they already know. Children and parents are regularly involved in discussions around the child’s learning.
Progress is reviewed formally every term and an update in reading, writing, numeracy and science will be given. Formal parent meetings are arranged at this stage with class teachers to discuss the child’s individual progress. However, we welcome further on-going discussions with parents throughout the year if any issues of concern arise, or if a parent requires support in any area of the curriculum to support their child. Where necessary, meetings with the SENCO and other professionals will be arranged to meet an individual child’s needs; to discuss progress, assessments and reports.
Identifying and Assessing Special Educational Needs
In some cases further professional assessments may be required to determine whether a child is experiencing a barrier to their learning. In these cases the SENCO will discuss with you, making a referral to outside professionals to support your child’s learning; for example a specialist teacher, speech and language therapist, education psychologist, pediatrician, behaviour support services or other health professionals depending on your child’s need. We will work in close partnership with parents throughout this process, to facilitate and support meetings with outside professionals. We have close links with ‘Parent Partnership’ a service which is used to support and assist parents in all issues concerning children with Special Educational Needs and we would initiate contact between them and parents who needed their support.
Wexham Court Primary School follows the guidance set out in the SEND Code of Practise (2014) using the graduated approach. The graduated approach recognises that children learn in different ways and can have different kinds or levels of SEN. So increasingly, step by step, specialist expertise can be brought in to help the school with the difficulties that a child may have. The school will inform you when they first start giving extra or different help for your child because your child has SEN.
The extra or different help could be a different way of teaching certain things, some help from an extra adult, perhaps in a small group, or use of particular equipment like a computer or a desk with a sloping top. Your child might need help through the graduated approach for only a short time or for many years.
At Wexham Primary we identify looked after children (LAC) and use team around the child and family meetings to ensure that all adults, carers and professionals are involved in decision making and support of those children, and together we carefully monitor the children’s progress and the impact of interventions and support.
Involving Parents and Children in Planning and Reviewing Progress
How does the school involve parents in understanding and supporting their children’s progress and learning?
Each term during parent meetings class teachers will discuss your child’s progress in all areas of the curriculum. They will consider your views in making any decisions about how best to help your child. We value your input and understand that parents have a key role in securing progress for their child. We are very keen to work with parents to support the child in their personal learning journey and welcome information on what works best at home and what does not. Equally we share strategies that are working well at school so they can be consolidated in the home environment. Childrens SEN Support Plan will be reviewed and targets set in partnership with parents termly. Children have daily ‘Make It Better’ time at school where they review their work. They are taught to review their work and think about what they need to do to make their work better, thus being involved in their own personal planning. Parent’s views are important at all times and we provide plenty of opportunities for you to discuss the progress of your child and come in and see their work.
Parents and the key professionals involved meet annually to review children who have a Statement or an Education, Health and Care Plan (EHCP) as well as having termly meetings to discuss SEN Support Plans.
How will my child’s learning be supported to meet their needs?
Children receiving additional support through group or individual interventions will have their personal targets regularly reviewed to ensure appropriate support is given and that it is making a difference to their progress. Children will be given additional support in the form of small group or 1:1 teaching sessions based on their specific needs. The school seeks advice from outside professional services when required as to how best to provide additional support for our children. These services include Educational Psychology Services, Speech and Language Therapy, Language Support Teachers, Sensory Consortium Services and Behavioural Support Services.
We have a qualified Speech and Language Therapist who comes in weekly to observe and assess children as well as advise teachers on how best to meet the individual needs of children. Once a report has been written for a specific child our SEN team will take the child out to work on their speech and language needs. Targets from the report will also be transferred to the class and teachers will work on them until they are achieved.
We have an Educational Psychologist who comes in fortnightly to support the SENCO and staff to identify and support children who experience difficulties in their learning and well as their social and emotional development.
How will my child be included in activities outside of the classroom including school trips?
At Wexham Court Primary School we aim to be inclusive to all groups in our policies, outlook and practices. The school community strives to minimise the barriers which may exclude children from equal access to, participation in and outcomes of schooling based on language, culture, gender, physical, intellectual or emotional state and socio-economic status. We recognise that every child is unique and brings with them a wide range of skills and abilities. The whole school community works together to create a safe and happy environment in which its members are able to develop a moral code which encourages all to make a positive contribution to society. We aim to provide challenging experiences so that all can achieve their full potential. In line with this we will make all reasonable adjustments to facilitate as far as possible all children’s needs in order for them to fully participate in all school trips and activities.
The schools practice is to carry out a risk assessment before the children attend any school trips or organising activities that may involve a risk. This may involve members of staff attending the trip prior to the children and considering how the trip or activity can be made most accessible to individual child. Parents will always be involved in close consultation at these times.
The school is very keen for all children to be involved in after school clubs and we work very closely with outside services that support children with SEN to fully participate in all our clubs. This service ensures that an adult is provided to support the child to be fully involved in the clubs activities whilst providing social and emotional support, as well as supporting the other adults to facilitate the child into the club.
Meeting the Social and Emotional Needs of Children with SEN
What support will there be for my child’s overall well-being?
Wexham Court Primary school strives to provide an emotionally secure environment that prevents bullying and provides help and support for children and their families who may have problems. Through the curriculum we support the development of all children’s social and emotional wellbeing. This is integrated into all aspects of the curriculum and staff are trained to deliver it effectively. Class teachers build good relationships with children in their class and their parents. We have a strong and supportive school community that includes children, staff and parents and this promotes the well-being of our pupils.
During PSHE and Circle time we plan activities to help children develop their social and emotional skills and wellbeing. For children who need further development in this area we set up social skills groups for them to practice and develop their skills in this area. All staff have attended the Child Protection Level 1 course and Senior leaders have a Child Protection Level 2 certificate. Teachers and other staff are trained to identify when children are showing signs of anxiety or social and emotional problems. In cases where these are identified the Class Teacher, SENCO or Assistant Head will discuss the problems with parents and carers and develop a plan to deal with them, involving specialists where needed. We regularly liaise with Social Emotional Behaviour Difficulty Outreach Services (SEBDOS) to promote the well-being of children in our school and seek professional advice on matter of concern.
Keeping Up to Date with Knowledge and Skills
How are teachers in school helped to work with children with an SEND, and what training do they have?
Where teachers require assistance and support within our school it is the SENCo’s role to support them in planning for children with SEND. The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND issues such as Autistic Spectrum Disorder 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 their class e.g from the Autistic Spectrum Disorder Outreach service, Speech and Language Therapy Services, Sensory Consortium and Occupational Therapy.
How will the school prepare and support my child to join school or transfer to a new class or setting?
Prior to a child starting Nursery or Reception we will arrange for a home visit, where the new teacher and teaching assistant will visit the child in their familiar surroundings to introduce themselves. This opportunity is used to gather information about the child’s like and dislikes and special needs. It is an opportunity for parents to discuss any anxieties and worries they or their child may have. After this a visit is arranged for the family to come for a tour around the setting and meet the team their child will be with.
We have an annual ‘Meet the Teacher’ day where children spend the morning with their new teacher to become familiar with them and the staff that they will be working with next year. This involves a tour around their environment.
For children who have been identified as needing further targeted support. The class teacher and SENCO will devise a transition plan in consultation with the parents if appropriate. Visits will be arranged on a regular basis to the new classroom at the end of the Summer term prior to the child starting in September. They will take photos of their new environment and make a scrapbook which they can take home over the summer to familiarise themselves, ready for September. In some cases the use of ‘social stories’ is needed to facilitate this change.
This strategy is also used for vulnerable children transferring to Secondary School. The SENCO will liaise closely with the child’s transferring school and hold meetings with the SENCO and child’s parents to ensure a smooth transition. Transition groups will be set up where necessary to facilitate this time in children’s lives.
If a child already has a statement or an EHCP, parents are encouraged to visit the school first and show the Statement or EHCP paperwork to the SENCo. If we feel we can meet the child’s needs based on the paperwork provided and there is space available in the relevant year group, we will offer a school place.
Who can I talk to about my child’s difficulties with Special Educational Needs or disability (SEND)?
At Wexham Court Primary school we value the importance of the parent teacher relationship to maintaining good home-school partnerships and ensuring the best outcomes for the child. We therefore ask parents to initially speak to their child’s class teacher should any concerns arise. They are the first point of contact. The school has a network of professionals that can support the class teacher and parent if issues of SEND arise. These are listed below.
SENCo - Mrs Sharma
Speech and Language Teaching Assistant – Mrs Stopps
Assistant Head Teacher - Mrs Chahal
Assistant Head Teacher - Mrs Harris
Assistant Head Teacher - Miss Snaddon
Assistant Head Teacher - Miss Orsi
Head Teacher – Miss Mehat
SEN Governor – Mrs Anjum Javaid
Wexham Court Primary School
Church Lane, Slough SL3 6LU
01753 524533/ 524989
Date Reviewed: July 2017
Parent Support Services for Parents with children with SEN
Parent Partnership Slough
St Martin's Place
51 Bath Road
Tel: 01753 787 693 (Mon and Fri)
Parent Partnership Slough / Destiny Support : A community support service
Parent Partnership Slough / Destiny Support
Thames Valley Community Centre
Tel: 01753 577 458 (Tue, Wed and Thurs)
Out of Hours 07899784902
Special Voices support parents/carers of children and young people with special/additional needs.
The Corner house
254a Farnham Road Slough
Telephone - 07990 693 439
Slough Speech and Language Therapy Services
CAMHS (children and adolescent mental health service) - 01753 692694
SEBDOS (social emotional and behavioral difficulties outreach service) - 01753 521734
Occupation health, physiotherapy, and Pediatricians
The Children’s Centre, Fir Tree House, Upton Hospital
Sensory Consortium Service - 01753 787639
Social Care - 01753 690898
Services for Autism - 01753 787692
School nurse - Delip Dhillion - 01753 896688
Wexham Road Children's Centre Early Years Service
Wexham Road Slough
Early Health Assessment coordinator for Slough
Suki Bhachu - 01753 477225
Service for children with learning difficulties and disabilities (LDD) -