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Westmoor Primary School

Work Together, Play Together, Succeed Together


What is SEND?

All children are different and make progress at different rates. Our teachers know that children progress at different rates and they organise their lessons and teach in a way that meets the needs of all children. Children making slower progress or having particular difficulties in one area may be given extra help or interventions to help them succeed.


The Special Educational Needs (SEN) Code of Practice: for 0 to 25 years (Statutory guidance for organisations who work with and support children and young people with SEN), which was published in June 2014, is the document which gives guidance on increasing options and improving provision for children and young people with Special Educational Needs.


Barriers to Learning

Special Educational Needs and Disabilities could mean that a child has:

· emotional and behavioural difficulties – building relationships or behaving properly in school

· specific learning difficulty – with Literacy or Numeracy or understanding information given to them

· sensory or physical needs - such as hearing or visual impairment, which might affect them in school

· Speech and Language difficulties – in expressing themselves or understanding what others are saying

· medical or health conditions – which may slow down a child’s progress and/or involves treatment that     affects their education

· learning difficulties – in acquiring basic skills in school


Who should you talk to if you think your child needs extra help or support?

  • Your child’s class teacher will probably be the best first point of contact.
  • You could also approach the SENCo/Assistant Head who has responsibility for all children with addition needs in the school.


How do we support a child with additional needs?

All children at Westmoor Primary School benefit from high quality teaching which includes an appropriate curriculum which is differentiated to meet the needs of all learners, including those who need support or extension. Teachers use a variety of teaching styles and a wide range of materials, and are highly aware of the needs of each student in their class. Assessment methods and materials are tailored to the needs of individual pupils so teachers are able to monitor the progress of all of our children very carefully.


Sometimes children need additional support to make good progress. There are lots of ways in which the staff at Westmoor aid this. Additional support might include:

· small group support in class

· individual support in class

· small group work out of class

· individual work out of class

· specifically differentiated materials

· nurturing intervention

· access to specific resources (use of technology, accessible materials, specific aids)

· access to outside agencies

· behaviour support

· specialist interventions


How will the progress of a child with additional needs be monitored?

The progress of children at every stage . We use Provision Mapping, to show what additional support children receive. Progress will be discussed with parents at termly consultations. Parents of children receiving Additional Support or holding an EHCP (Education Health Care Plan) or Statement will have an Indivdual Needs Plan, reviewed each term. In addition, children holding an EHCP or Statement will have detailed yearly review meetings.




Starting school

We encourage all new children to visit the school prior to starting when they will be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.


Before starting school all nursery children will be invited to an open session to allow the children to become familiar with the environment and enable parents to meet staff and ask any questions. This is followed up by a home visit; meeting in a familiar area allows children to see that staff are not strangers and to allow any confidential conversations to take place.


Moving to High School

We believe it is very important to prepare all of our children for their transition to secondary school at the end of Year 6.


We support transition through regular meetings with local High schools. Key members of staff visit our school to carry out talks and observe lessons to understand our expectations. We also run a range of activities in the Summer term for children to meet peers from other primary schools.


We have worked very hard to make sure our support for children with SEND meets their needs well and we welcome conversations with parents and carers about the specific needs of their children.


Additional Transition

If your child has statement or EHC plan we start planning for transition in Year 5. This means we start to meet with parents and carers, other professionals who may be involved and colleagues from secondary schools to talk about what particular provision needs to be made. These conversations are very useful as they ensure that parents, carers and children see what ongoing support will be available from a range of high schools.


Extra visits will be arranged throughout the Summer term, where ETAs or key workers will visit chosen high schools with a child on a 1:1 basis. We also actively encourage the chosen High school staff to visit the child in our setting.


Sharing Information

When your child moves on to secondary school, we make sure that all information about your child's needs are passed on to the appropriate people at the new school.