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How we support pupils

Class organisation is reviewed each year according to the needs of the cohort thus enabling us to teach in a way that matches individual needs and challenges each group of learners. Pupil’s placement within the groups is reviewed regularly to ensure that every pupil is in the appropriate differentiated group. The current structure for class organisation for English and Mathematics across Key Stage 1 includes a lower ability groups called ‘Sparklers’ (this includes all Year 1 and Year 2 pupils from the MLD Unit and those identified as needing a specialised curriculum in mainstream), two lower/average attaining in Year 1 and Year 2 and a higher attaining group in Year 1 and in Year 2. The ‘Sparklers’ group has a higher ratio of staff. The highly differentiated curriculum ensures SEND pupils are able to access the curriculum to help them reach their full potential.

 

Within Foundation Stage, Year 1 and Year 2 SEN support work and intervention groups are organised, resourced and staffed each year according to the needs of the cohorts. Parents/Carers are informed throughout the process.

 

Recommendations from outside agencies e.g. Specialist Teaching Service and Educational Psychologist Service are used to ensure SEND pupils are able to access the curriculum.

 

The effectiveness of the provision is evaluated regularly and any necessary changes are implemented as soon as possible.

 

Westfield Infant School offers an extensive range of interventions to support the pupil’s different needs, enabling full access to participation in school life. e.g. Nurture Groups, Social Communication Groups, Behaviour Support, Mud Busters, Luncheon Club and Breakfast Club.

If your child has specific behavioural needs staff may introduce Achievement Books/Target Cards and liaise with you regularly. All staff are made aware of the action to be followed in order that pupils do not disrupt the education of others and their playtimes and strategies in place are consistent. We can also support to with your child’s behaviour at home.

 

The school has been successful in admitting pupils who have been excluded from other schools in re-engaging them in their learning. We have also worked closely with the LA team responsible for Looked After pupils. Our Home-School Agreement ensures pupils and Parents/Carers are committed to the ethos and aims of our school.

 

 

The curriculum is also extended through clubs within the school day and after school activities. These activities give the pupils opportunities to develop new skills as well as display their talents. Some of these extended curriculum opportunities are provided by the school and others run by external providers. Examples of activities provided include Multisports, Recorders and Gardening Club.

 

  

 

In order to maximise the impact of the Pupil Premium Grant we have provided opportunities to meet the specific needs of identified groups of pupils. e.g. Mud Busters for less confident pupils.

 

Where relevant parents/carers can be involved with the planning of activities/trips to meet the needs of their child.

 

At playtimes and lunchtimes there is a high level of adult support in the playgrounds (enclosed or main playground). When required a pupil/s may be monitored or supported more closely to meet their needs. The PlayPod ensures co-operative and purposeful play is promoted and social communication is developed. The level of support will vary depending on the needs of the pupils. At lunchtime pupils from the MLD Unit join the rest of the school to eat together. Special diets are catered for. Pupils have high levels of support if required. Luncheon Club runs each day to support highlighted pupils with their social skills or for other reasons that have been recognised by members of staff.

 

         

 

Staff are aware of the medial needs of pupils. If training is required school sources training e.g. training to use an epipen. Care Plans are provided where relevant.

See also Personal/Intimate Care and Toileting Policy.

 

For further information see Section 3a, 3c, 3e, 3f and 3g of the full version of the SEND Information Report

 

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