The majority of pupils with learning difficulties will have their special educational needs suitably addressed by arrangements in mainstream school. However where despite continuing intervention a pupil continues to experience a much higher level of difficulty than their peers in making progress, then the school will seek advice from our designated Educational Psychologist (with parent/carer agreement) and refer the pupil to the Local Authority (LA) for ‘Top Up’ Funding or a statutory assessment of their special needs. This may lead the LA deciding to share formal responsibility with the school for meeting the pupil’s needs through an Education, Health and Care Plan. This information is shared with parents/carers at each stage with their point of views encouraged. If your child does need an Education, Health Care Plan this is reviewed annually in addition to the termly Westfield Support Plan. Most pupils who have an Education, Health and Care Plan have a place in the MLD Unit.
If your child needs assessing by an outside agency e.g. Educational Psychology Service we will support you in liaising with the service and share any follow up reports
We support parent/carers complete any paperwork or share contact details of organisations that can help you
Pupils with a Health, Education and Care Plan or a specific need for additional communication will have a Home-School Contact book which parents/carers are encouraged to us
There are regular informal opportunities for parents/carers of pupils in the MLD Unit to meet with the member of staff responsible for inclusion. These informal events give parents/carers the opportunity to meet together to discuss matters related to disability and any other issues. Some of these events also include a visitor such as the school nurse.
We also recognise that to make a difference we need to support your own parental and learning skills so you can pass this on to your child. The school hosts a number of Family Learning sessions and a Family Learning Morning. These sessions provide opportunities for parents/carers to learn alongside their children. This helps parents/carers feel confident when supporting their child. These sessions have had significant benefit for specific target groups of pupils and have helped to raise pupil self-esteem and gain parental confidence. They also appear to have impacted on attitudes and progress. If relevant, resources are provided to support targets on pupils Westfield Support Plan.
Homework packs are provided for pupils during school closure periods; these are differentiated to meet the needs of the pupils
Our school website is effective in supporting communication for all groups. There is a computer available throughout school hours for parents/carers to access the internet and the school website
Newsletters (include dates for the term and general information)
Letters (first name of the child and initial of the surname printed on). Parents/Carers can also request the letters to be sent via e-mail.
Text Messaging Service
Governors send a termly newsletter home
Use of noticeboards (weekly diary of events, reminders and useful information)
All pupils have a book bag and an individual pupil reading contact book is kept in it. Staff make comments and it would be great if you can comment on reading at home.
The school operates an 'Open Door' policy. Support staff are at the doors each morning to greet families and assist with any queries. At the end of the school day teaching staff take pupils to the outside exit doors and are available to see parents/carers as required. The Headteacher is available for both informal and formal discussions.
Providing information about SENDIASS (Support which is available e.g. completing paperwork for statutory assessment referral)
Parents/Carers have a close and open relationship with staff and any issues are investigated and information reported back to parents/carers promptly. For the complaints procedure see the Complaints Policy (see section 9 of the full version of the SEND Information Report)
For further information see Section 7 and Section 10 of the full version of the SEND Information Report