Special Educational Needs (SEN)

Welcome to the Westbury Park SEN page.

My name is Clare Heysham and I am the school SENDCo (Special Educational Needs and Disability Coordinator).
 
I'm in school on Tuesdays and Wednesdays and Thursdays.
 
To contact me please leave a message for me in the office, ring the school on
0117 3772676 or email me:
 

New SEN Code of Practice (2015)

The new SEND Code of Practice came into effect in January 2015.  There is a government guide provided for parents and carers.  Edward Timpson from the Department for Education has written a letter to parents and carers explaining the new reforms.
 
Bristol Supportive Parents are a good source of information.  They offer help and advice around all aspects of SEND in schools.
 
Bristol Local Authority now has a duty to provide what is called a local offer which provides a great deal of information about the support available for children with SEND in Bristol.  

SEN at Westbury Park

Some children are identified as having Special Educational Needs or a Disability (or SEND). This means that for varying reasons they cannot access the curriculum in the same way as the majority of the children in their class and may need either extra support or different resources to help them.  

Our SEN Information Report has a detailed list of questions and answers about how we support children with SEND at Westbury Park. We have also created a diagram showing how we are implementing the new SEN graduated response approach to supporting children with SEND. School Action and School Action Plus are no longer used as ways of categorising SEND.  The school has an SEN policy which has been updated in the light of the new Code of Practice. 

Education Health Care Plans

Children who currently have a Statement of SEN will, over the course of the next three years, be moved to a new Education Health Care Plan (EHCP); these are for children who require a higher level of support, often with a learning support assistant, sometimes one to one, sometimes in small groups.

In order to be issued an EHCP children usually need to have had several months of additional support already and they also need to have been assessed by specialists for specific learning difficulties; their needs will be more complex and longer term, sometimes  due to a diagnosed condition, such as autism.

Waves of support

The government's National Strategies programme defined the type of intervention schools make to help children with their learning in terms of three "waves'.  Although the new Code of Practice refers instead to a graduated response, it may still be useful to think of support in these waves:

Wave 1 (the bottom layer of the graduated response pyramid)

Wave 1 sets out what should be on offer to all children: the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the children and returned to at the end of the lesson; careful explanation of new vocabulary; use of lively, interactive teaching styles and maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce the number of children who need extra help with their learning or behaviour.

Wave 2 (the middle layer of the graduated response pyramid)

Wave 2 describes targeted small-group intervention for pupils who can be expected to catch up with their peers. Examples of intervention schemes include the Rapid Reading, small group work following the  Letter & Sounds phonics programme, Nessy Learning and Numicon for maths.

Wave 2 intervention is designed for children for whom a well structured short- term programme, possibly delivered by a teaching assistant working with a teacher, is all that is needed to enable them to make accelerated progress.

Wave 3 (the upper layers of the graduated response pyramid)

Wave 3 is about intervention for children for whom Wave 1 teaching and Wave 2 catch-up programmes are not enough. A more intensive programme may be needed, involving more individual support or specialist expertise.


OTHER USEFUL INFORMATION
 
As the SEN team at the school find useful sites and facts, we try to share them with colleagues and families.  I also keep a file in the learning support room with paper copies of information for families about a range of support organisations.
 
For a list of websites with information on SEN, please click here.