Our offer
There are four broad areas of need influencing why a child may be identified as having SEND:
- They are having significant difficulty with their learning and making far less progress than would be expected or they have a specific learning difficulty, for example dyslexia
- They have emotional or mental health difficulties
- They have speech and language difficulties or difficulties with social communication/ interaction
- They have sensory and/or physical needs, for example a hearing impairment
Glossary of Terms
Term |
Explanation |
ARP/ARC |
Additionally Resourced Provision/Additionally Resourced Centre |
ASD |
Autistic Spectrum Disorder |
CYPS |
Children’s and Young Peoples Service (Previously known as CAMHS) |
EAL |
English as an Additional Language |
Golden Time |
Reward operated within the school whereby children can participate in self chosen activities. |
ICT |
Information Communication Technology |
Key Stage Two |
Pupils in years 3 to 6 (aged 7-11yrs) in primary school |
MLD |
Moderate Learning Difficulties |
PSA |
Parent Support Advisor |
SEAL |
SEAL stands for Social and Emotional Aspects of Learning. |
SEN |
Special Educational Needs |
SENCO |
Special Educational Needs Coordinator |
SENTASS |
The Special Educational Needs Teaching and Support Service (SENTASS) |
SLCN |
Speech Language Communication Needs |
SPLD |
Specific Learning Difficulties E.g. Dyslexia, Dyscalculia |
For all pupils at Walkergate Community School who have an additional need:
- We value and recognise the expert role families play in their children’s lives and work closely in partnership with them.
- We support our families with children with SEN, formally through review meetings and informally through our “open door” approach. Support is offered to families through our dedicated SEN and Welfare team.
- We are also able to signpost to services and organisations which may offer appropriate input or advice via the Local Offer.
- We deliver high quality teaching, adapting the curriculum and our resources to support access to learning. Ofsted Information
- We use pupil-friendly targets and needs-based Learning Passports. We involve pupils, parents and staff to write, implement and review them. We use this information to inform future planning, teaching and provision.
- We seek support and advice from outside agencies such as: SENTASS, Community Paediatrics, CYPS, Speech and Language Therapy and the Educational Psychology Service etc. to ensure any barriers to success are fully identified and responded to.
- We support access to teaching and learning for pupils with SEN, monitored through the schools self-evaluation process.
- Teaching resources are routinely evaluated to ensure they are accessible to all pupils.
- We use ICT (both hardware and software) to promote access to the curriculum.
- We use strategies to promote emotional wellbeing through a Restorative approach. Restorative Practice
- Whole school policies such as those for behaviour, anti-bullying and SEN are evaluated on a regular basis with a focus on the impact upon pupils with SEN. Walkergate School Policies
- Activities are evaluated in terms of their positive impact on the learning success and inclusion of pupils with SEN.
- Support staff are placed where they are needed throughout the school to promote pupil progress and independence.
- We have an experienced SENCO who can provide advice and guidance.
- Staff receive on-going training in relation to meeting pupils’ needs in the classroom.
- We offer home to Nursery, Nursery to Reception and Primary to Secondary transition support for pupils and parents.
For pupils who have a higher level of additional need, in addition to all the above, we provide a key worker:
- To support the pupil to work on their individual targets.
- To support access to the curriculum.
- To provide pastoral support.
- To deliver specific targeted interventions where necessary.