Western Springs
Primary School
School Road, Rugeley
Staffordshire, WS15 2PD

01889 221890
office@westernsprings.staffs.sch.uk

EDUCATION IS A PARTNERSHIP BETWEEN SCHOOL AND HOME

SEND


Special Educational Needs and Disability

Western Springs is an inclusive school.  Our ethos and curriculum are based on the values of honesty, respect, co-operation  appreciation and patience.

We offer the following range of provision to support children with SEND

Intervention to support over-arching  healthy emotional development.

  • Any child may be offered mentoring support (for a wide range of issues), from our learning mentor
  • Sessions in Forest schools , a practical skills programme for individuals or small groups
  • Positive play sessions with a trained TA

Strategies to develop social skills and enhance self esteem.

  • Playground buddies
  • Social stories used in small groups – to discuss events and incidents
  • Lunch time clubs, jobs and responsibilities
  • Forest schools projects with a trained forest schools teacher

Strategies  to reduce anxiety

  • Meet and greet sessions at the start of the morning and/or afternoon
  • Planned programmes of support
  • Regular contact with parents, through meetings or home/school books
  • Referrals to CAMHS , through our school nurse
  • Work with family support   (LST)
  • Individual visual timetables

Strategies to support /modify behaviour

  • Use of the behaviour wheel
  • Individual behaviour plans – reviewed half termly
  • Individual contracts and "sabotage " charts
  • Time out
  • Social skills /behaviour modification groups
  • Referral to behaviour support team
  • Access to our "Calm down " room
  • Home/school books
  • Visual aids and prompts
  • Forest Schools 1-1 or small group

Intervention to support   learning

  • Most children's needs will be identified on provision maps, reviewed and re-written termly
  • Some children will have an Individual Education Plan, or a new education health care plan
  • All children have group and individual targets
  • Liaison with a wide range of outside agencies, e.g. special needs service, behaviour support service, autism outreach team, speech and language therapists, occupational therapists, dyslexia outreach service, Child and adolescent mental health team, school nurse, educational psychologists and parent support workers.

Intervention to support development of literacy skills

  • 1-1 withdrawal for reading recovery with a trained teacher
  • 1-1 withdrawal for Fisher Family Trust literacy with a trained TA
  • Small group withdrawal for planned catch up, after MIST assessment
  • Support from the SENS team and SpLD team
  • Group guided reading
  • Phonics support with an experienced techer
  • IT support – Nessy learning,  Digismart and Purple Mash
  • Forest schools

Intervention to support development of mathematical skills

  • 1-1 or small group withdrawal work on planned programme with senco or TA
  • IT support
  • Support in class with TA
  • Magical Maths club
  • Forest schools

Intervention to support access to the curriculum

  • Small group, or 1-1 support from TA
  • Personalised curriculum
  • Specialist equipment
  • Forest Schools

Strategies to develop independent learning

  • Visual timetables and checklists
  • Individualised success criteria
  • Activities broken down into small steps
  • Forest schools nurture

Intervention to support individual difficulties, e.g speech and language, medical or motor control

  • Individual speech therapy targets planned by speech therapist and delivered by trained TA
  • Talk partners
  • Pre teaching of specific  vocabulary and content
  • Visual strategies to support language development
  • Programmes and targets planned  and monitored by trained occupational therapists/ physiotherapists and delivered by trained TAs
  • Provision of equipment advised by specialist
  • Forest schools sensory investigations
  • Individual health care plans, monitored termly
  • Named first aiders
  • Meetings with school nurse and parents

For children with complex SEND , the frequency of such provision may result in the school applying for additional funding, known as additional extra need, to best help support the child.