SEND

  • Hartlepool - Local Offer
  • Team Inclusion
  • SEND Links
  • Equality & Accessibility
    • “We are very proud of the progress our SEN pupils make at West View, and Ofsted actually agreed with this on their last visit in 2009. We are a fully inclusive school and believe that ‘every child is special’ and every child can make progress.
      Special Needs has a high profile in school and this leads to high standards for all pupils. We hope this section of the website will be helpful for parents.”

      Mrs N Boagey, SEND Coordinator
  • At West View Primary School our priority is that each child experiences a loving, caring and stimulating environment in which they feel safe and secure, and where they can develop academically and socially.  We aim to develop the skills, knowledge and attitudes that will help each child to reach their full potential and have high self-esteem. The Special Educational Needs and Disabilities (SEND) Policy at West View Primary School supports the ethos of the school and is available to download here.

     

    Identifying children’s Individual Needs

    “A pupil has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.”

    SEND Code of Practice 2014

     

    Our school is committed to early identification of Special Educational Needs and Disability (SEND). We have a graduated response to meeting SEN and Disability (SEND) in line with the SEND Code of Practice 0-25, 2014. All children throughout the school are monitored regularly to ensure they continue to access the curriculum successfully and to help early identification of need. A range of evidence is collected through assessment and monitoring arrangements, as well as regular discussions between the Special Educational Needs Coordinator (SENDCo) and the class teachers. If these suggest that any pupil is not making the expected progress, or their needs have changed, the class teacher will invite the parents/carers to school to discuss these additional needs with the SENDCo. Following this, the class teacher and parents/carers, work with the SENDCo in order to decide if, or how, additional provision is implemented.

    The SEND Information Report 2016: Our Offer for Children with SEND is available to download here.

     

    Our aim is to provide every child with access to a broad and balanced education. This includes the National Curriculum in  line with the Special Educational Needs Code of Practice.

     

    Together we will….

    • Seek to identify the needs of pupils with SEN as early as possible. This is most effectively done by gathering information from parents, education, health and care services and early year’s settings prior to the child’s entry into the school.
    • Monitor the progress of all pupils in order to aid the identification of pupils with SEN. Continuous monitoring of those pupils with SEN by their teachers will help to ensure that they are able to reach their full potential.
    • Make appropriate provision to overcome all barriers to learning and ensure pupils with SEN have full access to the National Curriculum. This will be coordinated by the SENDCo and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils’ needs are catered for.
    • Work with parents to gain a better understanding of their child, and involve them in all stages of their child’s education. This includes supporting them in terms of understanding SEN procedures and practices and providing regular feedback on their child’s progress. Parents will be invited to two parental consultations plus an additional SEN annual review throughout the year. This is in addition to their annual school report in July.
    • Work with outside agencies when pupils’ needs cannot be met by the school alone. Some of these services include Educational Psychology Service (EP), Speech and Language Therapy, Children and Adult Mental Health Services (CAMHS), and our Learning Support Teacher: Mrs. Jacqui Rogers.
    • Create a school environment where pupils can contribute to their own learning. This means encouraging relationships with adults in school where pupils feel safe to voice their opinions of their own needs, and carefully monitoring the progress of all pupils at regular intervals. Pupil participation is encouraged through school by wider opportunities such as school council, residential visits, school plays, sports teams and mini leaders (buddies) in the playground.

    Our Accessibility Policy is available to download here.

    Hartlepool LA - The Local Offer