About our school

Waverley School SEND report

Reviewed September 2017

Waverley School Special Educational Needs Information Report

How we support children with special educational needs or disabilities

  • All staff are highly ambitious for Waverley School pupils to ensure they achieve more than they believed possible, and instill high expectations to all.
  • All pupils are supported to have positive attitudes to learning in whole class lessons, in groups and when working as independently as possible.
  • The vast majority of pupils make good progress from their different starting points in Communication, English, Mathematics, PSHE, Computing and Physical Development.

Waverley School is a maintained day special school for children aged 5-19 years old. Pupils aged 3-5 years old are educated offsite in our Waverley Pre-school. Our SEND report will be updated annually to reflect changes and plans within the school. This report states the current provisions within Waverley Main School and Waverley Pre-school.

Admissions to both the school and the pre-school are within the admission policy on our website.

Our Ofsted rating for Waverley School is ‘Good’. The most recent inspection was in October 2012.

How does your school ensure that children who need extra help are identified early?

All our pupils have SEND or a disability. Therefore they perform below national expected levels. Most of our students also have medical needs.

At Waverley School and Pre-school, our pupils’ identified needs will be complex and significant in the area of cognition and learning (severe learning difficulties or profound and multiple learning difficulties) as described in the SEND Code of Practice. Our pupils will also have associated needs in the areas of Communication and Interaction, Physical and / or sensory difficulties, and emotional,social or mental health needs.

All our staff are highly skilled and we have a multi-disciplinary team based at Waverley: SALTs (including Dysphagia specialists), Physiotherapists, an Occupational Therapist, a Music therapist and school nurses.

When pupils first join the school, staff conduct a baseline assessment, therapists work with teachers and  parents to identify therapy requirements, and all pupils benefit from a SALT (Speech and Language) programme, an Occupational Therapy Programme, and a Physiotherapy Programme, if they require it. Pupils presenting with further needs, such as social and emotional needs, will be also referred to our Music therapist if appropriate.

All pupils who attend the Pre-school will be under assessment or have an Education, Health and Care Plan (EHCP). All pupils in the main school have a Statement of Educational need or an EHCP. We continue to work along the national guidelines of transferring all our pupils’ statements of educational needs into Education, Health and Care Plans. We follow Enfield Local Authority transfer schedule. All families of children that are involved in this process will receive information on the process and be supported by the school throughout. In 2016-17, children in years 2, 6, 9, 11, 12 and 14 have seen their statements of educational needs converted into an EHCP. By January 2018, all statements for our pupils will have been converted into EHCPs.

Further information on the admission and assessment procedures can be found on our website.

In addition, children needing extra support are identified in a variety of ways:

  • Concerns raised by parent;
  • Concerns raised by teacher, for example behaviour or self-esteem is affecting progress;
  • Liaison with external agencies , e.g. Educational Psychology Service;
  • Health diagnosis through a paediatrician;
  • Liaison with previous school or setting, if applicable

What is the provision for pupils/students at Waverley School and how is it evaluated?

  • As discussed above, all pupils/students attending Waverley School and Pre-school will have a Statement of SEN or an ECHP. There may be an agreement with the local authority that a child or young person is placed in our school pending the outcome of an assessment for an EHCP.

Our provision is based on a strong vision that:

  • Our school is a place where everyone is treated with dignity, respect and is of equal worth.
  • Our vision is to develop a highly effective learning environment
  • We believe that all staff have a responsibility to meet the needs of all pupils/students at Waverley.
  • Our key purpose is the delivery and constant improvement of quality learning experiences appropriate to the needs of all our pupils/students.

To achieve our vision we aim to:

  • Create a happy and secure learning environment where all pupils/students’ needs are met and where achievements and success are recognised and praised.
  • Ensure that all the National Curriculum/statutory curriculum guidance is delivered to all pupils/students.
  • Ensure that ICT is an essential vehicle to access and enhance the curriculum and communication for pupils.
  • Ensure that safeguarding is paramount in keeping all members of the school community safe.
  • Provide all staff with training and development opportunities to enable effective practice.
  • Promote the pupils/students spiritual, physical and emotional well-being so that they are secure, confident and well motivated.
  • Help pupils/students acquire the knowledge, skills and confidence which enable them to lead as full, interesting and independent lives as possible.
  • Develop in pupils/students personal responsibility and encourage decision making and choice, communicating through whatever means appropriate.
  • Provide a wide range of age-appropriate learning experiences, which are both exciting and challenging.
  • Offer opportunities of working co-operatively alongside others, developing friendships and respect for others
  • Provide pupils/students with experiences of their own and other religious and cultural backgrounds and values.
  • Foster relationships with parents and other professionals

Who will explain my child’s needs and progress to me?

  • The class teacher meets with parents formally at least on a termly basis (this could be as part of Parents’ evening or an annual review/EHCP review) to discuss their child’s needs, support and progress.
  • The school also hosts a number of events throughout the year to enable parents to see how their child is in class, e.g. “meet your teacher day”, “department’s open day”, coffee mornings, etc
  • For further information the Heads of Departments and Senior Leaders are always available to discuss support in more detail.
  • Your child’s teacher will write in the home school to report on your child’s daily progress.

How will school support my child?

  • Our Senior Leaders (Headteacher, Deputy Head – Assessment, and Assistant Head – Teaching and Learning, PMLD lead) oversees all support and progress of all pupils across the school.
  • Class teachers will oversee, plan and work with each child with any additional special educational needs or disabilities in their class to ensure that progress in every area is made.
  • All children are given Individual Education Plans (IEPs – linked with EHCP outcomes) with specific time limited targets so that it is easy to track progress.
  • Teaching Assistants will be working with your child either individually or as part of a group.
  • We have a school development plan and evaluate this throughout the year. There are link governors for all aspects of the plan and this supports the evaluation of our progress towards any aims.

How are the Governors involved and what are their responsibilities?

  • The Assessment Lead reports to the Governors every term to inform them about the progress of all children: the report clearly identifies trends within departments/key stages, subjects and category of need (PMLD, SLD, ASD). This report does not refer to individual children and confidentiality is maintained at all times.
  • The Governors agree priorities for spending within the special educational needs budget with the overall aim that all children receive the support they need in order to make progress.

How do teachers match the curriculum to an individual child’s needs?

  • Class work is pitched at an appropriate level so that all children are able to access it according to their specific needs, and all the work is individualised and differentiated.
  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level.
  • Staffing levels are enhanced so that pupils/students are taught in classes of up to 8 pupils with a teacher and at least 3 teaching assistants, and, if appropriate additional teaching assistants to meet the needs of the class group.

How are the school’s resources allocated and matched to children’s special educational needs?

  • We ensure that all our pupils are provided for to the best of the school’s ability with the funds available.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.

How is the decision made about what type and how much support my child will receive?

  • Staff (Heads of departments, teachers, SLT) meet termly (departmentally) with therapists, and representatives from social care as part of our MAW (Multi Agency Work) meetings. Staff there will discuss the children’s needs and what support would be appropriate.
  • Different children will require different levels of support in order to help them make progress and achieve their potential.

How does the school judge whether the support has had an impact?

  • By reviewing children’s targets on Individual Education Plans and ensuring they are being met.
  • By ensuring that each pupil/student is making progress academically against national/age expected levels (our data is compared with other special schools with pupils with similar needs locally through SSMAG – special school moderation and assessment group, and nationally through the use of the DFE progression guidance), discussed at MAW Meeting and Teachers meetings.
  • Verbal feedback from the teacher, parent and pupil.

What opportunities will there be for me to discuss my child’s progress?

  • We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to communicate with you regularly. Teachers write daily in the Home/School books and may phone to discuss anything further.
  • You will be able to discuss your child’s progress at parents consultations and Annual reviews/EHCP reviews.
  • You are welcome to make an appointment at any time to meet with either the class teacher or Senior Leaders and discuss how your child is getting on.

How will you help me to support my child’s learning?

  • We run regular workshops, led by teachers, senior leaders or therapists on a variety of topics: Makaton, communication (PODD), SRE, Behaviour, Independence and self care, sensory processing, etc
  • As your child will have complex special educational needs or a disability when they attend Waverley school, they will have a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP), which means that a formal meeting will take place annually to review your child’s progress.
  • All children with a Statement of Special Educational Needs or an Education, Health Care Plan (EHCP) will have an Individual Education Plan (IEP) which will have individual targets.

How do you measure my child’s progress?

  • As a school we measure children’s progress in learning against P levels. In addition, we use assessment tools that can capture all areas of learning, such as engagement, physical development, independence, etc, through Routes for Learning, MOVE, Pragmatic Profiles, Makaton assessment, ICT and switch assessments, Waverley specific Key stage Assessments (which sets goals in partnership with therapists).
  • The class teacher continually assesses each child and notes areas where they are improving and where further support is needed.
  • We track children’s progress from their admission through to Year 13, using a variety of different methods.
  • Children who are not making expected progress are identified through the Deputy Head’s termly Analysis. Where needed a discussion will take place about those pupils experiencing difficulties and what further support can be given to aid their progress.
  • When a child’s IEP is reviewed, comments are made against each target to show what progress has been made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.

What is the pastoral, medical and social support available in the school to ensure my child’s overall well-being?

  • We have a caring, understanding ethos and are an inclusive school; we welcome and celebrate diversity, and believe that high self-esteem is crucial to children’s well-being.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this should be your first point of contact. If further support is required, the class teacher liaises with the other professionals for further advice and support. This may involve working alongside outside agencies such as Health and Social Services.
  • Our school nurses are also available, as are our therapists and parents can make appointments to see them as they require.

How does the school manage the administration of medicines and personal care?

  • We have a policy regarding the administration and management of medicines on both school sites.
  • All pupils requiring medication onsite will have a Care Plan written by the school nurses and agreed by parents.
  • Staff have regular training regarding conditions and medication affecting individual children so that all staff can manage medical situations if the need arises. A large number of our pupils have epilepsy, all staff are trained in administering specific epilepsy rescue medication. They are also trained in Epi-pen administration an Enteral Feeding.
  • Most of our pupils require personal hygiene care: this is managed by staff.

What support is there for behaviour, avoiding exclusion and increasing attendance?

  • We have a positive approach to behaviour management, that refers to our “Golden Rules” with a clear Behaviour policy that is followed by all staff and modelled to all pupils.
  • The attendance of every child is monitored on a daily basis by the attendance officer. Lateness and absences are recorded and reported to the Head Teacher and Governing Body.

What specialist services and expertise are available at or accessed by the school?

  • We work very closely with external agencies that we feel are relevant to individual children’s needs within our school.
  • These include: GP, School Pediatrician (monthly clinics are held), School Nurse, Clinical Psychologist, Wheelchair services, Orthotics, Speech & Language Therapist, Occupational Therapist, Educational Psychologist, the Child and Adolescent Mental Health Service (CAMHS) and Social Services.

What training have the staff supporting children with special educational needs, had or are currently having?

  • Waverley School is highly committed to ongoing training of staff.
  • All staff have clear job descriptions which detail the required qualifications for each post in school.
  • All staff have a core training programme related to their work. Training is specifically related to the needs of children in our school and also as required by statutory guidance.
  • Other staff continue to gain a range of certificates to mark their commitment to courses such as PODD, Paediatric First Aid and Makaton.
  • We continue to commit to having qualified trainers in school for courses such as Makaton and Moving and Handling. We have a Health and Safety Co-ordinator who delivers Safeguarding and PREVENT training.

In addition:

  • Members of staff have ongoing training in delivering Speech & Language programmes from Speech & Language Therapists, Physio programmes from Physiotherapists, and sensory diets from the Occupational Therapist
  • A number of staff are ‘Approach’ trained to safely support children demonstrating unsafe behaviour (these incidents are always recorded).
  • All of staff (teachers and our teaching assistants) have had training in communication strategies and aids such as, Makaton, PODD, TaSSeLs (on-body signing), Building Blocks and Four Blocks Literacy.

How accessible is the school environment?

  • The school is a purpose built building and is fully accessible.
  • The school has a disability and accessibility plan and Waverley school and Pre-school are completely accessible to wheelchair users.

How will the school prepare and support my child when joining the school or transferring to a new school?

  • All families and their children visit the school prior to starting with us.
  • Staff conduct a home visit prior to starting school and a starting school meeting in the first half term of a child starting.
  • If necessary we may facilitate a phased transition to help your child to acclimatise to their new surroundings.
  • When young people are preparing to leave us for other schools or adult provisions when they are 19, where appropriate, we work with the next setting to arrange a series of transition visits for them.
  • We liaise closely with staff when receiving and transferring children to different schools, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • In addition, we will hold regular coffee mornings and workshops to share any relevant strategies.

How are parents are involved in school life?

  • We have parent workshops which give parents the opportunity to see and participate in their children’s learning.
  • We have parents evening during which parents are invited to offer their comments and opinions.
  • Parents are also welcome to help out as volunteers, for example, swimming with their child, subject to a D.B.S. check.
  • Parents are also invited to regular events (Art day, Sports day, regular coffee mornings, workshops).

Who can I contact for further information or to discuss a concern?

  • The first point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet with the Headteacher or Heads of school (Primary: Sue Hogan, Secondary: Sandra Chaaya)
  • Enfield Parent Partnership is an organisation that provides independent advice and support for families – 0208 373 2700.

Who should I contact if I am considering whether my child should join the school?

  • Contact the Headteacher to arrange a meeting and tour of the school.
  • Contact the SEN department at Enfield Council.

Please click here for the Waverley School SEND report to Governors

Please click here for Waverley School local offer

Please click here for our Equality Information objectives and accessibility plan