VIEW FROM THE CLASSROOM


and targets of each of our pupils who have additional needs. Our approach is joined-up and underpinned by honest communication – we feel that’s essential, so that every member of staff can stay on the same page and understand the situation. Professionals from the borough are part of that dialogue. They come to the school on a regular basis to deliver interventions, with the local occupational therapist and physiotherapist seeing all eight of our SRP children at the same time, once a fortnight.


We recognise that it is not possible for teachers to teach without certain skills being developed, so it’s important to us that we take the time to focus on what our pupils need away from the curriculum – whether that be taking certain lessons in a lower year than their social age, receiving extra physical support, and so on. All our staff understand and appreciate that sometimes you have got to take a step back before you can move forward. Listening and observing are key.


What is the school’s attitude towards exclusion?


Our attitude towards exclusions is really simple: they don’t work! Our job as a school is to help support pupils – understanding and communicating with them, rather than giving out punishments. When behaviours become challenging, we focus on supporting emotional needs, and working closely with parents, to make sure we are doing the best we can. Every child has their wobbles, and we take a holistic approach.


How are parents and families included in the school community more generally? We know that all families want their children to have choices, but this doesn’t always happen for learners with SEND in the UK system. Ultimately, our staff see it as their duty to work in partnership with parents to provide those choices, teaching children transferable life skills so that they can successfully navigate the world beyond the curriculum – whether that be


through relationships, emotions, reproduction, health or more. For specific pupils, staff constantly review timetables with parents in order to work with pupils’ levels of fatigue and medical needs, ensuring that school is a positive experience.


In addition, Westlea’s ELSAs run a monthly coffee morning for parents or family members who feel isolated or need support. This is a great opportunity for families to develop links with each other, share advice, and create a strong sense of community. Throughout the year, the senior TA acts as a bridge between staff and parents: no question is too silly or too small. We also take time to celebrate former students widely too. Some of them have gone on to do amazing things –


including recent graduations; and even winning paralympic medals! By sharing their successes, we show families how learners can go on to lead happy, independent lives.


How do you prepare for pupil transitions from primary?


Pupils at Westlea Primary School progress to a variety of pathways, from secondary, to grammar, to special schools. With children who have additional needs, we start that process by inviting teachers or teaching assistants from that provision to come to us, and open up an important conversation about what that child will require to help them thrive when they leave us. Developing those relationships, and building our shared understanding, is critical. As part of this, we prepare a one-page profile for the child that their next setting can access, and also invite their next teachers to our Year 6 annual reviews for literacy and targets.


Alongside this work with their destination


school, our staff also work to prepare the child to talk about who they are, and guide them on how to explain their unique needs with new people. If we feel that extra transition days or processing time will be helpful for an individual, we will make sure these are in place too. After seven years in our care, we know our pupils inside-out, and are motivated to ensure their needs are always at the centre of everything.


You recently won a national award for your dedication to supporting children with SEND, how did that feel?


We were thrilled to have been selected as a finalist, let alone win the nasen Award for Primary Provision! It was wonderful for our team, who works so hard to support all our young people, be recognised on a national scale. Being a pupil at Westlea more than prepares each young person for the next stage in their education. One of the school values is ‘to be kind’ and this extends to the team promoting tolerance and diversity, by recognising that we all have skills or talents that should be celebrated.


What more do you think the education system could do to support pupils with complex needs?


Children with complex needs are entitled to have those needs met – and whether or not this happens often comes down to funding and politics. We would love to see a national system which makes space for all types of learners, whatever their needs, and acknowledges that mainstream approaches are not for everyone. We are also aware that in a results driven culture, the richness and value that SEND leaners bring to a school is not always recognised and celebrated. We feel it is more important to look at the wider picture, and for schools to ask themselves how they can prepare all pupils for whatever roles await them in adulthood.


To pave the way for this change, we want to see more adaptive teaching for special needs pupils provided on all teaching degrees and general training programmes. Inclusive training is paramount to ensure every teacher is a teacher of SEND.


uhttps://www.westleaprimary.co.uk/ January 2023 www.education-today.co.uk 19


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