SEND
The School Offer
The School Offer
The School Offer provides details of the resources, interventions etc that we provide at The Westborough
School to support children with SEND. However, this support forms part of a structured programme of need
and may run concurrently with other interventions or independently. Not all children will benefit from every
aspect listed and agreement will be sought between all parties, parents, pupils and staff.
Due to the ever changing needs of our children there may be additional support available that has not been
covered in this document. If you would like further information about SEND at The Westborough School
please contact our S.E.N.Cos, Mrs A Stratton and Miss R Forbes directly.
The main areas of SEND will encompass the following 4 broad areas.

Communication and interaction

Cognition and Learning

Social, emotional and mental health difficulties

Sensory and/or physical needs
This includes:

Developmental Language Delay

Developmental Language Disorder

Phonological/Severe Pronunciation Problems

Expressive language Difficulties

Receptive Language/Language Comprehension Difficulties

Social Communications/Semantics and Pragmatics Difficulties

Autism

Asperger Syndrome

Semantic/Pragmatic Disorder

Impaired Social Awareness

Impaired Social Communication

Impairment of Imagination
The Westborough School SEND-The School Offer
Autumn 2014
Page 2 of 7
Needs
Provision available
Access to support and advice from a
Speech Therapist obtained through
the Early Help Assessment (EHA)
Access to support and advice from
the specialist Speech and Language
Teacher at the school
Speech, Language
and
communication
needs
ELKLAN trained LSAs
Individualised Speech and Language
Programmes delivered in
conjunction with the Speech and
Language Therapist
Makaton
Communication and
Interaction Needs
Access to support and advice from
the St Christopher school who have
expertise in ASD
Social Stories
Visual Timetables
Autistic Spectrum
Disorder (including
Asperger
Syndrome and
Autism)
Nurture provision and support
Access to a Learning Mentor or an
identified LSA
Access to the Educational
Psychologist through the completion
of an EHA
Criteria could include:
Speech that is difficult to
understand or unclear
May struggle to say words or
sentences
May not understand words that
are being used
May have difficulties knowing how
to talk and listen to others
Selective mutism
Diagnosis from a Speech and
Language Therapist (if a child
meets the Therapy Service criteria
for short or long term
intervention)
Takes some language literally
Finds social situations difficult
Inability to read body language of
others
Poor imagination skills
Heightened sensory sensitivity
Medical diagnosis of Autism or
Asperger Syndrome (this can only
be made by a qualified
paediatrician)
Pre-learning of concepts, etc
Transition programmes and
activities
The Westborough School SEND-The School Offer
Autumn 2014
Page 3 of 7
These include

Mild and Moderate learning Difficulties

Severe or Profound Learning Difficulties

Specific learning Difficulties
Needs
Provision available
Screening and assessment to
identify those who need targeted
support
Interventions – group and
individual support
Mild and Moderate
Learning Difficulties
Educational Psychologist advice –
via EHA
Criteria could include:
Lower than expected levels of
progress despite quality first
teaching and significant
interventions.
Parent, teacher and/or pupils
identify concerns about the child’s
ability to access certain aspects of
the curriculum where normal
interventions and/or
differentiation have proved
unsuccessful.
Outside agencies may also be
involved.
Cognition and
Learning Needs
Specialist Screening and further
assessment to devise a bespoke
programme of study
Specific Learning
Needs
Access to the Educational
Psychologist – via EHA
( e.g. Dyslexia and
Dyspraxia)
Specialised programme (Magic
Movers)– that develops coordination gross and fine motor
skills in conjunction with the
Occupational Therapist – via EHA or
GP
The Westborough School SEND-The School Offer
Autumn 2014
Parent, teacher and/or pupils
identify concerns about the child’s
ability to access certain aspects of
the curriculum where normal
interventions and/or
differentiation have proved
unsuccessful.
Outside agencies, other than
those listed, may also be involved.
Page 4 of 7
These include emotional and behavioural difficulties
Needs
Provision available
Learning Mentor support
Nurture provision and support
Access to Family support worker
Referral to Parenting support
Referral to Children’s centre
Social Needs
Working partnerships with Social
Care and outside support agencies,
both Local Authority and voluntary
dependent on need and the access
criteria of agencies.(Some services
can only be accessed through the
completion of an EHA)
Criteria could include:
Concerns are raised by parent,
pupils and/or teaching staff
regarding children’s social
interaction.
Concerns are raised by parent,
pupils and/or teaching staff about
the safety and well being of pupils
in a variety of situations.
Children are displaying extreme
behaviours, due to underlining
social and emotional difficulties,
which are preventing them from
accessing the curriculum and
impeding their ability to learn and
make progress.
Poor control over own emotions
Unable to take responsibility for
own behaviour
Social, Emotional
and Mental Health
Issues
Diagnosis from a medical
professional
Social Skills Groups
Learning Mentor support
Behaviour support team
Children are displaying extreme
behaviours, which are preventing
them from accessing the
curriculum and impeding their
ability to learn and make progress.
Nurture provision and support
Access to Play Therapy and School
Counsellor
Emotional And
Mental Wellbeing
Access to CAMHS (Child and
Adolescent Mental Health Service)
through the EHA and CAHMS
criteria
Access to specialist support from
Seabrook College (specialist
behaviour support school
Behaviours displayed significantly
disrupt the delivery of the
curriculum to others within the
class
Poor self-esteem and self worth
Poor control over own emotions
/Unable to take responsibility for
own behaviour
School refusers
Eating disorders
The Westborough School SEND-The School Offer
Autumn 2014
Page 5 of 7
These include:

Hearing Impairment

Visual Impairment

Multi-Sensory Impairment

Physical Impairment
Needs
Hearing
Impairment
Provision available
Access to Hearing Impairment
Nurse
Multi-sensory
Impairment
Sensory and Physical
Needs
Risk assessment and additional
support provision as identified
Identified visual impairment other
than which can be remedied using
just glasses.
Risk assessment and additional
support provision as identified.
Identified through medical
assessment.
Disabled toilets
Identified physical impairment
requiring short or long-term
medical intervention support.
Reasonable physical adjustments
Physical
Identified hearing impairment that
may or may not need hearing aids.
Risk assessment and additional
support provision as identified
Physical Environment Audit
Visual Impairment
Criteria could include:
Access to support and advice from
Physiotherapist and Occupational
Therapist as required
Targeted lunch time support
Ramp access to most classrooms
The Westborough School SEND-The School Offer
Autumn 2014
Page 6 of 7
This can encompass many things and will be dependent on the needs of the individual child. Please read in
conjunction with the School Medical Policy.
Needs
Provision available
Specialist support as needed
Access to specialist medical
professionals
Medical
Criteria could include:
Medical need requiring short or
long-term care /intervention.
Individualised Care Plan
Medical Room
Secure storage for medication
First Aid trained staff
The Westborough School SEND-The School Offer
Autumn 2014
Page 7 of 7