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White Rock Primary School

White Rock Primary School explore ways of making learning exciting, relevant and irresistible to all by providing a safe supportive climate which underpins pupils’ emotional well being, their readiness to learn and their ability to face challenges.

Head Mrs Sarah Tomkinson

Who to contact

Telephone
01803 577940
Fax: 01803 846017
E-mail
admin@white-rock-primary.torbay.sch.uk
Website
www.whiterockprimaryschool.co.uk

Where to go

Address
Davies Avenue
PAIGNTON
DEVON
Postcode
TQ4 7AW

Other Details

Costs

Details
null

Availability

Age Ranges
From 5 years to 11 years
Age Ranges
From 5 years to 11 years

Local Offer

Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal

SEN Information

A printable version of this form is available in the downloads section.

What special education provision is available at our setting?

In our school, we offer Quality First Teaching to all of our children, whatever their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations
  • require different strategies for learning
  • acquire, assimilate and communicate information at different rates
  • need a range of different teaching approaches, experiences and resources.

Teachers respond to children's needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children's understanding through the use of all their senses and of varied experiences;
  • planning for children's full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely;
  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Access:

Our school building is fully accessible to those children with physical disabilities including wheelchair access to all parts of the school.

What criteria must be satisfied before children and young people can access this provision/service?

White Rock is an inclusive provider and considers placements for any child between the ages of 2-11 years. All children are welcome to our setting regardless of any special educational needs. Before admission, we will discuss with parents/carers the needs of their child and how these needs can be met, working in partnership with other agencies when appropriate. Having established the child’s needs, we make every reasonable effort to ensure the child can access our provision.

How do we identify the particular special educational needs of a child or young person?

Identification of SEN is achieved from the evidence the school acquires through a variety of means. This includes:

  • The extensive transition progress into school involves formal and informal meetings such as home visits, stay and pay sessions and discussions with parents;
  • Formal transition meetings are held prior to starting school for children with SEN;
  • For children who have previously attended another Early Years provider, the Reception class teacher contacts the provider and discusses any specific needs your child may have;
  • For children coming into the school with already identified SEN, previous records are passed on from a variety of outside agencies and discussions take place as appropriate on how the children can be best supported including whether the child needs additional transition
  • For children already in school, half termly assessments are carried out for every child. Any children making less than expected progress are identified and interventions planned which will accelerate progress. Where progress and/or attainment continue to be lower than expected, the school may use more specialist diagnostic assessments, including advice from our Educational Psychologist.

How do we consult with parents and/or children and young people about their needs?

At White Rock we recognise the importance of the partnership between the school, parents and carers and the child to ensure that children with SEN make the best progress possible. The school takes into account the views of parents and children when planning support and ensures that it is personalised to each child’s individual needs. We achieve this in the following ways:

  • The school has an open door policy and parents of all children but especially those whose children have identified SEN are welcome to speak to class teachers at the beginning and the end of every day
  • Formal parent consultations for children with identified SEN take place three times a year;
  • Children with an Education, Health and Care Plan give their views on their learning in an annual statement review; 
  • Parents of children with an Education, Health and Care Plan give their views on their learning in an annual statement review; 
  • Parents of children with an Education, Health and Care Plan meet their class teacher each week to discuss their Individual Education Plan (IEP), their targets and next steps
  • Parent and children’s views are sort through on line surveys and are acted upon

What is our approach to teaching children and young people with special educational needs?

In our school, we aim to offer excellence and choice to all our children whatever their ability or need, by providing Quality First Teaching. To further support individual needs we also offer:

  • Small group or 1-1 support, where appropriate
  • Access to social, emotional and mental health support through a tiered system including a dedicated Wellbeing Lead, specialised councillor and CAMHS referrals
  • Regular support provided by Speech and Language Therapists, supported within school with a trained Speech and Language Learning Support Assistant (LSA). Also on offer is the Language Link Programme.
  • Access to Outreach Services including Hearing Impaired, West of England School and  Mayfield School 
  • Each academic year we invest in at least 12 days of Educational Psychologist time. This support includes formative assessments, observations, training and parental feedback
  • Advice from Paediatric consultants is sought and put into practise
  • Advice and support form Physiotherapists and Occupational Therapists, delivery of individual programmes daily by a member of staff
  • Referral to the School Nurse
  • Fine and Gross Motor skills group
  • Specific Learning difficulties support

How can we adapt our curriculum for children and young people with special educational needs?

In our school, we offer Quality First Teaching to all of our children, whatever their ability or needs. We have high expectations and we help our children to reach their full potential by removing the barriers to learning and participation. We want all our children to feel that they are a valued part of our school community, recognising that each individual is unique in their own way. Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations
  • require different strategies for learning
  • acquire, assimilate and communicate information at different rates
  • need a range of different teaching approaches, experiences and resources.

How will we ensure we get the services, provision and equipment that children and young people need?

Progress and the effectiveness of interventions are monitored every half term. Where  gaps are identified, the relevant specialist staff in the school and/ or outside agencies are consulted in order to ensure the appropriate resources are accessed.

How is this provision funded?

The school budget includes money for supporting children with SEND. In addition to this some pupils are entitled to Pupil Premium funding.

Pupils who have complex special educational needs/ disability who have an Education Health Care Plan may have ‘Top Up’ funding allocated to them for additional support to meet identified needs. The Local Authority monitors how this funding is used through Annual Reviews.

The SEND budget is monitored by the Headteacher and governors.

What additional learning support is available for children and young people with special educational needs and how do they access it?

The school employs Learning Support Assistants (LSAs) who are designated to support children with SEN in the classroom and through additional one to one or small group interventions.

How do we support and improve the emotional and social development of children and young people with special educational needs?

At White Rock, we believe that emotional and social development underpins good progress. A child’s attitude to learning will be at it’s best when that child’s self-esteem is high and the child feels safe and secure. Children are taught to understand the collective responsibility that goes with the right of every child to be the best they can be. This is done incidentally through the school’s ethos and it is also addressed through the PHSE curriculum.

We have a three-tiered well-being support programme which is led by the SENDCO:

Tier 1 – Support within school with the Emotional Well-Being Lead:

Teachers and adults in the school complete a well-being referral form which is then signed by the key stage leader and the SENDCO and passed to the Well-Being lead. A programme is personalised for that child and generally lasts six weeks. We have a variety of well-being programmes on offer including; worry and anxiety programme, feelings and art therapy, anger management, self-harm, bereavement and parental separation. Information and progress is shared with the child, teacher and parent during this time and we believe communication between all parties is key.

Tier 2 – Specialised Support from outside agencies:

  • Access to Arlette Beyer, a specialised child counsellor. Children receive weekly one hour sessions, including play-based therapy.
  • Referral to the School Nurse
  • Early Help and Supporting Families referrals – family access specialised help from professionals to help with everyday routines at home.

Tier 3 – Referral made to CAMHS 

How do we support children and young people with special educational needs moving between phases of education and preparing for adulthood?

All children going to secondary school take part in transition days and additional days are arranged for those children identified as needing further support.  All children with Educational Health Care Plans have a Transitional Review in Year 5 and their secondary school is discussed. The SENCO liaises closely with secondary schools about all SEN pupils.

What other support is available for children and young people with special educational needs and how can they access it?

The SENCO and other school staff can signpost parents to other services available and we support and encourage parents to engage with these services. In addition the Torbay Local Offer is a good online source for ideas on available support and services (http://fis.torbay.gov.uk)

All pupils at White Rock are welcome to attend extra-curricular clubs, residential visits, school visits and out of school experiences.

What extra-curricular activities are available for children and young people with special educational needs?

All children at White Rock are welcome to attend extra-curricular clubs, residential visits, peripatetic lessons, school visits and out of school experiences including Breakfast Club and After School Club. Where children need additional support to be able to access these activities, wherever possible, this is provided by the school.

How do we assess and review progress towards agreed outcomes, and how are parents, children and young people involved in this process?

Parents of children with Education, Health and Care Plans meet their class teacher weekly to discuss their IEP. At their Annual Review the views of the children and their parents are sought and this forms part of the review process.

The progress children are making is reviewed on a half termly basis and the impact of any interventions the children have been involved with is measured. Where the impact has not been as good as had been expected the interventions on offer are reviewed. Parents are kept informed at all stages of this process.

 

How do we assess the effectiveness of our special needs provision and how are parents, children and young people involved in this assessment?

At the half termly meeting to review progress any areas of slow progress are identified and changes to provision are made to reflect this, if appropriate. Governors review the SEN policy annually.

We encourage parents to visit the school and talk to staff, either formally at parent consultations or by appointment, or informally when they drop their children off or pick them up. 

How do we ensure that teaching staff and other staff have the expertise needed to support children and young people with special educational needs?

Our teachers, learning support assistants and meal-time assistants have a wide range of qualifications, training and experience of working with children with a varied range of needs including:

  • Hearing Impairment
  • Visual Impairment
  • Specific medical conditions including epilepsy, diabetes, asthma, ADHD
  • Specific learning difficulties including dyslexia, dyspraxia
  • Autistic spectrum disorder 
  • Speech, language and communication needs
  • Emotional difficulties
  • Profound and multiple difficulties including specific genetic disorders eg Down’s Syndrome, Cerebral Palsy

All our staff receive training on a regular basis and this ensures that teaching staff and other staff have the expertise needed to support children and young people with special educational needs.

 

How do we keep parents informed where children and young people have special educational provision but do not have an Education Health and Care Plan?

Parents are informed by the SENDCO when their child is put on the SEN register and the reason for this. They are told what interventions have been put in place and the progress their child has made as a result of these interventions.

How can parents, children and young people make a complaint about our provision?

In the first instance, parents should always talk to the class teacher. For further support and advice, parents can talk to their child’s Team Leader, the SENCO or the Headteacher. If you are still not satisfied you can contact the Chair of Governors- all contact details can be found on the school website. Information about procedures for making a formal complaint can be found in our complaints policy on the school website http://www.whiterockprimaryschool.co.uk/policies/ or if preferred a paper copy can be picked up at the main school office.

Parents can also contact SENDIAS who provide independent information, advice and support for parents and carers of children with SEN. They can be contacted on 01803 208239 or info@sendiasstorbay.org.uk

 

How can parents, children and young people get more information about the setting?

We always welcome enquiries from parents and carers who are interested in finding out more about White Rock. Please either ring the school on 843175, email us at admin@white-rock-primary.torbay.sch.uk or visit our website www.whiterockprimaryschool.co.uk

How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families?

The school’s designated safeguarding lead (DSL) is the point of contact for social care, the Early Help team and other support services such as Young Carers. Sometimes the school is contacted following a concern raised by the parent or another person, sometimes the school contacts them for support and advice if a family is experiencing difficulties.

The SENCO liaises with medical professionals to support children with medical needs.

What arrangements are in place for supporting children who are looked after by the local authority and have SEN?

We have a designated teacher for children who are looked after (CLA). This teacher attends all review meetings, works with carers and social workers on personal education plans, liaises with Torbay Virtual School for additional support for CLA pupils and attends training provided for designated teachers.