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Wexham School

Wexham School
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1. Special Educational Needs Policy 

Wexham School prides itself on meeting the needs of our students  including children and young people with Special Educational needs. We are also proud to have a specialist provision for children and young people with an Autistic Spectrum Disorder (ASD) which is our Autism Resource Base. We work together to identify, assess and address these additional needs as early and as effectively as possible.

This offer links to Wexham School’s:

 SEN Policy

Curriculum Policy

Equality Duty

Behaviour policy

Anti-bullying policy

Complaints policy

All of these are available from the school or on our website.

In addition it links to Slough Borough Council’s Local Offer

2. Teaching & Learning 

Most Children and Young People’s needs will be met without the need for an Education, Health and Care Plan (EHCP). Teachers at Wexham School meet the needs of all our students through high quality teaching and learning and we require all our staff to have Autism training. They reduce and remove barriers to achievement through assessment and ambitious target setting, differentiated approaches, lesson plans, and clear targets on areas to develop communicated through verbal and non-verbal feedback. Staff are experienced in the targeted use of non-teaching support staff, various subject and generic interventions. Progress review days are integral and involve the student and their parents in a discussion with the students tutor about their learning. There are further opportunities for parents to meet with teaching staff regarding any concerns around their progress and learning.

3. Identifying & Assessing Special Educational Needs 

Children and Young people who have statements for ASD can be allocated a place in the Autism resource base through a process involving Slough Borough Council, their primary school or on some occasions their current school and specialist ASD staff at Wexham School.

Children and Young People are identified as having other Special Educational needs through conversations with parents and through good quality information transferred from local primary school.  In addition, systems are in place to analyse data available from Literacy, Numeracy and subject specific assessment and testing. The Special Educational Needs Coordinator (SENCO) and  SEN team assess the Child or Young person’s needs, and a personalised plan and interventions are put in place. The Child or Young Person is then monitored for progress and interventions reviewed when required. Looked after Children have a personal plan which is regularly updated to review needs.

4. Involving parents and Children and Young People in Planning and Reviewing Progress 

There are three termly Progress Review meetings with students, parents and their form tutor and, SENCO, and/or SEN staff where appropriate. This is an opportunity to discuss the termly report which provides the student and their parents with up-to-date information regarding their progress. Targets from individual subject tutors are provided to support students in progressing and parents are asked to monitor and assist with this; there are also informal meetings with SENCO and/or Leader of Year regarding any issues the parents or staff need to raise. Additionally for students with EHCP there will be a formal (statutory) annual review. For students that are considered be in ‘crisis’ there will be a formal Team around the Child meeting, TAC, involving parents and agencies that work with the family. The school will work to secure the possible involvement of outside specialists such as an Educational Psychologist, Integrated Youth support, Autistic Spectrum Disorder (ASD) Outreach, speech and language specialist and Haybrook College including SEBDOS (Social Emotional and Behavioural Outreach Service).

5. Additional Support 

The school has the provision of an Autism Resource base. This meets the needs of students who have ASD.  Through this we provide full time or part-time provision within mainstream, support for ASD students to work in mainstream  through a variety of means, examples of some are social skills, life skills, anger management, additional academic support, travel skills and also a smaller setting away from mainstream for students assessed as needing additional nurturing.

In addition to high quality teaching and learning, the school arranges various other support structures and interventions.  This can be a curriculum adaption or a pathway adaption including access to a range of targeted support. This includes interventions for communication and interaction, cognition and learning, social, mental and emotional health, sensory and physical needs and ASD. These come in the form of social skills programmes, mentoring activities, literacy support, and support in modifying behaviour, numeracy support, and liaison with professional/parents, life skills, travel skills and career guidance.

6. Extra Activities 

In addition to the formal curriculum, all children and young people are offered opportunities in an extra-curricular programme that is both at lunch and after –school, including a lunch time group for vulnerable students. There is a programme of curriculum related school trips and reward trips and additional opportunities to get involved in the life of the school such as peer mentoring, student voice and learning leaders, these are all opportunities for students to taken on leadership roles within the school.

7. Meeting the Social and Emotional Needs of Children and Young People with SEN 

Social and emotional needs are identified through analysing behavioural and progress data and referrals from staff with concerns about young people. They can also be flagged up through  self referrals from a student and young person , or from parents and external agencies such as Social Care. The school has a clear anti-bullying policy where the school looks to resolve issues and intervene in confidence building where necessary.

8. Keeping up to date with knowledge and skills 

As part of Wexham’s staff induction programme all staff are given Autism training to provide them with strategies to meet the needs of the students in the Autism Resource base. Staff have regular professional development opportunities from courses, local clusters and collaborations and in-house training on specific student needs. This is in addition to training to ensure all staff are committed too high quality teaching and understanding  of learning methodologies.

9. Transition 

For transition from Key stage 2 to 3 the school works closely with the primary schools to personalise a transition programme that is graduated and supportive so that the transfer  is a comfortable move for any student that primaries think will struggle, including those with SEN . Parents are involved in this process to assist with any anxieties they have about their child moving to secondary school. Key stage 3 to 4 transition takes a personalised approach with an individual meeting with every student and their parents to explore option choices. This is aided with careers interviews and personal needs are met within the student’s pathways and interventions. Key stage 4 to 5 transition is individually tailored through careers advice, assistance with college applications and visits, coaching for interviews and travel and life skills training.

10. Helpful contacts 

Wexham School SENCO – Julie Tidey 01753 526797

Slough Borough Council – Ian Wright; Early Years, School Services and Special Needs 01753 787668

Parent Partnerships -01753 787 693 or 01753 577 458