Watergate School – SEN information report and Accessibility Plan
The information in this report complies with:
Section 69 (2) of the children and families act 2014
Regulation 51 and schedule 1 of the special educational needs and disabilities regulations 2014
Paragraph 3 of schedule 10 to the equality act 2010
Watergate School is Lewisham’s primary special school for pupils with severe learning difficulties. All pupils at Watergate have a Statement of Special Educational Need or an Education, Health and Care Plan. Lewisham SEN team are responsible for all admissions to Watergate.
Kaleidoscope Child Development Centre
32 Rushey Green
Tel: 020 3049 1475
If you are seeking a place at the school or require information on SEND funding, please contact the Lewisham SEN Team. For further details on admissions to the school, please refer to Admissions in the School Information section of the website. For further details on provision available at Watergate, please refer to Watergate Local Offer in the About Us section of the website.
Who are the best people to talk to in this school about my child’s difficulties with learning/Special Educational Need and/or Disability (SEND)?
The Headteacher, Áine Ní Ruairc has overall responsibility for all children in the school. She is also the Special Educational Needs Coordinator (SENCO). Your child’s class teacher is directly responsible for the progress of each child in their class and has detailed information relating to your child.
What are the different types of support available for children with SEND at Watergate?
The class teacher addresses individual learning need and differentiates all learning activities to according to each child’s need. Other support is available from services based at Kaleidoscope Child Development Centre. Members of the following teams work in the school: Speech and Language Therapy, Occupational Therapy, Physiotherapy, and Visual/ Hearing and Multisensory impairment. The school is also supported by the Inclusion Service (Educational Psychologist). A Music Therapist, from Oxleas Trust, works at the school one day each week.
Community paediatricians from Kaleidoscope hold medicals at the school on the regular basis. Lewisham Special Needs Nursing Team (SNNT) provides services from a Special Needs Nursing Assistant (agreed medication administration, gastrostomy feeding). A Special Needs Nursing Team Nurse supports the school with health education (personal hygiene, healthy eating, and exercise). The SNNT nurse writes care plans for all pupils requiring medication at school including emergency rescue medication for pupils with epilepsy. There are also care plans for management of suctioning and gastrostomy feeding for pupils who require this. The SNNT nurse, along with an Occupational Therapist, runs toileting clinics at the school.
If the Multiagency Planning Pathway (MAPP) team is supporting your child, they will work with the school and all MAPP meetings for your child are held at the school.
Where the Children and Adult Mental Health Service (CAHMS) is involved with your child, they will work with the school. They may gain information about/ observe your child at school, to ensure continuity in approaches to your child’s needs both at home and at school.
Staff based at Kaleidoscope can be contacted on the main Kaleidoscope number: 020 7138 1100
How can I let the school know I am concerned about my child’s progress?
Firstly, you should contact your child’s class teacher, as they have all of the information about your child’s learning. The classteacher is the person most familiar with your child at school. Please feel free to call the school, write in the home/school contact book or talk to the class teacher directly to arrange a meeting.
Further to this, the class teacher should liaise with the headteacher if needed. If necessary, you may wish to contact the headteacher also. For the headteacher, please ring the school office.
How will the school let me know if they have any concerns about my child’s learning in school?
Your child’s class teacher should contact you as soon as possible if this is the case and not wait for a parents evening/ annual review to discuss concerns. The teacher will call; send a note via the home/ school contact book or talk to you directly to arrange a meeting to discuss concerns.
How are staff at Watergate School supported to work with children, with SEND, and what training do they have?
As a special school, all staff have experience of working with children with SEND. A number of teaching staff have advanced qualifications in the education of children with special needs. All staff have a comprehensive programme of Continuing Professional Development (CPD). There is a rolling programme of ‘in –house’ professional development including on-going training in meeting with needs of pupils with autism.
How will teaching be adapted for my child with SEND?
Teaching is adapted and differentiated to meet each child’s individual learning needs. Each pupil has a termly Individual Education Plan (IEP). This identifies the child’s current educational priorities and is prepared working with parents, the speech and language therapist and occupational therapist and/or physiotherapist where appropriate. The IEP targets are derived from the child’s Education, Health and Care Plan (EHCP) or Statement of Special Educational Needs (SSEN) objectives.
How will we measure the progress of your child in school?
Ongoing progress (formative assessment) is recorded in each pupil’s Interim Recording File by the staff working with the pupil. Classteams regularly discuss progress made and target any identified area of particular learning need. You will receive informal information about aspects of your child’s progress in the home/ school contact book.
The records of ongoing progress are used to formally assess (summative assessment) each pupil’s progress at particular times of the year, using p Level descriptors. You receive an update on your child’s most recent p level attainment at each Annual Review of EHCP/ SSEN
What support do we have for you as a parent/carer of a child with SEND?
The school has an identified Home Learning lead who provides home learning activities for pupils. If you wish to speak to the Home Learning lead about activities to work on at home with your child, please contact your child’s classteacher/ the Home Learning lead (via the school office). The Educational Psychologist provides a block of workshops each year to support parent(s)/ carer(s) of children with SEND. The Lead Professional for autism provides ongoing workshops for parent(s)/ carer(s). Both educational and health professionals, working in the school, can signpost parents/carers to further avenues of support. Parent(s)/ carer(s) are invited to contact the school over any issue.
How is Watergate School accessible to children with SEND?
Watergate School is a purpose built special school for pupils with severe, profound and multiple learning difficulties. The school architecture and design has been tailored to meet the special educational needs of this group of children. The school is sited on sloping site and has an upper and lower ground floor with flat access into each level and a lift between floors. Internal doors are all one meter wide with each corridor 2.9m wide to enable free movement of wheelchair users. Pupil corridors are fitted with a handrail to support those at the early stages of walking. There are disabled toilets sited throughout the building (including disabled toilets for adults/ visitors). There is ceiling track hoisting in many toilet areas, the Learning Support Base, the White Room (Sensory Room, Soft Play Room and in the Swimming Pool. There is a mobile hoist in all teaching areas that require it. The building and site complies with the requirements of the Equalities Act 2010 (Accessibility Plan).
How will we support your child when they start or leave Watergate School?
Watergate is a primary special school for pupils with Severe Learning Difficulties (SLD). The school firmly believes in the importance a smooth transition for children starting at Watergate. Visits are made to each child’s early years provision, as far as possible, prior to admission. If a child is not in an early years setting, parent(s)/ carer(s) are invited to bring their child to Watergate for an initial visit. The school obtains all information possible, both formal and informal, from early years settings and from you the parent(s)/ carer(s). The EHCP is studied in-depth and any area that is unclear is clarified with you and the other professionals involved with your child. All Health Professionals working at the school are notified of new admissions so that they can liaise with colleagues in early years to ensure that all information and equipment is available to your child when they start at Watergate. An admission meeting for education and health professionals is held in the summer term each year in order to ensure that the school has all relevant information relating to each child. At least two transition visits to the school are arranged, as far as possible, for each child. This is so that the child can become familiar with their new classroom/ staff and so that the staff working with them can begin to get to know the child.
are held, with current teachers and classteams handing over all information about each pupil to the new classteacher. The new classteachers often spend time observing each pupil in their current class. Where considered appropriate pupils make visits to their new class.
At the end of Y6, the vast majority of Watergate pupils move to Greenvale School, Lewisham’s secondary school for pupils with severe learning difficulties. Watergate jointly funds with Greenvale a Transition Support Assistant, who is employed to enable a smooth transition to Greenvale Secondary School. The Transition Support Assistant works at Watergate in the summer term (the pupils’ last term at Watergate) and Greenvale in the autumn term, when pupils are starting Y7. The Transition Support Assistant is a member of staff from either Watergate or Greenvale, seconded to this position for two terms. This Assistant ensures that all information is passed from Watergate to Greenvale. She works with parent(s)/ carer(s) to ensure that they have all the information they require about Greenvale School. In the summer term, a transition meeting is held at Watergate, involving all professionals (education and health) from both schools to ensure that all professionals have all required information. The pupils complete transition visits to Greenvale supported by the Transition Support Assistant. Where a pupil is moving to a school other than Greenvale, Watergate arranges transition visits and, where possible, meetings with relevant staff from the new school to handover all relevant information.
What support will there be to support my child’s overall wellbeing?
Each child is respected for who they are and supported accordingly. There is a Middle Leader with overall responsibility for Personal, Social, Health and Economic Education (PSHEE). The school has a comprehensive PSHEE curriculum and this is a key area of learning for all pupils. In the 16-17 school year, the school is promoting healthy eating (particularly at snack time) and exercise in order to develop good habits and routines for later life. Pupils are encouraged, where they are able to do so, to come to a familiar member of staff, when they are upset or if they are concerned about anything.
The school advocates positive behaviour management and this is an integral part of the ethos of the school. Weekly briefings remind staff of appropriate management of behaviour for specific pupils where necessary. There is a Behaviour section in each pupil’s Pupil Profile identifying positive behaviour strategies to support and promote appropriate behaviour. Where additional support is required, the Educational Psychologist provides strategies, following pupil observation with follow up as necessary.
The school works closely with the Children with Disabilities Team. Social workers from the team often visit the school, request information and work with the school to safeguard your child’s welfare. The Headteacher, Áine Ní Ruairc, is the Designated Safeguarding Lead and all safeguarding concerns are reported to her. All staff have Safeguarding training. She is supported by the Assistant Headteacher, Michèle Page, who has also had Designated Safeguarding Lead training.
What support will there be for pupils with medical needs?
Community paediatricians from Kaleidoscope hold medicals at the school on the regular basis. Lewisham Special Needs Nursing Team (SNNT) provides services from a Special Needs Nursing Assistant (agreed medication administration, gastrostomy feeding). A Special Needs Nursing Team Nurse supports the school with health education (personal hygiene, healthy eating, and exercise). The SNNT nurse writes care plans for all pupils requiring medication at school including emergency rescue medication for pupils with epilepsy. There are also care plans for management of suctioning and gastrostomy feeding for pupils who require this. An ambulance will be called in accordance with your child’s care plan, if they have one.
Staff receive any necessary medical training such as the management of epilepsy, asthma and Epipen training. A number of Watergate staff are trained first aiders, including paediatric first aiders. If your child becomes ill/ sustains a minor injury whilst at school, you/ a person designated by you will be called to collect them and take them to see the GP/ walk in clinic/ (as agreed in home school agreement). Equally, an ambulance will be called for your child if the school first aider deems this to be necessary.
What is the Local Offer?
The Local Offer was first introduced in the Green Paper (March 2011) as a local offer of all services available to support disabled children and children with SEN and their families. Watergate’s Local Offer is contained on this website. Information about Lewisham’s Local Offer can be found on the Lewisham website.
Accessibility Plan 2016-18
The objectives in this plan are taken from Watergate School Development Plan – agreed by Watergate Full Governing Body on 5th July 2016.
The school’s accessibility plan complies with requirements of the Equality Act 2010
According the Equality Act definition of disability, all Watergate pupils are categorised as having a disability.
The purpose of the plan is to ensure that all pupils have proper access to the curriculum and to ensure that the physical environment in the school is fully accessible for all pupils.
Watergate School Improvement and Development Planning 16-17
|Teaching & Learning|
|Priority Target||Strategies||Lead Staff||Resources/ Cost||Time scale||Impact on Learning Success Criteria||Monitoring and Evaluation|
|To improve access to a relevant curriculum for all pupils particularly pupils with PMLD Improve methods of learning as a community||Trial PMLD specific classes – two year trial Planned and monitored mixed learning groups (PMLD-SLD, SLD-ASD) e.g. during afternoon lessons||PMLD – PD lead Curriculum lead Middle Leaders||£1000 HLTA cover CPD/ supply budget||July 17 Y1 of 2 July 17||Improved quality of learning and progress for pupils with PMLD Improved learning in mixed ability groups Greater sense of community||Teaching observations, Governor visits Report to governors Teaching observations, Governor visits Report to governors|
|Priority Target Improve pupil drop off/ pick up area (parents/ carers not using D2D transport, taxis) Outdoor learning environment Improve and develop outdoor learning areas Teaching and Learning Improve access to curriculum for pupils with PMLD||Strategies Create further car parking spaces for parents/ carers/ taxis outside therapy room/Playground designer/ consultant to assess and plan for play equipment, apparatus, structures Wheelchair user swing – sensory garden Improved surfacing of sensory garden paths Install ceiling track hoists in two classrooms||Lead staff Premises manager School Business Manager Headteacher Outdoor Learning lead Professional School Business Manager Premises manager Headteacher “Lead Prof for PMLD-PD||Resources/ cost £7000 (capital funding) 30,000 4000 10,000 20000||Timescale February 17 February 17 February 17||Impact on learning Success criteria Safer access and exit to building for pupils Motivating and interesting learning and play areas accessible to all pupils Increased number of pupils accessing greater range of learning activities more frequently||Monitoring and evaluation |
Parent/ Carer feedback
Headteacher report to R&E committee
Headteacher report to R&E committee
Governor link visits
Governor link visits
Lead professional for PMLD/ PD presentation to governors
Aine Ni Ruairc
Brent Knoll is a special school for children aged 4 -16 with complex social, communication and interaction difficulties including autism. The school provides a vibrant learning environment offering an enriched curriculum matched to the needs of the child. The school has an outstanding range of Out of School Hours learning opportunities. The school has on-site therapy provision for Speech and Language Therapy and Occupational Therapy and our therapists provide workshops for parents to support learning at home.
Brent Knoll School is a learning community. We will be responsive to the needs of all our pupils and staff in a caring and friendly atmosphere, where quality and excellence in all things is encouraged and acknowledged.
There will be a welcoming, calm and purposeful atmosphere within the school. Academic and personal achievement will be celebrated in a variety of ways. Everyone involved in the school will have a shared purpose and pride in the school.
We will ensure that pupils have opportunities to develop positive, responsible and caring attitudes alongside personal, social and learning skills. There will be high expectations of achievement and social behaviour with agreed principles between staff and pupils. We will encourage self-confidence; self respect and respect for others. Opinions will be valued.
Every member of staff will work as part of a team and will be actively involved in the all aspects of school life. The Headteacher will recognise and value the skills and opinions of individuals. Continuous professional development will be encouraged and supported. The school governors will be supportive and aware of the needs and development of the school and of its staff.
It will be the responsibility of the whole school community to realise this vision.