Last Updated - August 24, 2023
Watcombe Primary School is relatively large with approximately 250 kind, caring and hardworking pupils whom they are very proud of. Nearly all of the year groups are full but they always try to accommodate and welcome new families.
Head Mr Adam Morris
Telephone : 01803 327419
Fax : 01803 322172
E-mail : admin@watcombe-primary.torbay.sch.uk
Website : www.watcombe-primary.torbay.sch.uk
Address : Moor Lane
TORQUAY
DEVON
Postcode : TQ2 8NU
Details : null
Age Ranges : From 3 years to 11 years
Age Ranges : From 3 years to 11 years
Related links : Watcombe Children’s Centre Nursery
Watcombe Children’s Centre Nursery Out of School Club
Watcombe Children’s Centre Nursery Holiday Club
Local Offer Age Bands : Primary (4-10 years)
SEN Provision Type : Universal
A printable version of this form is available in the downloads section.
Watcombe Primary is an inclusive provider and will consider placement for any child (aged 3 -11) regardless of their needs or disability, whose parent/s request a place. (Following guidance of Equalities act 2010)
Providing a place is available and the necessary admissions documentation is complete, the school will discuss the needs of a child with parents/carers and how they will be met, working in partnership with other relevant parties/agencies. Having established a child’s needs, the school will then make every reasonable effort to access training and resources so that a child can access our provision.
Facilities and access arrangements for pupils with disabilities, which include a disabled lift, ramps, level access to classrooms and toilets and washing facilities, are outlined in the school’s accessibility plan.
As an inclusive school, we strive to treat all pupils equally favourably, regardless of their needs or disabilities in accessing our provision, including curricular and extracurricular activities.
The school will follow the guidance set out in the SEND code of practice 2014 and follow the school graduated response when an additional need is identified.
We know when pupils need help if:
Before a place is offered, the school will:
When the child has a place, the school will consult with parents through:
When the child has a place, the school will consult with children through:
When a child has been identified with special needs:
The school calls on the support of a variety of outside agencies and professionals, including local authority advice, to gain access to expert guidance and specialist equipment.
The school offers a graduated approach to identifying and supporting SEND. Through this, the school, in consultation with other agencies will access the services, provisions and equipment that a pupil may need.
Provision is funded from the school’s budget, an element of which is allocated for SEND.
Some pupils who have an Education and Health Care plan will have a ‘top up’ allocation of funding (element three) to further enhance provision to meet needs.
If it is identified that additional funding may be required, the school will apply for this to the local authority.
The school operates an ‘assess-plan-do-review’ approach to identifying pupils’ needs and matching support as appropriate (subject to resources). A range of interventions and support is available to meet a wide range of needs, both academic and pastoral. Pupils will be regularly assessed and resources committed to meet their needs.
We have targeted interventions to address specific needs, both academic and pastoral.
There are a significant number of adult support assistants across the school who support pupils with both academic and pastoral needs. These adults are trained in a wide range of approaches.
At Watcombe, as an inclusive school, we believe that:
We believe that the healthy emotional and social development of all our pupils is at the heart of them being successful at school – making children ready to learn.
As a result, some staff at Watcombe are THRIVE trained (an approach to supporting healthy emotional and social development). We offer 1:1, small group and family THRIVE interventions in our pastoral unit (‘The Hub’) to support pupils.
We can also offer 1:1 therapeutic work such as ‘drawing and talking art therapy’, and are in the process of widening staff counselling skills. We have a number of TA’s who specifically support SEMH development.
We have a whole school positive behaviour policy which rewards the ‘good’ as well as sanctions for poor behaviour choices.
We have a parent liaison worker who works with both pupils and parents in school, and can signpost parents to help and support available in the wider community, including CAMHS, Early or Targeted Help.
Staff are also trained in attachment development.
Many strategies are in place to support pupil’s transition to or from the school. These include:
Our parent liaison worker and/or SENCO can signpost parents to support agencies in the wider community and are available to help with any referrals where possible.
Various different clubs run at various times throughout the school year. These are run either by internal school staff or in partnership with other providers, subject to the necessary safeguarding checks. As an inclusive school, all clubs are open to all pupils regardless of ability or specific needs.
For all pupils, progress and attainment data for Maths and English is reviewed each term. This allows us to identify children who may be having difficulty or be falling behind. As a result, curriculum targets are set and interventions may be put in place to support them. Children are continually informed about how well they are doing through adult conferencing during group work or feedback through our Teaching, Learning and Assessment policy.
For some SEND children at school support, whose needs are deemed to require support additional to what is normally provided, individual targets and provision may be set out on an passport (support plan) – these are reviewed regularly by staff, overseen, and monitored by the SENDCO. Pupils are regularly consulted to comment on progress, and parents are informed termly through parent/teacher consultations. Staff are also available by appointment to discuss pupil’s progress at other times.
All teaching and learning is regularly reviewed through monitoring of lessons by senior staff.
The impact of specific interventions used in the school is monitored through analysis of pupil progress data.
Individual interventions are monitored through regular data review meetings, where staff are able to discuss the needs, progress and attainment of individual pupils, including those with SEND.
Parents are encouraged to comment on provision through termly parent/teacher consultations or by making an appointment to see the teacher or SENCO.
Children with SEND are given regular opportunities to comment through: self assessment, pupil conferencing and contributing to the school council for example.
The Governing Body has an identified SEND link Governor who is involved in the strategic overview of the SEND provisions and outcomes.
Training for all adult support staff is regarded as an important part of school improvement. All staff are encouraged to seek out or are signposted to relevant training to support and improve their role through our performance management/appraisal process.
Members of staff have received training related to SEND.
For example:
The SENDCO has access to the local SEND forum which informs schools of relevant training and allows schools to share good practice.
Watcombe Primary School maintains a special needs register, and parents are informed of any identified needs or difficulties through a graduated approach.
Parents are encouraged to comment on provision through termly parent/teacher consultations, including information about Passports (support plan), or by making an appointment to see the teacher or SENDCO. Where parents are unable to attend parent/teacher consultations, a copy of the most recent Passport will be sent home.
Where more regular contact is deemed necessary, arrangements can be made eg. a child may have a home/school book for daily contact, or there may be regular review meetings with parents of children on a pastoral support programme or who require a ‘bespoke’ transition programme to another setting.
At Watcombe Primary School we would always seek to work closely with parents and pupils to resolve concerns before it got to the stage of a complaint.
If any parent has a concern, they would be encouraged to meet with the class teacher initially, and then the SENDCO or head teacher.
In the event of a dispute, the school governors, head teacher and local authority will work closely with parents to come to an agreed resolution.
Parents are able to download the school’s complaints procedure from the school website, or it can be requested from the school office.
If your child has a specific need and you would like more information about what we can offer at Watcombe, please contact us on 01803 327419 to arrange a visit; or contact us by e-mail at admin@watcombe-primary.torbay.sch.uk ; or visit the school website at www.watcombe-primary.torbay.sch.uk
At times, it may be necessary to consult with outside agencies to receive their more specialised expertise. If additional support is needed, the school will seek support from other professionals such as:
As a school we will signpost, encourage and support parents/carers to engage with these services.
The school also employs a Family Mentor, whose responsibility includes signposting outside support agencies to all parents, including those with children who have SEND.
As an inclusive school, we offer all our provisions to all pupils, including those looked after by the local authority.
The school has a specific teacher who is designated to oversee the provisions and progress of CLA.
The school works in partnership with the Virtual School to ensure CLA receive the support and provision they need.