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Woolton High

Special School

Who to contact

Contact Name
Mr Mark Christian
Contact Position
0151 233 8650

Where to go

Woolton High School
Woolton Hill Road
L25 6JA

Local Offer

Local Offer Age Bands
Secondary (11-16 years)

Schools Extended Local Offer Response

 How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

You will be involved in the initial process of drawing up an Education Health and Care Plan for your child. You will also be invited to an annual review meeting each academic year where these plans will be discussed and decisions made. A copy of the decisions and plans agreed at the annual reviews will always be sent to you. You will also be invited to parents’ events and will receive a termly report within which academic progress will be shared and future targets identified.

 How will early years setting/school/college staff support my child/young person?

If your child requires any additional support at any time, this will be communicated to you by school staff. School teaching staff will plan and oversee the curriculum that your child receives and this will be closely monitored by the Senior Leadership team at school. The SLT will report on a termly basis to the governing body at school about all elements of school life, especially the progress of pupils. The governing body includes parent governors who are invited elected to join the governing body. Parent governors provide the parental perspective to the governing body and have a very important voice in relation to decisions made about the work of school.

 How will the curriculum be matched to my child's young person's needs?

Upon entry to the school, every child will undertake baseline assessment for literacy and numeracy to enable us to develop a bespoke package of learning that aims to meet the needs of each child as an individual. This includes consideration of any additional learning needs, as well as diagnosed conditions. Where school identifies potential undiagnosed conditions / potential problematic concerns, the school will act swiftly to assess needs in partnership with a range of partner agencies, including health, social services and any other relevant agencies. It is the aim of this school to overcome any barriers that prevent your child accessing a broad and balanced, differentiated curriculum that enables him to flourish, learn and continue to make progress. As well as accessing formal GCSE and BTEC qualifications, your child will also have access to vocational learning opportunities, enabling a rounded educational experience strongly focused on preparing each child for their next stage of transition post-16. The school will monitor all elements of each child’s academic progress, as well as monitoring all elements of their behaviour to ensure that progress is being made against developmental targets set. We run an Assertive Mentoring programme at school that allows for each child to have a nominated adult to review progress with on a regular basis.

 How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

School will have contact with you on an almost daily basis where required as we strongly believe that the secret to success for our pupils is through a strong Home/School partnership with both partners committed to success for your child. A range of parent events and training opportunities will be available to you from the school as a vehicle to support you and your family to overcome barriers to your child’s successful school experience.

 What support will there be for my child's/young person's overall well being?

Decisions about personalised budgets are yet to be determined at a national and local level, so it is currently difficult to outline the detail in relation to these processes.

 What specialist services and expertise are available at or accessed by the setting/school/college

We operate our own Pupil Support Centre with staff that are skilled in supporting recovery work for literacy, numeracy and social and emotional development. The school works in partnership with multiple agencies including but not limited to: SEN, YOS, School Health, Connexions, LACES, Educational Psychology Service, CAMHS, ADHD Specialist Nurse, Social services, Family Intervention Project etc. Staff within the Residential provision have relevant qualifications within their field of expertise.



 What training are the staff supporting children and young people with SEND have had or are having?

The school completes 5 inset days per academic year alongside twilight sessions, and we provide day release for staff members to attend training. Training has included Safeguarding children, ASD / ADHD sessions, administration of medication, CSE, Child Protection, Curriculum subjects, Mental Health Awareness raising, First Aid, Manual Handling, Fire safety, Physical Intervention Training etc. and various other whole school development areas.


 How will my child/young person be included in activities outside this classroom including school trips?

Parents and carers must give written permission for their child to attend any off-site activity. Parents are consulted regarding residential trips and many activities are chosen by the school council through pupil voice. Access to all activities enjoyed at the school will be given to all pupils. However, all members of the school community are responsible for their own behaviour and conduct and any child’s actions will have consequences for them in relation to the range of rewards on offer at the school. A great deal of expenditure is invested by school into encouraging pupils to earn the right to access the many opportunities and activities on offer.




 How accessible is the setting/school/college enviroment

As a relatively new rebuild, the school building is fully wheelchair accessible and is fully DDA compliant with appropriate disabled changing and toilet facilities



 How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life

In order that your child can join the school, Liverpool SEN department would send school a copy of your child’s statement/EHC Plan. From this, a decision will be made about the suitability of the school to meet the needs of your child. Parents/carers will be very much involved in this decision making process and will be invited to school to meet with the Head teacher and have a discussion and look round the school. Following this meeting, if the placement is still considered to be appropriate, then a start date / transition programme can be agreed. In your child’s final year at the school, a transition plan will be drawn up with a Connexions Professional Advisor to identify the appropriate next steps once GCSE exams etc. are all completed. Visits will be undertaken to various FE colleges and again transition plans would be implemented to work with future colleges / trainers / employers to facilitate as smooth a transition to adult hood as possible.



 How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

Funding is targeted to address the individual needs of all learners at the school. Where extra need is identifiFed, this can attract extra funding; which will be utilised to further support complex needs. This is all coordinated in relation to Liverpool City Council formula funding weighting / LCC banding system in relation to levels of need.



 Who can I contact for further information?

The first point of contact would be the office who would direct your concern to the most relevant member of staff to support you. If contact is ongoing, you may have a named practitioner within the school to contact. The school works with a number of external agencies who include, SEN, YOS, LACES, school health, Connexions, AEP providers, Addaction, Fagends (Roy Castle Foundation), Education Psychology Service, Pupil Attendance Education Welfare Service and a range of other agencies. Liverpool School Improvement Services provide a quality Assurance framework for the school and work closely with the governing body to regulate and monitor all key school developments within a comprehensive target setting process. If you are worried about any element of your child’s educational experience, you can speak to any member of the school staff team but the office would be able to guide who may be most appropriate depending on the nature of your concern. The SENCo at school is Ms S Oakford and you can contact her at the school on 0151 233 8650. Parent partnership or the Family Services Directory can provide information on the Local Offer and further services who provide support to families. If you are considering your child joining our school, then you should contact Mrs Janet Byrne, the schools appointed Education Officer in Liverpool Special Educational Needs Department on 0151 225 4921

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Address: Woolton High School  Woolton Hill Road  Liverpool