Winston House Preparatory School
Who to contact
- 020 8505 6565
Where to go
140High RoadSouth WoodfordLondonE18 2QS
- E18 2QS
- Provision Type(s)
- Independent school
- Ofsted URN
- Link to latest ofsted inspection report
- Age range
Early Years (0-4 years)
Primary (4-10 years)
- Shortbreak type
As an inclusive school, the School’s aim is for all pupils to have the opportunity to access the teaching and learning which takes place in the setting, according to their capacities. All pupils may have special needs at different times (including those who are gifted and/or specifically talented) and therefore a wide variety of strategies are used to meet these needs as they arise. Learning diversity is recognised and planned for. Any barriers to learning and participation will be challenged and removed if at all possible subject to what is reasonable for the setting’s resources. We aim to consult parents and involve and inform them when special educational provision is made for their child.
Winston House Preparatory School is a co-educational independent school for children aged from three to 11 years of age. It was opened in January 2008 in a Grade II listed building in South Woodford, London. We aim to ensure that all individuals have an equal opportunity to participate fully in school life and to be free of discrimination, harassment and bullying whilst doing so. We prioritise removing barriers to both participation and opportunities, whilst celebrating and promoting the diversity of the school community.
- Identifying children's needs
It is the aim of the Setting to ensure early identification of SEND and to take actions to support the child’s needs. Observation, Play based EYFS, Next steps, Learning Journals.
There are four broad areas of need:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
- Dedicated contacts
Head, EYFS Co-ordinator, SENDCO Mrs S Sharma & Mrs V Keech
- Involving children and their families
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Parenting Advice
- Range of support available
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
- Visual aids - Visual Timetable, Puppets, Storytime and singing
- Measuring children's progress
The Class Teacher will ensure that work is differentiated to each child’s individual needs.
Class Teachers, along with the SENDCO, will carry out clear analysis of the child’s needs which will draw on assessments and experience of the pupil. This assessment will be reviewed regularly and inform any planning and provision to support the child’s learning. Including regular contact with parents/carers – daily diaries and pupil progress meetings.
- Class teacher uses interventions to support child’s SEND which is additional to, or different from classroom curriculum.
- Class teacher, with the support of the SENDCO, will track provision.
- Class teacher will be responsible for planning provision to support children. This support will take place in a four part cycle known as assess, plan, do, review.
- Children will be provided with targets for next steps.
- Support and training for school staff
We have an appointed SEND co-ordinator whom we consult on a regular basis and as a need should arise. Staff development and training - We ensure that all staff, including support staff receives appropriate training and opportunities for professional development to enable them to develop anti-discriminatory and inclusive practices. We ensure that staff are confident and fully trained to meet the individual needs of children.
- Accessibility of the school
There is a street level side entrance for pupils and a ramp in the hall to the playground. There is an accessible toilet to the ground floor. There are three floors accessible via stairs.
We aim to promote an inclusive ethos and offer children a range of relevant resources that positively reflect diversity, as well as suitable activities that reflect their interests. We make reasonable adjustments to ensure planning reflects equality of access to resources and activities for all children, including those with SEND and those who speak English as an additional language. We encourage children who speak English as an additional language to also speak their home language and understand the value that this has in contributing to a positive sense of identity, learning and general linguistic development.
- Transition arrangements
Transition forms are completed in partnership with parents and sent to the new setting. CAF may also be completed if required. School Visits are also arranged.
- Support and training for parents and carers
- Parent Consultation
- Coffee mornings with parents
- Links with Children's Centres