More About The Organisation
About the Organisation
Our school is fully adapted to meet the needs of all learners: ramps and lifts are in place, and surfaces have been treated appropriately.
As part of the annual review of our school premises accessibility issues are always considered in light of any individual needs. We will always do our best to meet specific needs and we are happy to discuss individual access requirements. A Vision Impairment Access Officer described our school as ‘well-laid out and accessible’.
For the benefit of all pupils, many classrooms have been adapted to provide acoustic conditions that reduce background noise. The Hearing Impaired resource Base is a purpose-built, sound-proofed classroom, which is used for one-to-one or small group work.
For the Ofsted inspection report for this school visit http://www.ofsted.gov.uk/reports.
Special Educational Needs & Disability Offer 2014: http://www.wasp-school.org.uk/statutory/send-localoffer.pdf
How do people access your service?
Type Of Service
Age of Users
Can siblings who are not disabled use your service?
Additional and Special Educational Needs
Local Offer Details Link
How do you aim to meet the unique needs of the child?
WASPS' staged approach reflects a continuum of needs and provision. If a need has been identified for a child, then the school will consider setting in motion a SEND Learning Support Plan of graduated steps. The time spent at each stage will reflect an individual child's needs.
How do you promote positive relationships and ensure good, ongoing communication with families?
We very much encourage all parents to be involved in their child’s education. There are formal opportunities to discuss your child at: parent /teacher meetings and Learning Support Plan reviews. Our school also holds regular ‘Education Evenings’ when parents are able to listen to the latest information about the school initiatives and ask questions about issues concerning them. Informally, it is also possible to speak to your child’s classteacher or (where appropriate for some pupils) use a home-link communication system to keep in touch.
Physical Environment Accessibility
Is there accessible parking on site?
Is there a pedestrian route?
Is it smooth and with dropped kerbs?
Are doors 900mm or more wide, with flat thresholds?
Do you have external ramps?
Do you have a lobby / porch area?
Can wheelchair users clear the outer door prior to opening the inner?
Are there interior automatic doors?
Are there wide unobstructed corridors (minimum 1200mm)?
Do you have a lift for wheelchair users?
Do you have internal ramps?
Do you have internal steps?
Do you have a visual / flashing fire alarm?
Do you have accessible toilets?
Do you have an accessible changing room with a changing bed and a hoist?
Do you have an induction loop and / or radio mikes?
Do you have a quiet room or a quiet area?
Do you have an outdoors play area?
Is this safe and enclosed?
Are the outdoor areas well lit (for evening activities)?
Do you have a soft play area?
Do you have a sensory room or area?
Training & Policies
Please indicate the ratio of staff / volunteers who have knowledge and experience of:
Child Protection (Safeguarding)
Administration of medicines
British Sign Language
Enabling verbal and non verbal communication
Does your organisation have policies and procedures for:
Child Protection (Safeguarding)
Registration for sessions
This organisation was last updated on Sunday, 10 Dec 2017 9:23 PM - if you think this information is out of date or inaccurate then please let us knowBack to search results