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Special Educational Needs and Disability

Children who have different learning needs and who are at least a year or more behind their peers may need an Individual Education Plan (IEP).

This plan sets individual targets which are monitored termly.


Within this the children can be receiving various stages of support:

Westbury Infant School plans - where by children are supported through focused interventions in school

Special Educational Need support - where the child will also receive support from outside agencies, such as behaviour support and statements where the child will be supported by outside agencies and the school will be given a high level of support.

Parents are involved in setting and reviewing these on a regular basis. The school has a SENCO (Mrs Amy Rockey) who manages this.

Our SEND policy will provide you more information on our school provisions, click here to view.

Please see our SEND Information Report which may answer any queries you may have, if you need further information please do not hesitate to contact the school office. The school offer also shows the provision we provide.

At Westbury Infant School, we are committed to safeguarding and promoting the welfare of all pupils in our care. The health, safety and well-being of all our pupils is taken seriously and all staff and volunteers are aware of their responsibilities and will do all they can to provide a safe, caring and positive environment where children feel happy and secure.

Our Accessibility Plan 2018-2020

From September 2002, the Disability Discrimination Act 1995 outlaws discrimination by schools and LEA`s against either current, or prospective disabled pupils in their access to education. It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary.

Here is our Accessibility Plan 2018-2020.

This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA: increasing the extent to which disabled pupils can participate in the school curriculum (this includes teaching and learning and the wider curriculum of the school such as participation in after school clubs, leisure and cultural activities or school visits); improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services (this includes improvements to the physical environment of the school and physical aids to access education; improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled (this will include planning to make written information that is normally provided by schools to its pupils available to disabled pupils.

Examples might include handouts, timetables, textbooks and information about school events etc). The information should take account of the pupils’ disabilities, the preferred format of pupils and parents, and be made available within a reasonable time frame. Westbury Infant School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage.

The school aims to work closely with disabled pupils, their families and any relevant Outside Agencies, in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.

As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.