Outreach at Winchelsea School

Outreach at Winchelsea School

The Outreach Service at Winchelsea forms part of Poole’s Local Offer for children who have Special Educational Needs or Disabilities.

Three special schools in Poole: Longspee, Montacute and Winchelsea, provide Outreach services to all of the maintained schools in Poole.

Our core team comprises three experienced special needs teachers and we have additional support from our Speech and Language Therapy team and other colleagues in school.

Between us, we have experience of successfully teaching and supporting children with a huge range of difficulties – from those working at the earliest levels of development to academic high-flyers.

The Aims of Outreach

We aim to support children in their mainstream school so that they are happy and successful and make the best possible progress in their learning.

At an individual level, we are able to support children in mainstream schools who have problems with:

  • Learning and Attention
  • Communication and Interaction
  • Sensory needs
  • Specific Learning Difficulties
  • Global Developmental Delay
  • Autism Spectrum Conditions
  • Down Syndrome
  • And others

At a wider level, we can offer training in:

  • Early Bird and Early Bird Plus, for parents of children who have autism.
  • Signalong – a sign language based on British Sign Language for parents and school staff.

And the following training for teachers and teaching assistants:

  • Using Communicate in Print- to provide visual supports for children.
  • Supporting children with Working Memory difficulties
  • Dyslexia friendly classroom
  • Autism Friendly classroom
  • Down Syndrome
  • And others

Further Information
 – Outreach at Winchelsea School – How it works

Feedback:
“The observations and advice provided to both school and parents during our Joint Planning Meetings has been invaluable in the provision of suitable support for … they are now progressing well and far more confident in their learning with much improved behaviours for learning.” SENCo July 2016

“Our school has been very impressed by the professionalism and time spent. The support has been very useful and the teachers have felt that they can use the suggestions and put them in place”. SENCo July 2016

“Teacher and TA feel more confident in planning a curriculum and using strategies and tools to support learning as discussed.” SENCo July 2016