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About Our School

Westfield School forms part of the Fraserburgh Schools Cluster Group.

Westfield School supports pupils from Primary 1 to post 16 years with a range of complex additional support needs.

Westfield School has 8.6 FTE teachers who provide broad, balanced and stimulating learning experiences for pupils. They are supported by Early Years Practitioners and Pupil Support Assistants within the classrooms.

There are 5 Classrooms in Westfield School.  Three at Primary Level and two at Secondary Level. The current number of pupils on roll is 48.  This is particularly high.  Classes of 6-8 are preferred for pupils with Complex Needs. The projected roll for session 2022 / 2023 is 47.

Partnership Working is necessary to best meet the needs of the pupils who attend Westfield School.  We work in partnership with local primary schools, Fraserburgh Academy and NesCol.  Speech and Language therapists and Physiotherapists visit the school regularly to work specific children. A member of staff from the Educational Psychology Service works with the school.

The school ethos is that of a nurturing establishment with the needs of the child at its heart.  Positive relationships underpin the school ethos which supports the young people to develop their potential.

With regards to the profile of the pupils in Westfield School.

  • All pupils require and benefit from a Total Communication Approach. Throughout the school a large proportion of our pupil remain without functional language and if able, are supported to use AAC devices.
  • All pupils require and benefit from Therapeutic Interventions. There is a strong emphasis on meeting the identified Sensory Diet as part of an individualised curriculum. The Sensory Diets are written in conjunction with partner agencies to ensure needs are met.
  • Almost all pupils in the early stages of Primary require support to manage Nutritional Health and start to eat independently in a social setting. Snack is a learning opportunity to introduce new foods and develop personal choice and communication and social skills.  Lunch Time involves liaison with the Catering Service to make sure that specific dietary requirements and needs are met.
  • All pupils require a highly differentiated curriculum due to delays in development and barriers to learning. This requires us work at the pace of the individual and identify progress through the tracking of Curriculum for Excellence milestones and experiences instead of outcomes. (Education Scotland ASN Milestones) Almost all pupils in the early stages of Primary and the majority of older pupils are accessing a sensory based curriculum directed by the Aberdeenshire Complex Needs Framework.
  • CALM Training across almost all staff supports identification and intervention of dysregulated behaviour. This may include access to quiet spaces, outside, sensory rooms, practised strategies or personal attention.  Only in order to prevent injury, and only in accordance with CALM practices, would any form of physical intervention take place.
  • Good relationships with cluster schools have allowed the school to develop outreach and in-reach practices which support young people to be well placed according to their developmental needs. Partner agencies make use of school resources to support pupils across the Cluster Schools.
  • All pupils require and benefit from micro and macro transitions that are managed to meet the needs of the young person and reduce anxieties in pupils, parents and staff.
  • At Secondary Level, pupils can certificate with SQA to National Level 2.