SEND INFORMATION REPORT 2016-17Our ‘school offer’ for children with Special Educational Needs and Disabilities

What do we believe? At Foxfield Primary School, we welcome everybody into

our community. The staff, Governors, pupils and parents work together to make school a happy, welcoming place where children can achieve their full potential and develop as confident individuals. We provide a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.

At Foxfield, we believe that every pupil should be supported to fulfill their potential in their academic, emotional, social and physical development.

“The achievement of disabled pupils and those with

special educational needs is excellent.” Ofsted,

2015

WHAT DO WE OFFER FOR DIFFERENT TYPES OF NEED?

My child has difficulties with communication and interaction

This can include: Understanding language Using language Understanding how to communicate socially

with other people Conditions include: Specific Language

Disorder, ASD/ASC (Autism), Asperger Syndrome, speech sound disorders/delay

Stammering

What do we offer? Quality First Teaching, with appropriate differentiation Visual aids to support instructions, key vocabulary,

concepts and themes Social skills groups Language groups Access to a speech and language therapist for

assessment and advice Support for ASD children from the Harbour (our ASD

provision) including sensory circuits and soft play, light room and trampolining time as well as external support from ASD Outreach

“Highly skilled staff make full use of specialist resources to develop pupils’ communication, personal and social skills.” Ofsted, 2015

My child has specific difficulties with their learning

This can include difficulties with: Reading and spelling Learning new information and concepts Working with numbers Working memory Concentration Students may have conditions such as aSpecific Learning Difficulties, including dyslexia Students may present with difficulties that do not

have a specific title

What do we offer? Quality First Teaching, with appropriate differentiation Visual aids to support instructions, key vocabulary,

concepts and themes Focused group work in the classroom Access to specialist assessments and advice,

including an Educational Psychologist or STEPS Interventions outside of class to support specific

reading, spelling or number difficulties Individual Education Plan (IEP) targets, to effectively

break down learning into smaller steps, with additional support to work on these

“The behaviour of pupils is outstanding. Behaviour for learning within lessons and around the school is excellent.” Ofsted, 2015

My child has sensory and/or physical needs

This can include additional needs related to: Vision Hearing Gross motor co-ordination Fine motor co-ordination Self-organisation for daily livingThis can include conditions such as cerebral palsy, physical injury and dyspraxia.

What do we offer? Quality First Teaching, with appropriate differentiation Medical care plans, including support from the school

nurse Handwriting/fine motor interventions External referrals to Occupational Therapists or

Physiotherapists for advice Access to assistive technology and adapted resources

and materials Support from the Greenwich Visually Impairment

team, including braille services and mobility officers Personalised support plans

“The school ensures that no child is left behind; all have equal access to support.” Ofsted, 2015

My child has social, emotional and mental health needs

This includes short-term and long-term needs, that can be related to: Forming and maintaining relationships,

including attachment difficulties Bereavement or trauma Controlling or power-seeking behaviours Self-esteem High levels of anxiety or stress

What do we offer? Quality First Teaching, with appropriate differentiation Access to assessment for identification of significant needs Whole school policy for behaviour management Anti-bullying policy ‘Friends for Life’ programme Intervention groups, focusing on behaviour, positive thinking, social

skills, self esteem, stress and anger management In-class support, in cases where pupils are at risk of exclusion Counselling, mentoring and play therapy sessions Draw and Talk interventions Individual behaviour plans and safe handling plans Outside agency support, including Waterside Outreach, Educational

Psychologists and CAMHS Pastoral Support Plans, for children at high risk of exclusion Personal Education Plans for Looked After children

“Good-quality nurturing supports pupils to thrive very well at the school.” Ofsted, 2015

FREQUENTLY ASKED QUESTIONS

How will you identify if my child has additional needs?At Foxfield Primary School, children are identified as having SEND through a variety of ways including the following: Liaison with the previous educational setting Tracking information – is the child performing below age expected

levels? School based assessments carried out initially by the class teacher Further school based assessments carried out by the SENCo or an

external agency Concerns raised by you, as the parent Concern raised by school staff Concern raised by the pupil themself Liaison with external agencies Health diagnosis

Who should I talk to about any SEND concerns I have?

Your first point of contact at school will always be your child’s class teacher. They will know the interventions your child is receiving, the additional support they have in class and they will be able to talk to you more about what we can offer.

If you think your child might need more specialist support or you have additional worries, you can speak to Miss Datta, the school SENCo.

How are the school’s resources used to support children? All staff are trained, (through a yearly programme of

Continuing Professional Development), in adapting lessons to increase the use of elements known to support students who need extra help

Teachers collaborate with specialist staff to build adaptations to activities, especially for those children with high needs

Some lessons benefit from having a teaching assistant in the class who can spot difficulties and help to give instant support

If your child is specifically funded through their statement or EHCP, meetings with the SENCo will include discussion and agreement about how that funding is used and monitored

“Work and resources are consistently tailored to the

needs of individuals and groups.” Ofsted, 2015

How are teachers helped to work with my child? The SENCo, as part of their role, is required to support the class teacher in

planning for children with SEN The school provides training and support to enable all staff to improve the

teaching and learning of children, including whole school training on SEN issues, such as Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and language difficulties

Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class

SEN TAs receive a range of training as part of their ongoing CPD and to respond to the needs of the individual children they are working with, including making and using symbolled resources, systems to encourage independent learning, social stories, supporting transition and social skills

A few TAs are specifically trained to work with individuals who have a hearing impairment or visual impairment and have received very specific training from specialist teachers and outside agencies, including Braille training

All staff members are trained specifically in de-escalation strategies to promote positive behaviour management

How will you check the progress my child is making? Termly pupil progress meetings highlight any

children needing extra support The SENCo has SEN Update meetings every term

with teachers to share progress information Some children have individualised targets, that

are set with you, your child and the class teacher and reviewed at least twice a year

If your child is working well below age expected level, their progress is tracked on an adapted SEN system by their teacher, so that we can celebrate the small steps of progress they make each term

How will you support my class through class/school changes?

We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is a smooth as possible, using:

Social stories Transition visits Meetings to share information about your child Photo books Focused group work around upcoming changes

“The management of pupils with autistic spectrum disorders is exemplary.” Ofsted, 2015

What is the ‘Harbour’?

The Harbour is our specialist provision for ASD children. It has spaces for 10 children and to apply for a space parents need to apply through the Borough’s DSP Panel.

The Harbour also supports children with Autism in the main school and runs intervention groups including cooking sessions, social skills groups, weekly offsite learning, horse riding and communication groups.