'Disabled pupils and those who have special educational needs make good progress because their needs are
quickly identified and support is provided'.
Ofsted, June 2014
The School SEND Policy can be
Fynamore Primary School is an inclusive school that seeks to
support and challenge all children to achieve their full potential (both academic and social/emotional) regardless of starting point or ability. We do this primarily through high quality
differentiated teaching; although we recognise that, at different stages of their development, some children may benefit from additional academic or emotional/social support. Receiving additional
support does not mean a child has Special Education Needs or will be placed on the SEN (SEND) register.
The SEND picture at Fynamore Primary School:
- 17% of children on roll are on the SEND register and are classified as pupils with SEND
- 7 pupils across the school have an Education, Health and Care
- 55 pupils across the school have SEND Support.
- 53 pupils across the school are currently monitored for SEND.
- Both Reception and Year 1 classes have full time teaching assistant support. Each class
has teaching assistant support in the morning. Each year group has an intervention teaching assistant working at least 2/3 afternoons a week.
- We have 2 Pupil Premium Learning Mentors (1 in KS1 and 1 in KS2) who work with all pupil
premium pupils across the school. One of our Pupil Premium Learning Mentors is also a fully trained ELSA (Emotional Literacy Support Assistant) and is currently undertaking training to become a
qualified Play Therapist.
- The Special Educational Needs Co-ordinator (SENCo), Mrs Lee, is a fully trained teacher
and has completed the National Award for SEN Co-ordination. She works in the school 3 days a week. 2.5 of these days are dedicated to the coordination of care for all children with SEND. Should you
wish to contact the SENCo, you can do so through the main school office or her
email address: email@example.com
How does the school know if children need extra help?
- Class teachers, supported by subject leaders and the Senior
Leadership Team, make regular assessment of the progress of all pupils. Looking at their academic progress, percentage attendance and behaviour records. If there are concerns about any of
these areas, or if any child needs extra support, this is identified early and acted upon. Most difficulties will be supported within the classroom as part of excellent differentiated classroom
teaching using a variety of styles and resources. We also liaise with previous settings when children transfer. Some children will receive additional support from a trained teaching assistant, they
will use evidence based interventions to support your child’s learning/social needs.
- Teachers monitor the impact of these interventions on both
academic progress and the child’s emotional wellbeing, interventions are assessed and reviewed regularly and further assessment/support will be put in place if necessary.
What should I do if I think my child may have Special Educational
- In the first instance, talk to the class teacher as they will
have the most detailed understanding of your child as a whole. He or she may then suggest that a meeting is arranged with the SENCo.
Who has Special Educational Needs?
- Under the 2014 Special Education Needs Code
of Practice, Special Education Needs and Disabilities are placed together, and abbreviated to SEND.
- Any child who has a learning need or a
disability which is sustained (i.e. lasts, or is likely to last, more than a year) and substantial (defined as ‘not trivial’) may be classified as having a Special Educational Need and placed on the
- Wiltshire produce checklists for schools
(Wiltshire Graduated Response to SEN Support or WGRSS) to identify children whose difficulties mean they should be placed on the SEND register.
What special needs does the school cater for and how?
The types of difficulty identified in the
Education Act are:
- Communication and
Interaction; this includes children who experience a difficulty in communicating with others;
children who may not understand or use social rules of communication and children who have speech or language difficulties.
- Cognition and
Learning; this includes children who may learn at a slower pace to their peers even with appropriate
differentiation and excellent classroom teaching.
- Social, Emotional and Mental Health
Difficulties; these difficulties manifest themselves in many ways including withdrawal or disruptive
- Sensory and/or Physical
Difficulties; this includes disabilities which prevents or hinders a child from making use of the
educational facilities generally provided.
How would school staff support my child?
- Support will always be given primarily by the class teacher,
however, Teaching Assistants, the Special Education Needs Co-ordinator (SENCo), who is also a qualified teacher, the Pupil Premium Learning Mentor, and possibly Outside Agencies may also be involved.
This support may be part of whole class teaching, small group work or individual support.
- As part of the new Special Educational Needs Code of
Practice, some children may be provided with a ‘My Support Plan’ or a ‘My Plan’.
What does ‘being on the SEND register’ mean for my child?
- At Fynamore School, we aim to provide
support for all who need it regardless of whether or not they fit the defined criteria of the SEND register. However, those on the SEND register are monitored more closely and may receive external
support or assessment. It also means that the need for extra support is clearly identified when your child moves on to secondary school and provision will be made to support them prior to their
- In Fynamore if your child is on the SEND
register they will be placed in one of the following categories:
SEN Stage 1
Where possible we try to meet every child’s needs within the
classroom through ensuring that our planning, teaching and approaches meet the needs of the majority of the children in our school. Children in this category may at times need some extra support
within the classroom, extra reading, differentiated resources, fewer spellings, writing frames, etc.
No extra recording will be done for this
category, apart from the differentiation element on your planning
SEN Stage 2
Through careful identification and assessment, and consultation between the
class teacher, parents and SENCO, we and/or the parents may determine that a child is not making satisfactory progress.
It may be that the child:-
· Makes little or no progress even when teaching approaches are
targeted to their particular needs.
· Shows signs of difficulty in developing skills in literacy or
· Shows persistent signs of emotional or behavioural difficulties
which are not addressed through the routine behaviour and discipline approaches used in school.
· Has physical or sensory problems and despite specialist
equipment still makes little or no progress.
· Has communication and/or interaction difficulties which lead to
them making little or no progress.
We seek additional information from the parents, and in some cases, outside
agencies, who may be involved with the child. When we have all the available information we consider with the parents and the child the next strategy for action. Where this review leads
to the conclusion that the child needs help above and beyond which is normally available within the class or school we will help the child through a programme of interventions, designed to help the
child on a short term basis, possibly one or two terms.
The interventions run on an eight week basis, on an assess-plan-do-review
cycle. Progress will be recorded on an Intervention Tracker.
SEN Stage 3
This is similar to Stage Two, but in this case the child will have been
identified as having longer term barriers to learning and the interventions which have been planned may need to be continuous or longer term. It may also involve us in contacting external support
services provided by the Local Authority (LA) and other external agencies such as the Health Authority. We will seek advice on fresh targets and strategies, or more specialist assessments that
can help us with our planning. We ensure that parental consent is sought before any outside agencies are involved.
Progress will be recorded on an intervention
tracker and on a provision map.
Education, Health and Care Plan (EHCP –
called a ‘My Plan’ in Wiltshire.
Where, despite all of our best endeavours, the child still makes little or no
progress in the areas targeted, we discuss with the parents and child the need for us to approach the LA to request a an assessment for an Education, Health and Care Plan (EHCP or ‘My Plan’). This
may or may not result in the LA issuing a My Plan. Where a child has a My Plan we carry out an annual review which parents, outside agencies, SENCO, class teacher and teaching assistant are
invited to attend. Where appropriate the child is invited to attend the meeting. In any event their views are sought usually through an interview conducted by the SENCO with the support of their
What is an Education Health and Care Plan?
- In cases where the difficulties are more
pronounced, your child may be provided with an Educational Health and Care Plan (referred to in Wiltshire as My Plan) which will set out legal provision requirements for your child (above and beyond
what is provided for all others). This replaces what was previously known as a ‘Statement of Special Educational Need’, however, it is broader and will include all aspects of a
child’s health and well-being which may include special educational needs. The SEN classification of School Action and School Action Plus (or Early Years Action and Early Years Action Plus) also no
longer exist and are replaced with SEN Support.
If my child has additional medical, physical or social needs, how will the school
- In consultation with parents
and/or health professionals a care plan will be drawn up to ensure that your child’s needs are met and that staff are appropriately trained.
How will my child be included in activities, both inside and outside the classroom,
including school trips?
- It is our aim that all children are fully
included in every aspect of school life.
- We therefore do our best to make provision for all pupils to
access all areas of the curriculum including extra-curricular activities. We will always contact you before a planned activity if we think your child may require additional
What training do staff supporting children with a Special Educational Need or
- All teachers receive regular training to make sure that they
plan and deliver high quality teaching which is differentiated for the needs of each child in their classroom. All staff within the school also receive training to meet the known and anticipated
needs of the children present in the school. The SENCo also attends regular training including meetings with other local SENCo’s. All information and training is shared with our TA’s, who also meet
on a regular basis with their class teacher.
- All Teaching Assistants are fully trained in the
learning/social interventions they deliver.
- The Pupil Premium Learning Mentor is a fully qualified ELSA
(Emotional Learning Support Assistant)
How will I be included in supporting my child’s education? How will my child’s
views be taken into account?
- As a parent, you are key in supporting your
child’s development and well-being and we recognise the expert knowledge you have of your own child. We endeavour to provide support and information to parents so that we can work together as a team
to help achieve the best possible outcome (in all aspects of development) for your child. We are therefore very keen to build strong relationships with the parents of the children in our school and
to liaise with you to share useful strategies or techniques which are used at home as well as those which are being used in school.
- Parent consultation evenings are held twice
a year and we strongly encourage all parents to make appointments to see their child’s class teacher.
- Fynamore also has an open door policy.
Parents are encouraged to make appointments to see teaching staff and discuss any worries or concerns they may have about their child.
- If your child is on the SEND register, you
will also have regular contact with the SENCo, who is happy to see parents whenever parents feel there is a need or have a concern. The SENCo also holds SENCo surgeries once a term, where parents are
encouraged to make an appointment if they have any concerns regarding their child.
- Provision is reviewed at least termly and
your child will have informal input into this process.
How will the school communicate with me and how can I communicate with the
- The school communicates regularly with parents about daily
school life through: ParentMail, website, weekly newsletters, email, text and letters home.
- If your child’s class teacher has a concern regarding your
child’s well-being/progress they will try to make an appointment to meet you either at the end of the day when you pick your child up or a phone call home.
- There are two parents’ evenings in a year and three written
- In some case daily and weekly contact between the parent and
teacher can be arranged if there are any concerns about your child.
- If you wish to discuss any part of your child’s progress or
well-being, appointments with teaching staff, the SENCo, the Team Leader and Head teacher can be made via the school office.
What measures are put in place to prevent
- At Fynamore we aim for each child to feel valued and every
opportunity is taken to promote individuals’ self-esteem and confidence so that all children can approach each new challenge set before them.
- The emotional well-being of all children is central to the
provision of education for all. Bullying is not tolerated and all children at Fynamore are involved in the reviewing and writing the school Anti-Bullying Policy.
- The following link is an excellent resource to help parents
who think their SEND child may be being bullied.
A guide to dealing with
bullying: for parents of disabled children
How will the school support my child to join initially? How
will the school support my child in transferring class or to secondary school?
- During the second half of the school year, the SENCo meets
with class teachers to discuss the children who will be moving classes or school, identifying those who may be more anxious and so may benefit from additional support.
- For children who find transition and change difficult and are
moving schools or transitioning to secondary school a transition book is completed alongside a TA who knows them well. These books tend to include photographs of key people and places and will
prepare them for the next change in their lives.
- When your child leaves Fynamore Primary School, whether to
move to a different primary school or on to secondary school, there will be liaison and discussion between our SENCo and the SENCo of the child’s new school to put in place measures which will help
make the transition as easy as possible.
- All children meet their new class teacher twice at the end of
the year to give them ample time to find and discover their new classroom and their new class teacher. The teachers also hold several meetings together to make sure all information about the children
are passed on from year to year.
- A highly developed transition programme is in place for when
your child joins us in Foundation Stage.The key teachers involved in this are the Foundation Stage teachers and the SENCo.
How are the Governors involved and what are their
- The SENCo reports to the Governors every term to inform them
about the progress of children with SEND. This report does not refer to individual children and confidentiality is maintained at all times. There is a named linked SEN Governor who works closely with
What specialist services and expertise are available at, or
accessed by, the school?
- Support Services are accessed according to the need of the
child at appropriate developmental stages. A typical process would include internal assessment by the school using The Wiltshire Graduated Response to SEN Support (WGRSS) document, discussion of the
child’s need at a multi-agency forum and referral to appropriate services identified. Services which the School frequently make use of include:
- Speech and Language
- The Specialist SEN Support
Team (SSENS) which has specialists for a wide range of difficulties;
- The Educational
- The Behaviour Support
- Parent Support
- The School
can I find further information or get further support?
The School SEND Policy can be accessed here.