Foxhills Infant School
SEN Information Report
Foxhills Infant School is a mainstream school without any resourced provision.
We are fully committed to the Equality Act 2010 (see Equality Policy), Children Act 1989 and the Health and Social Care Act 2012 and will make all reasonable arrangements to provide inclusive education
and services for all those involved with the school. (See Accessibility plan in line with the Local Education Authority inclusion policy)
We agree with the County principle for children with Special Educational Needs and follow their guidelines and the Children and Families Act 2014, its associated regulations and SEN Code of Practice 2014.
Q. How does the school know if children need extra help and what do I do if I think my child has special educational needs?
At Foxhills children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways including the following:
- Liaison with pre-school or previous school records
- Regular liaison between staff and monitoring tracking data during Pupil Progress Meetings
- Child performing below age expected levels/ monitoring of pupil tracking data and Early Years Foundation Stage Profile, KS1 (Key Stage 1) termly summary as appropriate to their age
- Concerns raised by Parent to the Class Teacher, SENCo (Special Educational Needs Coordinator) or Headteacher. The schools have Home Link Workers that you can also discuss concerns with. Parent Partnership (http://www.hants.gov.uk/parentpartnership) and The Parent Voice (www.theparentvoice.org) are organisation that provides emotional support and strategies for parents of children with special education needs.
- Concerns raised by Teacher/ Member of staff due to ongoing observations and assessment regarding a child’s achievements and experiences.
- Liaison with external agencies e.g. Speech and Language, Health, Occupational Therapy, Educational Psychology, Outreach support
- Assessment procedures and standardised tests (including Dyslexia Early Screening Test (DEST), Reading tests e.g. Benchmark, British Picture Vocabulary Scale (BVPS), Occupational Therapy screening including Jump Ahead, Speech and Language screening e.g. Derbyshire Language Assessment) are used to identify any special needs, including those carried out by outside agencies.
Q. How does the school evaluate the effectiveness of its provision for such pupils.
• By reviewing children’s targets on Individual Plans and ensuring they are being met
• The child is making progress academically against national/age expected levels and the gap
is narrowing – they are catching up to their peers or expected age levels.
• Verbal feedback from the teacher, parent and pupil.
Q. How will the school and I know how my child is doing and how will the school help me to support my child’s learning?
• Children may be taken off the SEN register when they have ‘caught up’ or made sufficient
Q. How will the school staff support my child?
- At Foxhills we aim to maintain good relationships with parents and will keep parents informed about their children’s progress through termly Parents evenings, informal half termly celebration of work, an annual full report and two report cards per year plus the opportunity to make an appointment with the class teacher or senior member of staff at any time. We can offer advice and practical ways that you can help your child at home.
- Half termly year group parent communication letters include topic overviews and ways in which you can support your child at home.
- The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
- There may be a Teaching Assistant (TA)/ Learning Support Assistant (LSA) working with your child either individually or part of a group; if this is seen as necessary by the class teacher.
- All children are discussed and tracking data analysed at termly Pupil Progress Meetings with the Class Teacher, Teaching Assistant and Deputy/Head Teacher to ensure individual progress is being made. As a school we measure children’s progress in learning against National expectations and age related expectations. If adequate progress is not being made then the area of concern is highlighted and appropriate provision/ support is implemented. We will seek the advice of external agencies where necessary.
- Child friendly Individual Education Plans (IEP) or Individual Behaviour Management Plans (IBMP) will be reviewed regularly by the Class Teacher, Teaching Assistant (TA)/ Learning Support (LSA) and Special Needs Co-ordinator (SENCo), with a minimum of two reviews per year which are shared with parents. Targets will also be shared with the children.
- We may operate a home/ school link book which your child will bring home regularly so that comments from parents and teacher can be shared and responded to when needed.
- Inclusion Partnership Agreement (IPA) Reviews, Annual Reviews for Educational Health Care (EHC) Plans/ Statemented pupils and Common Assessment Framework (CAF) Reviews take place with parents to establish continuation of need and provision.
- Foxhills has a named SEND Governor who attends regular training sessions and maintain regular contact with the Head Teacher and Special Needs Co-ordinator. The SEND Governors reports to the Governing Bodies to keep them informed.
Q. How will the curriculum be matched to my child’s needs?
- All work within the class is pitched at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there would be a variety of different levels of work set for the class, or maybe be individually differentiated.
- Differentiation includes breakaway groups to enable targeted and supported learning at pupils’ particular level, additional adult support and specific resources which may be used with children to enable successful access to learning.
Q. How is the decision made about what type of and how much support my child will
- We aim to provide a well matched curriculum provision for 1:1 and groups of children with elements of differentiation using a variety of teaching styles planned by the Class Teacher and supported by Teaching Assistants/ Learning Support Assistants.
- Reasonable adjustments will be made by the school to meet a range of special educational needs for example where a group of children attend Nurture club elements of the class topic will be planned into the Nurture session or where a pupil works 1:1 with TEACCH (Treatment and Education of Autistic and related Communication-handicapped CHildren) adaptations to the curriculum will be made to allow for this provision. We are able to perform Team-Teach (http://www.team-teach.co.uk/) approaches to physical restraint.
Q. What activities are available for pupils with special educational needs in addition to those available in accordance with the curriculum.
- The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.
- Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
- We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
- We have a team of LSAs who are partly funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
- The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving a Teaching Assistant.
- Outside agencies may make suggestions as to what support an individual child may require.
Where an individual pupil requires support that is additional and different to class based work the child may be taken for an intervention programme generally in the afternoon. Examples of this include Nurture Group sessions, Every Child Counts, Speech and Language programmes, Phonics Catch Up.
Q. How will my child be included in activities outside the school classroom including school trips?
Q. What support will there be for my child’s overall wellbeing?
- All children at Foxhills are included in all parts of the school curriculum including a wide range of extra-curricular activities and school trips. We will provide the necessary support, sometimes with the help of parents to ensure that this is successful.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum will be provided in school.
- Additional provision may be provided for children at lunchtimes or before and after school depending on the individual need of the pupil.
- In some circumstances pupil premium funding is used for after school provision.
- Laptops may be provided to support the learning of specific children.
Q. What support is there for behaviour, avoiding exclusions and increasing attendance?
- We are an inclusive school; we welcome and celebrate diversity. The children in the school have put together learning values (Foxy Values) and follow the Foxhills Behaviour Policy. All children take part in regular philosophy for children (P4C) lessons and circle time activities. The children are part of House Families which gives them the opportunity to take part in activities with children from different year groups across the school. The children take part in Class Council where class representatives take their views to School Council, which we call pupil voice.
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as The School Nurse, Health and Social Services, and/or the Nurture Support Team.
- The school also has ELSAs (Emotional Literacy Support Assistanst) and Home-Link Workers who works under the direction of the SENCo, with vulnerable children and parents during the school day.
- The school runs a Nurture Group (Badgers) which focuses on emotional and social development. The sessions provide a secure small group setting in which your child can develop at their own pace with support.
- The school runs a Lunchtime club called Molly Mole Club. The focus of this group is to enable children who have difficulties coping at lunchtimes to belong to a small group who eat their lunch together in a quieter environment with adult support.
- The school has a policy regarding the administration and managing of medicines on the school site. On a day to day basis the Admin Staff generally oversee the administration of any medicines. As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
- Parents are required to complete Hampshire’s paperwork identifying the medical needs for their child, sometimes these are included in a Health Plan or daily medicines chart.
Q. What training is provided for staff supporting children and young people with SEND?
- At Foxhills we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. Rewards include Certificates, Class Vote, Gold Awards, Learning Puppets, Postcards and Class Treat.
- Some children can find it difficult to communicate how they are feeling. This often leads to challenging behaviour. We offer support in school for your child by implementing strategies to help them improve communication and behaviour both at home and at school.
- If a child has behavioural difficulties an Individual Behaviour Plan (IBP) is written alongside the child to identify the specific issues, put relevant support in place and set targets. An Inclusion Partnership Agreement (IPA) or Early Help Plan may be set up to provide regular discussion between home and school to minimise exclusions and or increase attendance.
- Attendance of every child is monitored on a daily basis. Lateness and absences are recorded and reported upon to the Head Teacher. Certificates are given as incentives at the end of each term for good attendance.
Q. How accessible is the school (indoors and outdoors)?
- All staff take part in regular Child Protection and Health and Safety Training in line with statutory guidelines .
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs E.g. Outreach support (Clifford Centre and Forest Park), Speech and Language Therapy, Health including GPs, School Nurse, CAMHS (Child and Adolescent Mental Health Service), Occupational Therapy, Educational Psychology, Social Services including Locality Teams and Social Workers.
- We carry out a Continued Professional Development audit every year and aim to provide staff training depending on the needs of individuals in the school. The staff training is made up of in house training/ sharing of expertise and Hampshire run courses.
- At present we have a Speech and Language Assistant who works two days a week to provide 1:1 and small group work for children with speech and language difficulties.
- We have two members of staff who are Nurture, ELSA and Home-Link trained.
- Key members of staff are Team-Teach trained in approaches to physical restraint.
Q. How are parent carers/ young people currently involved in the school?
- Due to several sets of stairs and short corridors it has not been possible to make the Foxhills Infants building fully wheelchair accessible. There are certain classrooms in each year group that have one level access with ramps at fire exits.
- The school has a shower units but no disabled changing or toilet facilities.
- Due to pupil safety the Foxhills site has restricted time access at the beginning and end of the school day. The site has very limited disabled parking bays.
- We warmly welcome parents/ carers to visit the schools to enable us assess the needs of your individual child.
- We liaise with EMTAS (Ethnic Minority and Traveller Achievement Service) who assist us in supporting our families with English as an additional language and transient families.
Q. How are the children currently involved in your school?
- First point of call is always the Class Teacher.
- Attend regular parents meetings
- Meet with the SENCo
- Supporting my child’s learning at home.
- Parent Voice
Q. How can I get involved and who can I contact for further information?
- Pupil views/ Hampshire wellbeing survey
- School council/ Pupil Voice
- A significant named adult to talk to / learning champions for pupil premium children
- Parents and young people are consulted in Individual Education Plan (IEP) reviews, Personal Education Plan (PEP) reviews, Common Assessment Framework (CAF) meetings, Inclusion Partnership Agreement (IPA) reviews and Annual Reviews.
- Contact the school Admin Officer to arrange to meet the Head Teacher/Deputy Head Teacher/ SENCo who would willingly discuss how the school could meet your child's needs.
- Contact Parent Partnership - http://www.hants.gov.uk/parentpartnership
Q. What steps should I take if I have a concern about the school’s SEND provision?
Q. How are the Governors involved and what are their responsibilities?
- See SENCo or Headteacher
- Follow the school’s normal complaints procedures, see website
The Governors are informed about the progress of children with SEN; this report does not refer to individual children and confidentiality is maintained at all times.
Q. How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?
- One of the Governors is responsible for SEN and meets regularly with the SENCo (at least once a term). They also report to the Governors to keep all informed.
- The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.
Q. What is the name and contact details of the SEN co-ordinator.
- We encourage all new children to visit the school prior to starting when they will meet their buddy and be shown around the school. For children with SEND we would encourage further visits to assist with the familiarisation of the new surroundings. We would also visit them in their current preschool/infant school setting.
- We write social stories and compile a pupil passport with children if transition is potentially going to be difficult.
- When children are preparing to leave us for a new school, typically to go to Junior education, we arrange additional visits.
- We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
- If your child has complex needs then an IPA (Inclusion Partnership Agreement) or Statement review will be used as a transition meeting during which we will invite staff from both schools to attend.
Our SENCo is Mrs Heather James and she can be contacted through the school office or email@example.com