At Foxhills we believe that all Teachers are Teachers of children with Special Educational Needs and Disability (SEND). At our school, all children are valued equally regardless of their abilities, aptitudes, interests and behaviour. Each child is entitled to a broad, balanced, relevant and differentiated curriculum, with progression and achievement. However, some children experience considerable differences in learning at certain stages in their school life. The majority of children will learn and progress within the normal class situation, those who have differences may have SEND.
As a school, we will ensure that the curriculum is developed and adapted to take account of all pupils’ needs and starting points with high aspirations for their future. Every adult in the classroom will be responsible for ensuring gaps in pupils’ knowledge are addressed and barriers to learning, including speech and language and emotional needs, are removed by making reasonable adjustments and adaptions to teaching.
How does the school know if pupils need extra help?
There are four types of Special Educational Needs and Disabilities (SEND), decided by the Department for Education:
1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health
4. Sensory and/or physical
If a child has SEND, then their needs will be found in one or more of these categories.
A school’s provision for SEND is defined as support which is additional to or different from that which is available to all pupils.
Therefore, pupils at Foxhills are identified as having SEND in a variety of ways, including the following:
If a concern is raised about a barrier to a pupils learning/progress, at Foxhills we use the following approaches to investigate the concern:
If a pupil is identified as having SEND then their name will be added to the SEND Register, however, we recognise that pupil’s needs may change over time and provision must reflect this. The aim of any additional provision is for the child to achieve age expectations, so once they reach this threshold they may be removed from the school SEND register. If they fall behind again at any point, then they may be added to the register again.
What should I do if I think my child has special educational needs?
Your main point of contact at school should always be your child’s class teacher. You can contact the class teacher, who will be able to discuss your concerns. If you need to speak with other staff members, such as the SENCO, then the class teacher or school office staff will be able to help you arrange this.
The schools has a Home Link Worker that you can also discuss concerns with. Support 4 SEND (https://www.hants.gov.uk/socialcareandhealth/childrenandfamilies/specialneeds/support4send) and SENDIASS (https://www.hampshiresendiass.co.uk/) are organisation that provides emotional support and strategies for parents of children with special education needs.
How will school support my child?
At Foxhills we believe that all teachers are teachers of pupils with special educational needs. Class teachers are responsible for the progress of pupils in their lessons. They are trained to teach children with all types of additional learning requirements and are responsible for making the curriculum accessible to all pupils.
The SENCO is responsible for ensuring teachers:
The SENCO role includes ensuring that the provision for pupils with SEND across the school is efficiently managed. The SENCO is responsible for liaising with and reporting to, the Hampshire SEND Team led by the Principal Special Needs Officer. The SENCO also works in consultation with Hampshire Specialist Teacher Advisors for SEND.
Sometimes, some children require additional support to make progress across the curriculum, because they are significantly below the expectations for their age. Then, the SENCO is responsible for coordinating and managing interventions for an individual or small group of students, which might include one of these provisions, for example:
•Additional adult support in the classroom – all classes have access to Learning Support Assistants (LSAs) support. The LSAs support the teacher in supporting the learning of the whole class. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where they access support from teaching assistants or specialist staff. Pupils with an EHCP have access to individual and small group work led by an additional adult to support the achievements of the objectives in their plan.
•Intervention sessions – when pupils come out of some lessons for pre-arranged sessions with teachers/ LSAs on, for example, paired reading, precision teaching, handwriting, Children's Therapy Pack Programmes, 'Time to Talk' (ELSA)/social skills, Speech and Language Therapy, Occupational Therapy, Physiotherapy etc.
Who will explain provision to me?
How are the school governors involved and what are their responsibilities?
• The SENCO reports to the governors regularly to inform them about the progress of children with SEND; these reports do not refer to individual children and confidentiality is maintained at all times.
• One of the governors is responsible for SEND and meets with the SENCO once a term. The ‘SEND link governor’, Mrs Reynolds, also reports to the Full Governing Body, to keep all governors informed.
How will the curriculum be matched to my child’s needs? What are the school’s approaches to differentiation and how will that help my child?
At Foxhills Infant School all class teachers will differentiate work for all their pupils according to their individual level of need. 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. Through the use of assessment for learning, teachers will modify and adapt resources, activities and environmental factors to enable all pupils to access the curriculum, regardless of the nature of their educational needs. Pupils who require further classroom support are offered opportunities to revisit learning as many times as they need to and given additional intervention. If Early Intervention support does not assist pupils in making expected progress, some pupils may need ‘additional to or different from’ learning experiences and these pupils under the Code of Practice, are known as needing ‘SEND Support’. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where they access support from teaching assistants or specialist staff.
Teachers can differentiate instruction through four ways:
Teachers may plan
• Visual, auditory or kinaesthetic activities
• Small group or 1-1 learning with a teacher/ LSA/volunteer
• Pre-teaching content or vocabulary
• Over-learning topics
• alternative activities for home learning
• specially targeted texts and resources appropriate for pupils’ reading ages
• additional and/ or specialised apparatus or materials
• To adapt and adjust resources and materials to make them accessible for pupils with specific learning difficulties
For children on the SEND register targets within individual Pupil Profile Plans will be written and reviewed on a termly basis. Adaptations, interventions and differentiation all inform targets written for an individual pupil. When a child undertakes school based internal or public examinations then access arrangements might be formally agreed upon.
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?
Teachers are observed by the senior leadership team as part of the school Performance Management process. The deployment of additional adults in the classroom and the progress of pupils with additional learning requirements are part of the Teacher Standards, against which the quality of teaching is measured.
The Deputy Head Teacher is responsible for assessment and tracks the school’s progress against national standards. This provides guidance for teachers when planning the curriculum and additional support for identified pupils.
What support will there be for my child’s overall well being? What is the pastoral, medical and social support available in the school?
At Foxhills all adults within the school community are responsible for the welfare of all our pupils. We foster a positive ethos where everyone understands the importance of a positive approach to all behaviour in a nurturing environment. This includes:
Pupils identified as having further needs will receive a bespoke approach which may include:
All staff are trained annually in safeguarding young people, this includes Child Protection, safe use of Internet/ ICT and Health and Safety. All staff understands the need for confidentiality and the systems in place for reporting disclosures. All school trips are managed through County devised Risk Assessment procedures.
The school follows safer recruitment procedures when employing new staff. All staff and regular visiting volunteers are screened through the National Disclosure and Barring Service (DBS) check.
At Foxhills the Designated Safeguarding Officer (DSO) is the Head Teacher - Mrs Howe. The Deputy Designated Safeguarding Officers are the Deputy Head Teacher, Mrs James and Senior Leaders Miss Grover and Mrs Foster.
The Deputy Head Teacher, Mrs James, is the Designated Teacher For Children in Care (DT CiC) and attends appropriate county led training and regular support groups.
Personal Evacuation Plans are written for any child with complex needs in case of an emergency e.g.) Fire.
If a pupil is unwell during the school day, the class teacher will send them to the office. If the child is too ill to stay at school, their parent/carer will be contacted and asked to make arrangements for collecting them as soon as possible. The first-aider trained office staff will decide if the child is well enough to stay at school or not.
We are able to perform Team-Teach (http://www.team-teach.co.uk/) approaches to Restrictive Physical Intervention. Team Teach trained staff are Mrs James, Miss Poole and Mrs Wort.
In a medical emergency, one of the trained first aiders will attend urgently, or may call for an ambulance if the child requires hospitalisation. All staff are trained annually on administering Epi-Pens for anaphylactic shock, and pupils who have severe allergies or other significant health/medical needs are flagged-up to all staff throughout the school year.
How does the school manage the administration of medicines?
Medicines for pupils are managed by the Admin Team, in the Office. If a child requires medicine during the school day, the following procedures must be followed:
What support is there for behaviour, avoiding exclusion and increasing attendance?
At Foxhills we understand that all behaviour is communication and therefore the first thing that we would investigate would be what the child is communicating.
We have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils (see Foxhills Behaviour Policy which can be found on the school website). Rewards include Learning Value Certificates, Class Vote, Gold Awards, Monster Points/ Awards and Class Treat.
The school has a set of Foxy Rules and each class has its own Class Charter written at the beginning of each school year by the children.
For pupils who need extra support with their behaviour one or more of the following strategies may be used;
Once all in house school strategies have been put in place if it was felt that the pupil required further support then a referral would be made, with parental consent, to the Primary Behaviour Service (PBS), Child and Adolescent Mental Health Service (CAMHS) or Hampshire Educational Psychology Service (HEPS).
At Foxhills attendance is monitored by the Head teacher. The Head Teacher and SENCo help parents/carers manage their child’s attendance at school and can support with signposting outside agencies who may offer further support.
How will my child be able to contribute their views?
Pupil’s views are highly valued at the school and their opinions are sought on many areas of school life, as well as their own learning. We use a variety of methods for seeking pupil views:
• All pupils have daily opportunities for pupil voice within their classes through Circle times, discussions with peers and adults.
• The school has an active School Council, where pupils are elected each year to represent their class peers. All children take part in Class Council where class representatives take their views to School Council, which we call pupil voice.The Student Council consults on whole school plans, leads on charity activities at school and is able to express pupils’ views to senior leaders throughout the school year.
• There are pupil questionnaire where we actively seek the viewpoints of children on a range of topics. The results of this questionnaire are used by the Senior Leadership Team to contribute to the whole school improvement plan.
• If your child has a Pupil Profile Plan, Education Health Care Plan (EHCP), Personal Education Plan (PEP) or Transition Partnership Agreement (TPA), their views will be sought before any review meetings.
What specialist services and expertise are available at or accessed by the school?
The SENCO liaises with many specialist services and outside experts, to ensure provision for our pupils is appropriate and meets all needs. The school works closely with any external agencies that are relevant to individual pupils’ needs, including:
Hampshire Inspectorate and Advisory Service : Specialist Teacher Advisors – hearing impairment, physical disabilities, communication and language, SEND team
What SEND training have the staff had or are currently having?
SEND training is an on-going rolling programme of professional development throughout the school year for all our staff. This is led by the profile of needs for the current pupils with SEND at the school. It can change over time and the training for staff reflects this.
• We have an ELSA (Emotional Literacy Support Assistant)- Miss Poole, who has been trained by and receives regular supervision support from Hampshire Educational Psychology Service. She supports staff in their delivery of 'Time to Talk'
• LSAs have training in planning, delivering and assessing intervention programmes eg paired reading and precision teaching
• All staff are trained each year depending on the needs of new pupils joining their class– this can include training from specialist agencies or consultants, as well as from the SENCO or other staff with relevant expertise.
• SEND training forms part of the continuing professional development of all teachers and LSAs and is organised in accordance with the needs of the pupils.
• The school works closely with other local schools, especially our pre-school and receiving junior school, sharing training opportunities including INSET days.
How will my child be included in activities outside the classroom including school trips?
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 pupil to take part in an activity, then alternative activities will be provided in school.
Additional provision may be provided at the start and end of the school day depending on the individual need of the pupil eg Meet and Greet Sessions, a later start / earlier finish to avoid busy periods of the day.
In some circumstances pupil premium funding is used for after school provision.
How accessible is the school environment?
How will the school prepare and support my child when joining the school and transferring to a new school?
Pre-school to Early Years Foundation Stage (Year R)
Key Stage 1-2 (Year 2 to Year 3)
• All year 2 pupils are invited to attend two "Transition Days" in the summer term at our designated feeder school, Foxhills Junior School and other local Junior Schools through the school's 'Primary Cluster'.
• For those pupils who are especially vulnerable at transition the SENCO, Year 2 teachers and Parents ensure careful transition is planned and arranged. By working closely with the junior schools extra activities and visits are set up where necessary. Photoboards of new staff and classrooms are made for some pupils.
• Parents/carers are invited to an ‘Intake Evening’ at the end of the two intake days, to learn about the activities their children have undertaken, to meet key members of the pastoral team and to receive information about the organisation of the school.
• Foxhills staff provide your child’s junior school with information about all their needs, strengths and background before the end of year 2.
• Every SEND pupil’s school file is passed on to the Learning Co-ordinator at the receiving junior school by the start of Year 3.
Moving to another school
•Contact is always made with the new school to ensure the transfer of information and the child’s school file. Where possible a transition meeting will be held.
Transfer between Year Groups
• For those pupils who are especially vulnerable at transition the SENCO, class teacher, Parents and Home Link
Workers ensure careful transition is planned and arranged. Extra activities and visits are set up where necessary.
How are the school’s resources allocated and matched to children’s needs?
We ensure that all pupils with SEND have their needs met to the best of the school’s ability, within the funds available.
The budget is allocated on a needs basis. The children who have the most complex needs are given the most support.
Once needs have been assessed, resources are allocated and then this level of provision is regularly reviewed to ensure that support continues to be closely tailored to the child’s needs at their current level of development as their needs change and evolve.
How is the decision made about what type and how much support my child will receive?
Provision is arranged to meet our pupils’ needs, within the resources available. This approach reflects the fact that different children require different levels of support in order to achieve age related expectations.
The senior leadership team consults with the SENCO, class teachers and support staff, and where possible, the child themselves, to discuss their needs and what support would be appropriate.
There are always on-going discussions with parents/carers for any pupil who requires additional support for their learning.
How do we know if it has had an impact?
• We will see evidence that the child is making progress academically against national/age expected levels and that the gap is narrowing – they are catching up to their peers or expected age levels
• The pupil achieves or exceeding their expected rate of progress
• Verbal feedback from the teacher, parent and pupil
• Formal or informal observations of the child at school
• Interventions are regularly reviewed and monitored to ensure best fit for every child. If an intervention is deemed unsuccessful then an alternative will be put in place.
Pupils may move off of the SEND register when it is reviewed termly and they have ‘caught up’ or made sufficient progress.
How are parents involved in the school ? How Can I get involved ?
There are many ways for Parents/Carers to become involved in life at Foxhills Infant School, this includes:
Who can I contact for further information?
Further information may be found at:
What steps should I take if I have a concern about the school’s SEND provision?
What is the name and contact details of the SEND co-ordinator.
Our SENCo/ Inclusion Manager is Mrs Clare Kealey and she can be contacted through the school office or email@example.com