SEND Annual Report 2019-2020
|Update on the school’s implementation of the SEND system|
The kinds of SEN that are provided for at Foxborough Primary School
Foxborough Primary School is an inclusive school which aims to ensure that the needs of every child are met. Our SEND policy is available on the school’s website which details further our philosophy in relation to SEND. Our Local Offer is also available on the Local Authority’s website and school website.
Currently, the school provides for a range of additional needs. These include:
The approach to teaching children and young people with SEN
The aim of Foxborough Primary School’s SEND policy is to ensure that all children have access to the best educational opportunities in order for them to achieve their personal and academic best. We have high aspirations and expectations of all pupils and act to remove barriers that would prevent children from reaching their full potential.
In line with the SEN Code of Practice 2015, we adopt a graduated approach to support in order to meet pupils’ needs. The graduated approach is a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing knowledge and understanding of the pupil’s needs. The cycle is outlined below:
How children with SEN are enabled to engage in activities with children in school who do not have SEN
At Foxborough Primary School, we believe wholeheartedly in inclusion and integrate all SEN pupils into the full life of the school. Quality-first teaching takes place in all classrooms and the provision is adapted to meet the needs of pupils with a special educational need. Children with SEND receive support that is additional to or different from the provision made for other pupils. All teachers take account of a child’s additional needs when planning or assessing, including:
Identifying pupils with SEND
The school’s SENDCo is Adam Spinks:
At Foxborough Primary School we identify the needs of pupils by considering the holistic needs of a child. We measure the progress that children make against the National Curriculum and age-related expectations, having completed a baseline assessment at the beginning of each academic year. Ongoing teacher assessment is completed and regular Pupil Progress Meetings are used to discuss and analyse pupils’ attainment and progress. In addition, different or specific assessment tools are used when it is identified that a child is making less than expected progress.
In identifying whether a pupil has a special educational need, the school uses a variety of methods, including but not exclusively:
Additional assessments may be conducted to ascertain whether a pupil has additional needs. At Foxborough Primary School, these may include:
Specialised assessments may also be used in school to identify barriers to learning. These may include:
The school also evaluates children’s progress in areas other than academic attainment, for example, where additional support may be required in order for a pupil to progress with social needs to ensure that they are fully included in school life. The school adopts the stance that, if behaviour is causing concern, all measures must be taken to consider whether there are any underlying difficulties. If there are none, then the school reverts to the Behaviour Policy.
Arrangements for consulting parents of children with SEN and involving parents in their child’s education
Throughout the school year, there are opportunities for parent consultations. These include: Learning Review Day, two parents’ consultation evenings, an annual report to parents and an optional third parent consultation at the end of the academic year.
Parents are always informed if school staff consider that their child has an additional need and parents and children (as appropriate depending upon capability and age) are involved in planning to meet the identified need following an assessment. Any pupil identified assessed and on the SEN register has an IEP and parents are invited to review their child’s IEP as per graduated approach cycle (outlined below). The school has an ‘open door’ policy whereby the school’s SENDCo is contactable via the school office, ‘phone or email. The school welcomes information from parents about how their child learns best to inform the approach adopted.
Progress and outcomes of assessments by the school’s Educational Psychologist or other external agencies are shared with parents and discussion with parents takes place regarding the outcomes of any assessments completed.
The progress of children with a statement or EHCP is discussed at the child’s annual review. This includes, for year 5, discussions regarding transition to secondary school. For pupils in year 6, the receiving secondary school is, where possible, invited to attend the annual review.
Arrangements for consulting children with SEN and involving children in their education
Targets set for pupils with an additional need are reviewed with the pupil. These targets are achievable but also challenging. Pupils’ self-reflection is actively encouraged throughout the school and children are supported to think about their learning and how best to develop in school and at home.
Child surveys are used at annual reviews and throughout the year to gain children’s views about their additional needs, the support in place to support them and any modifications to these needs that the child may feel would benefit them.
Once a child has been identified as having a special educational need, the school follows the graduated approach as set out in the SEND Code of Practice, 2015 in order to remove the barriers to learning for that child (see above for an outline of this process).
Arrangements for assessing and reviewing children’s progress towards outcomes
Individual Education Plans (IEPs) are written and reviewed in line with the graduated approach model detailed above. This could include short or longer term targets. The school uses attainment and progress data for individual pupils with an additional need as well as analysing data for SEN across the school. As detailed above, the school uses discussions / surveys from parents and pupils in their reviewing process. This is all monitored by the school’s SENDCo.
Staff meet with the SENCO once each half term to discuss progress towards targets and amendments needed to any provision.
The progress of pupils with speech and language needs are assessed and reviewed regularly throughout the year by SaLT services and the SaLT therapist commissioned by the school. The SaLT therapist is Laura Franklin.
An annual review is held for children with a statement or EHCP. Interim reviews are also arranged throughout the year when deemed appropriate. When pupils are assessed by the SENDCo, EP or other external agencies, meetings will take place with the parents / carers and the class teacher to discuss findings and how best to address need and meet targets.
The school’s SEND funding is overseen by the SENCo and spent through the deployment of Teaching Assistants and external support staff such as Educational Psychologists, Counsellors, Speech and Language etc. as indicated below. Funding is also allocated in ensuring that effective staff training and differentiated resources are provided through department capitation.
Where pupils with SEND are also eligible for Pupil Premium (PP), personalised interventions are put in place for students. There are currently 32 pupils who are on the SEN and PP registers in the school out of a total of 114 PP students.
Pupil Premium provision is given in a number of ways (but not limited to) in the following ways:
Quality Assurance / Quality Improvement
Teaching and learning
Parent / carer engagement
On-site educational experiences
The expertise and training of staff to support children and young people with SEND, including how specialist expertise is secured
Foxborough Primary School has a SENDCo who does not have a teaching commitment. The school currently employs 10 Learning Support Assistants who are trained to deliver a range of interventions on a small group and 1:1 basis. 11 staff are trained as first aiders.
The school has a comprehensive programme of CPDL which is used to deliver the school’s strategic development plan and provide for personalised training for staff. Specialist information gained through research / training is disseminated via staff meetings, briefings and updates.
As specific needs arise, the SENDCo will seek input / advice from specialists from a range of agencies, for example, Educational Psychologist, CAMHS, Autism outreach service and Occupational Therapy, to ensure that awareness of specific types of SEN is raised. To enhance knowledge about a specific type of SEN, additional training may be provided to teachers or Educational Support Staff. General support from the SENDCo is provided to all staff with a particular focus on NQTs and other new members of staff.
The SENDCo attends termly borough-led network meetings organised to support SENDCos in their roles, affording an opportunity to discuss special educational needs issues with colleagues in other schools and disseminate information regarding current practice to colleagues across the borough.
The SENDCo attends weekly meeting with the school’s Senior Leadership Team.
Work with external agencies
At Foxborough Primary School, for children with specific identified or diagnosed needs, we work with a range of external agencies to ensure that the best possible support is in place. The school utilises the support of the following external agencies:
The school also uses the Local Authority’s Early Support system whereby help and support is offered to children and their families when low level issues emerge and before problems escalate.
Arrangements for handling complaints from parents and children with SEN about the provision of the school
Parents who are not satisfied that their child’s special educational needs are being adequately met by the school have the right to complain to the Head Teacher. Guidelines for the resolution of disagreements over provision for SEND are contained in the Code of Practice.
Name: Mrs P Sweetman
Position: Head of School
Telephone: 01753 546376
Website: Foxborough Primary
Name: Foxborough Primary School
Foxborough is privileged to have a Complex Needs Resource Base which caters for the needs of up to eight pupils. The Den is managed and overseen by the SENCO and Inclusion Manager and pupils are supported individually by experienced and trained Learning Support Assistants (LSAs) who are dedicated to supporting pupils to develop all aspects of their learning within a caring and protective environment. Foxborough prides itself on being an inclusive school and all pupils that are attached to the Base are assigned to a mainstream class which they attend with the support of a one-to-one LSA; wherever possible pupils are integrated into mainstream so that they can have full access to all learning and opportunities. The curriculum is taught at a level and pace appropriate to the children's complex learning needs, with an emphasis on basic literacy, numeracy and social skills. Strengths are built upon and difficulties are addressed through group work and individual learning programmes. The Den aims to provide an atmosphere where children feel secure and motivated, and where expected standards of behaviour are made clear. The staff work hard to develop each child's self-esteem and their understanding of trust, respect and consideration for each other and others' points of view. Pupils are encouraged to take responsibility for their learning and behaviour and move towards independence and self-reliance wherever possible. We work alongside a number of external agencies who offer and share their knowledge and expertise with staff. We have support from Speech and Language Therapists, Educational Psychologists, Physiotherapists and the Sensory Consortium Services, among others. It is key to each child's education and success to have a strong home-school relationship and each child has their own home/school book in which staff and parents can share information about the children. Parent feedback is always welcomed. If you have any questions or queries about The Den, please contact the school to arrange a convenient time to meet with the Resource Base Manager.
Level of Need: Local Offer
Contact Name: Adam Spinks
Contact Telephone: 01753 546 376
Contact Email: firstname.lastname@example.org
Local Offer Age Bands
Primary (4-10 years)
Last Updated: 13/11/2018
Admissions Leaflet ...
PE Success November...
|School Calendar Spring 2|
|Celebration awards 16th October 2020|
|Attendance 28th February 2020|
|Parent Letter 01 May 2020|
|Parent Letter 11 May 2020|
|Parent Letter 15 May 2020|
|Letter to all parents 22nd May|
|FPS - Letter to parents 22nd May|
|Letter to parents 11th June|
|Letter to all parents 3rd June|
|Letter to parents 17th June|
|SRE Letter to Parents|
|Letter to parents 24th June|
|Stakeholder feedback Letter to parents|
|Letter to parents 2nd July|
|Letter to parents 10th July|
|Reports Letter to parents 17th July|
|Addendum to the Behaviour Policy Sept 2020|
|Information for parents September opening|
|Admissions Leaflet 2021|
|Pioneer end of year round-up.pdf|
|Christmas Covid 19 Protocols|