Special Educational Needs and Disabilities (SEND)

• SEND Information Report September 2025
• SEND Information Report September 2024
• SEND Information Report September 2023
• SEND Information Report  September 2022

The areas of SEND that are provided for at Foxborough Primary School

Foxborough Primary School is an inclusive school that 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:

• Communication and interaction (speech & language difficulties, Autism Spectrum Disorder)
• Cognition and Learning (MLD, PMLD, SpLD)
• Social, Emotional and Mental Health Difficulties (Attachment, ADHD, trauma)
• Sensory and/or Physical (visual impairment, hearing impairment, physical disability)

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.  

How children with SEND are enabled to engage in activities with children in school who do not have SEND

At Foxborough Primary School, we believe wholeheartedly in inclusion and integrate all SEND 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:

• Providing appropriate support for pupils with communication, language or literacy needs;
• Planning to develop children’s understanding through the use of all available senses and experience;
• Planning to enable children to take full part in learning, including physical and practical activities;
• Managing children’s behaviour in order to take part in learning effectively and safely;
• Helping children to manage their emotions in order to take part in the learning effectively

Children with disabilities

We acknowledge that not all children with disabilities necessarily have special educational needs.  All our teachers take action, however, to ensure that children with disabilities are able to participate as fully as possible in the curriculum and statutory assessments.  Potential areas of difficulty are identified and assessed from the outset so as to avoid the need to disapply any pupil from a statutory assessment.

Teachers plan enough time for the completion of tasks, opportunities required for the development of skills in practical aspects of the curriculum and identify aspects of programmes of study and attainment targets that may present difficulties for children with disabilities.

Support for improving social and emotional development and mental health

Staff are mindful of children’s circumstances and put in place individual support as needed.  This may include the use of access to an adult or a quiet space.  We use a range of programmes and services to support pupils in their social and emotional development, for example, Lego™ therapy, psychotherapy, and play therapy. Where we feel additional support is needed, we may refer to the Educational Psychologist, CAMHS, Autism Berkshire, Counselling services or Youth Offending Service.

In line with the school’s behaviour policy, the school ensures that measures are taken to prevent bullying for all pupils including those with SEND.  The school takes particular care to provide extra pastoral support, for example, worry boxes in each classroom, to ensure that the views of children with SEND are listened to.

Adaptations to the curriculum and the learning environment for children with SEND

The curriculum is scaffolded and adapted to meet the needs of all our pupils.  Adaptation may take the form of grouping, the content of the lesson, teaching style, lesson format, pace of the lesson, provision for alternative recording methods, materials used, support level provided or provision for the alternative location for completion of work.  The aim of adaptive teaching is to enable as many pupils as possible to achieve age-related expectations.

Foxborough Primary School always acts upon advice received from external agencies and we endeavour to ensure that all classrooms are inclusive.  For example, by providing:

• labelled resources, dyslexia-friendly fonts, accessible powerpoint presentations
• visual timetables, calm classrooms with simple displays to reduce cognitive load
• visual feedback, ‘chunking’ of instructions, pre-teaching.

All extra-curricular activities are available to all of our children, including the breakfast club.  Trips and external visits are planned to allow access to all.  Activities at lunchtime are provided to engage all pupils.

The Den 

At Foxborough Primary School, we are fortunate to have a dedicated provision called The Den, where small groups of identified pupils access specialist interventions led by the SENDCo and SEND teaching assistants. These sessions may focus on social skills, nurture activities, or communication and interaction support. Pupils are identified for The Den through collaboration between the class teacher and parents, ensuring that support is well-targeted to individual needs. Attending The Den is reviewed regularly to ensure the support remains appropriate and effective.   

 Speech and Language Therapy (SaLT)  

We have identified the significance of SaLT and how it supports younger pupils to progress. The commissioned Speech and Language Therapist assesses and reviews pupils on the SaLT register. An additional therapist from the Slough Speech and Language Team is used to complete assessments for the annual reviews of pupils with an EHCP.  

In addition, the school also has an HLTA who is qualified at ELKAN Level 2 and 3 who delivers therapy in speech and language to pupils on a daily basis and supports class teachers and educational support staff. Access to these interventions is discussed with parents and is based on individual need. 

Educational Psychologist  

Through the Trust, we access the service of our EP provider who attends eight days a year. The EP’s role at the school includes assessing and reviewing pupils’ needs, supervision for the SENCO, and SEN surgeries for teaching staff. In addition, the EP has led CPD sessions for staff development. Access to these interventions is discussed with parents and is based on individual need. 

School Psychotherapist 

The external school psychotherapist attends for a full day each week which enables the provision of five pupils to be supported each week to support a range of SEMH needs. She also delivers a parenting programme every week. In addition to this, we have a trainee psychotherapist who sees three children a week. Access to these interventions is discussed with parents and is based on individual need.  

Play Therapy  

The school also recruits a Play Therapist for a day and a half a week to work with eight pupils each week using the medium of ‘play’ to support pupils with SEMH needs. Access to these interventions is discussed with parents and is based on individual need. 

Pastoral Support 

Our Pastoral & Family Support Lead works directly with the children to support and nurture. She may deliver interventions such as Lego Therapy to specific groups of children, as well as providing daily support to children who need it most. Access to these interventions is discussed with parents and is based on individual need. 

Supporting Children Through Transition

Children with additional needs often need more time allocated to transition. Therefore, we run an extended transition period where children move up to the next class for the last two weeks of the year. This supports pupils that struggle with transition by enabling them to have a slower transition period whilst also reducing anxiety over the summer as they have already settled in with their new teacher. In addition, where relevant, pupils with an additional need may be given a transition booklet made specifically with the child in mind, for example a social story that can be shared with parents and adults in the home.  

The final pupil progress meeting will include the headteacher and both the old and the new class teacher. This enables the teachers to have a detailed conversation about each child, their most recent assessment data, next steps in learning and required provision. This supports the new teacher in a fluid transition with no gaps in support. Further information is provided to the new teacher by the previous teacher and the SENCo who will ensure that teachers and other adults have the knowledge necessary to support that child from their first day in their new class. This includes information on pupils with an EHCP and Learning Plans for other pupils on the SEND  Register. 

For SEND pupils in Year 6, we work closely with local secondary schools to support a smooth and confident transition into Year 7. This may include visits from the receiving school’s SENCo, as well as small-group visits to the secondary setting in the months leading up to transfer. 

How we evaluate the effectiveness of the provision for SEND

At Foxborough Primary School, we evaluate the effectiveness of our provision through a variety of means.  We use assessment information on pupils before and after an intervention to measure the impact, as well as tracking attainment and progress three times a year in line with the school’s assessment procedures.  The school uses pupil and parent interviews and questionnaires to inform our evaluation, as well as ongoing monitoring by the school’s SENDCo.

The school’s SENDCo is Jay Johannessen:

• Foxborough Primary School: 01753 546376

At Foxborough Primary School, we look at the whole child when identifying possible additional needs. We consider academic progress, communication, social development, emotional wellbeing, behaviour and information shared by parents and professionals. We assess pupils’ progress in relation to national age-related expectations, as well as against the specific targets outlined in their individual curriculum and learning plans.  Ongoing teacher assessment 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: 

• Information gained through meetings with the child’s previous setting

• Concerns raised by a parent / carer

• If a child is not making the progress we would expect despite receiving good quality classroom teaching, we may investigate whether there are additional needs affecting their learning.

• Concerns or observations raised by a member of staff

• Information gained through meeting with other professionals that might be in contact with the child such as a physiotherapist, speech therapist or paediatrician

Additional assessments may be conducted to ascertain whether a pupil has additional needs. At Foxborough Primary School, these may include: 

• Reading age tests
• Dyslexia screenings
• Maths assessments
• Observation by SENCo
• Precision Teaching and Monitoring
• Observation by external professionals such as an educational psychologist, occupational therapist or a speech and language therapist.

Specialised assessments may also be used in school to identify barriers to learning. These may include: 

• Strengths and Difficulties Questionnaire (SDQ)
• Observation schedules, for example, focusing on behaviour or attention 
• Social, emotional and mental health checklists 
• SNAP online assessment tool 

The school also evaluates children’s progress in areas other than academic attainment, for example, where additional support may be required 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. 

Having SEND does not always mean a child is working below age-related expectations. Some pupils may need support with communication, social interaction, emotional wellbeing or sensory needs while achieving well academically. 

Arrangements for consulting parents of children with SEND and involving parents in their child’s education  

Throughout the school year there are opportunities for parent consultations. These include: Learning Review Day, a parents’ consultation evening and an annual report to parents.  

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 a range of assessments. Any pupil identified, assessed and on the SEND register has a Learning Plan (LP) which is available to parents. Progress and outcomes of assessments by the school’s Educational Psychologist or other external agencies such as an Occupational Therapist or Play Therapist are shared with parents and discussion with parents take place regarding the outcomes of any assessments completed.  

The progress of children with an 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.  

 Parents are welcome to contact the class teacher or SENDCo at any point during the year if they have concerns or questions. We believe that regular communication between home and school is essential to ensure children receive the right support. 

Graduated approach  

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 to remove the barriers to learning for that child. The graduated approach means that schools follow a simple cycle of “assess, plan, do, review.” This means teachers and staff look carefully at a child’s needs, make a plan to support them, put that plan into action, and then check regularly to see if it’s working, changing the support if needed.  

Arrangements for assessing and reviewing children’s progress towards outcomes 

Learning Plans are written for all pupils identified as having SEND. These are reviewed by the teachers in line with the graduated approach on a termly cycle. The school uses attainment and progress data for individual pupils with an additional need as well as analysing data for SEND 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. 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.  

An annual review is held for children with an EHCP. Interim reviews are also arranged throughout the year when deemed appropriate. When pupils are assessed by the SENDCo or 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 to ensure that staff receive appropriate training, and that suitable learning resources are available for children with SEND.

Where pupils with SEND are also eligible for Pupil Premium (PP), personalised interventions are put in place for students. 

Pupil Premium provision is given in a number of ways (but not limited to) in the following ways:

Quality Assurance / Quality Improvement

• We will develop the use of quality assurance and quality improvement activities to improve the quality of teaching of individuals for SEND pupils across the school

Teaching and learning

• In-house professional development will provide all staff with high-quality professional development in formative assessment, metacognition and collaborative learning
• Personalised professional development and support from Educational Psychologist to provide CPD for all staff in collaborative learning techniques
• EP to support individual teachers in implementing actions to support the progress of SEND pupils
• Personalised academic intervention in the form of one-to-one and small group intervention to disadvantaged pupils in all years in phonics, reading, writing, maths and GPS as required
• Booster classes for SEN pupils in years 2 and 6 as appropriate

Parent / carer engagement

• Stay and … sessions for parents to learn alongside their child and support their SEND
• Parenting workshops including EP/Family support worker to provide parenting workshops to support families of children identifies as having SEND

Wider outcomes

• Use of external agencies to support pastoral needs of SEND pupils
• Lego therapy   
• Off-site educational visits
• 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 that 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 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 SEND is raised.  To enhance knowledge about a specific type of SEND, 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 ECTs (Early Career Teachers) 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.

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:

• Educational Psychologist;
• Speech and Language Therapist;
• Occupational Therapists;
• Specialist teachers from Slough SEND team;
• Counselling services;

The school also uses the Local Authority’s Early Support system whereby help and support are offered to children and their families when low-level issues emerge and before problems escalate.

For further information about how to support children at home, please follow this link: