Fair Furlong Primary School Local Offer
What should I do if I think my child has special educational needs?
At Fair Furlong Primary school we pride ourselves on building positive relationships with parents. We are always open and honest with parents and we want parents to feel able to do the same with us.
If you are concerned about your child’s development then please come and talk to us. It is important that you talk to your child’s class teacher first and then they will liaise with the Inclusion Lead. However, if you prefer you can ask directly for an appointment with the Inclusion lead or a senior leader.
How does the school identify children with special educational needs?
At Fair Furlong Primary School children are identified as having SEN in a variety of ways including the following:
- Concerns raised by a parent
- Liaison with the child’s nursery school/ previous school
- Concerns raised by the child’s class teacher e.g. the child is performing below age expected levels
- Liaison with outside agencies e.g. a speech and language therapist
- Health diagnosis from a paediatrician
- The school will always gain parental consent before involving outside agencies in diagnosing a child’s learning difficulties.
Who will oversee, plan for and work with my child?
- Your child’s class teacher will oversee, plan and work with each child with SEND (Special Educational Needs and Disabilities) in their class to ensure they are making progress in every area of the curriculum.
- Our Inclusion Lead oversees all the support that is offered to children requiring additional support across the school.
- There may be a T.A. (Teaching Assistant) working with your child either individually or as part of a small group.
Who will explain this to me?
- Your child’s class teacher will meet with you at least three times a year (this could be as part of a Parent’s Evening) to discuss your child’s needs, support and progress.
- The support your child will be given and how often it will happen during the school week will be explained to parents by the class teacher at these meetings.
- You will also be offered a meeting with the Inclusion Lead three times a year (this could also be part of a Parent’s Evening).
How are the school governors involved and what are their responsibilities?
- The Inclusion Lead reports to the school 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. The governor responsible for SEN meets regularly with the Inclusion Lead. They also report to the governors to keep them 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 sufficient progress.
What is the school’s approach to differentiation and how will they help my child to access the curriculum?
- Work in class is differentiated so that all children can access a lesson and learn at their level. Typically this might mean that in a lesson there might be three different levels of work set for the class. However if a child’s needs mean that it is required then work can be individually differentiated.
- The benefit of this type of differentiation is that all children can access a lesson and learn at their own level.
- In a very small minority of cases children may follow individual programmes of work for parts of the school day.
How will I know how my child is doing and how will you help me to support my child’s learning at home?
- We offer an open door policy. You are welcome to make an appointment to meet with your child’s class teacher or the Inclusion Lead any time to discuss how your child is getting on. We can offer advice and practical ideas for how you can support your child at home.
- If your child is on the SEN register they will have an Individual Education Plan (IEP) which will have individual targets. This is discussed on a termly basis with parents. A meeting will be arranged with your child’s class teacher to discuss their IEP and the ways in which you can support your child in meeting their targets at home.
- If your child has complex SEND, a statementof SEN or an Education Health and Care Plan then a more formal meeting will take place to discuss your child’s progress and a report will be written which you will receive a copy of.
How will the school know how well my child is doing?
- The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school we track children’s progress from entry in Nursery or Reception through to the end of Year 6 using National Curriculum levels.
- Children who are not making expected progress are picked up through pupil progress meetings with the Deputy Head and Head Teacher. In these meetings the needs of individual children are discussed. Information about children who need additional support is then passed on to the Inclusion Lead who arranges for provision to be put in place for the child.
What support will there be for my child’s overall well-being?
We are an inclusive school; we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to their well-being. We have a caring, understanding team looking after all our children.
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. Your child’s class teacher is therefore your first point of contact if you have concerns about your child’s well-being. If further support is required the class teacher liaises with the Inclusion Lead. This may mean involving outside agencies. We will always seek parental consent before we make referrals to outside agencies.
- The school also has a Family Support Worker who is able to support all children (including those who could be termed as vulnerable) and their families during the school day.
How does the school manage the administration of medicines?
- The school has a policy regarding the administration of medicines on the school site (see policy on website).
- Parents need to contact the school office if they need to take a prescribed medicine and the administrative staff will ensure the correct procedures are followed, forms are completed by the family and the children are supported.
- As a staff team we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
- Care plans are in place for all children with long term medical conditions/ needs.
What support is there for behaviour, avoiding exclusion and increasing attendance?
- As a school we have a positive approach to behaviour management with a clear reward system that is followed by all staff and pupils (see policy on website).
- Attendance of every child is monitored by our admin team. Lateness and absence are recorded and reported to the Head Teacher. If parents are struggling to get their children to school regularly and on time then we offer support. Our Family Support Worker is able to offer personalised support to ensure all children attend school for at least 94% of the year.
How will my child be able to contribute their views at school?
- We are a Rights Respecting school. We value and celebrate each child’s ability to express their views on all aspects of school life. This is usually carried out through our School Council which has an open forum for any issues or viewpoints to be raised.
- Children will have an opportunity to discuss their IEP with their class teacher and state their own views on the additional help they feel they need.
- Children will have one to one sessions with all teachers annually to discuss pastoral and emotional needs.
What training have the staff supporting children with SEND had or are currently having?
- Our teaching staff and support staff are highly skilled and trained in meeting the needs of children with SEND. The training they receive is ongoing.
How will my child be included in activities outside the classroom, including going on school trips?
- Every child is included in every aspect of the curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is possible.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety is not 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 areas will be provided in school.
How accessible is the school?
- Regrettably our school does have level access. However we do have an
accessibility plan (see accessibility plan attached).
- We liaise with EMA (Ethnic Minority Achievement) who assist us in supporting our families with English as an additional language.
- We ensure a rich learning environment for all learners with positive role models and culturally wide images and resources.
- Individual resources are adapted as required.
How will the school prepare and support my child when they join and or transferring to a new school?
- We encourage all new children to visit the school prior to joining us. For children with SEND we would encourage further visits
- If a child with SEND is transferring to us from another setting we will always endeavour to visit them at their current setting. If this is not possible we will liase closely with the child’s current setting to ensure a smooth transition.
- When children with SEND are preparing to leave us for a new school, typically to go to secondary education, enhanced transition arrangements are put in place.
- 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 or a statement a meeting will be held to plan transition which we will invite staff from both schools and any outside agencies involved in supporting your child to attend.
How are the schools resources allocated and matched to meet children’s SEND needs?
- We ensure that the needs of 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 T.A.s who are 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 an T.A.
How is the decision made about what type and how much support my child will receive?
- Ongoing discussion with parents will take place with the child’s class teacher and the Inclusion Lead
- The class teacher alongside the Inclusion Lead will discuss the child’s needs and what support it would be appropriate to put in place.
- Different children will require different levels of support in order to bridge the gap to achieve age related expectations.
How will we know if the support that’s been put in place has had an impact?
- By reviewing children’s targets on IEPs and ensuring they are being met.
- By checking if the child is making progress academically against national/age related expectations and the gap is narrowing – they are catching up with their peers or age related expectations.
- Children may move off the SEN register when they have ‘caught up’ or
- made sufficient progress.
Who should I contact if I am considering whether I would like my child to join the school?
Contact the school admin. team to arrange to meet the Head Teacher Miss Emma Drew, the Deputy Head Teacher Miss Lucy Edwards or the Inclusion Lead, Mrs. Barbara Buggy, who will willingly discuss how the school could meet your child’s needs.
For information on the services available for children and young people with special educational needs and disabilities, and their families please have a look at the Finability website here.