Fordingbridge Infant School

Fordingbridge Infant School

SEND Information Report 2017-2018.

What provision does Fordingbridge Infant School have for pupils with Special Educational Needs and Disabilities (SEND)?
Fordingbridge Infant School is a mainstream, non-denominational school for children who are five to seven years of age. As a school we are committed to providing a fully accessible environment and curriculum which values and includes all children and enables them to achieve their very best regardless of their educational, spiritual, cultural or social background or physical, sensory or emotional needs.
At Fordingbridge Infant School we adhere to the Special Educational Needs and Disabilities Code of Practice (updated by December 2015 by The Department for Education). We recognise that children have a learning difficultly or disability if they have:
·  a significantly greater difficultly in learning than the majority of their peers of the same age, or
·  a disability that prevents or hinders them from making use of educational facilities generally provided for their peers (this includes difficulties in accessing the curriculum).
Learning difficulties and disabilities cover a wide range of issues, including challenges in acquiring basic skills, specific learning difficulties with reading, writing, numeracy or motor skills, communication problems, emotional difficulties, mental health issues, sensory needs, physical needs etc. (Packer, 2017)
Fordingbridge Infant School makes provision for children with any of the above including children with:
·  Mild to moderate communication and interaction needs e.g. autistic spectrum disorder
·  Speech and Language difficulties
·  Cognition and learning needs
·  Social, emotional and mental health difficulties
·  Sensory and/or physical needs including hearing and visual impairment
·  Specific Learning Difficulties e.g. Dyslexia, Dysgraphia, Dyscalculia
·  ADHD
·  Cerebral Palsy
·  Down’s Syndrome
We aim to remove all barriers to ensure that every child can enjoy and fully participate in all
aspects of school life and benefit from the full breadth and richness of the opportunities we provide.
We are further committed to developing a culture of awareness, tolerance and inclusion within our school and the wider community.
Who should I contact if my child has SEND and I am considering this school for my child?
The name of the Special Educational Needs Co-ordinator (SENCo) at Fordingbridge Infant School is Mrs Iley Clements. If you would like to speak to Mrs Clements please call the school office on 01425 653624 to make an appointment or to speak on the telephone.
Mrs Caroline Sledge is the Headteacher of Fordingbridge Infant School. Mrs Sledge is happy to meet you and also answer any of your questions or concerns. If you would like to look around the school please book an appointment with Mrs Sledge.
How does Fordingbridge Infant School know if children need extra help?
At Fordingbridge Infant School your child may be identified as having Special Educational Needs and Disability (SEND) through a variety of ways such as:
·  Concerns shared with the school by parents /carers
·  Information collected from your child's previous pre-school or school
·  Reports received from outside agencies such as doctors or speech therapists
As a school we measure your child’s progress in learning against national as well as age-related expectations. On-going teacher assessment as well as a variety of tests such as reading tests, Year 1 Phonic screening and cognitive profiling are used to assess progress and identify where further support is needed.
Children who are not making expected progress are identified through termly ‘Pupil Progress Meetings’ between the class teacher, Deputy Headteacher and Headteacher.
The school keeps parents/carers informed about their child’s progress, and there are opportunities for both formal and informal reviews throughout the year.
If a child has an identified SEND they may have a SEN Support Plan which is reviewed each term during a meeting involving parents/carers, your child, the SENCO and class teacher. The purpose of the meeting is to discuss your child’s needs, review progress and set targets for the coming term. For those pupils who have an Education, Health and Care Plan (EHCP) or a Special Educational Needs Support Agreement (SENSA), there is an annual review to discuss progress and reassess needs for the coming year.
If there are on-going concerns about your child’s progress, or their ability to access the curriculum, through discussions with parents/carers and with your permission, the school is able to make referrals to a range of outside agencies that may be able to help. These agencies may then work closely with the school to develop programmes and set targets which are regularly reviewed.
What is the school’s approach to teaching pupils with special educational needs?
Fordingbridge Infant School believes that high-quality, differentiated teaching is the most effective way for all children to make progress. All pupils have access to a broad and balanced curriculum, which is differentiated, and demonstrates clear progress within learning. Teachers use a range of strategies to meet the needs of all the children. Lessons have clear learning objectives and success criteria are differentiated appropriately. Children’s progress within lessons informs their next stage of learning. Personalised support is given to children with SEND needs and this is supported by their individual education plan. Monitoring is carried out regularly by the senior leadership team to ensure this provision is high quality and children are making progress in order to achieve.
How will both you and I know how my child is doing and how will you help me to support my child’s learning?
The school sends out annual reports to all parents and carers in the summer term. There are also opportunities to attend open evenings in the Autumn, Spring and Summer terms, when you have the chance to look at your child’s work and talk to their teacher. You will also be given information about how well your child has done in statutory tests such as the Year 1 Phonics test and end of Key Stage assessments. Your child may also be given stickers and reward charts to praise good work or behaviour. If it is appropriate, a home/school communication book can keep you informed about daily or weekly progress. If an individual communication system needs to be established, this will be discussed with parent/carers and the SENCO or class teacher.
If your child is on the SEN register there will be termly opportunities at the SEN Support Plan meetings to discuss their progress and set targets for the coming term. Only strategies which are additional to, or different from, the curriculum are recorded.
All pupils’ progress is monitored on a termly basis, but for those pupils with SEND, who are accessing an intervention programme, progress is assessed every six weeks and the effectiveness of the intervention monitored.
There is a Full Governor Body meeting half termly and SEND issues are discussed at each meeting. There is also a designated SEN Governor, Mr Martin Calver, who meets annually with the SENCO to review and assess the effectiveness of SEN provision throughout the school and reports back to Governors. Both the SENCO and SEN Governor access Hampshire County run courses relevant to this area.
How will Fordingbridge Infant School adapt the curriculum and learning environment for pupils with special educational needs?
There are three key principles that are essential to developing an inclusive curriculum:
·  Setting suitable learning challenges
·  Responding to pupils’ diverse learning needs
·  Overcoming potential barriers to learning and assessment for individuals and groups of individuals
Fordingbridge Infant School in liaison with staff, outside agencies, parents/carers, will endeavour to make all reasonable adaptations to both the curriculum and learning environment.
How is the decision made about what type of and how much support my child will receive?
In the first instance, the class teacher in discussion with the SENCO will identify any additional learning needs a child may have. Parents / carers may also share their observations with the class teacher which may also prompt a discussion with the SENCO. If it is then thought appropriate, the type of intervention to address the child’s needs will be identified so that the individual is able to access the additional provision. The support a child receives will be monitored carefully and discussed with parents and carers throughout the academic year.
At Fordingbridge Infant School we ensure that the needs of children with SEND are met to the best of the school’s ability with the funds that are available. Support is offered on a needs basis. We have a team of Teaching Assistants (TAs) who are partly funded from the SEN budget to provide class support. They are also trained to deliver programmes specifically designed to meet the needs of individuals or groups. We often use a range of assessment tools and intervention programmes to support the different needs of children.
How will my child be included in activities outside the school classroom including school trips?
When activities outside the classroom such as trips, clubs, sports days are arranged, a full risk assessment of the site, activity and children’s needs is carried out. Parents/carers are contacted and appropriate adaptations, resources or strategies are discussed before being put in place.
Within the classroom, if a child requires specialist equipment or adapted materials to access the curriculum, the school will endeavour to provide this.
With the permission of parents, the school may also liaise with outside agencies to assist with advice. These agencies may also assist in providing equipment where necessary.
What support will there be for my child’s overall wellbeing?
Behaviour
All children will be supported to enable them to meet the requirements of the school’s behaviour policy and home/school agreement. If a child has on going difficulties in this area, then the parents /carers and child will be invited to discuss this with the class teacher, SENCO or the Headteacher. If necessary, and with the permission of parents/carers, the school may seek the advice and support of outside agencies including the Hampshire Behaviour Support Service. An Individual Behaviour Support Plan (IBSP) with targets designed to help the child to improve may be drawn up by the school, in partnership with parents or carers and outside agencies. This will be reviewed at least termly.
If a child’s behaviour improves, the IBSP will record how support will be adapted and how the monitoring will change to reflect these improvements.
The school may also offer support to parents through our ‘Confident Parent, Confident Kids’ programme.
(For further information please refer to the school ‘Behaviour Policy’)
Attendance and punctuality
The attendance and punctuality of all children is monitored half termly and if there are concerns the school will contact parents and carers to discuss how the school might help resolve the issues. If the problem cannot be resolved, then the Home/School link worker may be invited to support the family with the particular problem.
Emotional and pastoral support
The child’s class teacher is responsible for your child’s pastoral care. Other members of staff may also support your child, and in certain circumstances, our trained ELSA (Emotional Literacy Support Assistant) or qualified councillor from the ‘We Listen’ service can support children with emotional and behavioural difficulties. Through a staffed play session, support is also available each lunchtime to help children who find playtimes challenging. The school currently runs a Nurture Group which caters for children with a variety of pastoral and emotional needs.
Medical Support
It is our policy to manage prescribed medicines (e.g. antibiotics, inhalers) where appropriate following consultation, agreement and written consent from the parents and carers. Parents /carers will be notified when a child has used their inhaler via a green slip in the child’s book bag.
When deciding upon the administration of medicine needs for children we will discuss this with the parents/carers concerned and make reasonable decisions about the level of care required.
Any child required to have medicines will have an ‘administration of medicines consent form’ completed by the parent/carer and kept on file.
Individual health care plans will be completed for children where required and reviewed periodically in discussion with the parents/carers and health professionals to ensure their continuous suitability.
Where staff are required to carry out non-routine or more specialised administration of medicines or emergency treatment to children, appropriate professional training and guidance from a competent source will be sought before commitment to such administration is accepted.
(For further information please refer to the ‘Administration of Medicine Policy’)
What training is provided for staff supporting children with SEND?
As well as ‘in-house’ training there is training available from the following services:
·  Hampshire Teacher and Leadership College
·  Governor Services
·  Specialist Teacher Advisory Services
·  Occupational Therapy Service
·  Speech and Language Service
·  Physiotherapist
·  Manual Handling training through relevant county council
·  School Nursing Team
·  Hampshire Behaviour Support Services
How accessible is Fordingbridge Infant School?
Fordingbridge Infant School is on a level site with good access through all outside doors for both wheelchair users as well as those with mobility issues. There are disabled parking facilities which are shared with the Junior school and reserved for ‘blue badge’ holders only. There are drop curbs for ease of access up to the school.
Both the signage and general environment aims to be colour sensitive to aid those with a visual impairment.
The school has an accessible toilet within a ‘wet room’ and washing facilities.
If required, individual equipment such as specialist seating can be obtained via the Hampshire Specialist Advisory Services, occupational therapists and physiotherapists.
How are parents/carers currently involved at Fordingbridge Infant School? How can I get involved and who can I contact for further information?
The school values regular contact with parents/ carers and has an ‘open door’ policy.
General information about day to day activities that the children are involved in is available on the school website, which includes blogs and frequent updates of information. There is a school newsletter which is available in paper form as well as on the website, and sometimes posters will appear on classroom doors or the school notice board with specific information. We also use Parent Mail (text) or e-mail to remind you of forthcoming events or emergency information.