SEND

Fairway Primary School SEN Information Report
September 2017

 Head Teacher Mr Matt Carroll
Special Educational Needs and Disabilities Coordinator SENCo Miss Helen Peace
SEND Policy SEND Policy
Governor with responsibility for SEND Mr David Hardman
Contact details: address Fairway Primary School
Offerton
Stockport SK2 5DR
Email (Headteacher) headteacher@fairway.stockport.sch.uk
Email (SENCo) Helen.peace@fairway.stockport.sch.uk
Telephone (admin) 0161 483 1873
Telephone (SENCo) 0161 483 1873
Local Offer webpage link www.sensupportstockport.uk/
Age range 3-11
Funding State

Support for your child at Fairway Primary School

At Fairway Primary School we believe excellent teaching gives children the life chances they deserve. We work hard to provide a caring, stimulating and inclusive environment to ensure that every child reaches their full potential. We recognise that you know your child best and you may feel that they need additional help or support for some or all of their time at our school.
Not all children will need extra support with their learning but the progress of all children at Fairway is monitored closely to ensure support is provided where necessary. Support can be given for a variety of reasons. This page will inform you of the types of support available for your child at Fairway. It will help you understand who can help and how this support can be accessed.

Information about the Stockport Local Offer

Children and Families Act 2014

The Children and Families Act takes forward the Government’s commitments to improve services for vulnerable children and support building stronger families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Act reforms the systems for adoption, children who are looked after, family justice and special educational needs.

The Government has changed the system for children and young people with special education needs (SEN), including those who are disabled. The Act extends the SEN system from birth to 25, giving children, young people and their parents / carers greater involvement in decisions and ensuring needs are properly met. It takes forward the reform programme set out in Support and Aspiration: A New Approach to Special Educational Needs and Disability: Progress and next steps by:

  • Replacing statements and learning difficulty assessments with a new birth-to-25 Education, Health and Care Plan.
  • Improving cooperation between all the services that support children and their families and particularly requiring local authorities and health authorities to work together.
  • Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support.

What is the Local Offer?

The Local Offer was first introduced in the Green Paper (March 2011) to detail what local services are available to support disabled children and children with SEN and their families. This easy to understand information will set out what is normally available in schools to help children with lower-level SEND as well as the options available to support families who need additional help to care for their child.

What does it do?

The Stockport Local Offer provides parents / carers with information about how to access services in their area, and what they can expect from those services. It lets parents / carers and young people know how school and colleges will support them, and what they can expect across local schools and colleges.

There are 14 questions, devised in consultation with parents / carers and other agencies, which reflect their concerns and interests. These have been answered by services, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child’s needs.

What services are available?

We have forged some very effective links in our multi-agency approach to working to meet the needs of pupils with special educational needs. Some of the agencies we regularly work with are:-

Stockport Special Educational Needs and Disabilities Information Advice and Support Service (SENDIASS)

The role of SENIASS is to ensure that parents have access to confidential and impartial information, advice and support so they can make informed decisions about their child’s special educational needs. This is achieved by working in partnership with parents, providing information, services and training, working with relevant agencies and ensuring parents’ views influence local policy and practice.

Parents in Partnership Stockport

PIPS are an independent, parent-led forum in Stockport for all parents and carers of children and young people with additional needs aged from birth to 25 years. They provide lots of good information, links to social media for networking with other parents, and together they provide a strong, collective voice so that they can work in partnership with service providers across Stockport. Together we can improve services for our children and young people with additional needs.

HYMS (CAMHS)

Healthy Young Minds Service – This service can be accessed following referral from a medical professional (G.P./School Nurse). SENCOs can also refer to the service directly. With parental consent, HYMS will work with us to support children, recommending strategies for staff to use in school.

Hearing impaired Service/Visually Impaired Service

These services can be called upon to support children in educational settings who have hearing /visual impairments respectively. With consent, schools can refer to the service.

Speech and Language Service (S.A.L.T.)

This service can be called upon to support children with speech, language or communication problems. With consent, schools can refer to the service. Some children are also referred via their GP or a School Nurse.

Occupational Therapy

This service receives a referral from a health professional or from a SENCO, with parental consent. They explore, assess and guide provision around various physical difficulties. Often a report to school will be followed by sessions with an assistant from the service.

Educational Psychologists

The school is supported by an educational psychologist, who works very closely with the SENCO. Following consent and referral, the Educational Psychologist assesses and supports individual pupils with special educational needs by providing parents and school staff with detailed reports and suggestions for actions based on identification of need. The Educational Psychologist is very important in contributing to statutory assessment/Education, Health and Care (EHC) Plans.

Various other agencies can be accessed, usually via the Early Help Assessment (E.H.A.) process and according to need.

Teaching and Learning

Children learn and develop in different ways. Teachers know and understand this and use different teaching styles to plan work at different levels in order to meet the needs of all pupils in their class. This is called “Quality First Teaching.” All pupils at Fairway receive “Quality First Teaching” from their class teacher. Our aim is to provide the highest quality learning environment for your child and for them to achieve their full potential. All our classes, when necessary, are supported by teaching assistants and pupils are offered additional support or ‘keep up’ intervention programmes where needed.
At Fairway the progress and attainment of all pupils is reviewed on a termly basis by the School Leadership Team. These termly pupil progress meetings help identify children who may need additional support.
Parents and Carers are informed about their child’s academic progress and targets through the twice yearly Parent’s Consultation Evenings and the annual end of year school report. In addition, Parents and Carers of children who have a Statement of SEND or a Education Health Care Plan (EHCP) or are placed on the register at SEN Support are invited into School at three points in the school year to discuss progress and outcomes against set targets.

Additional Support

If a child continues to have difficulty after intervention or has a high level of difficulty when they join our school, they may be considered to have special educational needs/disability (SEND) and are placed on the SEND register. This decision is made in partnership with Parents and Carers.
At Fairway Primary we provide support for pupils across the 4 areas of need as laid out in the SEN Code of Practice 2014:
– Communication and interaction
– Cognition and Learning
– Social, emotional and mental health difficulties
– Sensory and or physical needs
Children with SEND have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age. They will need extra support or different help eg. modified tasks, extra time or breaks in formal assessments.
Our school, and other agencies, can help most children overcome their difficulties quickly and easily. A few children will need extra help for some or all of their time in School. This means they may have difficulty with:
– some or all of the work in school
– reading, writing and mathematics
– understanding and processing information
– expressing themselves
– understanding others
– organising themselves
– sensory perception or physical mobility
– managing their behaviour or emotions
– making friends or relating to adults
At Fairway Primary School teaching and learning opportunities are adapted and continually evaluated (with support of external agencies when required) to ensure the needs of all our learners are met. Parents and Carers should not feel unduly anxious about such additional support as it allows children to receive the specific help they need to make the next steps in their learning journey. To ensure that staff are aware of children’s needs, those on the SEN register have an individual support plan which outlines strengths, areas of additional need, long term outcomes and short term steps to success. These are monitored through a plan, do, review cycle.

SEND Stages & Terminology

The Special Educational Needs Code of Practice gives guidance to schools in meeting the needs of pupils. It sets out how help should be given in a step-by-step approach. Our School SEN Policy reflects the new SEND Code of Practice. Parents and Carers will be consulted at all stages of our graduated approach and the class teacher will inform you of the additional work they, or other adults in School, do with your child.
The process is as follows:
Quality First Teaching
All pupils in School receive quality first teaching.
This is the effective inclusion of all pupils in high-quality every day personalised teaching. Such teaching will, for example, be based on clear appropriate objectives that are shared with the children and returned to at the end of the lesson. Teachers use a lively, interactive range of teaching styles and make maximum use of visual and kinaesthetic teaching techniques.
At the beginning of the school year, all pupils from Year 1 to Year 6 take part in baseline testing. From this, a reading age and spelling age is generated, along with a Maths score. This information is then used to inform intervention groups which take place in the afternoon sessions. This information may also be used as additional evidence to support a child being placed on the SEN register at SEN Support.
SEN Support (stage 1)
If a pupil has needs which are related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, then they may be considered for SEN Support, school based, intervention. At this stage, intervention is a targeted keep up provision for children to ‘put them back on course’. This will be led by the SENCO, a teacher or a Teaching Assistant, and is usually done in focus groups. Interventions at this stage will be planned and reviewed by the class teacher and SENCO half-termly to ascertain the effectiveness of the provision and to inform future planning.
SEN Support/ EHCP (stage 2)
If a child continues to have difficulty after school based intervention, or has a high level of difficulty when they arrive at School, they may require support from an outside agency such as an Educational Psychologist or a Speech and Language Therapist. After an assessment is undertaken by the relevant outside agencies, a programme of support is sent to the school from the involved agency and is shared with the parents and carers. School may seek professional advice from a range of agencies including:
– Children’s Therapy Services including: Speech and Language Therapists, Occupational Therapists, Physiotherapists
– Visual/hearing impairment teachers
– Health professionals, including Healthy Young Minds (HYMS)
– Educational Psychologists
– School based services including: Behaviour Support Service, Primary Jigsaw, Primary Inclusion Team and Learning Support Service
These interventions are a deeper intervention, offering more personalised solutions. They may be on a one to one basis or delivered in a small group.

Education, Health and Care Plan – EHC Agreement

(Formerly Statement of Special Education Needs)

If your child’s needs are complex or severe we may suggest that we make an application for an EHC Agreement to the Local Authority. This document will describe your child’s SEND and the special help they should receive. Education, Health and Care Plans usually involve the Local Authority providing extra resources to help your child. These could include money, staff time, special equipment or attendance at a school with specialist resourced support. This additional provision will be reviewed annually or sooner if required and would include Parent, teacher, SENCo and pupil.
From September 2014, all children and young people from age 0-25, who have significant special educational needs will undergo an Education, Health and Care (EHC) assessment (unless the Parents/Carers of the young person decide to opt out of the new system). This will lead to an EHC Plan instead of a Statement of SEND. For children and young people who already have a Statement of SEND, the transfer of Statements into EHC Plans will be a gradual process and this is the responsibility of the Local Authority.

Fairway Staff

Here at Fairway Primary School we have an experienced team of staff who work together and may be involved in supporting your child in school. These include:
– Your child’s teacher who will always make sure that learning is differentiated appropriately and that tasks set are accessible for your child. Your child’s teacher is available at the end of each day or a meeting can be scheduled either directly or via the school office. Please talk to your child’s teacher if you have any concerns regarding your child in school.
– Teaching assistants support all pupils in class. Here at Fairway Primary School we have several additional teaching assistants who help support groups and individual children with their learning.
– Our School SENCo (Helen Peace) who is an experienced SENCo of 8 years. She is responsible for co-ordinating SEND provision across the school, from Nursery to Year 6 and has the National Award for SEN (NASENCo award) and a Masters in Teaching, specialising in SEN.
– A Designated School Governor, Dave Hardman, works with the SENCo in leading SEND across the school.
Other teachers on Our School Staff:
Sometimes School may commission Specialist Support to work with identified children with a particular focus eg. Speech and Language therapists or Occupational therapists.
To ensure we have a whole School approach and our staff have the skills and knowledge to support children with SEND, there is a programme of training. Staff regularly attend specialist training courses.

Stockport Early Help Assessment

As part of our support for all children here at Fairway Primary School, we have regular opportunities to consult support services and health agencies through a multi-agency approach which sometimes includes completing an Early Help Assessment (EHA) form  to support the family as well as the identified pupil. School and the family will meet and discuss and plan together the best use of advice and support from other agencies, with a view to achieving the best outcome for the child and family.
Professionals who might attend an EHA meeting include:
– The School Nurse who works closely with us and can advise and assess any medical needs. If a care plan is required this would be done in conjunction with the parent and school nurse and would be reviewed annually.
– A Speech and Language Therapist who works with children in school and can offer advice as to whether your child would benefit from this support or assessment.
– An Educational Psychologist may give advice or complete an assessment for a child.
– Outreach support from specialist schools.
To find services to help your child please use the link below to access Stockport’s Local Offer:
If you would like advice from professionals outside school you may find the following numbers and websites useful:
Autistic Society Greater Manchester – 0161 866 8483
The British Dyslexia Association – 0845 251 9002
The Dyspraxia Foundation – 01462 455016
Headway: The Brain Injury Association – 0808 800 2244
Living with ADHD – www.livingwithadhd.co.uk
Manchester Autism Resource Centre – 0161 945 0040
National Autistic Society, Greater Manchester – 0161 998 4667
National Blind Children’s Society – 0800 781 1444
National Deaf Children’s Society – 0808 800 8880
National Down’s Syndrome Society – 0333 1212 300
Sleep Manchester (sleep problems) – 0161 448 8895

At Fairway Primary School, we deliver quality first teaching to every child, adapting the curriculum to their specific needs. The statements below can be applied to all children in our schools.

SEND – Commonly Asked Questions

We know when children need help if:
  • Concerns are raised by parents / carers, teachers or the child
  • Limited progress is being made
  • There is a change in the child’s emotional well-being or progress.
The class teacher is the initial point of contact for responding to parental concerns. If you have further concerns then contact the school SENCO.
  • Each child’s learning will be planned by the staff involved in your child's education and tailored to suit their individual needs. This may include targeted support.
  • If a child has needs related to more specific areas of their education, such as spelling, handwriting, numeracy and literacy skills, etc. then the child may be placed in a small focus group. The length of time of the intervention will vary according to need and monitored regularly. If you have any questions related to the interventions please do not hesitate to contact the class teacher or SENCO.
  • As parents / carers, you will have regular opportunities to discuss your child's progress within school. This shared discussion may highlight any potential problems in order for further support to be planned.
  • In some cases, a referral may be made to seek further advice through the Educational Psychologist in order to discuss the most appropriate way forward with them and other professionals.
  • Any referrals to outside agencies require parental consent.
  • The Governors of Fairway Primary School are responsible for entrusting a named Governor who will monitor the SEND provision and use of funding in their school. In a support and challenge role, the Governors ensure that the school is as inclusive as possible and treat all children and staff in an equitable way. They monitor and review the accessibility plan and all other statutory policies as defined by the Department for Education.
  • All work within the classroom is tailored to individual children’s needs by the class teacher to best enable children to access the curriculum.
  • Teaching Assistants (TAs) may be allocated to work with a child in a 1-to-1 or small focus group to target more specific needs.
  • If a child has been identified as having an additional need, they may be given a personalised plan. Targets will be set according to their area of need. These will be reviewed by staff and the SENCO at least three times a year with the opportunity for discussion with parents / carers and a copy given to them.
  • If appropriate, specialist equipment may be given to the child e.g. writing slopes, concentration cushions, pen / pencil grips or easy-to-use scissors.
  • Through the school's assessment and reporting systems, you will be kept regularly informed about your child's progress.
  • You will be able to discuss your child’s progress at parents’ evenings.
  • Appointments can be made to speak, in more detail, with members of staff if you require.
  • Staff may suggest ways of how you can support your child.
  • The SENCO/ Pastoral Lead may meet with you to discuss how to support your child with strategies to use if there are difficulties with their social and emotional needs.
  • If outside agencies or the Educational Psychologist have been involved, support and strategies may be provided and could be used at home.
  • This home-school partnership is essential.
  • The school offers a wide variety of pastoral support for children who are encountering emotional difficulties:
  • Members of staff are readily available for children who wish to discuss issues and concerns.
  • Additional support is provided for children who find social times challenging.
  • Our school has a safe space for children who need emotional support.
Children with medical needs:
  • If your child has a medical need then a detailed care plan will be provided by a medical professional. These are shared with all staff involved with your child.
  • Staff receive Epipen / diabetic / epilepsy training delivered as required.
  • Where necessary and in agreement with parents / carers medicines are administered in school but only where a signed medicine consent form is in place to ensure the safety of both child and staff member. Please refer to the school’s administering medicines policy.
  • Identified staff have basic first aid training.
  • At times it may be necessary to consult with outside services to receive their more specialised expertise. These can be located in the Stockport Local offer www.sensupportstockport.uk/ . A link can also be found on our school’s website.
  • An educational psychologist (EP) is allocated to our school. She would normally only work directly with children whose needs are considerable and who have not made sufficient progress using the interventions previously put in place for them.
  • The psychologist may meet with the parent / carer and discuss any outcomes. She will offer advice to the school and parent / carer on how to best support the child in order to take their learning forward.
  • The EPs are directly involved in planning SEND provision for children across the school. Termly meetings are held to discuss and prioritise the needs of children and good practice is shared.
Different members of staff have received training related to Special Education Needs and Disabilities. This may include sessions on:
  • cognition and learning (e.g. autistic spectrum)
  • communication and interaction (e.g. speech and language difficulties)
  • physical and sensory needs (e.g. co-ordination needs)
  • social, mental and emotional health
  • The SENCO has gained the qualification ‘National Award for Special Educational Needs Co-Ordination’ and has a Master is teaching with a specialism in Special Educational Needs
  • Activities and school trips are available to all.
  • Risk assessments are carried out and procedures are put in place to enable all children to participate.
  • If it is deemed that an intensive level of 1:1 support is required, you may be asked to accompany your child during the activity.
As a school we are happy to discuss individual access requirements. Please refer to the school accessibility plan which can be found on our website.
  • All children have opportunities to attend transition visits.
  • Discussions between the previous or receiving schools/ settings happen prior to the child joining / leaving.
  • All children attend a transition session where they spend some time with their new class teacher and other members of staff.
  • Additional visits are also arranged for children who need extra time in their new school.
  • School staff are always willing to meet parents / carers prior to their child joining the school.
  • High School staff visit children prior to them joining their new school.
  • Where a child may have more specialised needs, a separate meeting may be arranged with relevant staff from both schools, the parents / carers and, where appropriate, the child.
  • The SEND budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs.
  • Extra staff may be deployed as well as additional resources to support children’s learning.
  • These decisions are made in consultation with teachers, SENCOs and Senior Leadership Team (SLT). Decisions are based upon termly tracking of child progress and/ or as a result of assessments by outside services.
  • If further concerns are identified, due to the child’s wellbeing or lack of progress, then other interventions may be arranged.
  • All parents / carers have a responsibility to support their child’s education.
  • Parents / carers support home learning and personalised targets.
  • Discussions with teachers / SENCO / other professionals.
  • Attendance at Parents’ Evenings.
  • Children are involved in the setting of personalised targets.
  • Discussions around aspirations for the future will inform the content of any personalised planning.
  • Pupil voice is valued and encouraged.
  • Attendance at review meetings is welcomed where appropriate).
If you have further questions regarding SEND, please contact the school and ask to speak to the SENCo- Helen Peace, to arrange a meeting with the relevant staff member.

Children with SEND may wish to ask some of these questions:

If you need help a teacher or Teaching Assistant will support you with the bits you find tricky. Sometimes a friend or a partner might help.
A: Speak to your teacher or other adult in school. Speak to your parent or carer and tell them what you are worried about. Everyone worries at some point in their life and the school staff are here to reassure you.
A: Your teacher will let you know your targets and how to achieve them. You will have regular talks with your teacher about your progress. Your work will be marked to show what you need to do next and rewards will be given for making progress and doing well.
A: We try really hard to make sure clubs and visits are accessible to everyone. If there is a problem which might put you at risk, the teachers in school will do everything they can to find a solution.
A: Our school works really closely with all the different High Schools in our area to make sure you will have a good transition. You will be able to visit your chosen High School on several occasions and key members of staff may come and visit you here. Our Year 6 class teacher (Mr Simpson) or SENCO (Miss Peace) will talk to you about any concerns you might have and may accompany you on your visits to your chosen High School.
A: Your last school will send us lots of information about you so we can get things right for you. The other children in school will help you settle in and show you what to do. The teacher will meet with you during the first few weeks to talk about any problems you may be having.
A: When you complete your work your teacher will give you clear instructions on what to do to make it better. These are called ‘next steps’. Your class teacher may also set you Maths targets and English targets which you will know about and work towards.

We hope these have answered any queries you may have but do not hesitate to contact the individual school if you have further questions.

We review this SEND report annually in consultation with the Senior Leadership Team, Governors and would also like any feedback parents might have on its content. It is important that this document is considered useful to parents. Therefore, we would appreciate parent’s input as to whether the sections are clear and whether anything could be added or changed. Parents have the opportunity to respond through discussion with the SENCO or by responding in the ‘parent voice’ questionnaire.

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