Fairway Primary School SEN Information Report
|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
Stockport SK2 5DR
|Telephone (admin)||0161 483 1873|
|Telephone (SENCo)||0161 483 1873|
|Local Offer webpage link||www.sensupportstockport.uk/|
Support for your child at Fairway Primary School
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.
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.
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.
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
SEND Stages & Terminology
Education, Health and Care Plan – EHC Agreement
(Formerly Statement of Special Education Needs)
Stockport Early Help Assessment
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
- 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.
- 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.
- 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.
- 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.
- 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).
Children with SEND may wish to ask some of these questions:
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.