This document summarizes Foxfield Primary School's support for students with special educational needs and disabilities (SEND). It outlines the school's inclusive philosophy and its offerings in areas like communication/interaction, learning difficulties, sensory/physical needs, and social/emotional/mental health needs. Support includes quality teaching, visual aids, intervention groups, assistive technology, and access to specialists. The school works to identify needs, track progress, ease transitions, and train teachers/staff to meet all students' requirements.

1. SEND
INFORMATION
REPORT 2017-
18
Our ‘school offer’ for children
with Special Educational Needs
and Disabilities

2. What do we believe?
 At Foxfield Primary School, we welcome everybody into
our community. The staff, Governors, pupils and parents
work together to make school a happy, welcoming place
where children can achieve their full potential and develop
as confident individuals. We provide a learning
environment that enables all pupils to make the greatest
possible progress and achieve their full potential in a
caring, supportive and fully inclusive environment.
 At Foxfield, we believe that every pupil should be
supported to fulfill their potential in their academic,
emotional, social and physical development.

4. WHAT DO WE OFFER FOR
DIFFERENT TYPES OF NEED?

5. My child has difficulties with
communication and interaction
This can include:
 Understanding language
 Using language
 Understanding how to communicate socially with
other people
 Conditions include: Specific Language Disorder,
ASD/ASC (Autism), Asperger Syndrome, speech
sound disorders/delay
 Stammering

6. What do we offer?
 Quality First Teaching, with appropriate differentiation
 Visual aids to support instructions, key vocabulary,
concepts and themes
 Social skills groups
 Language groups
 Access to a speech and language therapist for
assessment and advice
 Support for ASD children from the Harbour (our ASD
provision) including sensory circuits and soft play, light
room and trampolining time as well as external support
from ASD Outreach

7. “Highly skilled staff make full use of specialist resources to
develop pupils’ communication, personal and social skills.”
Ofsted, 2015

8. My child has specific difficulties with
their learning
This can include difficulties with:
 Reading and spelling
 Learning new information and concepts
 Working with numbers
 Working memory
 Concentration
 Students may have conditions such as a
Specific Learning Difficulties, including dyslexia
 Students may present with difficulties that do not
have a specific title

9. What do we offer?
 Quality First Teaching, with appropriate differentiation
 Visual aids to support instructions, key vocabulary,
concepts and themes
 Focused group work in the classroom
 Access to specialist assessments and advice, including
an Educational Psychologist or STEPS
 Interventions outside of class to support specific reading,
spelling or number difficulties
 Individual Education Plan (IEP) targets, to effectively
break down learning into smaller steps, with additional
support to work on these

10. “The behaviour of pupils is outstanding. Behaviour for
learning within lessons and around the school is excellent.”
Ofsted, 2015

11. My child has sensory and/or physical
needs
This can include additional needs related to:
 Vision
 Hearing
 Gross motor co-ordination
 Fine motor co-ordination
 Self-organisation for daily living
This can include conditions such as cerebral palsy,
physical injury and dyspraxia.

12. What do we offer?
 Quality First Teaching, with appropriate differentiation
 Medical care plans, including support from the school
nurse
 Handwriting/fine motor interventions
 External referrals to Occupational Therapists or
Physiotherapists for advice
 Access to assistive technology and adapted resources
and materials
 Support from the Greenwich Visually Impairment team,
including braille services and mobility officers
 Personalised support plans

13. “The school ensures that no child is left behind; all have
equal access to support.” Ofsted, 2015

14. My child has social, emotional and
mental health needs
This includes short-term and long-term needs, that can
be related to:
 Forming and maintaining relationships, including
attachment difficulties
 Bereavement or trauma
 Controlling or power-seeking behaviours
 Self-esteem
 High levels of anxiety or stress

15. What do we offer?
 Quality First Teaching, with appropriate differentiation
 Access to assessment for identification of significant needs
 Whole school policy for behaviour management
 Anti-bullying policy
 ‘Friends for Life’ programme
 Intervention groups, focusing on behaviour, positive thinking, social skills,
self esteem, stress and anger management
 In-class support, in cases where pupils are at risk of exclusion
 Counselling, mentoring and play therapy sessions
 Draw and Talk interventions
 Individual behaviour plans and safe handling plans
 Outside agency support, including Waterside Outreach, Educational
Psychologists and CAMHS
 Pastoral Support Plans, for children at high risk of exclusion
 Personal Education Plans for Looked After children

16. “Good-quality nurturing supports pupils to thrive very well
at the school.” Ofsted, 2015

17. FREQUENTLY ASKED
QUESTIONS

18. How will you identify if my child has
additional needs?
At Foxfield Primary School, children are identified as having SEND
through a variety of ways including the following:
 Liaison with the previous educational setting
 Tracking information – is the child performing below age
expected levels?
 School based assessments carried out initially by the class
teacher
 Further school based assessments carried out by the SENCo or
an external agency
 Concerns raised by you, as the parent
 Concern raised by school staff
 Concern raised by the pupil themself
 Liaison with external agencies
 Health diagnosis

19. Who should I talk to about any SEND
concerns I have?
Your first point of contact at school will always be your
child’s class teacher. They will know the interventions
your child is receiving, the additional support they have
in class and they will be able to talk to you more about
what we can offer.
If you think your child might need more specialist
support or you have additional worries,
you can speak to Miss Luttrell, the school SENCo.

20. How are the school’s resources used
to support children?
 All staff are trained, (through a yearly programme of Continuing
Professional Development), in adapting lessons to increase the
use of elements known to support students who need extra help
 Teachers collaborate with specialist staff to build adaptations to
activities, especially for those children with high needs
 Some lessons benefit from having a teaching assistant in the
class who can spot difficulties and help to give instant support
 If your child is specifically funded through their statement or
EHCP, meetings with the SENCo will include discussion and
agreement about how that funding is used and monitored

22. How are teachers helped to work
with my child?
 The SENCo, as part of their role, is required to support the class teacher in planning
for children with SEN
 The school provides training and support to enable all staff to improve the teaching
and learning of children, including whole school training on SEN issues, such as
Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and
language difficulties
 Individual teachers and support staff attend training courses run by outside agencies
that are relevant to the needs of specific children in their class
 SEN TAs receive a range of training as part of their ongoing CPD and to respond to
the needs of the individual children they are working with, including making and using
symbolled resources, systems to encourage independent learning, social stories,
supporting transition and social skills
 A few TAs are specifically trained to work with individuals who have a hearing
impairment or visual impairment and have received very specific training from
specialist teachers and outside agencies, including Braille training
 All staff members are trained specifically in de-escalation strategies to promote
positive behaviour management

23. How will you check the progress my
child is making?
 Termly pupil progress meetings highlight any children
needing extra support
 The SENCo has SEN Update meetings every term with
teachers to share progress information
 Some children have individualised targets, that are set
with you, your child and the class teacher and reviewed at
least twice a year
 If your child is working well below age expected level,
their progress is tracked on an adapted SEN system by
their teacher, so that we can celebrate the small steps of
progress they make each term

24. How will you support my class
through class/school changes?
We recognise that transitions can be difficult for a child
with SEND and we take steps to ensure that any
transition is a smooth as possible, using:
 Social stories
 Transition visits
 Meetings to share information about your child
 Photo books
 Focused group work around upcoming changes

25. “The management of pupils with autistic spectrum
disorders is exemplary.” Ofsted, 2015

26. What is the ‘Harbour’?
The Harbour is our specialist provision for ASD
children. It has spaces for 10 children and to apply for a
space parents need to apply through the Borough’s
DSP Panel.
The Harbour also supports children with Autism in the
main school and runs intervention groups including
cooking sessions, social skills groups, weekly offsite
learning, horse riding and communication groups.