Fairfield Primary Academy

School Name: Fairfield Primary Academy

Principal: Shamara Sadler  

SEND Team

SENDCo: Sallyann Mitchell

Associate SENDCos Aimee Wallis, Vicky Cameron, Karen Woodhead

Assistant SENDCo: Lisa Blake

SEND Governor:  Lynsey O’Donnell

Contact Details:

Fairfield Primary Academy, Toton Lane, Stapleford, Notts. NG9 7HB

Email: office@fairfield.notts.sch.uk

SENCO Email  sallyann.mitchell@fairfield.notts.sch.uk 

TEL: 0115 9179266

Age Range: 4 – 11yrs

Funding provision: Local Authority & Academy

Types of Additional needs Catered For:

C&I Communication & Interaction

S&I Sensory &Physical

SEMH Social Emotional Mental & Health

Cognition & Learning

Accessibility of Building: Fully wheelchair accessible

 

 

Last Updated

Record Last Updated On:

Contact Details

Contact Name
Shamara Sadler
Contact Position
Principal
Telephone
0115 9179266 0115 9179266
E-mail
info@fairfieldspencer.org.uk
Website
Fairfield Primary Academy's website
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Where to go

Address
Fairfield Primary Academy
Toton Lane
Stapleford
Nottingham
Nottinghamshire
Postcode
NG9 7HB
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Notes

Fairfield Primary Academy is partner school within the Spencer Academies Trust and a member of the George Spencer Academy Teaching School Alliance.

Additional Local Offer Information

Local Offer

Description

Everything we do at Fairfield is about providing our children with an excellent education and enriching experiences to promote a love of learning. Our aim is for our children to emerge from Fairfield as positive, independent, inquisitive individuals; with the ability and desire to make the world a better place as lifelong learners.

We think Fairfield is a very special place to be because of our wonderful children. We strive to provide the very highest standards of education within a caring, exciting and stimulating environment.

We want our children to be excited by our SHINE curriculum and challenged to achieve their full potential. We want our children to enjoy their learning and feel valued. By working closely with our parents and governors, we ensure that all our children have an excellent start to their educational journey.

 

 

Contact Name
Fairfield Primary Academy
Contact Telephone
0115 9179266
Contact Email
office@fairfield.notts.sch.uk
Links

Local Offer Age Bands
Primary (4-10 years)

Schools Extended Local Offer Response

1. What kinds of special educational needs does the school/setting make provision for?

At Fairfield Primary Academy, our mission is ‘For all of our children to emerge  as positive, independent, inquisitive individuals; with the ability and desire to make the world a better place as lifelong learners.

We aim to achieve our mission by being inclusive, maintaining a safe and stimulating learning environment, securing outstanding learning and teaching, delivering our SHINE Curriculum (see our Teaching and Learning Policy) and working with parents, carers and the wider community.

We aim to ensure that all our children, who have special educational needs and/or disabilities (“SEND”), are identified and have their needs met within a nurturing and inclusive environment.

Please see our SEND Policy 2020  http://www.fairfieldprimaryacademy.co.uk on our website for further details.  

Whilst many factors contribute to the challenges experienced by some children, we believe that much can be done to overcome these by parents, teachers and children working together. At Fairfield, we strive for inclusion rather than integration. For us Inclusion is about how we adapt to our children’s needs. It means that we focus on school organisation and culture and how we respond to diversity, and celebrate difference. A child is ‘included’ when they are viewed as an equal partner in the school community and truly sense their own ‘belonging’. It is the essence of quality first teaching, and of fostering an environment where all our children, including those with SEND can benefit as fully as possible from their education.

There is a wide range of special educational needs for which children may need extra support. Sometimes these needs are only short term, others may continue through a child’s school life and some children may have a specific diagnosis. SEND needs generally fall into one or more of the following categories:

Cognition and Learning; Communication and Interaction; Social and Emotional; Sensory and Physical and Anxiety Related Needs. Within our school community, we have pupils with a wide variety of special education needs and disabilities such as Autism, ADHD, sight impairment, Speech, Language and Communication difficulties, Dyslexia, Dyscalculia and Dyspraxia.

We have been accredited with the Dyslexia Friendly Quality Mark.

 

2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?

High quality first teaching is provided for all children at Fairfield Primary Academy, we are committed to the equal inclusion of all children in all areas of school life.

We recognise the diverse and individual needs of all of our children and take into account the additional support required by those children with Special Educational Needs and Disabilities (SEND).

Underpinning all our provision in school is the graduated approach cycle of:

  • Assess
  • Plan
  • Do
  • Review

 All teachers are responsible for every child in their care, including those with special educational needs.

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the child grows. This cycle enables the identification of those interventions which are the most effective in supporting the child to achieve good progress and outcomes.

 Please refer to the Inclusion and SEND section on our website http://www.fairfieldprimaryacademy.co.uk where you will find our SEND Policy 2019 this clearly outlines how we identify children who need extra help.

 

 

 

  1.  
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?

At Fairfield Primary Academy the teachers are incredibly effective at assessing and evaluation both themselves and the provision given to all children. All lessons are evaluated including assessing how particular groups or individual children do.

Monitoring pupil progress for children with SEND

Pupil progress for all our children with SEND will be monitored on an individual basis at Fairfield Priamry Academy which is the same for all our children.

Pupil voice is an essential ingredient to provide effective and appropriate support. Children with SEND will be invited to their termly or annual review meetings, if appropriate, and if not, they will be questioned before or after the event to ensure their opinions are heard.

Class Teachers, with support from Fairfield Angels and our SENDCos, will decide the action required to help each child with SEND progress.

Steps will be taken to understand the needs of each of our children with SEND and their progress will be monitored by tracking not only their academic achievements but also progress made with their SEMH development. All our staff are aware that these often need to be addressed before any academic learning can be made.

Each of our children with SEND will be monitored in line with Fairfield Primary Academy’s use of both formative and summative assessment. Since the removal of levels and the introduction of age-related expectations, Class Teachers monitor and assess the strengths and weaknesses of our children’s academic skills daily so that appropriate provision and support can be provided as quickly as possible to all our children, including those with SEND, who are identified as making little or no progress.

Star Assessments for Reading and Maths and GAPS (spelling, punctuation and grammar) termly tests, alongside statutory assessments for Year Six and Year Two, and phonics screening in Year One, will be used as Fairfield Primary Academy’s summative assessment tools. This data will be collated by the school to monitor and track the progress of each child with SEND as well as for use nationally and across the Spencer Academies Trust.

Where a child with SEND’s academic progress is more difficult to monitor, breaking the learning into smaller steps is important so we may use B Squared. These will be updated termly by the Class Teacher, in consultation with our Teaching Assistants and, if required, our SENDCOs.

Where Soft Skills or SEMH needs of any of our children with SEND need addressing, we will use the Boxall Profile assessment tool and the Autism Education Trust’s Progression framework to ensure progress is being made. These will be completed by our Teaching Assistants in consultation with our Class Teachers and, if required, our SENDCos, and updated termly.

Monitoring of support for SEND

Outcomes of support are monitored in the Bi weekly Forward Feeding meeting.

Weekly deep dives, book and/or planning scrutinies will be carried out by SLT, year group leaders and CAT teams to ensure that the needs of all our children with SEND are met and that the quality of teaching and learning for these children is high, is appropriate for their needs and enables them to make good progress that is at least in line with their peers.

Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:

  • narrows the attainment gap between pupil and peers
  • prevents the attainment gap widening
  • is equivalent to that of peers starting from the same baseline but less than the majority of peers
  • equals or improves upon the pupil’s previous rate of progress
  • ensures full curricular access
  • shows an improvement in self-help and social or personal skills
  • shows improvements in the pupil’s behaviour

Record-keeping:

Pupil Profiles Provision Plan

Every child with SEND will have a pupil profile. The Pupil Profile will be developed and discussed with the child and the parents/carers, and will be written in plain language.

The Pupil Profile will be reviewed and updated termly by our Class Teachers in consultation with all relevant Teaching Assistants and/or , parents/carers and the child. These changes will be discussed at the termly review meeting with our parents/carers as detailed in the policy.

Learner voice is an essential ingredient to provide effective and appropriate support. Children with SEND will be invited to their termly or annual review meetings, if appropriate, and if not, they will be questioned before or after the event to ensure their opinions are heard 

 

 

 

 

 

3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?

At Fairfield, we pride ourselves on our strong working relationship with our parent/carers of our children with SEND. We adopt a collaborative approach as we know this is conducive to helping our children with SEND meet and often exceed their potential. Parents/carers have a unique overview of their child’s needs and how best to support them, and this gives them a key role in the partnership. This section details how we do this.

We will work as a team with our parents/carers and encourage them to share with us any information that will enable us to meet the needs of their child, and to share any successes and concerns.

Termly review meetings, to discuss the provisions of the Pupil Profile will be held for all our children, who are on the SEND Register unless such meetings are not felt to be necessary because the child is making good progress in line with their peers. These meetings will be used to celebrate successes, to analyse and discuss any existing concerns and to hear from our parents/carers.

 Additional annual review meetings will be held for those children who have an Education, Health and Care Plan (‘EHC Plan’). These meetings will be used to discuss the existing provisions for their child’s support and to consider any future changes to that provision.

 Our staff at Fairfield Primary Academy will signpost parents to Ask Us Nottinghamshire which supports parents and children with SEND. https://askusnotts.org.uk/

If an assessment or referral indicates that a child has additional learning needs, the parents/carers and the child will always be consulted with regards to future provision. Parents/carers will be invited to attend meetings with external agencies regarding their child and will be kept up to date and consulted on any points of action drawn up regarding the provision for their child.

3.c) What is the school's approach to teaching pupils with special educational needs?

Our approach to identification

At Fairfield Primary Academy, all our Class Teachers are teachers of children with SEND and are expected to provide personalised and appropriate quality first teaching and identify those in need of extra intervention. Early identification of children with SEND is a priority 

Wave 1 – Inclusive Quality First Teaching for all.

All teaching staff at Fairfield  are expected to have knowledge of high incidence needs and apply Quality First Teaching strategies in line with Academy and cohort needs.

Any children, who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators, will be monitored.

Once a child has been identified as possibly having SEND they will be closely monitored by our staff in order to gauge their level of learning and possible difficulties.

The child’s Class Teacher will take steps to provide differentiated learning opportunities that will aid the child’s academic progression and enable the Class Teacher to better understand the provision and teaching style that needs to be applied.

Our SENDCos will be consulted, as needed, for support and advice and may observe the pupil in class.

Through the previous steps, it can be determined which level of provision the child will need going forward.

If a child has recently been removed from the SEND list, they may also fall into this category as continued monitoring will still be necessary.

An individual Pupil Provision Plan  will be written to provide small achievable targets for the child. This will be shared with the parents.

Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with Fairfield.

The child is formally recorded by Fairfield  as being under observation due to concern by parent or teacher but this does not place the child on the  SEND list. Parents are given this information. It is recorded  as an aid to further progression and for future reference.

Wave 2 - Targeted Support

This will take place where Quality First Teaching is not quite enough for one of 3 reasons:

  1. A Gap in learning - needing an accelerated learning opportunity.
  2. A Developmental Delay with a positive trajectory - behind but milestones are in order.
  3. General Low attainment. The child still does not necessarily class as SEND, but is very much in need of a targeted intervention to ensure progress and attainment.

It is the responsibility of each Class Teacher to put this Wave 2 Targeted Support in place, in consultation with our SENDCos

Wave 3 – Specialised SEND Support

  • Where it is determined that a child does have SEND, parents/carers will be formally advised of this and the child will be added to the SEND register. The aim of formally identifying a child with SEND is to help the Academy ensure that effective provision is put in place and so remove barriers to learning. 
  • The support provided consists of a four – part process:
  • Assess
  • Plan
  • Do
  • Review

 This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the child grows. This cycle enables the identification of those interventions which are the most effective in supporting the child to achieve good progress and outcomes.

 Assess

Assess:

This involves clearly analysing the child’s needs using the class teacher’s assessment and experience of working with the child, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The child’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the child is progressing.

This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

Plan:

Planning will involve consultation between the class teacher, SENDCo, Associate SENDCos and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home.

All those working with the child, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

Do:

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class /subject teacher. They will work closely with teaching assistants and /or relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the child’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENDCo and Associate SENDCo.

Review:

Reviews will be undertaken in line with agreed dates. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the child and their parents. The class teacher, in conjunction with the SENDCo and Associate SENDCos will revise the support and outcomes based on the child’s progress and development making any necessary amendments going forward, in consultation with parents and the child. Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps.

Parents will be provided with clear information about the impact of support to enable them to be involved in planning the next steps in our termly Pupil Profile review meetings. Some SEND learners may require an Education, Health and Care Plan assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan. Should this situation arise parents or carers will be fully involved and supported throughout the process.

 

3.d) How will the curriculum and learning be matched to my child/young person's needs?

Each individual is treated as such. We pride ourselves on our Quality First Teaching. If extra support is needed, an intervention timetable will be considered and personalised provision will be organised and delivered to any child with special educational needs and/or disabilities.The class teacher, with support from the SENDCo and SEND team, will decide the action required to help a pupil progress.

3.e) How are decisions made about the type and amount of support my child/young person will receive?

We follow a graduated response to support which is a collaboration between the class teacher, Teaching Assistants and the SENDCos

All  our children with SEND have access to funding from Fairfield’s budget to provide high quality appropriate support which is known as the Additional Support Needs funds.

Some of our specific named children with SEND may need to access Additional Family Needs funding (‘AFN funding’) in accordance with the criteria detailed in the document entitled ‘Arrangements for accessing top-up funding for pupils with special educational needs and disabilities in Nottinghamshire mainstream schools’ which can be found by following this link: http://www.nottinghamshire.gov.uk/media/108769/4d-refinement-to-afn-funding-appendix-1.pdf

Our SENDCos, in consultation with our Class Teachers and our Teaching Assistants  write and submit each bid request for AFN funding. Our Family of Schools’ SENCo (Mrs Zena Argent) co-ordinates all funding requests from these schools and the SENDCOs feedback the decisions to our Class Teachers.

At Fairfield,  for those pupils with AFN – additional funded needs costed provision maps are created with detailed evidence of supporting resources provided in school. This builds a portfolio of the support each child receives and the progress each child makes. Additional funding and financial support can be applied for from the Local Authority. Detailed assessments and data tracking insure that all learners achieve and make progress at Fairfield Primary Academy.

Key decisions around the deployment of our Teaching Assistants,  and SEND resources involve our Principal, SLT, SENDCOs  and, our  Class Teachers.

Referral for an Education, Health and Care Plan

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make an EHC Plan will be taken at a progress meeting. The application for an Education, Health and Care Plan will combine information from a variety of sources including:

 

  • Parents
  • Teachers
  • SENDCo
  • Social Care
  • Health Professional

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

 

Further information about EHC Plans can found via the SEND Local Offer:

www.nottinghamshire.sendlocaloffer.org.uk

 

3.f) How will my child/young person be included in activities outside the classroom, including school trips?

 

At Fairfield Primary Academy we believe all learners are entitled to the same access to extracurricular activities, and are committed to making reasonable adjustments to ensure participation for all.

We make every effort to ensure children with SEND are included in activities outside the classroom, such as clubs and trips, including residentials. Where necessary, parents and carers are involved in planning such activities to ensure safety and inclusion wherever possible.

In 2019-20 we are offering a range of additional clubs and activities. These can be found on our extended school web page available on our website. We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENCo to discuss specific requirements.

All staff at Fairfield Primary Academy have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation. For more information about the Equality Act, the protected characteristics or duties on public bodies can be found on the following website: https://www.gov.uk/equality-act-2010-guidance

The SENDCOs and the Principal will ensure that all relevant adjustments are made, within a reasonable time, to support the needs of any child’s SEND and Fairfield's Accessibility Plan is adjusted and amended to reflect this.  All staff will comply with the provisions of the  Accessibility Plan - see the website for this document.

 

3.g) What support will there be for my child/young person's overall well-being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness and being uncommunicative. If a child has a specific need such as low self-esteem they may also access positive play or nurture support groups in Fairfield Foxes. We also use CASY Counselling, Play Therapy and Art Therapy to support some of our children. 

Lunchtime and play times are supported through planned activities and spaces,  for those who struggle at these times.

 

 

4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.

Fairfield Primary Academy SEND Team

SENDCo: Sallyann Mitchell

Associate SENDCos Aimee Wallis, Vicky Cameron, Karen Woodhead

Assistant SENDCo: Lisa Blake

SEND Governor: Andy Halpin, Lynsey O’Donnell, Tanya Palmer-Ashton

Contact Details:

Fairfield Primary Academy, Toton Lane, Stapleford, Notts. NG9 7HB

Email: office@fairfield.notts.sch.uk

SENCO Emails:  sallyann.mitchell@fairfield.notts.sch.uk and lisa.blake@fairfield.notts.sch.uk

TEL: 0115 9179266

 

 

 

5.a) What training have staff supporting special educational needs had and what is planned?

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND. The Family SENDCo will support with training needs and disseminate relevant information she receives from Nottinghamshire County Council.

The SENDCOs will attend relevant SEND courses, Family SEND meetings and facilitate/signpost relevant SEND focused external training opportunities for all our staff. The dissemination of this information is important. This will be shared with our staff on Google Drive or through half termly staff meetings. Some information will be shared on a 1:1 level where needed.

We recognise the need to train all our staff on SEND issues and we have funding available to support this professional development. The SENDCo, with the senior leadership team, ensures that training opportunities are matched to school development priorities and those identified through the use of provision management.

In the last academic year, we put in additional training into safeguarding and staff and pupil well-being. The appraisal system for all teaching and learning support adults has been revised linking performance management and research-based projects to the school’s development plan and objectives. Emotional Coaching has been introduced, and will be an area for further development. Edukey has been bought to help support all staff with the writing of Provision maps

The school has provided training and support to enable all staff to improve the teaching and learning of children, including those with SEND. Our school operates the following training programmes:

  • The Spencer Trust Academies - all staff attended a variety of training events linked to SDP 2018-19
  • The SENDCo attended all Trust SEND Network meetings  
  • The SENDCo has supported trust staff interested in the SENDCo role who have shadowed her role in school.
  • The SENDCo and Assistant SENDCo attended specific SEN training events and Networks termly with Family SENDCo.
  • Support is given from all outside agencies who will advise teachers on how best to support the child in class and to help ensure they meet their targets.
  • 2 members of staff have the accredited Nurture award.
  • 3 members of staff will complete the SENDCo award 2019-2020

 

 

 

 

 

 

 

 

 

 

 

 

5.b) What specialist services and expertise are available or accessed by the setting/school?

The school continues to build strong working relationships and links with external support services in order to fully support our SEND pupils and aid school inclusion. Fairfield will invite and seeks advice and support from external agencies in the identification and assessment of, and provision for, our children with SEND. Our SENDCos are the designated persons responsible for liaising with any external health, social care, educational agencies or voluntary organisation.

Sharing knowledge and information with our support services is key to the effective and successful SEND provision within our school. Any one of the support services may raise concerns about a pupil. This will then be brought to the attention of the SENDCo who will then inform the child’s parents. In cases where one of our children with SEND is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents will normally be invited to and informed about any meetings held concerning their child unless there are over-riding safeguarding issues.

The following services will be involved as and when is necessary:

  • School, families and Support Services(SFSS)
  • Children and Adolescent Mental Health Services(CAMHs)
  • Physical Disability Support Services (PDSS)
  • Early Help Team
  • Personal, Social and Emotional Development Team (PSED)
  • Healthy Family Team
  • Speech and Language Therapists (SALT)
  •  Physiotherapists
  • Occupational Therapists (OT)
  • Paediatricians
  • The Educational Psychologist (EPS).
  • Casy Counselling
  • Women’s Aid
  • Small Steps Team

 Where support is required from external agencies, parents/carers will be asked to give permission to refer their child to the specialist professional e.g. SALT or EPS. This will then be taken to the next ‘Springboard’ session where it will be discussed and taken to a panel. From here, the chosen agency will decide on what support is needed and feedback.

The specialist professional will work with the child to understand their needs and make recommendations as to the ways the child is given support. This will then lead to specific group or individual work being carried out.

 

Full Contact list of specialist services can be found on school SEND report

 

6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?

Fairfield is fully accessible. The SENDCos and the Principal will ensure that all relevant adjustments are made, within a reasonable time, to support the needs of any child’s SEND and that the school's Accessibility Plan is adjusted and amended to reflect this.  All staff will comply with the provisions of the  Accessibility Plan which can be found on the Academy's website.

If a child with SEND requires specialist resources, other sources of funding/resources may be accessed if these are available e.g. pupil premium funds where the child qualifies for this or equipment provided through PDSS (Physical Disabilities Support Services) etc. If we need specialist equipment we would contact the Physical and Disability Team for support or the Occupational Therapists Team.

 

Accessibility of Building: Fully wheelchair accessible

WAVE 1: Every pupil in school receives quality first teaching.

  • Communication Friendly Spaces
  • A ‘Better than our best’ attitude and an emphasis on independence.
  • ‘I can’t do it…YET!’ attitude  Growth mindset and Austin’s Butterfly.
  • Access to a broad, balanced SHINE curriculum.
  • Rainbow Grammar.
  • Sounds and Syllables
  • No Problem Maths.
  • VIPERS
  • Individualised provision plan targets.
  • Deliberate seating plans.
  • Reward charts for behaviour- ‘Good to be green’
  • Reward points to encourage good behaviour- ‘Class DOJO’
  • Structured routines and high expectations.
  • Access to staff expertise across Fairfield Primary Academy.
  • Differentiated teaching of phonics.
  • Differentiated curriculum planning, work and delivery.
  • Fairfield Angels.
  • Assessment for learning strategies to aid progress in aspect of learning.
  • Regular feedback
  • Metacognition strategies.
  • Provision of daily catch-up sessions on English and Maths for any child needing support.
  • Continuum of need to highlight vulnerable children.
  • Dyslexia friendly provision in all classes
  • Autistic friendly provision.
  • Scaffolding and resources to aid access to learning..
  • Individual timetables, timers and ‘Task Sheets’ if needed to access sessions.
  • Personalised learning.
  • KS1 screening for weaknesses in literacy.
  • Access to Dyslexia and Dyscalculia screening at George Spencer when in KS2.
  • Multi-sensory teaching.
  • Transformer partners
  • SHARE workshop for parents to increase parental awareness to aid individual support for their child.
  • Midday supervisors trained in playground games & activities.
  • Disabled friendly environment. Ramp, disabled toilets, parking facilities and handrails.

 

Wave 2 - Targeted Support

This will take place where Quality First Teaching is not quite enough for one of 3 reasons:

  1. A Gap in learning - needing an accelerated learning opportunity.
  2. A Developmental Delay with a positive trajectory - behind but milestones are in order.
  3. General Low attainment. The child still does not necessarily class as SEND, but is very much in need of a targeted intervention to ensure progress and attainment.

It is the responsibility of each Class Teacher to put this Wave 2 Targeted Support in place, in consultation with our SENDCos

Wave 3 – Specialised SEND Support

  • Where it is determined that a child does have SEND, parents/carers will be formally advised of this and the child will be added to the SEND register. The aim of formally identifying a child with SEND is to help the Academy ensure that effective provision is put in place and so remove barriers to learning. 
  • The support provided consists of a four – part process:
  • Assess
  • Plan
  • Do
  • Review

 This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the child grows. This cycle enables the identification of those interventions which are the most effective in supporting the child to achieve good progress and outcomes.

 WAVE 3 - Additional highly personalised interventions

 

  • Individual Provision Mapping and Pupil Profiles.
  • 1:1 focused support.
  • Meet & Greet by staff before and after school.
  • Literacy interventions.
  • Numeracy interventions.
  • Individual access arrangements for end of Key Stage Assessements.
  • Individual access to IT programs and provision.
  • Pastoral Support plans to monitor & focus emotional need to increase resilience & positive behaviour involving child, parents/ carers & school.
  • Delivery of Speech & language programmes directed by outside agencies.
  • Delivery of planned occupational health & physiotherapy programmes directed by outside agencies.
  • Termly Springboard meetings to access outside agency support.
  • Individual lunchtime support.
  • EHAF: Early Help Assessment Form. This provides parents & school a pathway of provision to access outside agency support.

 

  • http://www.nottinghamshire.gov.uk/caring/childrenstrust/pathway-to-provision/early-help-assessment/
  • EHCP Education & healthcare plans reviewed and monitored yearly.
  • Referral for EHCP in conjunction with parents/carers.
  • Zena Argent Family SENCo. Support & advise to school & parents upon school request.
7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?

 Involving parents and learners in the dialogue is central to our approach and we do this through:

Daily Meet and Greet, termly pupil SEND profile meetings, Monthly SEND surgergies, Annual EHC Plan meetings, pupil/parent meetings, parental questionnaires, newsletter, Personal Education Plans (PEP)reviews/ Looked After Child (LAC) Meetings.

Parents of all children at Fairfield are reported to a minimum of three times a year – however if your child is experiencing difficulties you will be invited in for a discussion about any issues and how these can be resolved.

We will work as a team with our parents/carers and encourage them to share with us any information that will enable us to meet the needs of their child, and to share any successes and concerns.

We  provide all children with home-school diaries – any messages or concerns you have can be noted into the diary and the teacher will respond with any information they can provide either by telephone, in person or by writing a message back in the home-school diary.

Termly review meetings, to discuss the provisions of the Pupil Provision Plan, will be held for all our children, who are on the  SEND Register unless such meetings are not felt to be necessary because the child is making good progress in line with their peers. These meetings will be used to celebrate successes, to analyse and discuss any existing concerns and to hear from our parents/carers.

If an assessment or referral indicates that a child has additional learning needs, the parents/carers and the child will always be consulted with regards to future provision. Parents/carers will be invited to attend meetings with external agencies regarding their child, and will be kept up to date and consulted on any points of action drawn up regarding the provision for their child.

Additional annual review meetings will be held for those children who have an educational health plans (‘EHC Plans’) – details of these and when they are put in place can be found in section 10. These meetings will be used to discuss the existing provisions for their child’s support and to consider any future changes to that provision.

Monthly SEND surgeries will be held to help create a proactive rather than reactive climate of support.

The staff at Fairfield will signpost parents to Nottinghamshire’s active Parent Group which supports parents and children with SEND. https://askusnotts.org.uk/.

 

8. What are the arrangements for consulting young people with SEN and involving them in their education?

We speak to children with SEND in consultation with their parents/carers. They are fully involved in target setting and their SHINE curriculum.We take into consideration the child’s strengths and try and build on these to increase confidence and self-esteem.

Pupil voice is an essential ingredient to provide effective and appropriate support. Children with SEND will be invited to their termly or annual review meetings, if appropriate, and if not, they will be questioned before or after the event to ensure their opinions are heard 

Pupil Provision Plans:

  • Every child who has additional needs will have a Pupil Provision Plan. The Provision plan will record only that which is different from or additional to the normal differentiated curriculum, and will state individual outcomes and targets with measurable success criteria. These should match the pupil’s needs as well as:
  • Personal details.
  • The pupil’s strengths and difficulties.
  • Teaching strategies and resources that support the pupil.
  • Listed interventions used each half term.
  • Progress data.
  • Evaluations on the impact of any input from the teaching team, parents/carers and, most importantly, the child.

The Pupil Provison Plans will be developed and discussed with the pupil and the parents/carers and should be written in plain language on the child friendly pro-forma. Each party should then sign the pupil profile and keep copies in their SEND files.

Pupil Provison Plans will be written and passed on to the new class teacher ready for the new academic year.

There is an annual formal evaluation of the effectiveness of the SEND provision and policy. The evaluation is carried out by the SEND Governor. The information collected will help inform our school development and improvement plan.

9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?

The education of all pupils that attend Fairfield Primary Academy is very important to us and therefore the school is open to comments, questions, compliments and complaints.

Compliments are always greatly received and can be passed on either directly to staff and the SENDCo Team.

An appointment can be made with our SENDCOs or the relevant Class Teacher, at any time, if a parent/carer wishes to discuss their child’s needs. If further discussions are needed, then our Senior Leaders or Principals may be included too.

If a Parent/Carer feels uncomfortable speaking to a member of our staff, they should put their complaint or concern in writing.

 

 

10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?

The designated SEND Governors (Andy Halpin, Lynsey O’Donnell, Tanya Palmer-Ashton)  will support the SENDCos (Sallyann Mitchell, Vicky Cameron, Aimee Wallis, Karen Woodhead and the Assistant SENDCO Lisa Blake).

In approving, monitoring and reviewing the effectiveness of this policy the designated SEND Governor will review this policy on an annual basis and support our SENDCos, our Principal and Senior Leaders in their implementation of the policy through termly meetings.

The SEND Governing body will carry out a formal evaluation of the effectiveness of the SEND provision and policy. The information collected will help inform our school development and improvement plan.

The SENDCOs who will liaise with local health and social care professionals to ensure appropriate support is provided for all our children with SEND and attend any relevant meetings and provide any relevant reports and information. Fairfield will invite and seeks advice and support from external agencies in the identification and assessment of, and provision for, our children with SEND. Our SENDCOs are the designated persons responsible for liaising with any external health, social care, educational agencies or voluntary organisation.

Our SENDCos will continue to build strong working relationships and links with external support services to fully support our children with SEND and aid school inclusion by attending ‘Springboard’ sessions and maintaining good working relationships.

 

11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?

Through our newsletters, website, SEND surgeries  and review meetings where information is passed on.

If parents are unsure about any of the support or provision being made for their child, they should not hesitate to contact the school office to make an appointment with their child’s class teacher, SENDCo or the Principal. School will sign post parents to the local offer site.

Parents can also gain support and advice from the Ask us Nottinghamshire https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/service.page?id=YmqugCdb3a4

 and the Local Authority SEND Local Offer http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page

12. How will the school/setting prepare my child/young person to: i) Join the school/setting?

Transition is part of life for all learners, whether that is moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEND. Consequently we work closely with parents, children and staff to ensure that these transitions run as smoothly as possible.

 If your child is joining us from another school into EYFS:

  • The EYFS Leader and the SENDCos Team will speak to the previous school/nursery/PVI where appropriate.
  • If your child would be helped by a book/passport to support them then one will be made with them.
  • Your child will visit the school with you and your family and meet the staff. You will be shown around the school and introduced to key staff, class teacher and teaching teams who will be working closely with you.

When pupils move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000.

We recognise that transitions can be a challenging time for children with SEND and we take steps to ensure that any transition is as smooth as possible.

 

ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?

Transition is part of life for all learners, whether that is moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEND. Consequently we work closely with parents, children and staff to ensure that these transitions run as smoothly as possible.

If your child is moving to another school:

  • We will contact the school SENDCos and ensure he/she knows about any special arrangements or support that needs to be made for your child, where possible a planning multi-agency meeting will take place with the SENDCos from the new school.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.
  • We will make sure that all records about your child are passed on as soon as possible. 

When moving classes in school:

  • Information will be passed on to the new teaching team in advance and planning meetings will take place with the new teaching teams to discuss Pupil Profile, positive handing plans etc.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

In Year 3 and 6:

Advanced planning for pupils in Year 3 and 6 are essential to allow appropriate options to be considered. The SENDCos will liaise with the SENDCos of the Primary and Secondary schools serving the area to ensure that effective arrangements are in place to support pupils at the time of transfer.

  • The SENDCos will discuss the specific needs of your child with the SENDCos of your child’s Primary School and Secondary School. In some cases, a transition review meeting, to which you will be invited, will take place with the SENDCos from the new school. During the transition meeting a transition plan will be developed.
  • Your child will be participating in focussed learning related aspects of transition to support their understanding of the changes ahead.
  • Where possible, your child will visit their new school on several occasions in some cases staff from their new school will visit your child in this school.
  • If your child would be helped by a book/passport to support them in understanding moving on, then one will be made with them.

 End of year transition:

  • Teaching teams meet in the summer term to share Pupil Profile, provision maps and outcomes and Care Plans with the upcoming teaching teams.
  • The SENDCos and SEND Team will ensure that training needs are planned for and that information regarding needs is passed to the new teachers through the class SEND files.

When pupils move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000.

iii) Prepare for adulthood and independent living?

At Fairfield Primary Academy our high expectations allow our children to strive for excellence in everything that they do. Our aim is to build a culture of confidence where children rise to any challenge with the resilience to overcome times when life is tricky.

Our skills based curriculum gives opportunities for active enquiry based learning, where children use transferable skills to become resourceful, independent learners for life.

All adults (teachers, support staff, governors, volunteers and parents) have a responsibility to pass on knowledge and skills that enable every child in our community to become more independent/self-reliant.  Every child should understand the benefits of being able to do things for themselves and be supported and encouraged to apply skills of independence both in and outside of school to help them develop into more competent and confident individuals and learners.

What does this look like in reality?

To become independent learners, children need…

  • opportunities to try things for themselves.
  • experience of practising independence from an early age.
  • role models in adults and other children—what we do has far more influence than what we say.
  • expectations that they can become independent learners, given time and opportunities.
  • motivation, created by rewarding and praising effort and success.
  • information to empower them to make positive choices and decisions.

How will we know when we have been successful?  What does an independent learner look like?

An independent learner…

  • asks questions.
  • is a problem solver.
  • is a creative thinker.
  • is confident and can make choices.
  • has a positive ‘can do’ attitude.
  • makes learning links.
  • is self motivated.
  • has high self-esteem and a good self-image.
  • helps others.
  • sets their own goals.
  • wants to understand, wants to achieve.
  • uses teachers and other adults.
  • can find and select their own resources.
  • has interested family members who give encouragement at and from home.

 

13. Where can I access further information?

School Website:  http://www.fairfieldprimaryacademy.co.uk

The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Nottinghamshire that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors.

Nottinghamshire County Council Local Offer:

http://nottinghamshire.sendlocaloffer.org.uk/kb5/nottinghamshire/fsd/local_offer.page

 

 

 

 

SEN Information Last Updated On: 30/09/2020

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