FITZWILLIAM PRIMARY SCHOOL
Second Avenue, Fitzwilliam
Pontefract, WF9 5BA
TELEPHONE: 01977-624490
FAX: 01977-624498

Susan Harrison
 headteacher@fitzwilliam.wakefield.sch.uk

SEN Local Offer

Fitzwilliam Primary School’s Contribution to the Local Offer with Wakefield Local Authority

SEN Policy: SEN Policy 2016

Disability Access Plan 2016

Local Offer and Auxiliary Aids 2016

Medication Policy 2016

SEN Information Report

Introduction

At Fitzwilliam Primary School we provide teaching and learning which enables all children to gain access to a broad, balanced and appropriately differentiated curriculum. We strongly believe in the role of Quality First Teaching and Curriculum Entitlement for all children.

Our aim is to ensure all children are supported in order that they may work confidently towards reaching their full potential. The Principles of the SEN Code of Practice 2014 set out the following guidance:

  • A child with special educational needs should have their educational needs met
  • The views of the child should be sought and taken into account during any decision making
  • The early identification of children’s needs and intervention to be put into place to support them
  • A greater choice and control for young people and parent’s support
  • Collaboration between Education Health and Social Care services to provide support
  • High quality provision to meet the needs of children with SEN
  • Become confident young children with a growing ability to communicate their own views and ready to make the transition into compulsory education (5:1)
  • To become confident individuals living fulfilling lives

At Fitzwilliam we pay close regard is paid to the three key principles of inclusive education:

  • Setting suitable learning challenges
  • Responding to pupils’ diverse learning needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

 Fitzwilliam Primary School is an inclusive school and may offer the following range of provision to support children with SEND.

INTERVENTION

Social Skills programmes/support including strategies to enhance self‐esteem and aspirations

  • Working and Growing Together is the philosophy underpins our curriculum. This promotes independence and a “can do “ attitude to learning

Access to a supportive environment – ICT facilities/equipment/resources (inc. preparation)

  • All resources are available to the children and are labelled appropriately. The children are encouraged to access them during their lesson activity and once they have completed the task they learn how to tidy away.
  • Resources are up‐dated regularly. Within the last academic year I‐pads were introduced which the children are able to access.
  • Resources are adapted to meet the needs of all children, including those with Visual Impairment.
  • Our outside provision is outstanding, supporting all areas of the Early Years Curriculum. .
  • We are currently developing our whole school approach to outdoor learning, supporting all areas of the new National Curriculum.

Strategies/programmes to support speech and language

  • We provide 1:1 language enrichment support in our Foundation Setting for identified children through early intervention methods.
  • We will have the support of a NHS speech therapist once a week (depending on agreed schedule) based in our Foundation Stage Setting to identify and support children as they join our school.
  • We will refer children and support children to the Speech and Language service and work with the professionals to follow programmes adapted for the child.
  • We use Makaton signing to support communication when appropriate

Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs

  • We would support any referrals to these services and work with the professionals to provide resources as required or implement programmes as needed.
  • We deliver a Fit to Learn programme that focuses on the development of fine and gross motor skill coordination. A trained Educational Support Assistant delivers the programme assessed by the SENCO.

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • We operate an open door policy whereby parents/carers can speak to a key teacher
  • before/after the morning and afternoon sessions. For parents who are working full time we
  • are happy to speak over the telephone when convenient or make an appointment available that would be more convenient time.
  • During the transition of children from Primary to Secondary School we visit the school with the children and where appropriate create Transition Plans so that the child can meet their new teacher, setting and understand the changes to their school life. We also do this during the year if a child in any cohort is moving schools to ensure that the transition is smooth and that the new school is fully supported with meeting the needs of the child.
  • We hold an Open Mornings, Open Afternoons and INSPIRE Mornings for parents. This gives you an opportunity to come and work with your child and see how well they are working at school.
  • We have a Learning Mentor who will support children to reduce anxieties and develop their self-esteem through well planned support.
  • Regular newsletters and planning overviews are provided to parents so that they are aware of what is happening in school and providing them with a planning overview each half term to inform them what their child will be learning.

Strategies to support/develop literacy

  • The environment (inside and outside) is set out to provide plentiful opportunities to support early literacy in our Foundation Stage Setting.
  • We teach the Letters & Sounds programme from phase 1 up to phase 5 from Foundation Stage into KS1. Following Letters & Sounds we deliver a Support for Spelling programme that begins in KS1 (Year 2) up to Year 6.
  • We involve parents by providing you with your child’s weekly spelling for every half term to support them with.
  • We use Talk for Writing strategies to support children in their development of writing longer and shorter texts based around books and topics that we deliver.
  • For children who may require more support with writing we offer Paired Writing, which is an intervention that our School Advisory Teacher supports our children with alongside two members of our Teaching Assistant staff.
  • We encourage children to read regularly at home and in school to support their phonic and de-coding skills as well as teaching them strategies to understand what they have read.
  • We have a Reading Recovery Teacher who specialises in the development of children’s reading.
  • We use Catch-Up for Literacy to develop a child’s reading age to bring it in line with their chronological age. The programme focuses on reading and writing. It builds upon the foundations of Letters and Sounds and teaches children strategies to become independent readers and writers.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.
  • We provide a handwriting intervention called Speed Up. It focuses in on the fine motor skill coordination of handwriting and ‘speeds up’ the child’s pace of writing. We can use our external support assistant to support children were appropriate. All members of the support staff have received training in this area.

Strategies to support/develop numeracy

  • The environment (inside and outside) is set out to provide plentiful opportunities to support in our Foundation Stage Setting.
  • We believe the use of Numicon provides a firm grounding in their understanding of number and quantity.
  • We offer an opportunity for parents to attend maths workshops so that they understand how we teach calculations to a specific age group and ability.
  • We have a range of resources that support children in accessing the mathematical curriculum.
  • In the last academic year we introduced an intervention called 1st Class Number. This programme is a light touch mathematical intervention that supports children to make accelerated progress.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.

Strategies to support /modify behaviour

  • We adopt a Golden Rule approach. Children are aware of the five Golden Rules and at the end of each week there is the opportunity to have 30 minutes of class reward time. Children have to try and keep as many minutes as possible. If a Golden Rule is broken and they lose 1 minute they still have the opportunity to earn the minute back because it is important that the child understands how they change their behaviour positively.
  • In school we use strategies to promote understanding of appropriate behaviour through Restorative Practice.
  • The children are encouraged to value their own journey to success which leads to a sense of pride in their own achievements. All staff encourage a ‘can do’ attitude and scaffold this in a variety of ways.
  • Inappropriate behaviours are addressed immediately and strategies agreed with parents.
  • We adhere to a comprehensive behaviour policy which is available to parents and are happy to talk through strategies as the need arises.

Provision to facilitate/support access to the curriculum

  • We plan a personalised curriculum as appropriate.
  • We adapt resources and the environment as required with the support of appropriate professionals.
  • The school provides a teaching assistant for each year group in order to further support the children’s learning and access to the curriculum

Strategies/support to develop independent learning

  • Children are supported in their journey to independence through carefully planned activities and support from the appropriate professionals.

Support/supervision for personal care

  • Additional lunchtime supervisors are employed as required in accordance to needs.
  • Additional educational teaching assistants can be employed to support the 1:1 programmes that may be required for children.

Planning and assessment

  • Staff plan in accordance with the National Curriculum and Early Years Framework to ensure all children’s needs are met through the curriculum delivery.
  • Differentiated tasks allow children to achieve their own potential.
  • Assessments are completed by teaching staff during regular intervals to measure the rate of progress and identifies the key areas that require further support.
  • Assessments by teaching staff are moderated in school and externally.
  • Our tracking systems enable us to monitor the progress of children accurately.

Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Our Headteacher and SENCO have overall responsibility for liaison with all necessary parties so that lines of communication are maintained.
  • Individual Educational Plans (IEPs) which are now known as SEN Support Plans are drawn up when appropriate and targets are shared
  • with parents/carers and the child. They are encouraged to contribute to these.
  • For children with an Education, Health and Care Plan (ECH), formerly known as a Statement of SEN, then the SENCO will arrange annual reviews providing parents with an invitation to attend the meeting and place their views about their child and their needs during the meeting.
  • Teaching staff members will hold two parent’s evenings during the school year to update you on progress and support that your child receives.
  • Annual reports are provided about your child’s progress.
  • Access to Medical Interventions
  • Parents liaise with their GP and staff are trained as necessary by the appropriate medical professional.

FREQUENTLY ASKED QUESTIONS

Parent’s Questions   Answers
 

How does the setting / school / college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

CoP p 83 6.14 – 6.18

 

Children who require extra help are identified by the class teacher, SENCO and/or Headteacher. We look at the rate of progress of children which is tracked and reviewed termly. Any gaps that may be occurring identify where additional support may be required for children.

If parents/guardians have concerns that their child may be having difficulty they can make an appointment to speak to the class teacher, Headteacher and/or SENCO who will listen and offer you further advice and support.

 

How will early years setting / school / college staff support my child/young person?

CoP p 84 6.19 – 6.27

Our Foundation Stage Manager will plan a clear education programme for all children in our Early Years Setting. Within Foundation Stage there are Nursery Nurses and Teaching Assistants to support and work with any child receiving additional support. The regularity of support will be outlined on a Support Plan that will be discussed with parents. We also employ a Speech and language therapist.
 

How will the curriculum be matched to my child’s/young person’s needs?

CoP p 88 6.36 – 6.44

Every child receives Quality First Teaching from their class teacher. Work is differentiated according to the child’s current levels and needs. This will help the child to grow in independence and work at the right level to build on their skills and also have some challenge available when appropriate.

How will I know how my child/young person is doing and how will you help me to support my child’s/young person’s learning?

CoP p 93 6.64 6.71

We hold annual parent’s evenings twice a year where teachers will discuss progress and explain the support in place for a child and will share any SEN Support Profile with them. School reports are also shared with parents. If a child has a Support Plan or an Education, Health and Care Plan parents will be actively involved in creating them and reviewing them. School operates an open door policy and welcomes parents to make an appointment if they wish to discuss progress.

Each half term a planning overview is created by the class teacher to inform parents about what their child will learn. This is also posted on the school website. Alongside this weekly spellings, homework and reading records are sent home for parents to support their child with.

How are the setting’s / school’s / college’s resources allocated and matched to children’s/young people’s special educational needs?

SEN Information Report

Resources can be personalised according to need. If specialist equipment is required to meet the needs of a child, the special needs service may provide school with the equipment or school will endeavour to purchase the necessary items to ensure that the needs are met.
How will school/college support my child in making transitions to new schools/colleges or into employment? As children move from Key Stage 2 (Year 6) to Secondary School we prepare children by arranging transition meetings for the child and their parents to meet the SENCO and other support workers from the school they are moving to. From there agreed steps are made to create a smooth transition. This may be the child visiting their new school to be able to understand the layout of a new, larger building or completing transition activities that the two schools and the child may plan together. If a child is leaving us to attend another school we also plan a smooth transition where the child visits their new school and meets their teacher but we also invite the staff to visit the child in our school setting where appropriate.

How is the decision made about what type and how much support my child/young person will receive?

SEN Information Report


If a child is working at SEN Support the class teacher and SENCO will agree on effective time management to provide the child to work on their SMART targets in order to narrow the gaps that they may have. This is shared with parents on the One Page Profile.

If a child requires additional support from external agencies and clear targets are recommended then the support service will recommend a time allocation of support in discussion with the class teacher, SENCO and Headteacher.
If a child has a Support Plan or an Education, Health and Care Plan the agreed support will be written within the documentation and parents will be involved within the discussion.

If it is recommended that adult support would be required then the Headteacher would allocate an Educational Support Assistant to work alongside the child specifically for their needs outlined in the plan.

The support is reviewed termly or annually (if the child has an Education, Health and Care plan. Any plans that are updated are shared with parents.

Who can I contact for further information?

If you have any concerns regarding your child then please do not hesitate to make an appointment to speak with the class teacher, Headteacher and/or SENCO. Staff will be prepared to listen to your concerns or questions and staff will be able to offer you advice.

If you decide to bring your child to Fitzwilliam Primary School we would encourage you to contact Mrs Susan Harrison, Headteacher, in order to arrange an appointment to visit school and discuss your child’s needs.

Please contact the Wakefield Admissions team for further information.

School Admissions
Wakefield Council
Wakefield One
PO Box 700
Burton Street
Wakefield
WF1 2EB
01924 305617

 

 

 

PrintEmail