WHAT CAN FAIRCHILDES OFFER YOUR CHILD?
Fairchildes is an Inclusion Flagship School
There is a real sense of Community at Fairchildes having developed a range of supportive links. If Fairchildes was a stick of rock ‘Community’ would run all the way through it! (IQM 2018)
"Everything the school does ensures that no child is left behind!"(OFSTED 2012)
"Disabled pupils and those with special educational needs make faster progress than their peers nationally!" (OFSTED 2012)
We appreciate that many children require additional support at some time in their school career. A short boost of support in a specific area may be all that is needed to put one child back onto the path to success whilst another may require a longer term solution.
Please click on the questions below to find out more about SEN support at Fairchildes.
How many pupils with Special Educational Needs are there at Fairchildes?
|Number on role||Children receiving SEND support||Children with EHCPs|
Exceptional features of this school include the overall ethos of including, listening to, challenging and supporting all children; the excellent behaviour, self-confidence and positive attitudes of pupils; the excellent teamwork and reflective practice of teaching and support staff; the excellent partnership with parents and the community; the wonderful enhancement opportunities provided for pupils; the superb inclusive work of the ELP and mainstream staff working together to meet the needs of a range of children with SEND and the overall positive, exciting ethos of this happy, welcoming school. (IQM Flagship 2017)
What is SEN?
At different times in their school life a child may have a Special Education Need (SEN). The code of practice defines SEN as follows:
‘A child or young person has SEN if they have a learning difficulty or disability which calls for a special educational provision to be made for him/her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- Has a significantly greater difficulty in learning than the majority of others the same age, or
- Has a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.’
Types of SEN
In the Code of Practice, SEN and provision falls under four categories:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional andMental Health
- Sensory and/or Physical
This includes a wide range of needs such as:
- Moderate learning difficulties and global delay
- Autism and social communication differences
- Specific learning differences e.g. dyslexia and dyscalculia
- Speech and language difficulties
- Social, emotional and mental health difficulties
- Visual or auditory difficulties
- Anxiety, anger and depression
How is SEN identified at Fairchildes?
When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN).
In partnership with the Class teacher, SENCO and parents we will look for any barriers to learning.
Barriers could include:
- Absences or lateness
- Changing schools or moving house
- Difficulties in speaking English
- A temporary illness or injury e.g. broken arm
- Worries or concerns such as a family bereavement
- Being a young carer
We know that children who experience these types of issues may be vulnerable students but this does not mean they would be identified as a child with SEN.
The learning of all children at Fairchildes Primary School is regularly and rigorously assessed. School leaders check books, observe lessons and monitor the achievement of the children.
We also use formal assessment to monitor progress:
- Phonics screening in Year 1
- SATs in Year 2 and Year 6
- Salford Reading Assessment
- SALT assessment
- Fine motor skills assessment
- Boxall Profile
After collecting information on progress and attainment and following agreement with parents; a child experiencing long term and complex barriers to their learning will be placed on the SEN register.
What support do pupils get in the classroom?
All pupils are given quality first teaching. This means that class teachers are well trained; lessons are well planned, exciting and differentiated to ensure that all pupils can access the learning at their own level.
For pupils with SEN this could mean that they are given a slightly different task to achieve or are using visual clues or equipment to help them complete their task. Some may require additional support from the class teacher or teaching assistant as part of a small group, pair or individual.
Some SEN pupils will have an Individual Education Plan (IEP). This will outline specific targets for the child and identify what support and resources need to be put in place for the child to make progress. An IEP is regularly assessed and updated by parents, class teachers and the SENCO.
How has SEND support changed during COVID-19?
As you can imagine there have been many changes during the last few months and this has had a significant impact on how we deliver SEND support. We have altered our practice to meet the individual and changing needs of our children with additional learning needs.
Provision for children in school
- NHS therapists are currently working remotely. Assessments and advice are delivered via email, telephone or online meetings to the SENCO and/or class teacher as needed. Therapists are able to contact parents at home as needed.
- Speech and Language therapy. The teachers and TAs in school are mindful of the targets of the children’s EHCPs, IEPs and care plans. Wherever possible and safe 1-1 support will continue but group provision is not possible at the moment.
- Occupational Therapy. The teachers and TAs in school are mindful of the children’s EHCPs, IEPs and care plans. Targets are embedded within planned activities but the children will not currently be withdrawn for 1-1 support.
- Mentoring - checking in sessions are provided as needed (a request can be made from a parent, child, teacher or social care).
- Counselling - Children receiving regular counselling are continuing their support via online meetings and by phone.
- Parenting support - The class teachers, pastoral team and SENCO are regularly contacting parents via email and telephone to offer parenting support as requested.
- Learning interventions - children are supported with additional TAs in the classroom. Class teachers are planning for children with additional needs and wherever possible the child is receiving the provision as outlined on their IEP or EHCP. However, at the moment group interventions are not allowed
Provision for children at home
- Learning interventions - children with special educational needs at home are supported with specific learning planned to their individual needs via Google Classroom or in the form of paper packs of work. This is marked weekly by the teacher and feedback given.
- Laptops and augmented technology have been loaned to children with SEN who are working at home.
- NHS therapists are currently working remotely. Therapists are able to contact parents at home as needed.
- Mentoring - children on the mentoring list are regularly in contact with their class teacher or mentor through google classroom or over the phone. Any child who a teacher or parent is concerned about can be referred to the pastoral team for further online or phone support.
- Counselling - the children who were receiving counselling in school are now having counselling at home over the phone.
- Support for parents - we recognise that supporting children with additional needs at home is a complex challenge. We are endeavouring to support parents with practical resources - paper copies of google classroom, laptops and free wi-fi, food parcels and meals delivered to the home. We also understand that parents need emotional support - we have mentors and counsellors able to speak to parents, the SENCO is available by telephone and email. We have encouraged parents to contact additional services such as CAMHS and the Educational Psychologist who are offering virtual support and advice as needed.
How skilled are the staff in meeting the needs of children with SEN?
We have an extensive staff at Fairchildes who continuously look to develop their practice and extend their expertise.
An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge. This includes:
- Sensory Processing Difficulties
- Literacy strategies
- Maths strategies
- First Aid
Our staff also regularly visit alternative provisions to share good practice as well as engaging outreach support from special schools
We have regular staff meetings where all members share ideas to promote successful learning strategies.
Curriculum leads’ attend co-ordinator meetings to keep up to date with local and national initiatives in education.
The SENCO (Mrs Baron) attends local authority SENCO briefing meetings as well as being part of the SENCO cluster.
Fairchildes is recognised as an inclusive school and has the Inclusion Quality Mark (IQM) flagship award. Our Head of School (Miss Hussey) is also an assessor for the IQM.
‘Teaching and support staff work extremely well together and are valued for their skills and expertise.’ IQM Flagship June 2017
Who should I contact to find out more about SEN at Fairchildes?
|Fairchildes Inclusion Team|
|Miss Hussey||Head of School|
|Mrs Sebire||Inclusion Manager|
|Mrs Lacy||Child Protection|
|Kamalasura, Mrs Lacy, Ms England||Mentors|
|Mr Bryers||SPIL Counsellor|
|Ms England||Breakfast Club|
|Mrs Maskell||After School Club|
|Mrs Wicker||Communications Co-ordinator|
|Miss Lilly||Medical Care Plans|
|Mrs Andrews||Dietary Needs|
|If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher or to any member of the Inclusion Team||
You can contact any of these members of staff through the main school switchboard - 01689 842268Contact Miss Hussey directly - firstname.lastname@example.org
What additional support can Fairchildes offer my child?
The school places important emphasis on supporting the emotional, social and mental health needs of its pupils, parents and staff. (IQM Flagship 2017).
Children with SEN are given the same opportunities ... and are supported by an expert and caring team of teachers and TAs who provide a variety of learning opportunities that address their needs. (IQM Flagship 2018)
Additional Literacy Support:
- We have a team of well-trained Teachers and Teaching Assistants who work with small groups of children and provide individual support.
- We have a group of volunteers who are passionate about helping our struggling readers make progress.
- Children have access (at home and school) to the IDL programme to develop their literacy skills.
Additional Maths Support:
- We target small groups of children throughout the school, giving them additional number work.
- Mathletics is available for children to reinforce their skills and thoroughly embed their learning.
- We run a Funky Fingers fine motor skills group each afternoon for pupils who have a care plan from an Occupational Therapist or who have been selected by their teacher to receive additional support. Time is spent on cutting, threading, writing, sticking etc. Anything to get those fingers working!
- Some children may require additional apparatus to help them achieve; we take advice from our occupational therapist to ensure that our children have the correct pencil grips, writing slopes, chairs etc.
Speech and Language:
- We have regular visits from the NHS speech and language therapist who shares her care plans with our speech and language team.
- We have additional TAs to support children’s speech and language needs.
- We use a bespoke speech and language programme that ensures our children are confident communicators.
- Any difficulties in communication are identified quickly and the appropriate support put in place.
1:1 Teaching Assistant Support
Some children might need short term individual support to help them achieve academically or to help them manage their physical needs. We have a team of well-trained 1:1 TAs who are deployed in all year groups to offer this support.
We know that a child cannot learn unless he or she is ready to do so emotionally. We are fortunate to have four mentors as well as our own counselling service (Share Problems, I’ll Listen – SPIL) to support our children's emotional needs.
We have a fully equipped sensory room. The children are taken individually or in pairs to spend time in the room. It is both relaxing and stimulating.
360 Enhanced Learning Provision (ELP)
We provide 14 places for children with Moderate Learning Difficulties (MLD). All the children who attend the ELP have an Education Health and Care Plan and admission is through the Croydon SEN panel.
Children who attend the 360 ELP will be taught in small groups with a higher adult to pupil ratio. Whenever possible, children will access their mainstream class with support.
The 360 ELP is an integral part of the provision offered by Fairchildes Primary School. While the admission process is different and the children in the ELP may experience a modified curriculum; we have the same high expectations and they enjoy the equality of opportunity that the mainstream children enjoy.
‘The support for children with SEND continues to be exceptional… providing excellent support for children with MLD. The inclusion of these children in mainstream lessons and the excellent progress they make is an exceptional feature of the school…’ IQM Flagship June 2017
Which outside agencies could I access through Fairchildes?
The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.
1. The Educational Psychologist
Our school Educational Psychologist is Dr Katie Ellis. Katie visits Fairchildes regularly and is available for advice. Children are referred to Katie if they are not making the expected progress given the amount of support that they are receiving. Katie observes and assesses the pupil and then, in consultation with the parent, helps the school decide the best way forward for the pupil.
2. Speech and Language Therapy
We are visited several times per term by a qualified speech therapist. Parents and staff can refer children to this service. The children are assessed and a care plan is written. This care plan has actions and targets for the individual. These actions are carried out by the school speech and language team. On occasions the speech therapist themselves may work directly with the pupil.
3. Occupational Therapy
Parents and staff can refer a child to this service. The pupil is assessed and a care plan is written. The care plan has actions and targets for the individuals which are carried out both in lessons and in additional OT sessions e.g. Funky Fingers and Gross Motors Skill group.
Parents and staff can refer a child to this service, the pupil is seen by a physiotherapist and a care plan is written. The care plan has actions and targets for the individuals which are carried out as required.
What is the Locality SEND Support Early Adopters Scheme?
Our school has become an early adopter in an exciting new initiative by Croydon Council to improve support for children with special needs or disabilities who live in Croydon.
Along with several other schools in our area, we’ve been given funding to provide earlier and better targeted help and support to SEND youngsters. This will enable our special needs staff to work closely with our partner schools to quickly get the necessary support and help for students who are beginning to demonstrate that they have additional needs which can’t be met through our own school SEND resources.
This early help which may be in the form of advice, school to school support, referral to specialist services, or additional resources can be put in place rapidly without unnecessary delay. This is because our group of schools hold the funding between us so we can direct this to the most suitable children in an efficient targeted way.
The initiative is called “Locality SEND Support” and will run throughout this academic year. We will monitor the outcomes closely, and if it proves successful it is anticipated that it will then be rolled out across all schools in Croydon. Presently the scheme is only for Croydon residents and will not impact on students who already have an Education & Health care Plan or those in Enhanced Learning Provisions.
If you want to learn more about this scheme please contact our SENDCO and we will be happy to send you further details.
How will I know if my child is making progress?
Pupils make outstanding progress. Disabled pupils and those with SEN receive specialist teaching and support and so make excellent progress. Pupils who receive additional funding are closely monitored and well supported to make better than expected progress. (OFSTED)
Fairchildes has an open door policy. Parents and carers are welcome to make an appointment to discuss their child’s progress at any time. Class teachers are available before school starts and after school to speak to parents.
Parents can see the Inclusion Manager or member of the inclusion team at any time.
Formal parents' evenings are held three times a year. At these meetings the parents of children with SEN will be given a copy of their child's Individual Education Plan (IEP). This is an opportunity to discuss your child's progress and to help make new targets for the coming term.
Each child receives a written report at the end of the school year detailing his/her progress.
The progress of pupils at Fairchildes is monitored very closely. We aim for all of our pupils to make outstanding progress:
- Teachers meet with the assessment coordinator each term. Children's work is scrutinised and levels of progress recorded.
- The assessment coordinator and class teacher meet with the SENCO to discuss the type of intervention that a child might need.
- The SENCO monitors the progress in each intervention provision and meets regularly with the leaders of provisions to discuss individuals and any necessary changes that need to be made to provisions.
- The Inclusion Manager meets with the Inclusion Governor to discuss specific provisions and provides data to show their impact.
Is Fairchildes an accessible school?
Definition of Disability
A person has a disability if he or she has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by The Equality Act 2010
• increasing the extent to which disabled pupils can participate in the school curriculum, which includes teaching and learning and the wider curriculum of the school, such as participation in after school clubs, leisure and cultural activities or school visits;
• improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services, which includes improvements to the physical environment of the school and physical aids to access education.
•improving the delivery to disabled pupils of information, which is provided in writing for pupils who are not disabled. eg. handouts, timetables, textbooks and information about school events. The information should take account of the pupils` disabilities and the preferred format of pupils and parents and be made available within a reasonable timeframe.
Fairchildes Primary School aims to treat all stakeholders, including pupils, prospective pupils, staff, governors and other members of the school community favourably and, wherever possible, takes reasonable steps to avoid placing anyone at a substantial disadvantage. The school aims to work closely with disabled pupils, their families and any relevant outside agencies in order to remove or minimise any potential barriers to learning, which puts them at a disadvantage, but allows them to learn, achieve and participate fully in school life. The school is active in promoting positive attitudes to disabled people in the school and in planning to increase access to education for all disabled pupils.
As part of the school’s continued communication with parents, carers and other stakeholders we continually look at ways to improve accessibility through data collection, questionnaires and parental discussions.
Fairchildes is a two form entry primary school with a Nursery and an Enhanced Learning Provision for children with a diagnosis of Moderate Learning Difficulties.
The mainstream school has accessible toilets at either end of the building, there are stair lifts so the main and upper floors are accessible to those with mobility concerns. There are sound systems and microphones in both the school halls. There are ramps to the outdoor classrooms.
The Enhanced Learning Provision is a purpose built single story extension with a hygiene room and disabled toilets.
The Current Range of Disabilities within Fairchildes Academy
The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Epilepsy, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals for assessments, support and guidance for the school and parents/carers.
We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.
Some children have allergies or food intolerances/cultural food choices. We have our own independent caterers who are able to meet the needs of children with specialist diets in an inclusive environment.
All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.
All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.
What support can Fairchildes offer parents?
Our aim is to support our families. We know that our pupils do their best work if they have come to school from a happy home where they feel safe and are encouraged.
We know that being a parent is not the easiest of jobs and sometimes it can seem too much.
- Support for families from our mentors
- Parent counselling services
We want our parents to gain qualifications.
Many of our parents are keen to improve their own education and to gain more qualifications.
We are currently offering:
- NVQ level 2 in child care
- NVQ level 3 in child care
Our courses are free and most offer a free crèche.
We want our parents to feel part of the school community and would encourage them to join:
1. Parent Gym sessions
2. Palace4Life - healthy lifestyles family course
The parents that I spoke to on my visit were full of praise for Fairchildes and felt supported and welcomed by the staff and Head of School. They felt that their children had opportunities at the school that they would not get anywhere else and felt they were able to talk to all staff if they had concerns. (IQM 2018)
What happens when my SEN child transfers to high school?
Moving on to high school can be an anxious time for any child. We try to make sure that our pupils have opportunities to visit high schools during their time at Fairchildes and so are familiar with our local schools.
We also work closely with our high school colleagues to make sure that transition is smooth, passing on information well before the child is due to attend so that their needs can be catered for.
If your child has an Education Health Care Plan we arrange a transition meeting towards the end of Year 6 and invite high school colleagues. Parents find this meeting very valuable in ensuring that the correct provision is available for their child at transition.
If a child is very anxious about moving to high school extra visits are arranged and a high school staff member is selected to meet your child. A familiar face on the first day can make all the difference!
What should I do if I am not happy with the provision my child receives?
If you do not feel that your child is progressing as you expected come in and see us!
Make an appointment with the class teacher, SENCO or come and see the Inclusion Manager.
If after a discussion with the Inclusion Manager you are not happy, you could contact our Inclusion Governor:
You can contact her by post at:
Fairchildes Primary School
What do all the abbreviations mean?
- ASD Autistic Spectrum Disorder
- ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
- BSS Behaviour Support Service
- EHCP Education Health Care Plan
- EP Educational Psychologist
- EWO Education Welfare Officer
- FSM Free School Meals
- G&T Gifted & Talented
- HI Hearing Impaired
- IEP Individual Education Plan
- LA Local Authority
- LD Learning Difficulties
- LSA Learning Support Assistant
- MLD Moderate Learning Difficulties
- NC National Curriculum
- ODD Oppositional Defiance Disorder
- OT Occupational Therapy
- PRU Pupil Referral Unit
- SALT/SLT Speech and Language Therapy
- SATs Standard Assessment Tests
- SEN Special Educational Needs
- SENCo Special Educational Needs Co-ordinator
- SLD Severe Learning Difficulties
- SpLD Specific Learning Difficulties
- SPM Sensory, Physical, Medical
- SEMH Social, Emotional and Mental Health
- TA Teaching Assistant
- VI Visually Impaired
TO FIND OUT MORE ABOUT WHAT CROYDON LA CAN OFFER YOUR CHILD FOLLOW THIS LINK: