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SEN Information Report 2020-2021

Pupils with Special Educational Needs at Fairchildes September 2020- July 2021

Number on roll Children receiving SEND support Children with EHCPs
486 108 (22.2%) 22 (4.53%)

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.

It is important to listen to the pupil’s voice regarding their individual needs.  While some children are happy and confident to discuss their challenges, other children prefer discrete support. 

How has SEN been identified at Fairchildes this year?

This has been a very challenging year to accurately identify the needs of children with special educational needs.  Early intervention is essential for progress but it is important to avoid mislabelling a child with additional needs.

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, parents and the child we consider 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

In addition, it is important to note that, due to the pandemic, all children have had to accommodate many changes to their education.  We know that children who experience these types of issues may be vulnerable students but this does not mean they should be identified as a child with SEN. 

The learning of all children at Fairchildes Primary School is regularly and rigorously assessed. 

Data meetings were held each half term and progress and attainment were monitored.  Additional support was put in place to support children who had missed learning due to self isolation or who found home learning challenging. 

The SENCO followed up with children who had received QFT and additional support in school and had not made expected progress. 

The Educational Psychologist was able to support teachers in developing or adjusting their practice for children who were dealing with disrupted learning.

Inclusion meetings were held virtually each half term and the information collected was used to support assessments regarding whether a child had additional needs.

During the Spring term 2021 – Senior leaders audited literacy and numeracy books of each year group and fed back to individual teachers.  Individual children were identified for further support.  There was also an audit of the work set, and completed on google classroom during lockdown.

During the Summer term 2021 – The three schools of the Fairchildes Academy Community Trust moderated across all year groups. 

Formal Assessment was also used to identify needs:

  • Phonics screening in Year 1
  • Salford Reading Assessment
  • SALT assessment
  • NELI
  • Fine motor skills assessment
  • SNAP B (behaviour)
  • PHAB2 (cognition and learning)

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment.  Parents were involved in decision making and reviews of decisions held regularly.

SEND support this year:

As you can imagine there have been many changes during the last twelve 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.

Autumn 2020

Provision for children in school

Any provision was decided in consultation with the professionals, parents and child.  It is important to listen to the pupil regarding how they want their needs met and the role they play in their learning.  Provision could be deferred if the child was not ready to engage e.g. counselling.

 

  • NHS therapists worked remotely.  Assessments and advice were delivered via email, telephone or online meetings to the SENCO and/or class teacher as needed.   Therapists were able to contact parents at home as needed.
  • Speech and Language support.  The teachers and TAs in school were mindful of the targets of the children’s EHCPs, IEPs and care plans.  Wherever possible, 1-1 support continued but group provision was not appropriate.
  • Occupational Therapy.  The teachers and TAs in school were mindful of the children’s EHCPs, IEPs and care plans.  Targets were embedded within planned activities but the children were not withdrawn for 1-1 support. 
  • Mentoring - checking in sessions were provided as needed (a request could be made from a parent, child, teacher or social care).
  • Counselling - Children receiving regular counselling continued their support via online meetings and by phone.
  • Parenting support - The class teachers, pastoral team, EWO, attendance officer and SENCO regularly contacted parents via email and telephone to offer support as requested.
  • Learning interventions - children were supported with additional TAs in the classroom.  Class teachers were planning for children with additional needs and wherever possible the child received the provision as outlined on their IEP or EHCP.  However, during the Autumn term group interventions were not allowed.

 

 

Provision for children at home

  • Learning interventions - children with special educational needs at home were supported with specific learning planned for their individual needs via Google Classroom or in the form of paper workpacks.  This was marked weekly by the teacher and feedback given. 
  • Laptops and augmented technology were loaned to children with SEN who were working at home.
  • NHS therapists were working remotely.  Therapists were able to contact parents at home as needed.
  • Mentoring - children on the mentoring list were regularly in contact with their class teacher or mentor through Google Classroom or over the phone.  Any child who a teacher or parent was concerned about was referred to the pastoral team for further online or phone support.
  • Counselling - the children who were receiving counselling in school were having counselling at home over the phone.
  • Support for parents - we recognised that supporting children with additional needs at home was a complex challenge.  We endeavoured to support parents with practical resources - paper copies of the work on Google Classroom, laptops and free Wi-Fi, food parcels and meals delivered to the home.  We also understood that parents needed emotional support - we had mentors and counsellors available to speak to parents, the SENCO was available by telephone and email.  We encouraged parents to contact additional services such as CAMHS and the Educational Psychologist who were offering virtual support and advice as needed.

 

Spring and Summer 2021

Provision for children in school

  • NHS therapists started to come into schools.  All NHS protocols were observed. Advice was available via email, telephone or online meetings to the SENCO and/or class teacher as needed or in person.  Therapists were still able to contact parents at home if the parent preferred.
  • Speech and Language therapy.  TA support was put in place in each year group to meet the children’s needs.  Additional support was provided for EYFS with The NELI programme in reception and bespoke SALT programme for nursery,  aimed at boosting children’s progress. 
  • Occupational Therapy.  Group work within year groups resumed and the OT therapist returned to school (observing NHS protocols).  Advice and support was available in person or via telephone and online meetings.
  • Mentoring - checking in sessions continued as needed (a request can be made from a parent, child, teacher or social care).  1-1 mentoring resumed in the Inclusion Room or at the Mentoring Hut.
  • Counselling - Children receiving regular counselling continued their support in person at school.
  • Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, Weduc and telephone to offer parenting support as requested.  In June parents were able to come into school for parental feedback meetings.  If parents preferred, the option of online meetings was offered.
  • Learning interventions.  IEP and EHCP provision was continued.  Any intervention that required crossing bubbles was still not allowed e.g. the children in the 360 were not able to transition to mainstream.

 

Provision for children at home in the event of isolation or a bubble closing.

  • Learning interventions - children with special educational needs at home were supported with specific learning planned for their individual needs via Google Classroom or in the form of paper workpacks.  This was marked weekly by the teacher and feedback given. 
  • Laptops and augmented technology were loaned to children with SEN who were working at home.
  • NHS therapists contacted parents at home as needed.
  • Mentoring - children on the mentoring list were regularly in contact with their class teacher or mentor through Google Classroom or over the phone.  Any child who a teacher or parent was concerned about was referred to the pastoral team for further online or phone support.
  • Counselling - the children who had been receiving counselling in school were having counselling at home over the phone.
  • Support for parents - we recognised that supporting children with additional needs at home was a complex challenge.  We endeavoured to support parents with practical resources - paper copies of the work on Google Classroom, laptops and free Wi-Fi, food parcels and meals delivered to the home.  We also understood that parents needed emotional support - we had mentors and counsellors available to speak to parents, the SENCO was available by telephone and email.  We encouraged parents to contact additional services such as CAMHS and the Educational Psychologist who were offering virtual support and advice as needed.

Training and Development 2020-2021

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 year training has included:

  • First Aid
  • Safeguarding
  • Digital training and Apple Teacher training. (all teachers)
  • Zones of Regulation (all staff)
  • Prevent training (all staff)
  • NELI (EYFS)
  • Unconscious Bias (all staff)

Individual staff have also completed courses in:

  • Autism Awareness (15)
  • Understanding Dyslexia (2)
  • Online Learning and E-Safety (8)
  • ADHD (2)
  • Oracy (2)
  • Mental Health (3)
  • Bullying and Cyber-bullying (8)

Equipment and Facilities

Fairchildes has extensive resources to meet the needs of children with SEN (see our school offer).  This year we have further developed our use of augmented technology to include: iPads, reading pens, laptops as well as using software such as IDL, Times Table Rockstars and Touchtyping Class

Which outside agencies have been accessed 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

This year our EP has been on maternity leave.  Cover was provided by Dr. Erbes and Dr. Lawton. 

2. Speech and Language Therapy

Our Liaison speech and language therapist is Louise Needham.  Louise is very familiar with the school and has provided quality ongoing support over the last year.  Working closely with the parents, TAs and SENCO to meet the needs of the 32 children on the NHS caseload.

3. Occupational Therapy

Our liaison occupational therapist is Susan Middleton.  Susan visits fortnightly and works with children on the NHS role as well as providing advice and training to the staff and parents.

4. Locality SEND Support Scheme

Fairchildes has been part of the Locality SEND Support Scheme this academic year.  The school has requested support for several children with SEN.  Fairchildes has also received support for SALT assessments, EP referrals and new initiatives such as standing desks. 

The locality scheme has seen schools in the area benefit from closer working practices that have supported the transition of children going to high school.

5.  CAMHS/Community Paediatrician

We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. We are also able to refer for Emotional Well Being support for children via SPOC (Single Point of Contact) in Croydon.

Who should I contact to find out more about SEN at Fairchildes?

School SEN Offer: https://www.factrust.org/fairchildessenoffer

School Policies: https://www.factrust.org/fairchildesschoolpolicies

Croydon Local Offer: https://localoffer.croydon.gov.uk/kb5/croydon/directory/localoffer.page?localofferagebands=6

Fairchildes Inclusion Team

Miss Hussey

Head of School

Miss Byers Deputy Head

Mrs Sebire

Inclusion Manager

Mrs Baron

SENCO

Mrs Lacy

Child Protection

Miss Dymott

Attendance

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 842268

Contact Miss Hussey directly - head@fairchildes.croydon.sch.uk

What do all the abbreviations mean?

  • ASD Autistic Spectrum Disorder 
  • ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
  • BSS Behaviour Support Service
  • CAMHS Child and Adolescent Mental Health 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
  • NELI Nuffield Early Language Intervention
  • 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

 

    Fairchildes Primary School

    Fairchildes Avenue, New Addington, Croydon, CR0 0AH
    01689 842268