SEN Information Report September 2022-July 2023
Pupils with Special Educational Needs at Fairchildes September 2022- July 2023
|Number on roll||Children receiving SEND support||Children with EHCPs|
|459||60 (13%)||19 (4.1%)|
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.
How has SEN been identified at Fairchildes this year?
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). Early intervention is essential for progress however it is important to avoid mislabelling a child with additional needs and to remain focussed on meeting their needs.
In partnership with the Class teacher, SENCO and parents we considered 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 barriers 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 termly and progress and attainment was monitored. Additional support was put in place to support children who had been identified through the pupil progress meetings.
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 identified with significant special educational needs.
Inclusion meetings were held each half term and the information collected was used to support assessments regarding whether a child had additional needs.
Senior leaders regularly reviewed children’s work through book looks, data meetings and observations within each year group and fed back to individual teachers. Through this process individual children were identified for further support.
The three schools within the Fairchildes Academy Community Trust moderated across all year groups during the Autumn and Spring Term.
Formal Assessment was also used to identify needs:
- Phonics screening in Year 1
- SALT assessment
- Talk Boost Assessments
- Fine motor skills assessment
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 were held regularly.
This year has seen a significant rise in referrals to CAMHS and since September 2022, 10 referrals have been submitted.
SEND support this year:
Provision for children in school
- Between Sept and Nov 22 NHS therapists have been in school. The NHS therapists and Communications Coordinator have met with parents for reviews of pupil targets and complete new referral assessments.
From Dec 22 to July 23, NHS therapists covering mainstream primary pupils were not in a position to offer Speech and Language Therapy assessment, intervention or support to pupils, where this had not been specified in a pupils EHCP.
NHS therapists continued to deliver in clinic support and reviews to pupils in mainstream school with appropriate EHCPs. Therapist feedback review and target information via email to the Communications Coordinator. NHS therapists continued to come to school to deliver support and reviews to pupils in the 360 MLD centre with appropriate EHCPs. The Communications Coordinator joined the therapists in the 360 for reviews and support sessions.
Although the waiting list for new referrals rose to 40 weeks, eleven new referrals were made. Three referrals were for children requiring strategies for secondary school. Six children were assessed in the therapists clinic during the summer term and targets have been set but the children will not come onto the NHS caseload until the service is able to provide support. The Communications Coordinator provided group support. Two children have been assessed by the stammering team
- The Communications Coordinator continued to deliver the ICAN Talk Boost programme to three year 1 groups. Good progress was made and one group will continue in Sept 23 alongside new groups.
- Two children were assessed through funding from the locality with Love to Communicate speech and language service. This has provided advice and support strategies for one child transitioning to secondary school. One child was provided with targets and received support from the Communications Coordinator. The support will continue in Sept 23.
One out of borough child with an EHCP was provided with speech and language sessions by his local borough. He was assessed and targets set over a number of sessions by Lets Get Talking speech and language service. The Communications Coordinator joined the sessions and delivered ongoing support. Support will continue in Sept 23.
- Children from KS1 and 2 who are not on caseload have joined NHS language groups for an additional boost.
Throughout the year, weekly language groups have been accessed by all reception children and those identified as requiring more support joined daily groups before referral to NHS service.
Nursery children have also benefited from twice weekly support groups. There are presently 36 children on the NHS caseload and 34 not the caseload who will continue to access groups in September 23.
- Occupational Therapy. The OT therapist attached to our specialist provision has been into school working alongside our OT teaching assistant. They have provided advice and support and have been available in person or via telephone and online meetings.
- OT support has been delivered in school to both individuals and small groups this year, including the Funky Fingers programme & Sensory Programmes for identified children who needed support in developing these skills.
- Mentoring - checking in sessions have continued as needed (a request can be made from a parent, child, teacher or social care). 1-1 mentoring & small group sessions have been held in the Mentors room.
Mentors have provided a significant level of family support over the last year especially due to the cost of living crisis. They have signposted families as well as providing direct support and running our Pre-Loved uniform shop.
- Counselling - 15 children have received regular counselling sessions during the year. Our adult counsellor has also supported 3 parents/carers or staff members over the last year.
- Animal Therapy Sessions – Weekly sessions with Pets and Ponies were provided for children during the summer term.
- Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, WEDUC and telephone to offer parenting support as requested. For Parents’ evening there was the option of face to face or online meetings. Parent Gym sessions were held in the Spring Term.
- Learning interventions, IEP and EHCP provision continued.
Training and Development 2022-2023
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/Paediatric First Aid
- Developing IEP Writing
- ADHD Training
- Neurodiversity in Schools
- Lego Therapy
Equipment and Facilities
Fairchildes has extensive resources to meet the needs of children with SEN (see our school offer). This year we have continued our use of augmented technology to include: iPads, reading pens, laptops as well as using software such as Times Table Rockstars and Communicate in Print.
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 Dr. J Lawton. She has made regular visits to school this year.
2. Speech and Language Therapy
Our liaison link therapist, Louise Needham left the service on May 23 and a replacement has been appointed. The SENCO and Communications Coordinator will be working closely with her and parents to meet the needs of the 3 children presently on the caseload.
Children with EHCPs in the 360 centre have had their speech and language needs met during regular visits from therapists Hannah Gallagher and Gail Keats Rodriguez. The Communications Coordinator joined Hannah and Gail in therapy sessions, reviews as well as providing support for 360 children.
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 continued to be 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. The locality scheme has seen schools in the area benefit from closer working practices that has supported the transition for 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. Referrals are also made for Emotional Well Being Support via CAMHS.
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
Fairchildes Inclusion Team
Miss Byers/Mr Gyford
Co-Heads of School
Child Protection/Safeguarding Team
Kamalasura, Mrs Lacy, Ms England
Ms Howland/Ms Murphy
|Ms Howland/Ms Newton||After School Club|
Medical Care Plans
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 Byers & Mr Gyford directly - email@example.com
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
TO FIND OUT MORE ABOUT WHAT CROYDON LA CAN OFFER YOUR CHILD FOLLOW THIS LINK: