SEN Information Report 2021-2022
Pupils with Special Educational Needs at Fairchildes September 2021- July 2022
|Number on roll||Children receiving SEND support||Children with EHCPs|
|481||100 (21%)||19 (4%)|
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?
This year, it continues to be a challenge 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, especially post pandemic.
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 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
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 termly and progress and attainment was monitored. Additional support was put in place to support children who had been identified through the 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 either virtually or in person each half term and the information collected was used to support assessments regarding whether a child had additional needs.
During the Spring term 2022 – Senior leaders audited literacy and numeracy books of each year group and fed back to individual teachers. Individual children were identified for further support. -
During the Autumn & Spring terms 2022 – 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
- Talk Boost Assessments
- 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 were held regularly.
SEND support this year:
As you can imagine there has continued to be 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 2021 - Summer 2022
Provision for children in school
- NHS therapists have been able to come into school. The NHS therapist and Communications Coordinator have met with parents for reviews of pupil targets and complete new referral assessments. Therapists were still able to contact parents at home if the parent preferred. Advice was available in person or via email, telephone or online meetings to the SENCO and/or class teacher as needed.
- The SENCo and Communications Coordinator completed four online training sessions for ICAN Talk Boost KS1 and KS2 programme. November 2021 to July 22. The Communications Coordinator delivered the programme to two groups from Jan 2022. Good progress was made and the groups will continue in September 2022.
- Eight children were assessed through funding from the locality with Love to Communicate speech and language service. This has provided advice support strategies for children transitioning to secondary school and enabled out of borough children to be assessed.
- 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 32 children who will continue to access groups in September.
- Occupational Therapy. The OT therapist 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 for identified children who needed support in developing fine motor and handwriting skills.
- 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 Mentors room or the Inclusion Office. There was some flexibility around this due to the Mentor’s hut becoming inaccessible.
- Counselling - Children receiving regular counselling continued their support in person at school.
- Animal Therapy Sessions – Weekly sessions with Pets and Ponies was 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. Parents’ evening has resumed as normal. If parents preferred, the option of online meetings was offered. Parent Gym sessions were held in the Autumn Term.
- Learning interventions, IEP and EHCP provision continued.
Training and Development 2021-2022
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
- Implementing Trauma Informed Practice
- How Troubled Children Heal
- SEND Review
- Neurodiversity in Schools
- Every Leader a Leader of SEN
- Sensory Processing Difficulties
- Behaviour Training (CAMHS)
- Creative Arts for Autistic Children
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 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 Dr.J Lawton. She has made regular visits to school this year.
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 35 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 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. Referral 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
Head of School
Kamalasura, Mrs Lacy, Ms England
Ms Howland/Ms Murphy
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 Hussey directly - firstname.lastname@example.org
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
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