SEND Information Report
Frenchwood Community Primary School
SEND Information Report
Version May 2024
Author Susan Wilkinson
Approved Governors
Review Cycle Annual
Next Review May 2025
What is the SEND (Special Educational Needs and Disabilities) Information Report?
As of September 2014, all schools must produce and publish an annual SEND Information Report.
The aim of our report is to give information about what our school offers all pupils, and in particular those who have special educations needs or disability.
The types of SEND we provide for:
At Frenchwood Community Primary School, we make provision for children with SEN (Special Educational Needs) within each of the four categories identified in the SEN Code of Practice:
Communication and Interaction
Children and young people with speech, language, and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all the distinct aspects of speech, language, or social communication at various times of their lives.
This category can also include children and young people with ASD, they are likely to have difficulties with social interaction. They may also experience difficulties with language, communication, and imagination, which can impact on how they relate to others.
Cognition and Learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD) or Specific learning difficulties (SpLD), which can affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia, and dyspraxia.
Social, Mental and Emotional Health
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging behaviour. These behaviours may reflect underlying mental health difficulties.
Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or Physical Needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning.
As stated in the Code of Practice:
“These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time. For instance, speech, language, and communication needs can also be a feature of several other areas of SEN, and children and young people with an Autistic Spectrum Disorder (ASD) may have needs across all areas, including sensory requirements.”
Therefore, the support provided at Frenchwood Community Primary School for an individual, is based on an understanding of their strengths and needs, seeking to support them using adapted teaching strategies and resources, targeted, planned tasks and well-evidenced interventions targeted at their assessed areas of difficulty.
How do you know if a pupil has SEND and how will they be supported?
Early identification is vital and school works closely with parents in meeting need.
- Where SEND is identified before a child starts school, information is passed onto school and the Inclusion Lead/SENDCO liaises with all agencies involved and parents to ensure that provision is in place.
- Class teachers raise concerns with parents at the earliest opportunity, in accordance with the SEN Code of Practice (2014).
- The Inclusion Lead/SENDCO works closely with the class teacher, pupils and parents in planning appropriate provision and interventions to support the child.
- Individual Inclusion Plans (IIPs) are put in place, identifying strengths and needs. Long and/or short-term targets are set for identified barriers dependent on their level of need.
- Within class, children are supported through high quality first teaching and a range of adapted work, strategies and resources, adult support from either the class teacher or Teaching Assistant (TA), group interventions and 1:1 target work where deemed appropriate.
- For children with high levels of need, additional adult support may be put in place but this is based on the individual needs of the pupil. Where additional adult support is in place, all adults working in class will support the identified child so that they do not become reliant on one person.
- Additional support is sought from the inclusion service for children with EHCPs and when required for children with specific difficulties in order to provide advice regarding provision and interventions.
- The class teachers assess and monitor the children’s progress in line with existing school practices.
- Performance Indicators for Value Added Target Setting (PIVATS 5) assessments are also used, with specific children, to measure small steps of progress.
- Assessments in areas of difficulties such as Speech, language and communication, cognition and learning etc. can be carried out by specialist teachers bought into school where it is felt appropriate.
- Children who are receiving a high level of support, but are working at a level that is significantly behind that of their peers, may be discussed within a group or individual Educational Psychology consultation as part of the graduated response.
- A request for a statutory assessment (An EHCPNA – Education Health Care Plan needs assessment) may be made by school following a clear and evaluated graduated response and where the provision exceeds the allocated budget within school.
Where can I find information about the school’s SEND policy?
The school’s SEND policy can be found on the school website.
If you would like to discuss our SEND provision further then please contact our school Inclusion Lead/SENDCO.
How does the school evaluate the effectiveness of its provision for such pupils?
How will I know that my child is making progress?
We follow the graduated approach and the cycle of assess, plan, do, review in order to evaluate the effectiveness of provision and overall progress.
- IIPs have SMART targets – simple, measurable, achievable, realistic, and timely – set as part of the graduated approach.
- Gaps in learning are identified and targets are set to meet these
- New targets are set if the current ones are reached before the identified review.
- Interventions are evaluated at the end of a period of time to assess the overall effectiveness and impact on progress.
- Progress is tracked termly,
- The children are regularly assessed both within daily lessons using Assessment for Learning strategies as well as end of term formal assessments.
- Each term teachers formally review children’s progress and attainment in ‘pupil progress’ meetings where any concerns are discussed and plans put in place to meet individual needs. These meetings take place with the Headteacher and the Inclusion Lead/SENDCo.
- Progress is formally tracked on the school’s computerised tracking system.
- Performance Indicators for Value Added Target Setting (PIVATS 5) assessments are also used, with specific children, to measure small steps of progress. Other assessments for areas of concern may be used to track progress for specific areas e.g. WELLCOMM and BPVS for language and BOXALL profile for Social and Emotional needs.
- The impact of any interventions are closely monitored and evaluated to ensure that the provision is correct and that the child is making progress.
- Class teachers meet with parents termly in order to discuss their IIP and progress. When requested or if it is needed, the Inclusion Lead/SENDCo can also attend these meetings.
- For Children with EHCPs, progress is also discussed at Annual Reviews, this is with parents, teachers, other professionals involved and the Inclusion Lead/SENDCo. The child will also be involved in these meetings giving their views.
What are the school’s arrangements for Assessing and reviewing the progress of pupils with Special Educational Needs?
How do you check and review the progress of my child and how will I be involved?
We believe in working closely with parents in supporting their child to reach their full potential.
- A graduated response in in place following a cycle of assess, plan, do, review
- IIPs are reviewed and new targets set three times in a school year.
- IIPs are written by the class teacher with advice from the Inclusion Lead or outside agencies, if involved.
- Parents are invited to contribute to their child’s IIP review and meet with their child’s class teacher and the Inclusion Lead/SENDCo, if they choose to.
- There are two parent’s evening held during the year.
- In the Summer Term a report is written during the Summer Term outlining progress made throughout the year and identifying targets for the coming year.
- Annual reviews are held yearly for children with EHCPs to monitor progress towards outcomes and set annual targets.
What is the school’s approach to teaching pupils with SEND?
How do staff help pupils with SEND?
All teachers are responsible and accountable for the progress and development of all the pupils in their class.
- All staff have high expectations of all our pupils, including those with SEND.
- High Quality First Teaching is key within our school and all teachers plan and prepare work to meet the needs of individual children as well as adapting their teaching approaches in order to meet individual learning styles.
- Our staff are effective in identifying barriers to learning which may affect overall progress.
- When possible, a multisensory approach is adopted to enable children to learn through a variety of ways.
- Within our school, we promote metacognition which involves the children identifying how they learn best and applying this to their learning when possible.
- Timely and well-structured interventions are put in place for identified pupils.
- Interventions include; IDL for English, precision teaching for reading, spelling and maths, phonics, handwriting, basic number skills etc. Wellcomm for language and Lego therapy for social communication.
How does the school adapt the curriculum and learning environment for pupils with SEND?
What adjustments are made so children can learn and achieve?
All children access the curriculum through Quality First Teaching.
- Work is adapted in different ways based on the children’s needs.
- Reasonable adjustments are made for children with identified needs such as used of enlarged print, use of technology to support literacy, seating in class use of attention toys, task boards and additional visuals etc…
- Pre-teaching of subject specific vocabulary supports identified children in accessing learning in class – vocabulary supported with the use of WIDGIT (pictures for the words given).
- Use of technology in class allows children to learn in a personalised way and record their work in a variety of ways e.g. use of the laptop or using a talking tin.
- A personalised curriculum is provided for those children with specific needs who are not able to access the same curriculum as their peers. A personalised curriculum focuses on developing skills.
- Support in developing a personalised curriculum is provided by the Inclusion Lead from within school and from an independent specialist teacher who we have worked with for a significant amount of time.
- The development of independent learning is the main focus, and provision is made for this on a daily basis.
What additional support for learning is available for pupils with SEND?
Is there any extra support available to help SEND pupils with their learning?
- All classes have TA support every morning for general support during maths and literacy and to support children with IIPs.
- Some children with an EHCP, who have very specific needs may have access to additional adult support, this may be is put in place dependent on needs identified.
- Where additional adult support is provided, opportunities are put in place to encourage independence whenever possible.
- Children may access interventions during the day that address their barriers to learning e.g. this could be a reading intervention, communication or social and emotional intervention. These interventions can be individually or in a small group depending on the need or the child.
How will my child be included in activities outside the classroom, including school trips?
All children are included in all parts of the school curriculum and we aim that all activities, including extra – curricular clubs, school trips and enrichment activities are available to all children. Relevant additional provision is made where necessary to ensure that they can participate fully and enjoy these activities.
A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety.
Our school building is split level, although KS1 is wheelchair accessible. There are steps to the canteen and KS2 has 2 flights of stairs. We do have a disabled toilet but no bathroom. The school uses the expertise of outside agencies, such as the SEND team, to advise on equipment and accessibility issues as required.
Parents are kept well informed about all aspects of school life, from whole school events to their individual children’s progress and development. There are regular messages on Dojo and the school website is frequently updated and has all statutory information.
Parents are encouraged to come into school if they have any difficulty in accessing information and we do our best to provide support.
We have several staff who speak different languages and who can assist in translating information. School dojo will also translate messages for parents.
Other resources specific to the needs of individuals are purchased, when necessary, to ensure that all children have everything they require to meet their needs.
What support will there be for my child's overall well-being?
At Frenchwood Community Primary School, we use Emotion Coaching for all our children. Emotion Coaching is a communication strategy which supports young people to self-regulate and manage their stress responses. Several staff have also completed courses in Mental Health First Aid and we have a trained Emotional Literacy Support Assistant (ELSA).
We follow a PHSE programme called Jigsaw.
Jigsaw offers a comprehensive Programme for Primary PSHE giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others.
With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration, and focus.
All classes have ‘Regulation stations’ for children to self-regulate and provide a safe space for this.
Our school has other spaces that are designed to support children’s wellbeing and regulation. In our KS1 and EYFS we have “The Nest” a sensory room with a sensory pod that uses light, sound and visuals that children can access during the day. We also have our “Secret Garden”, a sensory quiet garden space, this is adjoining “The Den, our nurture space.
In KS2, we have “The Dell” our nurture space that has facilities for sensory work, quiet workstations, group work space and an additional sensory pod with light, sounds and visuals.
We also have the “Room of Requirement” that is a room for supporting emotional regulation – this is based in a central space near the office, it is used to support children from across school.
We have a Forest School space for children to access outdoor learning, a garden space with our friendly rabbits, alongside benches and a water feature.
For children who need more support with their social or emotional development, school staff work closely with the Inclusion Lead/SENDCO and Inclusion Team to identify the areas of need and a plan is made to support the child. This could be with strategies for the classroom e.g., visual supports, or interventions that target the need. The interventions could be with a Teaching Assistant or the Learning Mentor. It may be some additional time in the nurture spaces.
We have a counsellor who undertakes weekly therapy with children who have high need.
We also access the involvement of outside agencies to offer advice and to work with the family. We work closely with Golden Hill Inclusion Support Team, REACH behaviour and we work with our allocated CAMHS Mental Health Practitioner.
How do you evaluate the effectiveness of the provision made for children and young people with special educational needs?
We have a robust system of reviewing our provision for all the children in our school, including those with SEN through our tracking and pupil progress meetings. Any interventions are tracked to make sure their impact is effective.
Your child’s progress will be continually monitored by his or her class teacher.
The INCLUSION LEAD/SENDCO will also monitor your child’s provision if they have an additional need.
• Where necessary, children will have an IIP (Individual Inclusion Plan) detailing the needs of the child, strategies to overcome the barriers and targets set by the Class teacher and Teaching Assistant and outside agencies or Inclusion Lead/SENDCo. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a plan made. The provision for your child will be discussed and amended depending on any changes.
• The progress and provision of children with an EHCP will be formally reviewed annually. This is with all adults involved with the child’s education and the child.
How do you involve other bodies, including health and social services, local authority support services and voluntary organisations, in meeting the needs of children with SEND and in supporting their families?
School has strong links with many different agencies, and we work closely with them to support children’s needs.
These include:
• Educational Psychologists
• Speech and Language Therapists
• A Specialist Teacher
• CAMHS
• Health care specialists local GPs and paediatricians, school nurses
• Children’s social care
• Local police and PCSOs
• Local charity groups offering family support
School often takes on the role of Lead Professional and coordinates meetings and support for children and families in need. These are called Team around the Family (TAF) meetings.
The Inclusion Lead/SENDCo and other staff liaise with other professionals when they are involved with your child. Any reports or advice feeds into the child’s provision.
The Inclusion Lead/SENDCo meets with other professionals to ensure the school are identifying and addressing the needs of your child.
We may seek this advice by submitting referrals with parent permission e.g. to the Paediatrician or for Speech and Language Therapy.
Who should I contact if I want to find out more about how the school supports pupils with SEND?
Our Inclusion Lead/SENDCo is Mrs. Susan Wilkinson.
Appointments can be arranged in person, by phone or via Microsoft Teams. Our Inclusion Lead/SENDCo Mrs. Wilkinson is available on Tuesday, Wednesdays and Thursdays; although appointments on other days can be arranged.
Contact with Susan Wilkinson can be made by phone: 01772 253244 or email: swilkinson@frenchwood.lancs.sch.uk
What arrangements do you make in relation to the treatment of complaints from children and their parents/carers with special educational needs concerning your provision made?
Who should I contact if I have concerns about my child’s learning and/or progress?
You should first speak to your child’s class teacher.
If you continue to have concerns then you should contact the Inclusion Lead/SENDCo, Susan Wilkinson.
If your concerns are not resolved then an appointment may be made with the headteacher, Cathryn Antwis.
If you are unhappy with provision we offer, and would like to make a complaint, the policy can be found on the website, or you can request a hard copy from the school office.
Frenchwood Complaints policy
Where can I find the contact details of support services for the parents of children with SEND?
Please contact the school Inclusion Lead/SENDCo Susan Wilkinson
Links are made on the school website to the FIND newsletter which provides information about events and courses in the local area.
Lancashire SEND Information, Advice and Support Service is a statutory service which is run at ‘arm’s length’ from the Local Authority and provides free, confidential, impartial advice, guidance and support to parents of children with special educational needs and children and young people with SEND.
The Advisory Centre for Education (ACE) - independent advice around education for parents/carers of children aged 5-16 in state schools in England.
Carers UK - a charity set up to help people who care for family and friends in the UK.
Children's Education Advisory Service (CEAS) provides impartial advice about the education of service children.
The Children’s Society in Lancashire - advocacy for young people who are approaching 18 years and undergoing an assessment to access support from adult services. You can ask your social worker or carer or contact the service on:
- Freephone 0800 0856 324
- Tel 01772 759 233
Civil Legal Advice (CLA) – you might be able to get free and confidential advice from CLA as part of legal aid. This includes advice on education law matters, SEN, discrimination and judicial review (for example for children not receiving education or unlawful exclusions).
Contact – supports families with disabled children with advice and information to get the right support. Brings families together to support each other, and helps families to campaign, volunteer, and fundraise. In addition, offers face-to-face support, workshops and training in some regions.
Down's Syndrome Association - information, support and advice related to Down’s syndrome. Includes education, health, social care, benefits and housing.
Guide Dogs - early diagnosis family support - information, advice and guidance from the early stages following diagnosis. Further help can include health and welfare advice, practical and emotional support and signposting to other organisations and services.
IPSEA - Independent Parental Special Education Advice, a charity that offers legal advice, support and training to ensure children and young people with SEND access the right education. They also offer tribunal representation.
National Autistic Society - a charity for people with autism (including Asperger syndrome) and their families. They provide information, support and pioneering services, and campaign for a better world for people with autism. Includes education, health, social care, benefits, housing and transition support (school to adult life).
National Deaf Children's Society - information and support for deaf children and young people and families. They can provide advice and support on a range of issues including benefits, education, technology, health, social care, discrimination and communication. They provide face-to-face support and tribunal representation.
National Organisation for FASD - for adults with Foetal Alcohol Spectrum Disorder (FASD), parents and carers, and professionals supporting those with FASD.
Me and my FASD - a website for children and young people with Foetal Alcohol Spectrum Disorder (FASD) packed full of ideas to help sufferers understand and own their diagnosis.
Sense - for deafblind individuals or their family members and supporters. Information and advice on a range of issues, such as health, social care, benefits and education. They also offer support around communication, your legal rights and entitlements, Sense services and technology.
SOS SEN - A national charity aiming to empower parents and carers of children and young people with SEN and disabilities to access the help they are entitled to, particularly in the education system. They offer face-to-face support, tribunal representation and parent workshops.