SEND Information Report 2018/2019
SEND Information Report 2018/2019
Foxfield Primary School
We welcome everybody into our community. The staff, Governors, pupils and parents work together to make school a happy welcoming place where children can achieve their full potential and develop as confident individuals. We provide a learning environment that enables all pupils to make the greatest possible progress and achieve their full potential in a caring, supportive and fully inclusive environment.
At Foxfield, we believe that every pupil should be supported to fulfil their potential in their academic, emotional, social and physical development. This policy reflects the school’s commitment to supporting the wide range of special needs that children may experience either short term or long term. Definition of Special Educational Needs and Disability The Code of Practice (2014) states that a child or young person has a special educational need or disability if they have a learning difficulty or disability which calls for special educational provision to be made for him or 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 of the same age.
· Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.
What kinds of special educational needs might the children at Foxfield Primary School have?
Special educational needs and provision can be considered as falling under four broad areas:
· Communication and interaction
· Cognition and learning
· Social, emotional and mental health (previously behavioural, social and emotional difficulties)
· Sensory and/or physical 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 of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with an Autism Spectrum Disorder are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction 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), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
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, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
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 generally 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 multisensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment. Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.
Who are the best people to talk to in this school about my child’s difficulties with learning/ special educational need or disability (SEND)?
The Class Teacher is responsible for:
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENCo) know as necessary.
- Writing Individual Education Plans (IEPs), containing targets that your child will focus on and sharing and reviewing these with parents at least once each term and planning for the next term
- Ensuring that the school’s SEND Policy is followed in their classroom.
The SENCo: Wendy Luttrell (email@example.com)
- Developing and reviewing the school’s SEND policy
- Co-ordinating all the support for children with special educational needs or disabilities (SEND)
- Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible
- Ensuring that you are involved in supporting your child’s learning, kept informed about the support your child is getting and involved in reviewing how they are doing.
- Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology
- Updating the school’s SEND register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.
The SEND Governor: Shapna Begum Responsible for:
· Making sure that the necessary support is given for all children with SEND who attend the school.
How are children with Special Educational Needs identified and assessed?
At Foxfield Primary School, children are identified as having SEND through a variety of ways including the following:
· Liaison with the previous educational setting
· Tracking information – is the child performing below age expected levels?
· School based assessments carried out initially by the class teacher
· Further school based assessments carried out by the SENCo or an external agency
· Concerns raised by parents
· Concern raised by school staff
· Concern raised by the pupil themself
· Liaison with external agencies
· Health diagnosis
What are the different types of support available for children with SEND in our school?
Class teacher input, through targeted classroom teaching (Quality First Teaching). For your child this would mean:
· That the teacher has the highest possible expectations for your child and all pupils in their class
· That all teaching builds on what your child already knows, can do and can understand
· That different ways of teaching are in place, so that your child is fully involved in learning in class; this may involve things like using more practical learning
· That specific strategies (which may be suggested by the SENCo) are in place to support your child to learn
· Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
Specific group work Intervention programmes for pupils receiving SEN Support, may be:
· Run in the classroom or a group room/ area
· Run by a teacher or a teaching assistant (TA) Examples of such interventions run at Foxfield are STEPS to Success, Snap on 2 Maths, Toe by Toe, Speech and Language groups and Attention Autism. Specialist groups run by outside agencies, e.g. Speech and Language therapy, ASD Outreach. This means a pupil has been identified by the SENCo/class teacher as needing some extra specialist support in school from a professional outside the school. This may be from:
· Health services such as occupational therapists, speech and language therapists, physiotherapists or child and adolescent mental health teams
· Sensory support services such hearing or visual impairment specialist teachers
· Outside agencies such as the Education Psychology service or Behaviour Support teams.
You will be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help you and the school to understand your child’s particular needs better and be able to support them more effectively in school. If appropriate, the specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.
Specified Individual support
This type of support is available for children whose learning needs are more severe, complex and lifelong. This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. Your child will also need specialist support in school from a professional outside the school, which may include any agency that is listed above.
For your child this would mean:
· The school (or you) can request that Local Authority Services carry out a statutory assessment or Education, Health and Care assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child
· After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support
· After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible
· The EHC Plan will outline the amount of funding the school will receive from the LA to support your child. It will also outline how the support should be used, and what strategies must be put in place. It will also have long-term and short-term goals for your child and the school will meet with you annually to review these goals and to update the plan
· An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. Other resources may also be secured through this funding but this is a collaborative decision involving education or health care professionals and yourself.
How can I let the school know that I am concerned about my child’s progress in school?
If you have concerns about your child’s progress, you should speak to your child’s class teacher initially. If you continue to be concerned that your child is not making progress, you should speak to the SENCo.
How will the school let me know if they have concerns about my child’s progress in school?
If your child is identified as not making progress, the school will set up a meeting to discuss this with you in more detail and to:
· Listen to any concerns you may have
· Plan any additional support your child may need
· Discuss with you any referrals to outside professionals to support your child
How is extra support allocated to children and how do they progress in their learning?
The school budget, received from Greenwich LA, includes money for supporting children with SEND. The Head Teacher, Inclusion Leader and SENCo work together to decide on the deployment of resources for Special Educational Needs and Disabilities, in consultation with the school governors on the basis of needs in the school. The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met and resources are deployed as effectively as possible.
Who are the other people providing services to children with SEND in our school?
· Teaching Assistants work with either individual children or small groups
· Trained Lego Therapy TA’s work with groups/individuals
· A Speech and Language TA works with groups/individuals
· Volunteers and parent helpers work with small groups to support reading
· A Learning Mentor
· A lead behaviour practitioner
· Educational Psychology Service
· Sensory support for children with visual or hearing needs
· Parent Partnership Service
· SALT (Speech and Language Therapy)
· Behaviour Support Service Health Provision delivered in school
· Additional Speech and Language Therapy input to provide a higher level of service to the school
· School Nurse
· Occupational Therapy
· CAMHs (Child and Adolescent Mental Health)
· Paediatricians (Community Child Health)
How are teachers in the school helped to work with children with SEND and what training do members of staff have?
The SENCo, as part of their role, is required to support the class teacher in planning for children with SEN. The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. This includes whole school training on SEN issues, such as Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and language difficulties. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. SEN TAs receive a range of training as part of their on-going CPD and to respond to the needs of the individual children they are working with. Many members of staff have training in Autistic Spectrums Conditions or Specific Learning Difficulties, which is a common area of SEND in our school. Other training includes making and using symbolised resources, systems to encourage independent learning, social stories, supporting transition and social skills. Other TAs are specifically trained to work with individuals who have a hearing impairment or visual impairment and have received very specific training from specialist teachers and outside agencies. This includes Braille. Some staff members are trained specifically in de-escalation strategies and positive handling techniques where appropriate.
How will the teaching be adapted for my child with SEND?
Class teachers plan lessons and differentiate their planning according to the specific needs of all groups of children in their class (including the Inspire SEND assessment document which breaks down performance indicators into small steps for children working below National Curriculum Level 1, which enables us to celebrate the steps of progress children make. These targets also link into children’s IEP’s which are written and reviewed on a termly basis. Specific resources and strategies will be used to support your child individually and in groups linked to their personal targets and also the class topic and whole class learning.
Planning and teaching will be adapted, on a daily basis if needed, to meet your child’s learning needs. Resources to gain pupil voice are also adapted, so that children are able to communicate about their own learning and be part of the decision-making process when it comes to setting themselves new targets.
How will we measure the progress of your child in school?
Your child’s progress will be continually monitored by his/her class teacher. His/her progress will be reviewed formally on the SEND assessment tracker every term in reading, writing and numeracy by the class Teacher and SENCo. All children have Learning Journeys which capture pupil voice and visual evidence of children’s progress towards IEP targets, as well as celebrate any successes linked to life skills, social and communication that are not captures in other curriculum books.
The SENCo meets with teachers every term for SEN Update Meetings, where all children on the school’s SEND Register are discussed and any new concerns highlighted. If your child is in Year 1or above and working below National Curriculum Level 1, they will be assessed on the SEND assessment system to capture their individual steps of progress. This is a more sensitive assessment tool, which shows children’s attainment in more detail, breaking learning down into smaller steps.
At the end of each key stage (i.e. at the end of year 2 and year 6), children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. Where necessary, children will have an additional support plan based on targets agreed by teachers, parents, the SENCo and/ or external agencies which are specific to their needs. Targets will be designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly, evidence for judgements assessed and a future plan made.
The progress of children with a Statement of SEN/EHC Plan will be formally reviewed at an Annual Review with all adults involved with the child’s education. The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in. Regular book scrutinise and lesson observations will be carried out by members of the senior leadership team to ensure that the needs of all children are met and that the quality of teaching and learning is high.
What support do we have for you as a parent of a child with SEND?
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used. The SENCo is also available to meet with you to discuss your child’s progress or any concerns/worries you may have. If your child has a EHC Plan, a home-school contact book may also be used (where appropriate) to support communication with you. All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report. The Parent Partnership Service is available to give further impartial advice and support should you need it.
How is Foxfield Primary School accessible to children with SEND?
The school is fully compliant with Disability Discrimination Act (DDA) requirements. The school is on four levels, with two lifts that provide access to every floor and double doors where appropriate. The front desk has a wheel-chair height section and is DDA compliant. There are three disabled toilets, two shower areas and changing facilities. We ensure where ever possible that equipment used is accessible to all children regardless of their needs. Breakfast club and extra-curricular activities are accessible to all children, including those with SEND. Quiet areas, including a Learning Mentor room, 2 sensory rooms, sensory circuit, a rebound therapy area and 3 specialist provisions are provided for children who need a space to support their emotional needs.
How will we support your child’s emotional and social development?
We recognise that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiousness, and struggling to communicate effectively.
However, for those children who find aspects of this difficult we offer:
· Lego Therapy, for children to learn how to co-operate with one another in a small group
- Counselling 1:1
- Play therapy 1:1
- Draw and talk sessions 1:1
- CAMHS consultations
· Social skills groups to develop emotional language and literacy and the skills needed to initiate friendships and interact socially with their peers
· A range of extra-curricular groups which all children are invited to join
· Lunchtime and playtime support through designated areas
· Small group lunchtime and playtime support for children to develop skills in play and social interaction
How will we support your child when they are joining the school, leaving the school or moving to another class?
We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is a smooth as possible. If your child is joining us from another school ;
· The SENCo will visit pre-schools with the class teacher or Foundation Stage Leader when appropriate and attend annual reviews for pre-school children.
· If your child would be helped by a social story to support them in understanding the transition, one will be made for them with information about their current placement and their new school.
· Your child will be able to visit our school and stay for a ‘stay and play’.
· Parents will be invited to attend an information evening.
· You may be given an opportunity for additional visits where appropriate to help to prepare your child for their move to the school If your child is moving to another school.
· We will contact the school’s SENCo and ensure she knows about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the SENCo from the new school.
· We will make sure that all records about your child are passed on as soon as possible.
· If your child would be helped by a transition book to support them in understand moving on, one will be made for them When moving classes in school.
· Information will be passed on to the new class teacher in advance and in most cases a planning meeting will take place with the new teacher. IEP s will be shared with the new teacher.
· If your child would be helped by a social story to support them in understand moving on, one will be made for them.
· Your child may participate in a transition group or be able to visit the new class more frequently where appropriate, to prepare them for the move In Year 6.
· The SENCo and class teacher will discuss the specific needs of your child with the SENCo of the child’s secondary school. Where appropriate, a transition review meeting to which you will be invited will take place with the SENCo from the new school. If your child has a Statement or EHC Plan, we will invite the SENCo of your child’s new school to the Year 6 Annual Review meeting.
· Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
· Where possible, your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school
· If your child would be helped by a book to support them in understand moving on, one will be made for them.
Pupils, staff and parents are expected to listen carefully and respectfully to each other. Where an issue arises, parents should, in the first instance, make an appointment to speak with their child’s class teacher and seek to resolve any concerns. If a parent believes that their concern has not been resolved to their satisfaction or is of a more serious or sensitive nature, an appointment should be made to see the Head Teacher, who will investigate and report back on the results of the investigation. Where an issue is not satisfactorily resolved, parents should then take up the matter with the Chair of Governors. A copy of the school’s Complaints Procedure is available on request from the school.
SEND at Foxfield
Our Assistant Head Teacher for Inclusion and SENCo is Miss Luttrell who leads achievement and support for children with additional needs or children who are within vulnerable groups across the school. Miss Luttrell also leads on the schools Designated Specialist Provision (DSP) “The Harbour”, as well as our recently established nurture provisions “Saplings” and “Forest” which support children in EYFS and KS1 with complex SEN needs within mainstream classes.
If you would like to speak to Miss Luttrell please
contact her via the school office 020 3260 7500.
If you would like to speak to Miss Luttrell please contact her via the school office 020 3260 7500.
SEN Team at Foxfield
Miss Luttrell (Assistant Head Teacher/SENCo/DSP Leader)
Miss Sexton (SEN Teacher/DSP)
Miss Monaco (SEN Deputy Lead/First Aid Lead)
Miss Raveu (SEN/EAL Deputy Lead)
Miss Cast (SALT Assistant)
Gemma Connor (SALT)
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The Special Educational Needs and Disability (SEND) Code of Practice for 0 – 25 years (2014) states that:
A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age;
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
At Foxfield Primary School we believe that:
- All children should be valued regardless of their abilities or difficulties
- All children are entitled to a broad and balanced curriculum which is differentiated to meet individual needs
- All teachers are teachers of children with SEN
- All children can be enabled to fulfil their potential through effective teaching and learning, supporting and encouraging
- Effective assessment and provision for children with SEN will be secured with partnership with parents/carers, children, the Local Education Authority and any relevant outside agencies.
Foxfield Primary School is committed to meeting the needs of all pupils including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. Foxfield Primary School is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs. The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation.
As a school, we are always learning. We are actively engaged in research-led improvement, which ensures our provision is innovative and cutting edge; providing children with the very best possibilities to realise their dreams.
The Harbour (Designated Specialist Provision) DSP
A DSP for children who are diagnosed with Autism who have an EHCP.
To obtain a place in the DSP children go through a panel led by Greenwich SEN.
All applications go through Greenwich for this provision. Children spend 50% of time in the provision and 50% of time in their linked mainstream class.
The Harbour- Designated Specialist Provision (DSP)
The Harbour is a Designated Specialist Provision (DSP) for children with Autism Spectrum Disorders (ASD). The Harbour provides daily support for children with a DSP place as well as providing whole school support for children with Autism with a full time Mainstream placement. The Harbour provides intervention groups for children with Autism which includes Lego Therapy, Cooking sessions, Social Skills Groups, rebound therapy, sensory circuit, intensive interaction, Speech therapy, weekly offsite learning, and Communication Groups.
Autism is a developmental lifelong disorder. Children with an Autism Spectrum Disorder can have difficulties with social relationships, language and communication, flexibility of thought and sensory processing problems.
Foxfield’s DSP “The Harbour” opened 5 years ago as part of the new build school.
The Harbour is an integral part of the school and we work closely together with an emphasis on integration with every child being a member of one of the primary classes. Opportunities for integration include shared curricular activities in and out of the classroom, shared play and social activities such as assemblies and shared outings and seasonal celebrations. Children from the school are also invited to The Harbour to participate in curricular activities and to act as good role models through peer coaching and other activities. We work closely with other professionals such as Speech and Language Therapists and Occupational Therapists. As well as maintaining close links with other similar provisions in the borough. This enables us to share our expertise as well as develop practice. The children are supported on a ratio of two children to one member of staff.
We focus on building strong links with parents so that information about the child is shared through phone calls and the use of a home school contact books so that achievements and successes can be shared regularly.
In The Harbour we aim for our practice to be inclusive and recognise individual needs. We will address any needs that the pupils have with an emphasis on supporting the pupils to develop social relationships and develop communication systems with guidance from the Speech and Language Therapy service. We will help the pupils to cope with change and other flexibility of thought issues so that they can become increasingly independent. We will also have an awareness of any sensory processing difficulties that they may have and develop strategies that enable the child to participate in school life.
In the Harbour children follow the whole school curriculum focusing on their key stage topic. Children then have differentiated individual targets set for core curriculum areas that link with their interests, are multisensory, visual and link into multiagency targets. Communication, Life Skills, Independence and Sensory Integration are held at the centre of all learning experiences within the Harbour. Children with a Harbour place have daily links with their Mainstream classes and attend many sessions with Harbour staff support, resources or in some cases independently after working closely with the class teacher to ensure the environment and planning is differentiated to provide ultimate inclusion for all children.
The Harbour takes part in offsite learning so children can explore their linked topics and individual targets first hand. Children have visited many places including; The London Eye, Westminster, Greenwich Park, the local Library and supermarkets. Children have also experienced many things including; travelling on the Woolwich Ferry, the public bus, the Train, the DLR, the Tube and also commuting through the Woolwich and Greenwich foot tunnels!
Our curriculum has a learner centred approach where every child is encouraged to love learning and value individual progress. Learners are active in their learning and take part in many hands on multisensory experiences that provide an irresistible invitation to learn and work towards being independent.
Topics change termly and the Harbour focuses on the whole school topic to ensure consistency and collaboration throughout the school. Annual individual targets are set at Annual Reviews in collaboration with parents. Termly targets are also set and reviewed every term in the form of an IEP which are written in collaboration with the class teacher, TA’s, outside agencies and parents. Children’s progress against IEP targets is reviewed termly. Children are also assessed in collaboration with the class teacher using our Inspire SEND assessment on a termly progress.
The DSP is based at in the centre of Foxfield Primary school and includes a classroom, a multi-sensory room, a soft play room, outdoor rebound therapy area, as well as sensory play areas. In The Harbour we aim to provide an individualised learning environment that caters for each child’s needs.
- Clearly defined areas of the classroom for work and play so that the expectation of being in a particular area is clear to the child
- Small group tables.
- The use of visual cues to help the child understand expectations of behaviour, for example good sitting, kind hands.
- Pupils will be supported to be independent with the use of personal timetables and now/next boards.
- Using the strengths of the individual child to motivate them to learn and expand their experiences and knowledge.
- Children use a ‘work first and then choose ‘ system to promote motivation and acceptance of work times
- Children’s successes should be celebrated in a way that is understandable for them
- Look at the world from the standpoint of the child.
- Respect their interests and give them opportunities to expand their interests and experiences.
- Develop communication skills and give the pupil the opportunity to express opinions.
- To provide a calm and ordered environment to reduce anxiety and promote concentration
- To give children the time to process sensory information and be aware of sensory information that the child may find aversive or distracting such as noise levels and colour schemes
- Allow children the opportunity for quiet time throughout the day, a reflection room is within the DSP to allow children to self-regulate.
- To communicate with parents and other professionals working with the child so that approaches are consistent, agreed and clearly understood by everyone
- There will be strong links with the mainstream classes and children will have opportunities for integration throughout the week
Key information is displayed which outlines individual children’s learning profiles and priorities. This personal passports, behaviour plans, and current targets for individual children. Additionally, there is information about classroom and school organisation and expectations including the timetable, relevant protocols and the school’s current core priorities.
We believe the learning environment is the silent teacher. It should invite children to learn and demonstrate high expectations. Classrooms reflect our core aims across Foxfield school to encourage children to be independent, well organised and to develop good learning habits as well as ensuring their safety. Their layout and set up supports us in giving messages about our ethos and values and celebrates learning of a high quality. We feel that it is vital to children’s success that the environment within the DSP is adapted, however it still also is consistent with the rest of the schools environment and vision. We celebrate learning through topic tables, displays, learning walls and live learning similar to mainstream classes, however this is differentiated, incorporates visual learning and is less stimulating with only key focus areas and prepares children for when they link with mainstream so the transition smooth.
The provision includes:
- A dedicated classroom equipped with appropriate resources and providing specialist support for up to 10 children in a small group.
- An appropriate staff to pupil ratio.
- Other professionals including: Speech and Language Therapy, Educational Psychologist.
- Opportunities for the children to be integrated into their mainstream class.
- A commitment training all school staff in the needs and education of children with ASD.
The DSP is a nurturing environment which is outward facing. We spend time getting to know our students very well, so that we can help them make a successful transition into the mainstream. We advise all mainstream teachers on best practice when teaching students with autism and work closely with the mainstream teachers of our particular students. All teaching assistants and non-teaching staff are given detailed information about how to support our students. TAs and DSP staff run training sessions for all staff.
Our aim is to ensure that Foxfield Primary School is an autism friendly school, since an autism friendly school is friendly for everyone.
JOINING THE MAINSTREAM
The amount of time each child spends in their linked mainstream class is dependent on the individual needs of the child, parent views, recommendations from other agencies and recommendations from the DSP staff as well as from pupil voice. We aim for our children to build up to accessing 50% of their time at school in their linked mainstream class. Each student’s progress in each mainstream class is monitored on a regular basis.
At Foxfield Primary School, we understand that it is crucial for parents to be involved in the learning of their children and this is even more important to the children in The Harbour. Our DSP Teacher and Inclusion Leader hold regular coffee mornings, alongside external professionals, to ensure that parents feel part of our community and are fully informed about their child's progress and are best placed to support them at home.
Admissions and admission criteria
You can express a preference for your child to attend a DSP during the EHCP needs assessment or annual review process. An application form will need to be completed. A termly Admissions Panel organised by Royal Borough of Greenwich SEND department will consider applications.
Children that attend Foxfield Primary School do not get priority or the opportunity to access the provision without gaining a place through the correct procedures.
Equal consideration is given to pupils with or without an Education, Health and Care Plan as those pupils at SEN Support. The following criteria will be applied:
- Evidence of an ASD diagnosis
- Evidence of on-going input from the ASD Outreach Service, which suggest that more intensive specialist ASD input is needed (last 6 months).
- Evidence of IEP’s showing specialist ASD interventions have been put in place and that progress has not been made
- Recent SALT evidence
- EP assessments and planning/review meetings (last 6 months).
- Individual timetable with interventions highlighted.
- An EHCP in place (or a draft submitted)
- Most recent Annual Review
- Other recent professional advice where appropriate (less than 12 months) – e.g. CAMHS, SALT, Learning, CSO, FAP, EH, FF