SEN Information Report
‘Each pupil is valued and has a right to learn regardless of needs or ability.’
This was compiled with staff, Governors and parents. Please give us your feedback on anything you read here or any other information you would like regarding Special Educational Needs and/or Disability (SEND) at Fairfield Park Lower School.
Email any feedback to the Special Educational Needs Co-ordinators (SENCo)
Mrs Field – sencord@fairfieldparklower.uk
Mrs Akhurst - dbsendco@fairfieldparklower.uk
Review date: September 2025
How does Fairfield Park Lower School know if my child has Special Educational Needs and/or Disability (SEND)?
As outlined in the Special educational needs and disability code of practice: 0 to 25 years. (Department for Education and Department of Health, 2015) a child has Special Education Needs and/or Disability (SEND) if they have a learning difficulty and/or disability which calls for special educational provision to be made for them. A child has a learning difficulty or disability if they:
- a) Have a significantly greater difficulty in learning than the majority of other children of the same age; or
- 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.
There are four areas of need outlined in the Special educational needs and disability code of practice: 0 to 25 years.(Department for Education and Department of Health, 2015) which are catered for at Fairfield Park Lower school. These are:
- Communication and Interaction
This includes difficulties related to Autism, such as difficulties understanding and using verbal or non-verbal communication and understanding social interaction. It also includes speech, language and communication needs (SLCN), which covers areas such as the production of speech, understanding what is being said to them or difficulties saying what they want to say.
- Cognition and Learning
This induces difficulties with literacy and numeracy, meaning they will need support accessing the rest of the curriculum. Their levels of attainment might be well below those of other children their age. Cognition and learning include Specific Learning Difficulties (SpLD), such as dyslexia, dyscalculia or Attention Deficit Hyperactivity Disorder (ADHD)
- Social, Emotional and Mental Health difficulties
This includes any children with social and emotional difficulties, such as being withdrawn or isolated or children who might display disruptive or challenging behaviour. This also includes mental health difficulties, such as anxiety, depression or eating disorders, along disorders such as ADHD or attachment disorder.
- Sensory and/or Physical needs
This includes children with hearing or vision loss or a combination of both. It also includes children with sensory processing difficulties or a physical disability.
Children with SEND may have just one area of need or a combination. Many commonly encountered conditions will impact on more than one area.
All of these areas of need are catered for at Fairfield Park Lower School.
How do I raise concerns if I am worried about my child’s SEND?
We aim to be a school with positive relationships with our parents. If you have any concerns at all about your child, please come and see your child’s class teacher in the first instance or you can also speak to:
Special Educational Needs Co-ordinator (SENCo), Mrs Field. She is available during school hours on 01462 830 000 or via email at sencord@fairfieldparklower.uk
Special Educational Needs Co-ordinator (SENCo), Mrs Akhurst. She is available during school hours on 01462 830 000 or via email at dbsendco@fairfieldparklower.uk
Assistant Head of Inclusion (AHI), Mrs Patching. She is available during school hours on 01462 830 000 or via email at pastoral@fairfieldparklower.uk
How will Fairfield Park Lower School support my child?
Within Fairfield Park Lower School we have a range of support we can put in place for children with SEND. This support will depend on your child’s individual needs and circumstances.
The range of support we can access is as follows:
- Changes to the curriculum by differentiated lessons and support in class according to their specific needs.
- Targeted intervention to support Literacy and Numeracy needs.
- External support provided to us through the local authority – Educational Psychologists, Speech and Language Support teams, Early Years advisory teachers, Ivel Valley outreach service, Jigsaw behavioural support team.
- Support for health needs and training for staff through the school nurse.
- Supporting improving emotional and social development through social skills groups.
- Pastoral support to ensure the child’s views are always listened to.
English as an Additional Language (EAL)
We support students for whom English is an additional language. All staff are made aware of the need and adjust plans accordingly. We monitor their progress carefully and provide learning support and mentoring for those students who are not making expected progress. Please contact your child’s class teacher if you feel that your child needs more help in this area.
Who will oversee, plan, work with my child and how often?
Class teachers will be responsible for any SEND children in their class. They will monitor the children’s needs and plan for any extra support required. They will also have regular meetings with the SENCo, to monitor the child’s progress.
The school SENCo, will have overall responsibility for ensuring the progress of children with SEND across the school.
Who will explain to me what support is in place for my child?
Your child’s class teacher will meet with parents or guardians at least once a term to discuss your child’s needs, support and progress. During this meeting, you will review and look at the Individual Education Plan (IEP) targets and discuss the provision in place supporting your child's individual needs.
Your child will also be involved in this process as much as possible. Each term they will create a One-Page profile which allows them to reflect on what has been working for them and what they still find difficult.
For any further information, the SENCo will be available to discuss matters or answer further questions.
How are governors involved and what are their responsibilities?
There is a governor responsible for SEND at Fairfield Park Lower School who meets regularly with the SENCo. The SENCo also reports each term on the progress of SEND children.
How will Fairfield Park Lower School involve me as a parent?
If your child has any SEND, we invite you into school at least once a term to discuss the support we can provide. This is also a chance for you to talk about your thoughts and ideas about what we could do in school to support your child.
However, staff are always available at the beginning or end of the school day or you can contact the office and ask for a staff member to call you back.
If you have any complaints about the way in which the school is addressing your child's needs, then please follow the complaints procedure as for the rest of the school. This can be found on the website or by phoning 01462 830 000.
How will the school know how well my child is doing and how will they inform me about this?
The class teachers monitor each child’s progress and discuss it regularly with the SENCo and Senior Leadership team. We have pupil progress meetings each term which looks at how every child is progressing and what is being done to help all children achieve. Targets will be set for the child based on their starting point. These targets will be agreed by both the class teacher and the parents.
What training have the staff supporting children with SEND had or are currently having?
At Fairfield Park Lower School we identify training needs for both our teachers and support staff. Our SENCo has completed the National Award in Special Educational Needs Coordination and helps to arrange training needs for other members of staff.
Currently staff are trained in the following areas:
- Precision teaching
- Drawing and talking to support emotional intelligence
- Lift off to Language for our Foundation Stage children
- Autism Awareness training – including Attention Autism
- Visual Impairment Awareness training
- Attachment Awareness training
- ELKLAN - supporting speech and language difficulties
- Trauma-informed behaviour management Awareness Training
We use the National College to enable staff to access continuing Continual Professional Development.
How is the decision made about what type and how much support my child will receive?
The child’s class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate. Support will then be agreed with the parents. Different children will require different levels of support depending on their individual needs.
Children with an Educational Health Care Plan (EHCP) will have provision outlined for them agreed by the local authority this is reviewed annually.
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 including school trips. A risk assessment may be carried out when going on a school trip to ensure everyone’s health and safety.
How accessible is the school environment?
Both school sites are on one level and are wheelchair accessible. Each site contains a disabled toilet and shower.
How will Fairfield Park Lower School prepare and support my child when joining the school and transferring to a new school?
New joiners
We encourage all new children to visit our school prior to starting. At this visit, we invite you to a short meeting with your child’s class teacher where we can find out as much information as we can about your child. If your child has a SEND they may wish to visit more than once which is encouraged. We try to liaise with any previous schools to find out as much information as we can about your child and any extra needs they may have before they start. All of this information helps us to determine the type of support and arrangements needed to meet your child’s needs effectively ensuring that they are able to fully access the school’s curriculum and are not treated less favourably than other pupils.
Leaving us
When children are preparing to leave us for a new school we liaise with their new school and pass on any information that will help them as well as their levels. Any IEP/SEND support plans or Educational Health Care Plans will also be transferred to their new school. We also do our best to offer transitional support before they leave us to give them the best opportunities possible. For example, some Year 4 children were provided with additional sessions at their chosen Middle School to support the transition.
SEND Regulations 2014
Fairfield Park Lower School is fully compliant with Section 69 (2) of the Children and Families Act 2014, the SEN and Disability Code of Practice 0-25 years Section 6 and Regulation 51 and Schedule 1 of the Special Educational Needs and Disability Regulations 2014.
Fairfield Park Lower School recognises that every child is different; we have an inclusive ethos which reflects our commitment to the inclusion, safety and well-being of all our pupils.
Individual pupils’ needs are assessed and adjustments are made to the curriculum, as far as reasonably practicable, the physical environment and pastoral requirements to ensure that all pupils are treated equally.
Support Links for Parents
Central Bedfordshire Local Offer
Please click on these supporting documents for more information:
