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Support for your child

Class groups

Pupils work in class groups with a teacher and a dedicated support staff team, all subjects are taught in this supportive early years and primary approach.  This ensures that pastoral care is high profile and staff formulate strong and positive bonds with pupils in their care, enabling parents to have dialogues about their children in a single point of contact. Each class teacher tracks the progress of pupils and has an excellent individual knowledge of strengths and areas for development; this is communicated in regular intervals during the year, as well as 6 drop in sessions offered during the school year to view work, view learning opportunities and have quality academic dialogues. Each year group has a cohort team leader who tracks the progress of all pupils; this ensures that all pupils are monitored closely, attainment tracked and gaps are identified to the leadership team to action. Phase leaders also support this process and monitor attainment and progress of pupils, supporting staff colleagues to aim for high and outstanding expectations. All Leaders promote outstanding attendance, positive behaviour and a vibrant community spirit. Fairfield Park have invested in a high ratio of support staff across the school focus on the standards agenda and be the Learning Team, it provides further valuable help towards achieving these aims.

Positive relationships

Relationships are formed through our school ethos of Values Education, caring and respecting each other for our differences and interests. All behaviour management is done positively though our Golden and Safety rules, allowing for reflection on our value words such as kindness, cooperation, tolerance, teamwork etc.

Children work in many different ways to enable friendships to be formed and flourished through vertical grouping opportunities across the school to friendly family play and lunch time experiences. School is about the holistic development of the child enabling them to learn at structured and unstructured times to resolve conflicts and form positive good relationships in a managed and controlled atmosphere of supportive adults. Our Pastoral Leaders can also work with families and pupils if bespoke support is needed to lay these foundations further.

Zero tolerance of bullying

Incidents of bullying are very low because we are a community where bullying in any form is not tolerated and we make this very clear to students as part of their induction. We respond firmly and supportively where any such incidents occur. Our PSHCE programme has a strong emphasis on teaching about bullying, its causes, how to respond appropriately, how to resolve conflict positively and who to approach with concerns. Pupils also have access to a good network of support which includes our experienced Pastoral Leaders, some of whom have strong ties with the local

Special educational needs and disabilities

Most students at various stages in their learning require additional support, some more than others, and at Fairfield Park we adhere to the national code of practice for Special Educational Needs and disabilities (SEND) to ensure that students’ individual needs are met. We do this effectively by ensuring the following;

  • High standards and expectations of every child.
  • A child centred approach to any support and intervention.
  • Thorough communication with all stakeholders, especially the child and their parents.
  • Clear and precise identification of learning barriers.
  • Evidence based intervention.
  • Multi agency approach to ensure specialist support is effectively deployed.
  • Always taking consideration of the child’s voice and their opinion.

A strong and experienced team of support staff lead our work in this area and liaise closely with other staff and school leaders to get the very best out of pupils who face particular barriers to learning.

Access provision for those with disabilities

  • The school has taken a positive approach to improving life chances for disabled people for a number of years and works in line with the requirements of the Disability Discrimination Act to enable all to participate in school life. The special needs code of practice 2014 is also implemented by teaching and support staff across the school.
  • All students can expect to be treated with respect and to have their needs met.  The service they receive from the school will not be diminished because they have particular needs and we continue to take steps to raise awareness of this commitment with our staff.
  • New staff are given special educational needs and disability awareness training through the new staff induction programme.
  • The school site is all on one level and is easily accessible for all pupils.
  • Specialist resources are provided for a range of needs across a variety of subjects.
  • The school has provided a specific room for children with medical requirements during appropriate times during the day.
  • Teachers are well informed of pupil’s individual needs including medical conditions and associated learning requirements as agreed with the family.
  • All children with medical needs and, or disabilities have a named worker in school.

SEN Information Report