Fieldhead Carr Primary School is a highly inclusive primary school, which strives to meet the individual needs of all its learners. We work in partnership with children, parents and other agencies to provide the best possible outcomes for all our children, including those with a range of additional and complex needs. The school’s SEN policy and procedures ensure that high expectations, early intervention and appropriate support for all our children are in place to ensure our children reach their full potential.
‘Additional funding for pupils with special educational needs and/or disabilities (SEND) has a positive effect on learning for this group of pupils. From their different starting points, they are now making strong progress. The special educational needs coordinator deploys staff and resources effectively so that provision is well matched to pupils’ needs’ Ofsted, 2018
Meet the Team
All provision for SEN pupils is overseen and managed by the SENCo, with support from the team. If you wish to contact the team to make an appointment, please call 0113 2930226 or email firstname.lastname@example.org
Deputy Headteacher / SENDco
Children and Families Bill 2013 and SEND Code of Practice (CoP) 2014
The Children and Families Bill takes forward the Government’s commitment to improve services for vulnerable children and support families. It underpins wider reforms to ensure that all children and young people can succeed. The Bill will reform the systems for Special Educational Needs and Disabilities (SEND), adoption, looked after children and family justice.
The SEND Code of Practice transformed the system for children and young people with SEND so that their best outcomes are met through consistent support from all services involved. The CoP extends the SEND system from birth to 25; giving children, young people and their parents/carers greater control and choice in decisions.
Our Graduated Response- Our aim is to identify any needs early to minimise a gap
All our pupils are treated as individuals and as such, class teachers, alongside support staff plan an appropriate curriculum, which is differentiated to meet the needs of the individuals through quality first teaching and effective resources. If a child is not responding as expected, progress slows or has increasing difficulties with emotions and well-being the teacher will seek support from the Inclusion team and try alternative strategies in the classroom. If something over and above that which is normally available is needed, it is at this point parents will be involved and the placement on our SEND register takes place. A thorough assessment will take place and the child’s SEND provision planned. This may include Personalised Learning Plans (PLPs), Positive Handling Plans (PHPs), Individual Risk Assessments (IPRAs) and Care Plans are put in place and are reviewed regularly. Our school utilises a range of bespoke interventions, which are tailored to meet the needs of our children and are developed, reviewed and evaluated to ensure pupils are making maximum progress. Progress, plans, targets and next steps are regularly shared with children and parents.
If the child continues to make little or no progress in learning and emotional well-being, the school will need to seek help from outside agencies, personalised /appropriate learning programmes will be supported by these agencies and form part of their bespoke curriculum.
If, despite all the support and provision from home and school, with the help of external specialists, taking relevant and purposeful action to meet the child’s learning difficulties, those difficulties remain or have not been remedied sufficiently a request for an EHCP may be made.
Parents are integral partners in their child’s journey through school and are invited to attend regular parent’s evenings and additional review meetings. Where a child has more complex needs, parents are also invited to reviews which may involve other professionals. Parents are invited to request a meeting with a member of the Inclusion Team should any concerns arise. Our parents are also encouraged to engage in their child’s learning in a range of other ways such as supporting their child with their homework, joining family learning classes or utilising resources provided by school to help their child.
Staff in school are trained and work alongside professionals from outside agencies to develop their skills and knowledge and expertise in specific areas of Special Educational Needs. Staff are able to offer a wide range of support and strategies to support inclusion within our school. Our school works alongside a range of outside agencies to maximise learning opportunities and to help pupils reach their full potential. We work regularly with agencies such as Seacroft and Manston Cluster support, Speech and Language Therapy, Educational Psychology, STARs, Complex Needs Services, Physiotherapy, Occupational Therapy, CAMHs and Social Care.
Our learning environment is accessible and appropriate for our pupils and is adapted when necessary. The school has two disabled toilets, a hygiene suite, a sensory room, a ‘Thrive’ nurture room and an intervention room.
The following policies are available and reflect the school’s commitment to inclusion, safety and well-being of children:
- Inclusion policy
- Safeguarding/ Child Protection policy
- Behaviour Policy
- Teaching and Learning policy
- Single Equality Scheme and Action Plan
- Anti-Bullying Policy
- Health and Safety Policies
- Freedom of Information and Publication Scheme
If you wish to discuss anything in relation to our school offer, please contact a member of our inclusion team.