Our Local Offer for Special Education Needs
Each school is now required to produce a report explaining how they support pupils with Special Educational Needs and Disabilities. This forms part of the Local Authority's Local Offer which outlines provision available across the County.
Foxhills Junior School is a larger than average Junior School in the New Forest with currently 347 children on roll. They are organised into three classes from Year 3 to Year 6. We currently have four children in the school with Statements of Special Educational Need.
Our aim is to provide a secure, happy environment where your child will learn and grow into a confident, well rounded person. We hope to foster an enquiring mind and a love of learning by offering an EPIC, Project led curriculum delivered by excellent teachers in a stimulating environment. A strong partnership between home and school will provide the firm foundation upon which your child can continue to grow.
Our admissions are handled by Hampshire County Council and we follow their Admissions Policy.
We are fully committed to the Equality Act 2010 (see Equality Policy), Children Act 1989 and the Health and Social Care Act 2012 and will make all reasonable arrangements to provide inclusive education and services for all those involved with the school. (See Accessibility plan in line with the Local Education Authority inclusion policy)
We agree with the County principle for children with Special Educational Needs and follow their guidelines and the Children and Families Act 2014, its associated regulations and SEN Code of Practice 2014.
Our school has a Special Educational Needs Co-ordinator (SENCo) and Inclusion Leader who is responsible for the management of provision and support for identified pupils with SEND. They and other members of the teaching staff, will also coach and support teachers and other staff to enable them to provide the appropriate assessment and focussed provision for children in their class with SEND.
At Foxhills we are deeply committed to providing the very best start to a child’s education and ensuring they move to the next stage of their learning as well prepared as possible for future challenges. Our commitment to inclusion includes provision for children with Special Educational Needs, including physical difficulties.
Q. How does the school know if children need extra help and what do I do if I think my child has special educational needs?
At Foxhills children are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways including the following:
- Liaison with Infants Schools or previous school and acquisition of school records
- Regular liaison between staff and monitoring subject level data during half termly Pupil Progress Meetings with Phase Leaders, SENCo and Deputy Head.
- Child performing below National and age expected levels.
- Concerns raised by parent to the Class Teacher, SENCo (Special Educational Needs Coordinator) or Headteacher. The schools have Home Link Workers that you can also discuss concerns with. Parent Partnership (http://www.hants.gov.uk/parentpartnership) and The Parent Voice (www.theparentvoice.org) are organisation that provides emotional support and strategies for parents of children with special education needs.
- Concerns raised by Teacher/ Member of staff due to ongoing observations and assessment regarding a child’s achievements and experiences.
- Health diagnosis through paediatrician /doctor.
- Liaison with external agencies e.g. Speech and Language, Health, Occupational Therapy, Educational Psychology, Outreach support
- Assessment procedures and standardised tests (including Dyslexia Early Screening Test (DEST), Reading tests e.g. Benchmark, British Picture Vocabulary Scale (BVPS), Occupational Therapy screening including Jump Ahead, Speech and Language screening e.g. Derbyshire Language Assessment) are used to identify any special needs, including those carried out by outside agencies.
Q. How does the school evaluate the effectiveness of its provision for such pupils?
- By reviewing children’s Next Steps on Individual Plans and ensuring they are being met
The child is making progress academically against national/age expected levels and the gap is narrowing – they are catching up to their peers or expected age levels.
- Verbal feedback from the teacher, parent and child
- Half termly Pupil Progress Meetings with Phase Leaders, SENCo and Deputy Head
- Inclusion Leader tracking all vulnerable groups and provision to ensure and measure impact.
Q. How will the school and I know how my child is doing and how will the school help me to support my child’s learning?
- At Foxhills we aim to maintain good relationships with parents and carers and will keep parents and carers informed about their children’s progress through termly Parents Evenings, informal “End of Project” Celebrations, a written annual Attainment and Progress Reports and the opportunity to make an appointment with the class teacher or senior member of staff (SLT) at any time. Class teachers and SENCo also offer advice and practical ways that you can help your child at home.
- Project letters include Project overviews and ways in which you can support your child at home.
- The class teacher will oversee, plan and support every child with SEND in their class to ensure that progress in every area is made.
- A Learning Support Assistant (LSA) may be deployed to support a child or groups of children where gaps in their learning or emotional needs have been identified.
- Progress and Attainment of all children is monitored by Phase Leaders at half termly Pupil Progress Meetings (PPMs) with the Class Teacher and Learning Support Assistants. Phase Leaders meet with the Deputy Head /SENCo to address Next Steps and Actions. As a school we measure children’s progress and attainment in learning against National Expectations and age related expectations.
- Where progress is a concern, interventions are reviewed. If adequate progress (which may be accelerated progress) is not being made, then the area of concern is highlighted and appropriate provision/ support is implemented. We will seek the advice of external agencies where necessary.
- Every child has a Next Step target in Writing and Maths and some children may have an Individual Behaviour Plan (IBP) or chart if it is appropriate. Children take ownership of both and together with the class teacher will review these regularly. These are further supported by the SENCo, and are shared with parents regularly during the term. All children have a Planner which may also operate as a home/ school link book. Children take their Planners home each day so that comments from parents and teacher can be shared and responded to when needed.
- Inclusion Partnership Agreement (IPA) Reviews and Annual Reviews for Educational Health Care (EHC) Plans take place with parents to establish continuation of need and provision.
- Foxhills has a named SEND Governor who attends regular training sessions and maintain regular contact with the Head Teacher and Special Needs Co-ordinator. The SEND Governor reports to the Governing Bodies to keep them informed.
Q. How will the school staff support my child?
- All learning in the class is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. Typically, this means learning is differentiated in every lesson to meet every child’s needs.
- Differentiation includes cut -away groups to enable targeted and focussed learning at pupils’ particular level, additional adult support and specific resources which may be used with children to enable successful access to learning.
Q. How will the curriculum be matched to my child’s needs?
- We aim to provide a stimulating and purposeful curriculum that matches the needs provision for 1:1 and groups of children with elements of differentiation using a variety of teaching styles planned by the Class Teacher and supported by Learning Support Assistants.
- Reasonable adjustments will be made by the school to meet a range of special educational needs. Our Project based curriculum, encourages children to make choices in both presentation and content and in this way promotes independence in learning and allows children to learn to their strengths.
Q. How is the decision made about what type of and how much support my child will receive?
- The class teacher, the SENCo and parents will discuss the child’s needs and appropriate support.
- Different children require different levels of support in order to bridge the gap to achieve age expected levels.
- Using the funds available to us, we do everything we can to ensure the best provision possible for children with Special Educational Needs to improve future outcomes.
- We have a team of LSAs who are partly funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
- The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving a Learning Support Assistant.
- Outside agencies also make suggestions as to the support an individual child may require.
Q. What activities are available for pupils with special educational needs in addition to those available in accordance with the curriculum?
Children that require support that is additional and different to class based learning, will be timetabled into individual or small group afternoon intervention programmes. Examples of this include Nurture Group sessions, ELSA, Speech and Language programmes, Phonics Catch Up, Sentence and Grammar learning, Maths Support and Rapid Read.
Q. How will my child be included in activities outside the school classroom including school trips?
- All children at Foxhills are included in all parts of the school curriculum including a wide range of extra-curricular activities and school trips. We will provide the necessary support, sometimes with the help of parents to ensure that this is successful.
- A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum will be provided in school.
- Additional provision may be provided for children at lunchtimes or before and after school depending on the individual need of the pupil.
- In some circumstances Pupil Premium funding is used for after school provision.
- Laptops are commonly used and provided to support learning.
Q. What support will there be for my child’s overall wellbeing?
- We are an inclusive school; we welcome and celebrate diversity. Together with the children, we have created our Promoting Positive Behaviour Policy. The children are part of House Families which gives them the opportunity to take part in activities with children from different year groups across the school. The Pupil Voice group represents children’s views and meet with the Head Teacher and Pupil Voice representative every month.
- The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class, and as such is the parents’ first point of contact. If further support is required the class teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies such as The School Nurse, Health and Social Services, and/or the Nurture Support Team.
- The school also has ELSAs (Emotional Literacy Support Assistants) who work under the direction of the SENCo.
- The school runs a Nurture Group (Shooting Stars) which focuses on emotional and social development. The sessions provide a secure small group setting in which your child can develop at their own pace with support.
- The school has a policy regarding the administration and managing of medicines on the school site.
- As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
- Parents are required to complete Hampshire’s paperwork identifying the medical needs for their child; sometimes these are included in a Health Plan/EHCP or daily medicines chart.
Q. What support is there for behaviour, avoiding exclusions and increasing attendance?
- At Foxhills we have a very positive approach to all types of behaviour with a clear reward system that is followed by all staff and pupils. In addition to being a Rights Respecting school and following the principles of Rights and responsibilities our rewards include Wonder Points, Learner of the Week Certificates, House Team Points, Golden Table Award, Handwriting Awards – Scribe Awards and Maths Times Tables Awards.
- Some children can find it difficult to communicate how they are feeling. This may lead to challenging behaviour. We offer support in school for your child by implementing strategies to help them improve communication and behaviour both at home and at school.
- If a child has behavioural difficulties an Individual Behaviour Plan (IBP) may be written alongside the child to identify the specific issues, put relevant support in place and set targets. An Inclusion Partnership Agreement (IPA) or Early Help Plan may be set up to provide regular discussion between home and school to minimise exclusions and or increase attendance.
- Attendance of every child is monitored on a daily basis by the office, class teacher, SENCo and Deputy. Lateness and absences are recorded and reported to the Head Teacher. Weekly Assemblies celebrate and reward “Best Class Attendance” and at the end of each term, certificates are given as Rewards and Incentives.
Q. What training is provided for staff supporting children and young people with SEND?
- All staff take part in regular Child Protection and Health and Safety Training in line with statutory guidelines. The Head, Deputy and both Phase Leaders have qualified in further Child Protection training.
- As a school we work closely with any external agencies that we feel are relevant to individual children’s needs E.g. Outreach support (Clifford Centre and Forest Park), Speech and Language Therapy, Health including GPs, School Nurse, CAMHS (Child and Adolescent Mental Health Service), Occupational Therapy, Educational Psychology, Social Services including Locality Teams and Social Workers.
- We carry out a Continued Professional Development audit every year and aim to provide staff training depending on the needs of individuals in the school. Staff training is made up of in house training/ sharing of expertise and Hampshire run courses.
- At present we have a Speech and Language Assistant who works two afternoons a week to provide 1:1 and small group work for children with speech and language difficulties.
- We have three members of staff who are Nurture and ELSA trained.
- The Deputy Head is the named Designated Teacher for “Looked After” Children.
Q. How accessible is the school (indoors and outdoors)?
- Due to one set of stairs and some short corridors, parts of the junior school building do not provide wheelchair accessibility at present.
- The school has a shower unit but no wheelchair accessible changing or toilet facilities.
- Due to pupil safety the Foxhills site has restricted time access at the beginning and end of the school day. The site has limited disabled parking bays.
- We warmly welcome parents/ carers to visit the schools to enable us to assess the needs of your individual child.
- When appropriate, we liaise with EMTAS (Ethnic Minority and Traveller Achievement Service) who assist us in supporting our families with English as an additional language and transient families.
Q. How are parent/ carers currently involved in the school?
- The first point of call for any issue related to a child's learning, behaviour, social or emotional issue is always the Class Teacher
- Children learn through Projects and learning culminates in an exciting Outcome. For many of these, Parents/ Carers are invited to join the children to celebrate their learning.
- We welcome Parent/ Carers to a termly meeting with the class teacher to discuss the child's achievements.
- Meetings with the SENCo, Deputy and Headteacher.
- Teachers create a sequence of Home Learning that enables parents/ carers to learn alongside their child and support learning at home.
- As children progress through the reward system, they achieve a set number of points. At significant stages, Parents/ carers are invited to join us for our Celebration Assembly, where they see their child receive a special certificate.
- Each child has a school planner and use these for Communicating and supporting learning.
- We have a Pupil Voice and Parent Voice group who regularly meet to discuss school and learning-related issues.
- Our website offers a full and detailed insight into the school. All policies and other information can be found here.
Q. How are the children currently involved in your school?
- Pupil views/ Hampshire wellbeing survey
- School council/ Pupil Voice
- A significant /named key adult to talk to / learning champions for Pupil Premium children
- Parents and children are consulted in Individual Education Plan (IEP) reviews, Personal Education Plan (PEP) reviews, Inclusion Partnership Agreement (IPA) reviews and Annual Reviews.
- Organisation and daily running of the School Library
- Playground Champions to support in the playground
- School Clubs
Q. How can I get involved and who can I contact for further information?
- Contact the school Admin Officer to arrange to meet the Head Teacher/Deputy Head Teacher or SENCo who would willingly discuss how the school could meet your child's needs.
- Contact Parent Partnership - http://www.hants.gov.uk/parentpartnership
Q. What steps should I take if I have a concern about the school’s SEND provision?
- See the SENCo or Headteacher
- Follow the school’s normal complaints procedures, see website
Q. How are the Governors involved and what are their responsibilities?
The Governors are informed about the progress of children with SEND; this report does not refer to individual children and confidentiality is maintained at all times.
- One of the Governors is responsible for SEN and meets regularly with the SENCo (at least once a term). They also report to the Governors to keep all informed. Further information may be provided by the SEND Governor attending Learning Walks around the school to observe provision first hand.
- The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress.
Q. How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life?
- We encourage all new children to visit the school prior to starting when they will meet their Buddy and be shown around the school. For children with SEND we would encourage further visits to assist with the familiarisation of the new surroundings. We would also visit them in their current infant school setting.
- We write social stories and compile a pupil passport with children if transition is potentially going to be difficult.
- When children are preparing to leave us for a new school, typically to go on to Secondary education, we arrange additional visits.
- We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
- If your child has complex needs then an IPA (Inclusion Partnership Agreement) or Statement review/K3T will be used as a transition meeting during which we will invite staff from both schools to attend.
Q. What is the name and contact details of the SEN co-ordinator.
Our SENCo/ Inclusion Leader is Mrs Christine Bistow (Deputy Head) and she can be contacted through the school office or Together email@example.com
If you would like information about the Local offer published by Hampshire please visit http://www.hantslocaloffer.info/en/Foxhills_Junior_School