Fordbridge Community Primary School - a larger than average fully inclusive mainstream primary school that is totally committed to providing the best education possible to all of its students. We strive to ensure that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs).
The school has supported a large amount of children with a wide range of additional needs including physical impairments (muscular dystrophy), visual impairments (including cerebral visual impairment), hearing impairments, Autism, Dyslexia, Diabetes, Epilepsy, Global delay, Cerebral Palsy, Learning Difficulties and Speech and Language Difficulties. At Fordbridge Community Primary School all pupils are fully included and take an active part in everyday activities.
Fordbridge Community Primary School is fully accessible for wheelchairs. The school moved into their new building in September 2015. The building was built to be accessible to meet all pupils and adults physical needs.
There are 4 disabled toilets on the ground floor, which are located within each phase, as well as one of the first floor. Also there is a changing room for children with both physical and medical difficulties. The room has an electrically adjustable bed, disabled toilet, adjustable sink and shower, as well as a hoist for moving pupils. To access the first floor there is a purpose built lift, which can take 1 wheelchair and or several adults or children.
On the first floor there is an EVAC chair (Evacuation chair) for children/ adults with any physical disabilities to evacuate the building safely. Staff have been trained to use the EVAC chair as well as completed a Manual handling course.
All entrances have ramps for easy access for wheelchair users. The corridors are also wide to enable easy movement within the building.
Who are the best people to talk to in this school about SEND?
Miss Susan Jones is the current SENCo at Fordbridge Community Primary School. She is qualified in assessing pupils with Specific learning difficulties- Dyslexia. Over the past 15 years she has had the opportunity to work across two different Local Authorities as a Special Needs Co-ordinator. During this time she has maintained that effective provision is provided, to ensure all children are being included and their educational needs are being met by working closely with the child, the parents/carers, teachers and outside agencies. Miss Jones works fulltime in school and is always accessible if parents need to speak to her.
Some of her responsibilities include:
The Head Teacher
His responsibilities include:
At Fordbridge Community Primary School the Inclusion Team consists of a very experienced full time Behaviour manager, two Family Support workers - Currently they are Mrs Lockley and Miss Lambert who are very experienced and have a good knowledge of the local community, including resources and facilities available to support families. There is a team of 4 Learning mentors who work across all phases, with two mentors specialising in supporting pupils with ASD. There are also two members of staff who are in charge of safe guarding across the school (Assistant Head teacher (Mrs Reilly) and Family Support worker (Mrs Lockley). The Inclusion team at Fordbridge work very effectively to meet all pupils individual needs. The Inclusion team work closely with Fordbridge Child Care Plus to ensure early identification and support. The responsibilities of the Inclusion team include:
The SEND governor
Fordbridge Community Primary School has one very experienced SEND governor. The SENCo and SEND governors meet at least every half term.
Some of her responsibilities include:
At Fordbridge Community Primary School every child is treated as an individual. We support each individual child in 3 ways, offering the level of support appropriate to the child.
Universal provision: strategies that help all children to access good quality teaching in the classroom. This includes high quality teaching which is planned to meet the needs of all abilities of children. Provision of resources and put in place such as key word lists, number lines, pencil grips etc.
Targeted provision: intervention groups, targeted teaching to help them to catch up on learning they have missed or over learning areas of the curriculum which they have struggled to grasp initially. These intervention groups will be carried out by the class teacher or teaching assistant.
Specialist provision: when children are failing to make adequate progress despite targeted intervention support, we work with specialists in a variety of fields who will assess pupils and recommend specific intervention to meet their needs. They also may advise further assessment through other specialist services, such as Specialist Assessment Service (SAS) previously known as The Meadows Centre, Paediatrician or Health services (e.g. Occupational therapist).
Targeted interventions may include, BEAM, speech therapy, daily physio.
Through these three approaches we are able to support children with a wide range of difficulties including:
(See appendices for breakdown of support for each area)
Level of targeted support through Specialist provision and Targeted provision is dependent upon capacity of staffing and number of pupils requiring additional support. This level of capacity can vary from year to year dependent upon number of SEND pupils.
Inclusion (How we promote inclusion within the school and on school trips)
We believe that all children should have access to extra curricular activities, including clubs, trips and social events. Every effort is made to include all children in such activities, making whatever extra provision that is required available. All trips are risk assessed to make sure we are able to meet individual pupil’s needs.
Our breakfast club is open to all children including those with SEND. The school provides additional resources during breakfast club and lunchtimes for SEND pupils who have sensory difficulties. This includes quiet rooms where children can play games supported by adults.
Further information about Breakfast Clubs can be found on the school website.
There are several children who have physical difficulties/ disabilities in school. We ensure school trips and residentials are accessible to all pupils. Staff are aware of pupils SEND needs when booking trips, so as to ensure all pupils needs are accommodated.
Specialist facilities and equipment
At Fordbridge we try to ensure the setting is as supportive and inclusive as possible by adapting the environment to the needs of each individual child. We have a range of resources and equipment in school to support children with a variety of different needs.
As a school we try to ensure pupils have access to resources which reduce barriers to learning and enable them to access the curriculum.
For pupils who have physical difficulties we have writing slopes, pencil grips, variety of pencils and pens for varying grips, adaptive scissors to make cutting easier. We provide coloured overlays and coloured book marks for children who have visual tracking difficulties in reading.
We have a range of maths equipment including Numicon, for children who experience difficulties with maths.
As a school we have many children who have Autism or sensory difficulties and have invested in dedicated learning mentors who work daily with these children to who work effectively to reduce barriers for these pupils. They provide resources such as fiddle boxes, sensory timers, ear defenders, as well as teach strategies to pupils to ease levels of sensory needs.
For children who have very specific difficulties, we have purchased equipment, such as specialist chairs for children with Cerebral Palsy, personal touch screen computer for a child who has Muscular Dystrophy with significant motor difficulties.
Below is a list of some of the other specialist facilities and resources that have been used to support children at Fordbridge.
At Fordbridge we feel transition, either within school or into another school, is a big step for all children. Ensuring the child feels confident about the move is paramount. The adults in school will work closely with the child, parent, new class teacher or school to ensure the transition goes as smoothly as possible
Transition in school
Transition into a new school
If any children with SEND leave Fordbridge we always ensure there is a smooth transition period for them. We ensure pupils SEN files are transferred quickly to their new school. We always aim to speak personally to the SENCo at the receiving school to outline the provision that was made for that child, including sharing strategies and if any barriers to learning.
If a child with SEND is to transfer to Fordbridge, we try to put in place an appropriate transition process that can include taster visits to Fordbridge or additional visits if required, transition books – so children become familiar with key staff they will see and building they will be in. We will arrange meetings with key members of staff and parents, to start to build good working partnerships with home and school. We aim to make transition smooth and reduce stress as far as possible.
We support the transition of children with SEND to secondary school in a variety of ways.
In Year 5 we can support parents and children with thinking through the options of secondary provision and identifying and visiting appropriate schools.
In Year 6 once we know what school a child has a place at we can arrange additional transition visits as we feel are necessary both by the child to the school and by school staff to the child. We will invite secondary SENCo’s to attend EHCP or IEP reviews. During visits we produce transition booklets, so children know key members of staff and places within the new school. In school we have transition groups to support vulnerable pupils through their worries and help build their confidence.
At times when pupils have very complex needs, which cannot be met at Fordbridge, we have discussed with parents, as well as Outside agencies to ensure appropriate provision is requested. Following change to placement we work closely with the parents, child and receiving school to ensure a positive transition period.
A transition process will be negotiated between the school, the parents, child and receiving school. We do all we can to make this experience as positive as possible.
At various stages throughout the year the SENCo and members of the Senior Leadership Team hold pupil interviews where the views of pupils are sought.
The School Council also provides an opportunity for pupils’ voices to be heard.
SEN reviews are held termly with parents, the class teacher, SENCo and Outside Agencies when applicable. We encourage children, with parental approval to attend these if appropriate. (particularly children in KS2)
All children who have an Individual Education Plan are invited to comment on how well they feel they have achieved with the current targets regardless of their age. They discuss the targets for their new IEP with the class teacher and what support they are going to have from parents and adults in school to help them to be successful.
Any child with an Education, Health and Care Plan are asked if they would like to be present at their annual review. At this part of the meeting the child is able to comment on how well they feel they have progressed over the last year and what they would like to help them to be successful for the following year. If a child would prefer not to attend the meeting they will be asked to complete a questionnaire with the parent or Learning Support Assistant so their views are represented at the meeting.
Working with Parents
Every SEND child has at least 3-4 targets (behaviour, reading, writing, maths) set each term or twice a year based on level of need. These targets are agreed between the child and their teacher. Parents will be invited to discuss progress against these targets during Parent’s meetings every term. Children on the SEND register will have a copy of their targets sent home.
If your child receives specialist support you will be invited to a review meeting with the teacher, SENCo and where possible specialist support staff at least twice a year. At the meeting progress against the last targets will be discussed and recommendations made for new targets. Your child is welcome to attend this meeting if you wish.
For children who have significant SEND’s and are not making sufficient progress even when specialist provision has been put in place for a minimum of two terms then the SENCo will move targets to form a My Support Plan, where targets are broken into smaller steps and reviewed every 8 -10 weeks. Following two My Support Plan review and sufficient progress has not been made then the SENCo with agreement with parents will look at applying for an Education, Health, Care Plan(EHCP). This is quite a lengthy process (usually a minimum of 20 weeks) and part of it involves a structured discussion with the parent (Family Conversation). Close liaison with parents is necessary throughout.
Over the past few years we have held ASD parent support groups, run by the school’s lead ASD learning mentor. All parents/carers of SEND children are invited. Due to current capacity we have tried to direct parents to other ASD provision within the authority, as at the moment it has been difficult to consistently run the ASD parent group in school, due to current level of pupils needs.
Fordbridge also has two Family Support workers who work closely with many families across the school, including SEND pupils. They also run workshops to support SEND pupils to reduce barriers to their learning.
We are also open to suggestions about areas that parents would like to know more about. If you have any suggestions please contact the SENCo, who will be pleased to hear from you!
We undertake training on a regular basis to further develop staff skills to enable all staff to meet pupils SEND’s.
The list below is an example of training held for staff members over the past four years:
Additional training by the Inclusion team has also included:
Fordbridge Day Care training has also included:
At Fordbridge Community Primary School we are committed to the wellbeing and mental health of the whole school community. We have implemented the SMILE approach across school in order for everyone to reach their full potential and to develop strategies to encourage positive mental health and wellbeing. This whole school approach addresses the 5 areas promoted by the NHS in order to manage our own wellbeing. This has involved joint training by the school Educational Psychologist and SISS SEMH teacher. Two staff have also completed mental health first aid training
SMILE stands for - Socialise Movement Interest Learning Engage.
UPDATED FEBRUARY 2021
REVIEW DUE SPRING 2022