Who can I talk to about SEND at Fordbridge Community Primary School?

Your child’s class teacher will be your first point of contact if you have any concerns. Class teachers are responsible for:

• Providing a differentiated curriculum to meet the needs of all learners
• Ensuring that all children have access to good/outstanding teaching
• Identifying pupils with SEND so that early intervention can be implemented
• Liaising with parents and the SENCo
• Attending pupil review meetings when possible
• Planning for teaching assistants to work with the children
• Ensuring that the school’s SEND policy is followed in their classroom

The SENCo (Special Educational Needs Co-ordinator), Miss Sue Jones.

The responsibilities of the SENCo include:

• The day to day running of the school’s SEND policy
• Liaising with and advising fellow staff including support staff
• Co-ordinating provision for children with SEND
• Maintaining the schools SEND register
• Monitoring the progress of all pupils with SEND
• Liaising with parents of children with SEND
• Contributing to the in-service training of staff, and liaising with external agencies
• Meeting with the SEND governor
• Attendance of weekly Inclusion meeting
• Ensuring children with medical needs records are updated and liaise with staff, external agencies and families

 Mrs Emily Betts – also is a qualified SENCo at Fordbridge.

 Learning Mentors – Mrs Lynn Loewy, Mrs Sharon Holloway and Miss Jessica Manning support children with social, emotional and mental health needs across the school. Miss Sophie Broonmhall and Mrs Loewy– supports children with Autism and complex needs.

Teaching Assistants (TAs) or Learning Support Assistants (LSAs)

• Learning support staff can assist the class teacher in delivering work for specific children or small groups of children with special needs. This programme will be planned by the class teacher for the learning support assistant staff, with specific guidelines for delivery of the work. The children may be withdrawn from the classroom setting with the learning support assistant if necessary, although the new Code of Practice states that pupils should be supported within the classroom as much as possible and the class teacher is responsible for ensuring provision for all pupils.
• Learning support staff are responsible for feeding back to the teacher about the child’s progress and about any concerns.

The Head Teacher, Mrs Harriett Simcox, whose responsibilities include:

• The day to day management of all aspects of the school, this includes the support for children with SEN and/or disabilities.
• Giving responsibility to the SENCo and class teachers but still responsible for ensuring that your child’s needs are met.
• Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

The Assistant Head teachers, Mrs Natalie Riley- whose responsibilities include:

• Overseeing inclusion throughout the school, including SEND children.
• Emotional and Mental Health Lead  
• Safeguarding Lead

Mrs Sally Rance – whose responsibilities include:

• Assessment and tracking of SEND pupils

Mrs Jodie Walker – Launch Pad -  intervention room lead, whose responsibilities include:

• support some of our children with Autism and other complex needs in Foundation Stage and Phase 1

The SEND Governor, Mrs Minett-Waller, whose responsibilities include:

• Making sure that the school has an up to date SEND Policy
• Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
• Making sure that the necessary support is in place for any child who attends the school who has Special Educational Needs and/or disabilities.
• Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.