What support will there be for my child’s overall well-being?

Both Fairfield and Colneis are inclusive schools. We welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring understanding team looking after our children.

  • Your child’s class teacher has overall responsibility for the pastoral, medical and social care or every child in their class on a daily basis making them a parent’s first point of contact. For children with Special Educational Needs or Disability (SEND) the class teacher will liaise with the Special Educational Needs Coordinator (SENCO) and Consultant SENCO for further advice and support. This may also involve liaising with outside agencies too such as health and social care professionals.
  • Fairfield and Colneis share the same school aims and Star Rules. These underpin all that we plan and do at both schools.
  • The schools have a full time Family Support worker who works under the direction of the SENCO to support children and parents with a range of different matters.
  • The schools also have a Higher Level Teaching Assistant for Pastoral Support to work directly with individuals or small groups of children to provide support with a range of social, emotional and behavioural issues. The Family Support Worker usually offers parenting courses at certain points during the year or is able to signpost you to relevant support.
  • When a child has a medical need we will work with you and any relevant medical professionals to put together a Care Plan which we will review with you at least termly or more frequently if the need arises.

Year 1 parent

‘The teachers have been wonderful to my child; keeping an eye on him yet making him feel as important as the other children. ’

Reception parent

‘The school has been so accommodating of my child’s needs; getting staff educated with his equipment and ensuring other relevant people were aware of those needs.’

Year 4 parent

‘The support has truly made a difference and my child is feeling a lot more positive. He is less reluctant to go to school in the morning and looks forward to his day.’

How will the curriculum be matched to my child’s needs?

All work within class is pitched at an appropriate level so that all children are able to access it according to their specific needs

  • All of our staff are trained to make work more accessible or more challenging so that every child is able to learn at their level.
  • We use additional schemes/materials so that we have something at the right level for children with Special Educational Needs or Disability (SEND).
  • As well as adapting the learning activities to match individual children’s specific needs we use approaches that support all of the children’s different learning styles. We are aware that some children learn best when doing (kinaesthetic learners), some are very visual learners, some benefit from collaborating with others while some prefer to work on their own.
  • All of our staff are trained in a variety of approaches which means we are able to adapt to a range of SEND for example: specific learning difficulties including dyslexia, Autistic Spectrum Disorder, speech, language and communication needs and behavioural, social and emotional needs.

Year 2 parent

‘There has been continuous support for my child, which has been made by many different people/staff, with different qualifications and training, which is good for meeting all of my child’s needs.’

Year 6 pupil

‘When I don’t understand my teacher will always explain it in a different way.’

How will I know how my child is doing and how will I know how to support them at home?

We believe that your child’s education should be a partnership between parents and teachers; therefore we aim to keep communication channels open and communicate regularly. We offer an open door policy where you are welcome any time to make an appointment to meet with either the class teacher or Special Educational Needs Coordinator (SENCO) and discuss how your child is getting on. We are more than willing to offer advice and practical ways you can support your child at home

  • The school has systems in place to measure children’s progress against national and age related expectations (see Section ‘How does the school know how well my child is doing?’) All children are carefully tracked throughout their time at both schools. This information is available to be shared with you at scheduled meetings and at any other time you may wish to request it. Class teachers continually assess children and note areas of progress and difficulty so they can be addressed on a daily basis.
  • We operate a home/school link book which your child will bring home daily so comments from parents and teachers can be shared and responded to as needed. It is very helpful if parents keep staff informed of any changes at home which might impact on their child’s learning. Where necessary any such information will be handled sensitively. Parents may wish to make contact with the school’s Family Support Worker for further advice and support.
  • If your child is on the Special Educational Needs or Disability (SEND) register they will have an individual Pupil Passport. This will contain information about them as a learner and have some individual targets set on a half termly basis. These targets will be set by the class teacher in consultation with your child and the SENCO as necessary. You will receive a brief comment as to progress towards these targets on a weekly basis and there is the space for you to record your comments too if you wish. You will receive more detailed feedback at the termly meetings described above.
  • Homework will be set as appropriate to allow your child to repeat and practice new learning and share it with you.

Year 6 parent

‘We really appreciate the regular meetings and emails.’

Year 2 parent

‘I like the pictures added to the passport. I like that it lists the people who help my child.

How does the school know how well my child is doing?

  • At both schools we measure children’s progress in learning against national expectations and age related expectations.
  • Your child’s class teacher will continually assess each child and note areas where they are improving and where further support is needed. We track all children’s progress from entry in Nursery or Reception through to Year 6, using a variety of different methods including nationally agreed expectations and standardised reading, spelling and maths ages.
  • Each child’s progress will be discussed at our half termly pupil progress meeting. This is a meeting between class teachers and the senior leaders in the school to discuss the progress each child has made over the preceding few weeks. Things that are working well will be noted and any necessary changes to the existing support will also be discussed. If any change is suggested for your child then you will be informed.
  • If your child has individual targets set out in a pupil passport or individual support plan staff will make a brief weekly comment as to your child’s progress and invite you to do the same. Each half term the targets will be reviewed more fully. This will involve your child meeting with their teacher or the Special Educational Needs Coordinator (SENCO) to talk about progress towards the targets, whether they have been achieved or whether they need to be adapted. They will then set some new targets which they will bring home to share with you. Anybody who works with your child will be able to see how they are progressing towards their target and what strategies will support their learning.

Year 1 parent

‘I feel the school is very good at ongoing monitoring.’

Explaining things to you

We aim to be child and family centred so you can expect ‘no decision about me without me’

  • When we assess for Special Educational Needs or Disability (SEND) we will discuss with you what we are assessing and the results of that assessment. We will also want you to share with us your perceptions of how your child is functioning in school and what their understanding and behaviour is like at home.
  • Following on from this we will plan what support might be appropriate and share this information with you.
  • Progress and the outcomes of any support will be regularly reviewed and fed back to you. Support will be adapted in light of this to ensure your child’s needs continue to be met.
  • The class teacher will meet with you at least on a termly basis to discuss your child’s needs and progress towards their targets, (this could be part of parent’s evenings but class teachers will always make an additional appointment to talk to you as the need arises).
  • The Headteacher/SENCO will offer appointments to discuss your child on scheduled parent’s evenings but is available at any time to talk things over with you.

It is easy to assume that all is well if we don’t hear from parents. If you would like more information about anything regarding your child’s needs or progress PLEASE ASK

Year 2 parent

‘The school always keeps us involved and up to date with concerns, progress etc.’

Reception parent

‘The school has been very good at liaising with me, as the parent, to enable continuity of my child’s learning at home; which reduces anxiety for us both.’

Year 1 parent

‘All concerns were addressed so I was very pleased.’

How will the school support my child and who will explain this to me?

The level of support your child receives will depend on their needs which we know can change over time. It is our aim to be responsive to any developing and emerging needs

  • Many children will have their additional needs met through excellent targeted classroom teaching also known as Quality First Teaching (Universal Support). This means teaching where:
    • the teacher has the highest possible expectations for all pupils
    • teaching is carefully planned to build on to what the child can already do and understand so as to accelerate progress
    • different ways of teaching are put in place so the child is fully involved in learning
    • specific strategies (which may have been suggested by the SENCO or another professional) are put into place to support the child’s learning
  • Some children may take part in specific group work with a smaller group of children. Such groups are put together to address specific gaps that have been identified in a child’s learning and will be closely monitored to ensure that they are resulting in good progress for the child (Targeted Support). These groups may be:
    • run in the classroom or outside the classroom
    • run by a teacher or teaching assistant who has had training to run these groups (usually school staff but sometimes from an approved outside agency which would only be done with a parent’s permission)
  • Some children may have needs that require one to one support (Specialist Support). This support may be:
    • to deliver a specialist package (for example a programme devised by a speech therapist, occupational therapist, physiotherapist)
    • to access certain parts of the curriculum
    • individual teaching programmes to improve literacy or maths skills
    • support with medical/physical needs
    • support to manage social situations and emotional needs

It is at this stage that the child’s name will be officially added to the school’s Special Needs register and more individualised targets put in place through a Pupil Passport or Individual Support Plan.

For children whose needs are severe, complex and lifelong the school (or you) can request that the local Authority carry out a statutory assessment of the child’s needs. This is a legal process you can find out more about by looking at Suffolk’s Local Offer

After a request has been made to the Local Authority they will decide whether they think the child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If they do they will ask you and all professionals involved with the child to write a report outlining the child’s needs. If they do not think this is necessary, they will ask the school to continue with the support they are providing and may make suggestions as to how this can be further improved.

If they do decide to carry out statutory assessment the reports requested by the Local Authority will be carefully collated and they will write an Education, Health and Care Plan. The Education, Health and Care Plan will outline the support the child will receive from school and any other agencies involved in their care and what strategies must be put in place. It will also have long and short term goals for the child. It will then be regularly reviewed, with you and the child providing input as to how well it is meeting their needs.

Please see flow chart below to help clarify this process.

Answers-4

Year 5 parent

‘Offering my child additional support with maths is helping him massively.’

Reception parent

‘The school have supported my child with an individualised and group learning education to meet his individual learning needs.’

How do I raise concerns if I need to?

  • TALK to us first. Firstly contact your child’s class teacher as they work with your child on a daily basis. However, if you prefer you can always ask to meet with the Headteacher/SENCO or Deputy Headteacher.

At Fairfield and Colneis we pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to be the same with us.

Year 4 parent

‘The school has done a very good job in getting to understand my child’s needs and anxieties.’

 Year 3 parent

‘My child is feeling so much more positive about his learning since his needs have been assessed by the school. He is very well supported by all of his teachers and teaching assistants.’

How does the school know if children need extra help and what should I do if I think my child has special educational needs?

  • When a child has an identified or suspected Special Educational Need or Disability (SEND) before they start at Fairfield or Colneis we work with the people who already know them and use the information already available to identify how we can meet their current and any emerging needs in our school setting.
  • When a child already in the school moves year group there are systems in place to ensure that information about their individual needs is passed on to the new teacher and support staff. This is overseen by the Headteacher/SENCO and his team.
  • If you tell us you think your child has a SEND we will discuss this with you and check it out. We will share with you what we find and agree with you what we will do next and what you can do to help your child.
  • Our half termly pupil progress meetings will indicate whether a child is not making the expected progress and is below age expected levels. This may indicate a Special Educational Need. Staff will also raise concerns if they feel that other factors such as a child’s behaviour, self-esteem, ability to follow instructions or ability to form relationships are affecting performance or well-being.
  • Liaison with external agencies for example health professionals.