Fulstow SEND Information
1. What should I do if I think my child has special educational needs?
The first step is to speak to your child’s class teacher about your concerns. The Class Teacher will share information with the Special Needs Co-ordinator (SENCO) and a plan of action will be decided upon.
2. How will the school respond to my concern?
Depending on the nature of the concern, the school will take appropriate action. This might involve a further meeting with the Class Teacher and SENCO before a plan is put in place or might mean that external agencies will be consulted for advice and support.
3. How will the school decide if my child needs extra support?
The Special Needs Code of Practice (2014) identifies four broad areas of need:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- sensory and/or physical needs
The School will take into account of these areas of need when making a judgement about whether or not a pupil has special needs. The decision will be made through:
- Observations by staff over a period of time
- Weekly staff discussions about all pupils
- Pupil Progress meetings, held 3 times per year where data is analysed and individual progress is tracked against National Curriculum levels.
- Discussion with parents
- Parental consultation
- Pupil discussions
4. What will the school do to support my child?
If the decision is made that your child has special needs, you will be informed that he or she is being placed on the School’s SEN register and a plan of action agreed. If your child needs additional learning support, the Class Teachers and SENCO will consult to decide on your child’s area of need and how extra support can be given. Targets and support will be agreed and then implemented.
As we are a small, nurturing school, we are able to establish individual targets and create individual programmes of work and support tailored to your child’s needs. All Interventions are put in place following the cycle of Assess-Plan-Do-Review:
Assess – (Identify the need) → Plan (Establish targets) → Do (Implement the support) → Review (Were the targets achieved?)
The School has a Provision Map which shows all the additional support that is put in place. This is reviewed every six weeks by the SENCO to help monitor the effectiveness of additional support.
5. Who will support my child?
Many people may be involved in providing support for your child. These may include:
- The Class Teachers
- The SENCO (Mrs J Tawton)
- Teaching Assistants
- The SEND Governor
- External Agencies
Many of the learning interventions that the School puts in place are carried out by the SENCO. You will be informed about who will be supporting your child.
6. What training and experience do staff have for the additional support my child needs?
- All staff have been trained in Autism Awareness and Dyslexia Awareness
- All staff have Safeguarding training: Awareness of Child Abuse and Neglect/An Introduction to Safeguarding
- All staff have basic first aid training and a working knowledge of common medical condition
- All Teaching Assistants are qualified to at least NVQ Level 3 or are working towards the qualification
- Teaching staff have a basic working knowledge of BSL and Deaf Awareness Training
The SENCO has 15 years’ experience of working with pupils who have special needs; she has achieved the National SENCO Award (Masters Level) qualification
7. Who else might be involved in supporting my child?
The School liaises with and gets support from a number of agencies including:
- Specialist Teaching and Applied Psychology Services (STAPS) Educational Psychology Services
- Specialist Teaching Team
- Community Outreach
- Speech and Language Therapy Services
- Sensory Education Support Service Specialist Social, Communication Outreach Team
- Education Welfare Services
We can also make referrals to:
- Community Paediatricians
- Child and Adult Mental Health Service (CAMHS) (tier 1)
8. What support will there be for my child's emotional and social well-being?
Pastoral and social support:
We are a small nurturing school and all our pupils form positive working relationships with familiar adults. This enables us to quickly identify pupils with additional needs and those not thriving for other reasons. If your child has special needs, we will work with you to ensure that your child receives the appropriate level of pastoral and social support as well as academic support.
We use SEAL materials for PSED and Circle Time.
We run Social Skills workshops for all Y6 pupils making the transition to secondary school and if your child has additional needs we will draw up and implement a detailed transition programme with your chosen school. This includes creating a “passport” of your child with important relevant information about his/her additional needs and arranging supplementary visits.
The Headteacher, Mr J Grant, is responsible for Child Protection issues. Mrs V Aldridge is the Governor with responsibility for Child Protection.
Staff have in-date first aid training and a working knowledge of common medical conditions. If your child has a medical condition that needs monitoring or intervention, we will draw up a care plan with you so that you are confident that your child’s needs are being met at school.
Please refer to our Medicines Policy for further details.
Support for behaviour (including attendance and exclusion):
Depending on the needs of your child, support for behavioural and social issues might be given through mentoring and 1:1 nurture time. If your child’s needs are more complex, the School will seek advice from the relevant agency (for example the Educational Psychologist or EBSS) and consult you before deciding how to proceed.
The SENCO has had training by STAPS on Exclusion.
If the School has concerns about your child’s attendance, we will invite you to a meeting to discuss the way forward.
Please refer to our Behaviour Policy and Exclusion Policy for further details.
9. How will my child be involved in the process and be able to contribute their views?
Along with you, your child will be involved at all stages and with all decisions about him/her. If your child has been set targets, he/she will be reminded of these whenever possible and will be involved in assessing the effectiveness and suitability of the support provided. Your child’s views will be taken into account for future planning.
10. How will the curriculum be matched to my child's needs?
Our aim is for all our pupils to be able to access the curriculum at an appropriate level to ensure progression. It may be that your child requires specialist equipment to aid learning, or that certain tasks need to be simplified or adapted to ensure success.
Some examples of ways that we might match the curriculum to your child’s needs are :
Using ICT for reluctant writers
Using visual resources to develop literacy skills (pictures, storyboards, flashcards, word fans, visual timetables)
Using concrete apparatus to aid mathematical learning (cubes, counters, hundred squares, numicon)
Using different groupings (mixed ability grouping for some activities)
Using talking partners or talking pads to record ideas
Ensuring pre-learning for new and unfamiliar topics
Using different coloured exercise books, paper and overlays
11 What opportunities will there be for me to discuss my child’s achievement? How will I know how well my child is progressing?
- Parental Consultation meetings and/ or Open Afternoons are held three times a year. These are ideal opportunities to see your child’s work and to discuss your child’s progress with the Class Teacher. The SENCO is available to speak to on these occasions.
- You receive an annual written report on your child at the end of the Academic year.
- If your child is on the Special Needs Register, the SENCO will consult you at least every 3 months to discuss your views on the effectiveness of the additional support being given and to make future plans.
- We can use a Home-School Communication Journal if both parties consider it to be useful and appropriate.
- We have an “Open Door” policy which means that parents/carers are encouraged to contact the relevant member of staff about any concerns. This can be via telephone contact: (01507 363226), email: firstname.lastname@example.org (eg:
email@example.com) or in person.
12. How does the school know how well my child is doing?
We want all of our pupils to be happy at School, so pupil well-being is monitored carefully by all staff. For academic progress, we track all of our children’s attainment through continuous assessment and analysing data. We might use a range of assessments to help us decide whether your child is meeting age-related expectations. Currently these include:
National Curriculum levels
- P Scales (PIVATS) – steps before the National Curriculum for pupils in Year 1 and above
- Early Learning Goals for children in Early Years Foundation Stage (Reception)
- Reading and spelling age assessments
- Assessment for Learning – self assessment by pupils within the classroom
- Assessing Pupil Progress (APP grids to track progression)
- Individual Targets through IEPs (Individual Education Plans) and PEPs (Personal Education Plans)
If your child has complex or severe needs, he or she might have a Statement of Educational Need, which is a formal document issued by the Local Education Authority which outlines not only the area of need, but also objectives that the school must work towards to ensure that your child makes satisfactory progress. Existing Statements of Need will be replaced by Education Health Care Plans according to a timescale decided by the LEA. EHC plans will bring together the education, medical and social care needs (as appropriate) of your child.
13. How will my child be included in activities outside the classroom including school trips?
We are an inclusive school providing a Values-based education. Your child will be included in all school activities and trips and invited to attend all after-school clubs. We always carry out rigorous Risk Assessments before visits, so any additional needs that your child has will be taken into account when planning. We will involve you in any relevant planning and decision-making that involves your child in preparation for any extra-curricular activities.
14. How accessible is the school environment? How accessible is the curriculum?
All necessary entrance and exit doors have been adapted for wheelchair use
We have a hygiene suite with wheelchair access
The school learning area is on one level
Pupils have access to up-to-date technology including laptops, ipads and e-readers
15. How will the school prepare and support my child to join the school?
If your child is joining us in the Foundation stage, the class teacher, teaching assistant and (if necessary) the SENCO will visit your child in his/her nursery setting. We will also liaise with Nursery staff and any already involved agencies (eg Speech and Language, Outreach Support, Birth to Five Service) about your child’s learning journey or medical needs. You will be invited to Open Afternoons and to an Induction Evening.
If your child joins us in KS1 or KS2, we will liaise with you when your child starts to discuss your child’s special needs, and arrange a meeting with the SENCO and class teacher to decide on the way forward.
16. How will the school prepare and support my child to transfer to a new setting/school/college?
We understand that the transition to secondary school can be a worrying time for all pupils and parents, but that for those will additional needs, it can be even more daunting. We will try to support you and your child by:
- Liaising with the secondary school to share information about your child’s needs and achievements
- Involving all agencies who have helped your child (eg STAPS, Social Communication Outreach Services)with transition
- Arranging extra visits to the school
- Inviting the school’s SENCO to the Y6 Annual Review Meeting
- Creating a “passport” of your child so that new staff will be aware of his/her needs, likes/dislikes, preferred learning styles.
- Running Social Skills workshops to help prepare your child for new and unfamiliar situations and experiences
- Providing you with information about organisations, for example Parent Partnership, that may be able to support you through transition and beyond
17. How can I be involved in supporting my child?
We are a small primary school committed to forming and maintaining positive working relationships with all our parents. If your child has special needs, we hope to work in partnership with you to ensure that your child is a happy learner, doing as well as he/she possibly can. As you are probably the person who knows your child best, we want you to be involved in his/her learning and education all stages. We will consult you about all decisions affecting your child and hope that you will work with us to ensure success.
18. How can I access support for myself and my family?
Useful organisations include:
LincolnshireCountyCouncil Support and Aspiration
Lincolnshire Children’s Services
Lincolnshire ADHD Support Group
Early Support Care Co-ordination (ESCO)
Speech and Language Therapy Support Services
Specialist Teaching and Applied Psychology Services (STAPS)
The Lincolnshire County Council Local Offer can be found at:
This contains information about SEN provision across the county.
19. Who can I contact for further information?
Please contact Mrs J Tawton, SENCO Tel: 01507 363226 email: firstname.lastname@example.org or in person.
You can also refer to the School’s Special Educational Needs Policy. A paper copy of this document is available in the School Office.