Fordham CE Primary School

FordhamCE Primary School

Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School Life at Fordham CE Primary School

SEND Information Report

This report is a statutory requirement that complies with section 69(2) of the Children and Families Act 2014 and regulation 51 / schedule 1 of the 2014 No. 1530 Education Statutory Instrument.  It was last updated on 15.03.18 and will continue to be reviewed annually.

Inclusion Manager - Mrs. L. Heaton               Acting SENCo - Mrs. S. Lycett

Principal - Mrs. K. Coates

SEND Governor - Mrs. L. Cox-Watson

These staff can be contacted via or on 01638 720296.

Please also refer to our SEND policy which will give you further information on identification, definitions of SEND and procedures.  The FAQs tab may also offer you some quick support. 

Since Sept 2014, all Local Authorities MUST provide information about the type of support that is available for children with disabilities and/or special educational needs and for their parents. The Local Offer details the types of services that are available and which families have a right to access.

Local Offer

Whole School Approach:

Teachers have the autonomy of their classroom.  This means that planning sequences, teaching and learning strategies and low level interventions are personalised for the pupils within any particular class by the teacher.  The SENCo and Teaching Assistants (TAs) support the teacher in ensuring the appropriate interventions are in place and working successfully.  

Provision is allocated according to need.  Termly Pupil Progress Meetings are led by the Head of School and are an opportunity for the class teacher to discuss all children within their class / year group.  Alongside these meetings, teachers will often meet with families to address any newly identified issues / needs.  The SENCo liaises with all partners to ensure that children with SEND have the appropriate level of challenge and support.  

Underpinning ALL of our provision in school is the following graduated process:


ALL teachers are responsible for every child in their care and are therefore responsible for leading APDR meetings.  The outcomes or targets of these meetings are a combined viewpoint from parents / carers, the child and the staff.   

We work with parents / carers, external agencies and staff to identify additional needs of children.  We acknowledge that these needs can change over time and our support may need to be reassessed accordingly.  In order to make the appropriate adjustments, we follow the recommendations of medical professionals and the advisory team at the LA, known as the Specialist Teaching Team.

Special Educational Needs:

There are four areas of need and support that have been identified in the Code of Practice (2014).  Here are some of the strategies and adaptations made to our curriculum and learning environment this year:

  1. Communication and Interaction

In order to support pupils, we have employed a range of strategies including: 'All About Me' questionnaires; individual surveys; visual timetables;  now and next boards linked to personalised reward systems; pre-teaching and overlearning of subject specific vocabulary; priming for new situations; social stories; WELLCOM assessment and intervention; and additional transition support.

We have organised additional sessions, such as Lego Club, to support children's friendship groups and to develop positive interactions with others.  Talk Boost and Elkan schemes have also been implemented to support the development of language and communication. 

  1. Cognition and Learning

This year we have implemented specific teaching strategies to suit learning styles; individual learning folders which include concrete resources and visual aids; pre-teaching and overlearning of subject specific vocabulary; access to assistive technology; intervention groups for reading support (including phonics) and assessed the classrooms to ensure they are user-friendly, particularly for children with SEND.

A lunchtime homework club is one example of how we have responded to children's requests.  This has served as a good provision for children with SEND to access.

  1. Social, emotional and mental health

This year, we have invested heavily into the professional development of staff for SEMH-related issues.  Mrs. Coates has also been part of a SEMH steering group at the Local Authority in order to try and develop a wider provision of services for children in Cambridgeshire.

Across the year groups, we have implemented a number of strategies successfully to support SEMH for families including nurture groups, attendance meetings and Family Worker drop in sessions.  We have also used home-school books; success cards; individual behavioural support plans; meet and greet options for families during difficult scenarios; restorative approaches led by the children to solve problems; behaviour logs and feelings diaries.  We also have a worries and wishes box for all children to access and each class now has a book where children can share their worries / concerns with the class teacher confidentially.

Many children within our school have SEMH-related issues but are not on the SEND register because of parental choice or because their needs do not meet the thresholds.  However, these children also receive appropriate, personalised support which includes Young Carers' club, additional lunchtime activities and support from the SENCo or Senior Leadership Team. 

  1. Sensory and/or physical needs

This year we have supported children with sensory and/or physical needs in a variety of ways.  Many of these children have specific programmes of support written by external agencies such as occupational therapists, paediatricians and physiotherapists.  In order to support these pupils, we have offered a range of activities that develop gross and fine motor skills, many of which are personalised to the individual.  Sensory Circuits and Makaton have both been used to support children's needs. 

Current context:

As of 28.03.19, we have 27 children receiving some form of SEN/D support. We have internal processes for monitoring quality of provision and assessment of need. These include regular opportunities to analyse progress and attainment so that underperforming pupils and/or those making slow progress are offered additional support. Pupil Progress Meetings are used to discuss strategies for both pupils and teaching staff to apply. Pre and post baseline assessments are used for group or individual intervention programmes so that we can monitor the impact. 

The current cohort of children requiring additional support spans the four broad areas of need identified earlier.  This year there has been a particular focus on mental health and on supporting children displaying Dyslexic-type tendencies.  This has led us to use the YMCA, Chums, Wellbeing Service, SENDIASS and the Specialist Teaching Team to gather advice and support for a number of children.  We have also purchased a number of new assessment tools and literacy-based reading programmes (such as Toe-by-Toe).

We have implemented a PSHE programme of support for anti-bullying (of all kinds) and have reviewed our policy of the same name.  This now includes a definition of bullying written by the children and has a more defined protocol to follow.  Children with SEND are regularly asked their viewpoint on the school system as a whole but also focusing in on bullying.  This is to ensure our children are safe in this environment. 

Consulting with children and their parents:

Involving parents and learners in the dialogue is central to our approach and we do this in a number of ways. We undertake a number of pupil voice activities throughout the year, including surveys and Pupil Perception Interviews.  With children whom have SEND, we also write one page profiles in order to:

a) Capture their views about what they see as their strengths and their difficulties;

b) Identify which strategies help them the most as learners;

c) Give staff a thorough understanding of what the classroom experience is like for children and the most effective way to offer help when a pupil requires adult support.

As the class teacher has the most interaction with children on a daily basis, they are the key link between home and school.  Parents / carers of pupils with SEND will be invited to meet with class teachers on a termly basis to agree outcomes and actions in an Assess-Plan-Do-Review meeting, known as an APDR meeting.  This also allows an opportunity to review the impact of the previous actions and raise any concerns or newly identified needs. However, parents are also welcome to meet informally to discuss any concerns or successes with the class teacher at other times.  The SENCo is also available for families to meet with.

We also undertake parental surveys with the last one being completed in March 2019.  The viewpoints are gathered and any comments considered to amend current / future practice.

Not all pupils receiving support will have SEND or be on the SEND register. Some pupils may benefit from interventions to address gaps in knowledge, yet may not necessarily have a specific Special Educational Need. These pupils are also monitored closely and parental permission sought for any intervention. If pupils are not making progress as a result of an intervention, parents / carers will be informed and, with their consent, may be added to the SEND register in the future.

Staff development:

We are committed to developing the ongoing expertise of all of our staff and have organised a number of CPD courses this year.  There has been significant training on mental health and bullying-related issues for all staff whilst TAs have had a plethora of opportunities including developing their knowledge of core subjects, medical training and developing language acquisition through Elklan and Talk Boost programmes.

Both Mrs. Coates and Miss. Rankin are Mental Health Champions. Additionally, Miss. Thompson and Miss. Rankin achieved their CACHE Level 2 Certificate in Understanding Children and Young People's Mental Health.

Staff deployment:

Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, gain in their independence and are prepared for adulthood from the earliest possible age.  We use a provision map to ensure that we have an overview of interventions and support being offered to all children with SEND.  This tool also helps to ensure our finite provision is allocated according to the greatest need.  TAs are rarely used to support on a 1:1 basis because the evidence shows this does not have the greatest of impact upon children's development and success within school.  We try to ensure that after SEND provision has been met, remaining TA hours are allocated to Early Years / KS1 due to the additional child development needs evident in those classrooms.  Some TAs are used for specific interventions whilst Higher Level Teaching Assistants (HLTAs) support classroom teaching.

School Partnerships:

We work effectively with a wide range of external agencies.  This year we have worked with:

  • The Local Authority Specialist Teaching Team;
  • West Suffolk / Cambridgeshire medical consultants and the School Nursing team;
  • Local Authority Specialist Teaching Team;
  • Family Workers and locality specialists;
  • CHUMS;
  • The Wellbeing Service;
  • Social Workers;
  • Police;
  • Speech and Language Specialists;
  • Occupational Health and Physiotherapists; and


Our academic assessment for children with SEND is moderated through our cluster of schools, neighbouring partners and colleagues from the Local Authority.

This year, we have worked with a growing number of local nurseries to welcome pupils with SEND to our school community as well as liaising regularly with the main secondary school for Year 6-7 transition.

The SENCO organises additional transition support.  This may include staff visiting new pupils in their current setting, arranging addition visits for the child and their family, liaising with those currently providing support including meeting with external agencies prior to admission. Those transitioning to secondary school have additional visits and transition programmes to enable them to make relationships with staff, learn the layout, timetables and expectations of their new school, and to ask any questions they may have. This year, there are some children in Year 5 who will also be having an additional transition programme.


Please read our Communications Policy as this is the initial pathway for issuing a complaint. 

Although our Complaints Policy has been updated, new guidance from the Government means that our policy needs to be reviewed again.  The current policy stands until the new LA model policy is shared with us.  Should you require further information on our Complaints Policy, please contact the school office on 01638 720296.


Further development:

We have been pleased with the outcomes of SEND this year, including very positive feedback about the provision offered to children.  Our strategic plans for developing and enhancing SEND provision in our school over the forthcoming year include:

  1. Identifying barriers to learning and gaps in language to improve attainment;
  2. Embedding the use of assistive technology to support engagement and independence in the classroom; and
  3. Develop specialist knowledge of SEND with new staff.

Legislative Acts taken into account when compiling this report include:

- Children and Families Act 2013

- Equality Act 2010

- Mental Capacity Act 2005