As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
Farnham Green is a three form entry, multi-cultural community primary school catering for children from Nursery to Year 6. The school is located in Seven Kings in the Greater London Borough of Redbridge.
The school is situated in a pleasant environment which includes large playgrounds, a field, a pond, wild area, garden and trees. Over the last few years our school has expanded and a new section, housing years 5 and 6, opened in September 2012. The outside environment provides excellent opportunities for outdoor learning and the school has a large library and ICT Suite.
Our school has strong links with our parent and carers and we aim to provide a caring secure environment where children achieve success through support and challenge. As a result, our children are polite and responsive to adults within the learning environment, we see them as a real asset! The children’s behaviour and attitude to learning is good. (OFSTED 2014)
How will the school know if my child needs additional help and how will the school share information with me?
At Farnham Green Primary, we aim to identify pupil’s needs through well-established systems which include:
- Regular Classroom observations to ensure Quality First Teaching
- Tracking pupil progress and identifying children performing below age related expectations.
- Concerns raised by parents/carers
- Concerns raised by teachers who liaise with the Special Needs Coordinator (SENDCo)
Once a concern is raised, the SENDCo sets in motion a process of observing, further assessment, additional support and target setting as well as liaising with parents. We consider working in partnership with parents vital as it ensures the very best outcomes for our children and encourage parents to speak regularly to class teachers.
Where necessary, the SENDCo will arrange, with parental consent, assessments or support by specialists such as Speech and Language therapists. Parents are invited to termly reviews with the SENDCo, class teacher and other professionals. An Individual Education Plan (IEP) is created giving agreed targets and strategies/ support to meet those targets. Pupil views are sought at review meetings and included while determining targets and support.
Who should I contact if I have any questions or concerns about my child's SEND?
- First contact should always be via the class teacher
- SENDCo – I Akele
- Child and Family Worker – L. McLean
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Mentor, e.g. adult or peer mentoring
- Child and Family Worker
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Support for behaviour
- Specific teaching interventions
- Specific individual support
- Support for health needs
- Grouping of pupils
- Specialist teaching groups
- Support for communication needs/ assistive technologies
How will the school know how well my child is doing and how will they inform me about this?
All pupil progress is tracked termly across the curriculum using Age Related Expectations. A full analysis to this data by senior managers and teachers determines next steps.
In addition, parents are invited to Termly Progress Review meetings in which short term targets are reviewed and updated. These meetings are held three times a year.
The progress of Children with an EHC plan is formally reviewed at an Annual Review attended by parents, teacher and other professionals involved with the child’s education.
Have any staff received specialist training in SEND?
All teachers and learning support staff attend regular training sessions related to high quality teaching and learning.
Training in the past 12 months has included:
- Colourful Semantics
- Precision Teaching
- Healthy Hands and Body
- Training for teachers and specific support staff on Medical Needs
- Midday Training on managing behaviour and positive language
- Positive Behaviour Management
- Positive Handling
The SENCo can also request assistance from a range of services EYS (Early Intervention Team), Speech and Language Therapist, Specialist Education and Training Support Service (S.E.a.T.S.S) and NRH outreach.
How is the school accessible to children with SEND?
All teaching areas at the school are fully accessible. The majority of the school is on one level. Year 6 classrooms are on the first floor which can be accessed by a lift. The school facilities include a medical room and four disabled toilets.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
- All visits out of school are risk assessed. All reasonable adaptations will be made to include all children on visits and in school clubs.
- The school is proactive in training staff so that the needs of children can be met.
- We have a flexible approach to the deployment of staff so that changing needs within the school are met most effectively.
- Input and advice from the experienced SENDCo and the parents are always valued by club and trip organisers.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
- We always meet with parents and carefully consider the transfer process before it begins
- Transition packs are provided for children with significant needs. If required, the school will produce a support plan, care plan or care protocol.
- Transition meetings are carried out between educational providers and parents before transition.
- Parents of children with an EHC plan are actively involved with the transition process. Our SENDCo will visit other providers with parents on request. At the Year 5 Annual Review, our SENDCo will discuss appropriate Secondary Provision with parents of children with statements.
- Teachers and SENDCo pay particular attention to preparing pupils with SEND for transfer to secondary school. SENDCos from the secondary school a child is transferring to are invited to attend Annual Reviews in Year 6. Transition interventions which help children prepare for secondary school are held in the last academic year.
What support and training within the school is available to parents and carers?
Training for parents has included in the past 12 months:
- ESOL Classes – Developing Parents English language skills.
- Phonics tasters
- Online Safety Workshops
- Numeracy and Writing training for parents to support their children's learning at home.
- Coffee Mornings
- Child and Family Worker
If you are considering sending your child to Farnham Green, we encourage you to visit our school and talk to our SENDCo. Please call our main office number 020 8599 1206 to make an appointment.