1. Communication and interaction
2. Cognition and learning
3. Emotional and social
4. Physical and sensory
Children whose needs fall into a mixture of these four categories have complex needs. A child is described as having mild or severe learning difficulties depending on the degree of their needs and the impact they have on their lives.
Are disabled children also SEN?
Many children and young people with SEN may have a disability under the Equality Act 2010.
'....a physical or mental impairment which has long term and sustainable adverse effect on their ability to carry out normal day to day activities.'
This definition includes sensory impairment such as those affecting sight or hearing and long term health conditions. Children with those conditions do not necessarily have SEN, but there is a significant overlap between disabled children and those with SEN. Where a disabled child requires special Educational provision they will also be covered by SEN definition.
Who can I contact in school to discuss my child's difficulties with learning, special educational needs or disability?
1, Class teacher
2, Assistant SENCO or Learning Mentor
| Amy Wright |
|Tracey Thorne |
What kinds of SEN do we provide for?
All staff at The Fulbridge Academy are committed to providing quality first teaching so that all children can make good progress within their learning, whatever their starting point. Lessons are carefully differentiated to meet the needs of all children. The school paces great importance on the fact that children learn in different ways.
We provide high quality teaching for young people who may have the following special education needs:
- Physical Disabilities
-Specific Learning Difficulties 9SpLD) e.g. Dyslexia, Dyspraxia, Dyscalculia
-Austism Spectrum Condition (ASC)
-Social, emotional and mental health difficulties
-Mild to moderate Learning difficulties
-Cgnition and Learning Difficulties
-Communication and Interaction Difficulties
How does the Academy identify if my child has a special educational need?
Fulbridge follows a graduated approach to identifying SEN. More information on this can be found in our SEND policy.
Pupils are identy in a variety of different ways. inlcuding the following:
-Close liaison with pre-schools and or previous school
- Rigorous tracking of pupil progress anf target setting
-Lack of pupil porgress
-Concerns raised by Parents/Carers
-Concern raised by Teachers/adults within school
-Carrying out individual standardised assessments or screen assessment in school or and external professional
-Liaison with external agencies
-Health diagnosis through a paediatrician
How will The Fulbridge Academy let me know?
You are the person who knows your child best and we value working in partnership with you. We strongly believe that a partnership approach with parents/carers is the best way to support a pupil's learning and needs.
-Your child's class teacher may contact you to discuss the progress of you child in a specific subject area.
-The class teacher may also talk to you about any issues during parent consultation evenings.
-Your child's teacher may discuss concerns during regular review days.
The SENCo, may contact you regarding concerns about your child's learning.
What support is available for my child?
Physical and Sensory
Communication and Interaction
Cognition and Learning
Emotional and Social
* programmes and support are closely monitored and reviewed.
What other agencies does The Fulbridge Academy work with to meet the special educational needs of the children and also support families of these children?
SEN Team : SENTeam@peterboorugh.gov.uk
Educational Psychology Service - 01733 863689
Additional Learning Needs Team (formerly Connexions)- 01733 864500
Autism Outreach Team - 01733 777937
Occupational Therapy Service -01733 777937
Physiotherapy Team -01733 776277
Peterboorugh Neurodevelopmental Service -01733 777939
Peterborough Speech and Language Therapy Service- 01733 758298
Peterborough School Nursing Service- 01733 777937
CAMHS ( Child and Adolescent Mental Health Services )- 01733 777939
SCOPE (Independent Support Service)-
Facebook page: Family Voice
Sensory and Physical support service- 01733 454460 email- firstname.lastname@example.org
How will Fulbridge Academy know that the additional support my child has received has made a difference to their learning and how am I and my child included in this review?
If your child is placed upon the SEN Register you will be throughly involved within this process.
You and your child will meet with the SENCo to devise a Pupils Learning Plan, clearly outlining pupil strengths, barriers to learning and effective strategies to support the young person within the classroom.
'Smart Outcomes' will be set and appropriate intervention and provision put in place.
Your child's progress will be monitored every half term through class assessments and also with regard to the specific interventions and provision offered.
-The effectiveness of intervention and provision is reviewed regulary to ensure individual learning outcomes have been achieved. Pupils may continue to require further internvention or they ma not, depending on outcomes.
-Where pupils have completed interventions which are proven to be effective, but have not made adequate progress, the SEN Team may decide to ask for more specialised help.
-You and yoru child will be kept informed and encouraged to be actively involved in all stages of this support.
As a parent, we welcome your support and feedback. You can, at any time arrange a suitable appointment to speak with the Assistant SENCo regarding your child's progress. You will also be invited in to review the Learning Plan and progress made.
What is an EHC? How is it different from a statement?
How does The Fulbridge Academy support children with medical conditions?
Pupils at the Academy with medical needs are fully supported so they have full access to education, and enjoy the same opportunities as any other child.
Where children have additional physical or medical needs, the Academy will work collaboratively with parents/healthcare professionals/academy nurse and or our attendance officer, and will populate a care plan to ensure that pupil's needs are met and are known to staff.
What are the arrangements for supporting children and young people who are looked after by the Local Authority and have SEN?
Over a third of looked after children have an identified special educational need. The Fulbridge Academy recognises that for looked after children, many of whom may have had difficult and unstable home and school lives before coming into care, it is imperative that their needs are quickly and efficiently assessed and provided for so that the effects of any instability on their education is reduced to a minimum.
At Fulbridge we liaise closely with the relevant professionals, listen to both the pupil and their carers wishes and support the Local Authority in implementing a Personal Education Plan (PEP) with focused outcomes as part of the child's Care plan. The wellbeing and progress of the child are closely monitored and reported back during PEP meetings to inform future outcomes and support. We also acknowledge the positive impact regular contact between school and carers can have for looked after children. At Fulbridge we believe it is important to have high aspirations for all children including looked after children and those with a special educational need. The Designated Teacher for Looked after Children is Rhys Maddox.
What is The Fulbridge Academy's approach to teaching children with SEN?
At Fulbridge, we have a fully exclusive ethos which means that all pupils are supported to reach their full academic potential.
- Provide 'Quality First Teaching: inclusive teaching which takes into account the learning needs of all pupils.
-Where necessary, learning is personalised to ensure all pupils make progress, including effective differentiation to meet the needs of all our learners.
-Provide regular Continued Professional Development/Training for all staff on SEND issues and differentiation.
-Ensure that teachers are aware of pupils' individual needs.
-Offer individual meetings to staff regarding particular needs of Learners to support appropriate differentiation.
Every pupil is entitled to a broad and balanced curriculum and all pupils will be encouraged, valued and accepted, whatever their learning barrier.
We enable pupils to access all activities by:
-Providing adult support when necessary.
-Assessing student need when required.
-Promoting inclusive teaching.
-Regularly auditing teaching staff needs and organising training.
How does The Fulbridge Academy ensure teachers and support staff have the expertise and training to support my child's special educational need or disability?
We carry out regular training within the academy: autism, hearing and impairment, speech and language, Epi-pen, first aid, asthma and tube feeding. We also invite external specialists in from various areas of SEN, depending on the current needs of the children in school.
How does Fulbridge evaluate the effectiveness of the provision made for each child with a Special Educational Need or Disability?
The progress of learning is monitored each term. After each assessment, check point meetings are held to discuss the progress of individual students and identify possible next steps.
We measure the impact and effectiveness of any interventions that are implemented by using the 'Assess, Plan, Do, Review' cycle and the need for further intervention will be discussed.
All interventions are time limited and have clear expected outcomes. Where possible we also used evidence based, standardised assessments to help monitor the effectiveness of the intervention programmes.
Pupils with learning barriers have a Learning Plan that is produced working closely with the young person to ensure that they have a voice. This allows young people to identify how they like to best supported.
How will Fulbridge support the happiness and wellbeing of my child and what measures are taken to prevent bullying?
We support pupil's wellbeing through:
-Weekly P4T sessions that cover topical issues and current events.
-Some pupils, depending on their learning barrier, may be involved in bespoke emotional or mentoring sessions.
-Pupils can voice their views and opinions through Pupil Voice.
-Pupils can attend breakfast club, morning clubs and after school clubs to ensure a good start and end to the day.
We actively part in Anti-Bullying Week Our School Council produced a video:
We encourage pupils to communicate their thoughts, ideas and opinions by:
-Talking with a trusted adult
-Being involved in the review of their EHC or Learning Plan.
What are the arrangements for handling complaints from Parent and children with SEND about the provision made at the school?
The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupilsÃ¢ÂÂ needs. If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by yourself by speaking to a member of the Senior Leadership Team or the Office Manager (Mrs Wilson) who will be able to offer advice on formal procedures for complaint if necessary.
All complaints are taken seriously and are heard through the school's complaints policy and procedure.
What is the Local Offer and where can I find it?
What other information is there that might be useful?
SEND information Advice Support Service:
Telephone 01733 863979
Below are guides for parents and carers that has been put together by the Department for Education. It has a more detailed explanation of SEND and the key principles of the system.
Click below to download the Emotional and Social Development Pathways Guidelines.