Supporting Pupils with Additional Needs

The SENDCo at Fossebrook Primary School is a qualified Teacher and member of the senior leadership team. She can be contacted via the school office on 0116 308 7966.


At Fossebrook Primary School we are committed to using our best endeavours to provide an appropriate and high quality education for all children which enables them to:

  • Achieve their best.

  • Become confident individuals living fulfilling lives.

  • Make successful transition to their next phase of education.

We consider every teacher to be a teacher of every child, including those with special educational needs and disabilities. We have the highest aspirations and expectations for all pupils, including those with special educational needs.

Identification of Special Educational Needs & Disabilities

A pupil has SEND where their learning difficulty or disability calls for special educational provision to be made for them that is different from or additional to that normally available to pupils of the same age. For some children, SEND can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. Child may also need specialist provision due to medical needs.

The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils. Class teachers will assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings. Class teachers then make regular assessments of progress for all pupils identifying in particular where pupils are making less than expected progress given their age and individual circumstances. Where a pupil’s progress is causing concern, this may be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline.

  • fails to match or better the child’s previous rate of progress.

  • fails to close the attainment gap between the child and their peers.

  • widens the attainment gap.

  • It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs.

The Graduated Approach to SEND Support

Identifying and adapting teaching to meet pupils’ needs is a process that is in place for all pupils. The school has a rigorous and regular system, through termly pupil progress meetings, to identify where pupils are not making expected progress or working below national expectations. Class teachers will put in place if necessary, relevant and timely interventions, through quality first teaching, appropriate differentiation and in-class support, aimed at closing the gap or raising the attainment. The class teacher will also talk with parents to ensure there is a shared understanding of pupils needs and to gain parental perspective on any emerging concerns and areas of strength.

Examples of Specialist Agencies

  • Educational psychologists.

  • Child and Adolescent Mental Health Services (CAMHS)

  • Education Inclusion Service specialist teachers

  • Specialist teachers for children with hearing and vision impairment, including multi-Sensory impairment, and for those with a physical disability

  • Speech and language therapists

  • Occupational therapists and physiotherapists

  • SEN Offer

    Click here to access the Leicestershire Local Offer website. The Local Offer is here to help you understand what services are available for your child and to help you find the right service for you.

    We have a variety of offers of support the types of support and provision available at Fossebrook Primary School to support all children to reach their potential. We aim to answer questions parents / carers may have and also outlines what this would look like for children. We have broken this down into 4 sections. Firstly, what Policies the school publishes in support of SEND, the roles and responsibilities of staff in school in relation to SEND, the different levels of support for children within Fossebrook Primary School and finally some Frequently Asked Questions.

    At Fossebrook Primary School children are identified as having SEN in a variety of ways e.g.

    • Concerns raised by parents /carers.

    • Concerns raised by teachers.

    • Concerns raised by the child.

    • Changes in a child's behaviour or self -esteem is affecting progress

    • A child finds learning difficult.

    • A child is performing well below age related expectations.

    • • Information received from outside agencies and pre- schools e.g. Speech and Language Therapist, Paediatricians etc.

    Emotional Well-being & Behaviour

    We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We are a caring, understanding staff who look after our children and parents. We fully recognise that children may go through crisis in their lives for short periods of time or longer periods of time. We aim to utilise the support we are lucky enough to have in school to support all children through these times NOT just the ones identified as having SEND needs. We have a robust pastoral curriculum to support children with understanding and discussing their feelings and encourage all to identify people they can talk to if they need support.

    Your child's class teacher is the first person to contact with concerns about your child's overall wellbeing. Intervention may be put into place to support your child. If progress is little to none and further support is needed, the class teacher will liaise with the SENDCo/SLT in school who will give advice and support and put a plan of action into place.

    Our ELSA is Janine Bell.

    The School Nurse & Children with Medical Needs

    Fossebrook Primary School recognises that pupils with medical or additional needs may need additional support.

    We are able to make referrals or support you to make referrals to the School Nurse Team. Please contact the office for further details.

    The School Nurse can offer advice and support on range of medical needs, including emotional wellbeing issues. You can contact them directly on 0116 215 3239.

    If a child has a medical need then a detailed Personal Health Care Plan is completed by the SENDCo in consultation with parents/carers and the school nurse (where appropriate). This is discussed with all staff who are involved with the child.

    If your child has a medical condition that requires medication, a meeting can be arranged as required with parents/carers, class teacher and SENDCo if appropriate. Parents and all staff members who agree to administer medicines will sign a medication agreement form to ensure the safety of both child and staff member. For more information on procedures, please visit the school office.

    SEN Admissions

    Children with Statements and EHCPs

    All governing bodies are required by section 324 of the Education Act 1996 to admit to the school a child with a statement of special education needs that names the school. Under section 37 of the Children and Families Act 2014 the school named in an Education, Health and Care Plan must admit the child. This is not an oversubscription criterion. Schools must admit such children regardless of whether they have places available. Admission authorities must not imply in their published admission arrangements that they have discretion over the admission of children with statements of special educational needs or an EHCP.

    Children with Statements of SEN/EHCPs are not admitted through the admissions arrangements and are placed in schools through the statement/EHCP process.

    Children with SEN but no Statement/EHCP

    It is not lawful for an admission authority to refuse admission to a child who has SEN, but has no Statement or EHCP, on the grounds of the child's challenging behaviour (except in very limited circumstances), or because it believes the child requires a statutory assessment or requires additional support.

    In line with the Equality Act 2010, children with disabilities are not to be treated less favourably than others in the admission process. A school should make reasonable adjustments to prevent discrimination.

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