SEND Information
Special Educational Needs
Meeting the needs of all our children
At Fountains CE Primary School we provide an inclusive environment for all children to enjoy and achieve.
What does SEN(D) mean?
At Fountains CE Primary School we believe that all children can make good progress when provided with high quality differentiated teaching which takes account of specific learning styles.
Children are assessed regularly to ensure that they are making the expected progress and there is a shared responsibility for progress. Teachers meet at least termly with the headteacher to discuss pupil progress during which children identified as not making expected progress are discussed and interventions are planned. For the majority of children these ongoing conversations are sufficient to secure progress.
For some pupils however additional SEN support is required. A child can have SEN in one of the four areas of need (as identified in the 2014 SEN Code of Practice):
Cognition and Learning Needs
Emotional, Social and Mental Health Needs
Communication and Interaction
Sensory and/or Physical Needs
Within this section of the website there is a range of information designed to help parents and carers understand the school's approach to supporting children with special educational needs and disabilities.
Who do I need to know?
In most cases your primary contact will be your child’s class teacher; however there may be times where the education of your child leads to involvement from the SENCo, Miss Wray. If you have any concerns regarding your child then please raise them with the class teacher and/or the SENCo. To contact Miss Wray please email f-office@gfschools.co.uk or ring 01765 620631.
Documents
The following documents show what is on offer to all of our children and the support and challenge that is given at different times in their school life.
Our SEN Policy outlines how we identify and support children who may need additional and different provision to enable them to reach their potential.
SEND Policy -
Our Special Educational Needs (SEN) Information Report outlines the support and provision for parents / carers of children who have a SEND in our school.
SEN information report -
The Local Authority has also published for Parents a Local Offer, which outlines what provision is available in North Yorkshire, in Education, Health and Care for young people 0 - 25 with SEND.
Click here to access North Yorkshire Local Offer
If any member of our school community has questions or would like further information in relation to special educational needs or disabilities please feel free to contact the school and make an appointment to see Miss Wray (SENCo).
If you require a paper copy of anything on our website please don't hesitate to contact the school office; telephone 01765 620631 or email f-office@gfschools.co.uk.
Thrive
At Fountains CE Primary School we strive to ensure that all our learners experience fulfilment in learning every single day. We aim to support our pupils to be healthy, happy, confident children who are ready and open to learning within the classroom. In order to do this, the priority of all staff is to support children’s social and emotional learning throughout the school day.
WHAT IS THE THRIVE APPROACH?
Thrive is a specific way of working with all children that helps to develop their social and emotional well being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubling behaviours providing a firm foundation for academic attainment.
At Fountains CE Primary School, we understand that strong, secure and positive relationships help children to explore and understand their feelings and emotions to build emotional wellbeing.
The basis of the Thrive approach within our school is to ensure that all children have the skills to develop and maintain these relationships, to feel good about themselves and increase their sense of security and trust. It gives children key experiences at each stage of their development helping them to learn to regulate and recognise their feelings, increase self esteem and confidence to learn.
Some children need extra support with understanding their emotions and how this links to the behaviours they display. Through positive relationships, together with play and creative activities, the Thrive Approach provides a base to identify children’s emotional needs and provides action plans to help school staff work with the children on their social and emotional learning.
WHAT IS THRIVE ONLINE?
We use Thrive Approach online to help us to identify and plan for children who need extra support. This process starts with whole class screening where class teachers look at the behaviours displayed by the pupils in their class at various times throughout the school day. Thrive online helps us to compare these behaviours with the behaviours we would expect to see for a child at a similar developmental stage.
For some children it is obvious when and why they need extra support with understanding their emotions, such as a bereavement, significant changes within their environment or an identified medical condition. For others, there is no obvious trigger to why they are finding some aspects of school / home life difficult or overwhelming. We work closely with parents and class teachers to carry out assessments, using Thrive online, to identify children’s social, emotional and behavioural needs. We can then create bespoke action plans for children to plan activities in the classroom, or in the Thrive room, to support these needs.
WHO GETS THRIVE TIME?
Everyone!
All school staff have been trained in the Thrive Approach and understand the importance of developing strong, positive and supportive relationships with all pupils in school. Class teachers use Thrive strategies in their classrooms so that everyone can benefit from this approach.
We have a Thrive room in our school – the Rainbow Room, which children can access when they are finding the classroom environment overwhelming, it is also open at morning break times for children who would prefer a quieter space.
Some children with additional social and emotional needs may use this room for individual or group sessions to work on their action plan.
