Special Educational Needs


Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with special needs. This report is reviewed annually and is next due to be reviewed July 2020.

There are four broad areas of need which give an overview of the needs that are planned for in school. These are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health and Sensory and Physical needs.

At Fairstead Primary School, we embrace how every child is different, and, therefore the educational needs of every child are different. If you have any concerns regarding your child’s progress or well-being, then please speak to your child’s class teacher or Mrs Redden our Senco


Mrs Kate Redden is the Fairstead School Special Educational Needs Coordinator (SENCO)

She can be contacted on 01553 774666 or by Email: senco@fairstead.norfolk.sch.uk


Fairstead School can offer you:

  • Someone to talk to; you can always speak to your child’s class teacher or the SENCo about any concerns you may have.
  • A friendly, caring environment; we value social and emotional aspects of learning as much as academic aspects.
  • Quality teaching; all our teachers work to a very high standard and are very aware of the need to ensure that all pupils, with or without special educational needs and disabilities, achieve their full potential.
  • Well trained teachers and support staff; all staff have access to up to date training to meet the needs of individual pupils through the Cluster funding mechanism accessed by the school and through the support of the SEN-D Cluster Coordinator who visits our school regularly.
  • Access to specialist services; we can refer children to the Speech and Language Therapist, Educational Psychologist, Behaviour Support, Autism Support Teacher, School Health, Occupational Therapy and the Vision or Hearing Impaired Services amongst other specialists.

Identifying and supporting children with SEN at Fairstead School

When children start in our Nursery or Reception class, whether they come from home or another nursery setting, the handover systems ensure that we receive any information on their development so far, and any information on a special need or disability already identified by parents or health workers. If this is the case, we meet with everyone involved before the child starts school to make sure their transition to school is as smooth as possible.

All children are unique and develop at different rates. Any special need may not be evident until they have been in school for some time.

Every classroom caters for all children with various styles of teaching and learning, i.e. visual, auditory and hands on (known as a Kinaesthetic learning style).

Pupils have special education needs if they have a learning difficulty which calls for special educational provision to be made for them which is over and above the differentiated curriculum received by the rest of the children.

Pupils with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area.

Reasonable adjustments are made to cater for the needs of individual children and we have a variety of programmes to boost and support pupils if necessary. These support and intervention programmes include:

  • Talk Boost
  • Letters and Sounds
  • Elklan Speech Therapy
  • Nurture interventions
  • Brain Gym
  • Precision Teaching for Maths
  • Precision Teaching for Reading
  • Precision Teaching for Writing
  • Toe by Toe
  • Thrive
  • Word Wasp
  • Power of One
  • Plus Two
  • Wellcomm
  • Dyslexia Gold
  • Clicker 7

For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services.

These include:

  • Speech and Language Therapist
  • Educational Psychologist
  • Autism Support Teacher
  • School Health including the School Nurse, the Asthma Nurse and the Epilepsy Nurse.
  • Occupational therapy
  • Vision or Hearing Impaired Services
  • Behaviour Support
  • School 2 school.
  • Access through Technology

We make sure our staff are up to date with training to help and support all our pupils. This includes:

  • Autism Awareness
  • Letter and sounds Phonics training
  • Bereavement counselling
  • Epilepsy training
  • Talk Boost training
  • Attachment Awareness
  • Norfolk Steps Training
  • Epi-pen Training
  • ELKLAN (speech therapy) training
  • First Aid Training
  • Guided reading and writing training.
  • Editing and improving writing training
  • Learning conversations training to aid individual target setting
  • Dyslexia Awareness Level 2 and 3
  • Lego Therapy
  • Thrive

We are also equipped with a room with a toilet, basin for children with physical difficulties or who have intimate care requirements.

Support for learners

If a learner is identified as requiring SEN support, we will provide support that is additional to or different from the differentiated approaches and learning arrangements normally provided as part of high quality, individualised teaching intended to overcome the barrier to their learning. This support is set out in the individual school’s whole school Provision Map, which documents the support that is currently in place.  We modify the provision map regularly and it changes every year, as our learners and their needs change. Various strategies are used to adapt access to the curriculum including visual timetables, i-pads, computers, ICT support, positive behaviour reward systems, THRIVE and coloured overlays.

When providing support that is “additional to” or “different from” we engage in a four-stage process:

Assess – this involves taking into consideration all the information from discussions with parents/carers, the child, the class teacher and assessments.

Plan – this stage identifies the barriers for learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an SEN Support plan and will form the basis for review meetings.

Do– providing the support – extra assistance for learning – as set out in the plan

Review – measuring the impact of support provided, and considered whether changes to that support need to be made.  All of those involved – learner, parents or carers, teachers, SENCO and outside agencies contribute to this review.  This stage then informs the next cycle

Assessing your child

Your child will be monitored, observed and assessed to get the whole picture of them. The assessments used depend on the child’s age and include:

  • Foundation Stage Profile/ Development Matters
  • ELKLAN assessment tool
  • Letters and Sounds phonics check
  • High and medium frequency word checklists
  • The British Picture Vocabulary Scale
  • Diagnostic Reading analysis.
  • Talk Boost assessment tool
  • Single word reading and spelling
  • Wellcomm
  • The Boxall profile
  • Phab (Phonological assessment battery)
  • TALC (Blank Levels)
  • Norfolk Assessment Pathway
  • Sandwell Maths Assessment

How we find out if this effective:

Our monitoring process is an integral part of teaching and leadership at our school. Parents/ carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. Before any additional provision is selected to help a child, the SENCO, teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

If a learner has an Education Health and Care Plan (EHC plan) the same termly review conversations take place but the EHC plan will also be formally reviewed annually.

The SENCO collates the impact data of interventions, to ensure that your child receives high quality provision. Progress data of all learners is collated by the whole school and monitored by teachers, senior leaders and governors. Our school data is also monitored by the Local Authority and Ofsted.

How will my child be included to extra- curricular activities?

At Fairstead Primary School we believe all learners are entitled to the same access to extra-curricular activities, and are committed to make reasonable adjustments to ensure participation for all. Any additional support or necessary adjustments are recorded on the risk assessment for the activity. Please contact us if your child has any specific requirements for extra-curricular activities.

How will my child’s social and emotional development be supported?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. All classes follow a structured PSHE curriculum to support this development. However, for those children who find aspects of this difficult we offer.

  • Social awareness games and activities
  • ASD nurture groups
  • Lunch time and play time support / play partners
  • Talking through drawing
  • Access external agencies and professionals and follow their advice

The school benefits from a Behaviour Policy with clear rewards and sanctions and in each class the exact same rules are applied. In respect of Anti Bullying, there is a policy in place that has been drawn up with staff and pupils and is accessible to Parents.

There are various opportunities for pupils to have a voice on decision making in the school. The school has a proactive school council that meet regularly and we actively promote British Values.


When a child’s needs are viewed as exceptional and their need cannot be fully met within our own school budget, an application can be made to the Local Authority for Top Up Funding. These applications are made by the SENCO and Headteacher of our school.   If the Local authority agrees to this additional funding then the money is released to our school to use in our proposed way. This may be in the form of equipment, resources, training for staff, specialist advice and support, or some direct adult support for a pair or group of children with the same need, or support for an individual child.  Parents will be informed if applications for funding are to be made and of the outcome of the application.  Further funding may be necessary and subsequent applications can be made following a review of the impact.  For children coming into the Reception class, funding applications will be made for funding, as described above, for their first year at school.

Equal Opportunities for all pupils

All staff at Fairstead School recognise the importance of the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act, and to make ‘reasonable adjustments’ to ensure equal opportunities.

The Equality Act 2010 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on her/his ability to carry out normal day-to-day activities.” Section 1 (1) Disability Discrimination Act 1995

Our whole school polices on equality and behaviour ensure that arrangements are made to support children with SEN-D and measures are in place to prevent bullying.

Our school is committed to making reasonable adjustments to ensure participation of all children, including those with SEN-D, can access the curriculum and extra-curricular activities. Please contact the School’s SENCO for further advice and support for specific requirements.

Identifying children with a Special Educational Need or Disability

As a parent, you may have concerns about your child, or staff in school may have noticed some concerns. If either of these is the case, the sooner we talk the better.
School may carry out observations and/or assessments to get a clearer picture of your child. We will talk to you again after this and decide together if we need to take any further action.

If, in exceptional circumstances, your child still does not make enough progress, we may have to ask the Local Authority for additional support for your child.

We always try to help parents at every stage but you can also get advice and information from Norfolk Parent Partnership, Woodside Road, Norwich, NR7 9QL Tel: 01603 704070or you can contact via e-mail: parent.partnership@norfolk.gov.uk

After about one term, we will meet with you for a review to see if the plan is working. If it is – no more worries! If not, we may put your child on the Special Educational Needs (SEN) Register. Your child will then have an Individual Education Plan (IEP) and we will set specific, achievable targets to make sure your child makes progress and can take part in all areas of school life.
Sometimes we need to ask for outside agencies to work with your child. This will be one of the specialist services mentioned earlier. You will always be asked before we involve anyone.
If we do need to take further action, we will write a plan for your child where they will be given specific targets to work on and possibly special resources and support. This plan will normally be in place for one term.
If you are concerned come and see us – we can always find a convenient time to see you. If we are concerned, the class teacher will talk to you. It’s amazing how many problems can be sorted out at this stage!

Identifying Needs at Phase Transition Points

Prior to your child joining the nursery or reception class, the teacher will, where ever possible, arrange visits to home or the pre-school that your child attends in order to meet your child. The setting staff will discuss with the class teacher any information regarding SEN-D or other issues concerning your child. In addition to this, your child will visit the nursery or reception class to get used to the new adults in their life and the new surroundings, prior to their start at school.

Children are continually assessed although they will not be aware of this. If any child has particular issues or problems we put a plan in place to give any extra support that may be needed and the class teacher will talk with the school’s Special Educational Needs Coordinator to see if there is any additional support or any referrals that are necessary. There are termly meetings with parents after school to give you information about their child’s progress and to answer any questions.

For transfer to secondary school all children spend some time at their new school and children with SEN or a disability will be given extra days to discuss their particular needs and to meet support staff. Year 6 teachers meet with the staff from each secondary school to discuss any particular issues. Reviews will be carried out in the summer term and where necessary pupils and parents will be able to discuss particular issues and concerns with high school staff. Future plans for all SEN-D students’ will be made with the advice and support of trained and informed staff at their secondary school or educational setting.

Our SEN policy can be found here


Complaints procedure

In the unlikely event of you needing to make a formal complaint, our complaints policy is available here.

Information on Norfolk’s Local Offer can be found on the Norfolk website:-


Norfolk County Council

County Hall

Martineau Lane


Norfolk NR1 2DH

Tel: 0344 800 8020

Email us: information@norfolk.gov.uk