At Fairfield First School, we are committed to providing an inclusive, happy and nurturing environment where every child is valued, supported and encouraged to flourish. We recognise that children may need different approaches, resources or levels of support in order to access the same high expectations.

Our approach is to identify barriers to learning and participation early, understand each child's strengths and needs, put purposeful support in place, monitor its impact and refine what we do. We do not wait for a formal diagnosis before responding to an identified need.

Our SEND approach

• High-quality inclusive teaching is the first response to SEND.
• We make reasonable adjustments so pupils can access learning and demonstrate what they know.
• We use a graduated Assess–Plan–Do–Review approach so support is purposeful, evidence-informed and reviewed for impact.
• Class teachers remain responsible and accountable for pupils' progress and day-to-day SEND provision, with support and coordination from the SENCO.
• We work in partnership with pupils, parents/carers and relevant professionals.
• Support is based on identified needs and barriers to learning rather than diagnosis alone.

What types of SEND do we support?

Area of need	Examples of needs supported
Communication & Interaction	Autism spectrum conditions; speech, language and communication needs; social communication difficulties.
Cognition & Learning	Specific learning difficulties including dyslexia, dyspraxia and dyscalculia; moderate/severe learning difficulties; memory, processing, literacy, numeracy and executive-function needs.
Social, Emotional & Mental Health	ADHD/ADD; anxiety; emotional regulation difficulties; social and behavioural needs affecting engagement and readiness to learn.
Sensory and/or Physical	Hearing and visual impairments; sensory processing needs; multi-sensory needs; physical and fine/gross motor needs.

Who will support my child?

SENCO – Mrs Sarah Hadley. Mrs Hadley is our school SENCO, a qualified teacher with extensive SEND experience. She achieved the National Award for Special Educational Needs Co-ordination in 2021. Email: sendco@fairfield.worcs.sch.uk

Class teachers – Every class teacher is responsible and accountable for the progress, development and day-to-day SEND provision of pupils in their class. Teachers receive SEND training and advice from the SENCO.

Teaching assistants – Our TA team supports pupils in class and through targeted interventions. TAs are deployed according to identified need; additional adult support is not automatically 1:1.

External expertise – Where evidence indicates that specialist advice or support is needed, we work with relevant professionals including speech and language therapy, educational psychology, occupational therapy, autism and learning support services, paediatrics/GPs, school nursing, mental health services, local authority and voluntary-sector services.

What should I do if I think my child has SEN?

1. Raise the concern – Speak with your child's class teacher or the SENCO. We listen to concerns and gather information about strengths, needs and impact.

2. Classroom response – The teacher reviews high-quality teaching and reasonable adjustments and provides appropriate support.

3. Assess–Plan–Do–Review – Where concern remains, we establish a baseline, agree a measurable outcome, identify additional/different provision, deliver it and review the impact.

4. Evidence trail – Strategies, interventions, resources, frequency, duration and impact are recorded, with pupil and parent voice included.

5. Initial Concern Form – If concern remains after a meaningful cycle, the teacher completes the school Initial Concern Form and submits the evidence to the SENCO.

6. SENCO review – The SENCO reviews the evidence and may recommend further school-based strategies/interventions before specialist referral is considered.

We aim to identify need early and respond to it without waiting for a diagnosis. Support is based on the child's observed needs and barriers to learning.

How will my child's progress be measured?

Our My Fairfield Plan is a rolling record used for children on SEN Support or with an EHCP. It records targets, provision above ordinarily available classroom practice, evidence, child/parent voice and review decisions so that the evidence trail can move with the child from Reception to Year 4.

We use assessment information, work samples, intervention data, observations, engagement and independence measures and pupil/parent voice as appropriate. SENCO monitoring checks that agreed additional/different provision is implemented and reviewed.

How do we adapt teaching?

High-quality teaching is the first response to SEND. We provide a broad, balanced and ambitious curriculum and make reasonable adjustments, so pupils can access learning and demonstrate what they know.

• Clear explanations and modelling
• Visual support and visual timetables
• Flexible grouping and appropriate seating
• Pre-teaching and processing time
• Scaffolding and adapted resources
• Targeted intervention and enhanced adult prompting
• Specialist resources and personalised visual systems
• Speech and language support
• Little Wandle catch-up
• Precision teaching
• Handwriting/fine-motor programmes
• Sensory/fidget resources
• Quiet workstations
• Nurture/well-being support and small-group interventions

Provision is selected according to individual need rather than diagnosis alone.

How are pupils and parents/carers involved?

• Parents/carers are involved in identifying strengths and needs, agreeing outcomes and reviewing provision.
• SEN Support is reviewed regularly and EHCP annual review arrangements are followed where applicable.
• Children are encouraged to identify what they enjoy, what they find difficult, what helps and what they want to improve.
• Pupil voice may be gathered through conversation, drawing, writing, photographs, symbols, questionnaires, video or supported discussion, depending on age, development, communication and competence.
• Parents/carers can contact the class teacher or SENCO between reviews if needs or circumstances change.

Inclusion, accessibility and school life

We want pupils with SEND to belong, participate and contribute fully to school life. Educational visits, clubs, sport, performances and residential experiences are planned with inclusion in mind. Reasonable adjustments are made where required, and staff consider communication, sensory, medical/personal care, physical access and risk needs.

Our Accessibility Plan addresses access to the curriculum, physical environment and information. We work with families and professionals where specialist equipment or adaptations are required.

Mental health and emotional/social development

• Pastoral and well-being support is available, including with the Well-Being Mentor and nurture provision where appropriate.
• Adults use relationship-based approaches and explicitly teach emotional regulation and social skills where needed.
• Structured social opportunities support pupils who need help with friendships, communication or confidence.
• Pupil voice helps us understand what makes each child feel safe, included and ready to learn.

Transition

• Transition planning begins in good time and is personalised to the child.
• Where appropriate, current and receiving teachers share information and attend meetings.
• Children may visit the new classroom/teacher and use transition resources, visual timetables or social stories.
• For pupils moving to middle school, we liaise with the receiving SENCO and share relevant SEND information; support may include timetables, organisation and identified learning gaps.
• Parents/carers and pupils are involved wherever appropriate.

Complaints about SEND support

In the first instance, please speak with your child's class teacher or the SENCO so concerns can be addressed promptly. If concerns remain unresolved, the school's Complaints Policy sets out the next stage. Families can also be signposted to appropriate independent information and advice.

Support for families

Service	Information
Worcestershire Local Offer	Local SEND services and information.
Worcestershire SENDIASS	Free, impartial and confidential SEND advice.
IPSEA	Independent information and advice about SEND law and education, health and care rights.
Voluntary organisations	School can signpost families to relevant charities and community organisations.

Contact us about SEND

SENCO: Mrs Sarah Hadley

Email: sendco@fairfield.worcs.sch.uk

School telephone: 01527 873081

School office email: office@fairfield.worcs.sch.uk

Headteacher: Mr Scott Smith - head@fairfield.worcs.sch.uk

SEND Link Governor: Mrs Claire Wing – office@fairfield.worcs.sch.uk

Useful Links to Information:

Worcestershire SEND Local Offer

WCF Support Services

Parent/Carer Graduated Response Resources

Understanding the Graduated Response

Understanding SEND

ADHD Assessment

Umbrella Pathway Information

Worcestershire Dyslexia Pathway

Worcestershire Right To Choose

SENDIASS is the SEND Information, Advice and Support Service covering Herefordshire and Worcestershire. At SENDIASS, they have a dedicated team of advisors offering legally-based and easily accessible information and advice about special educational needs and disabilities (SEND). They support parents, carers, children and young people with SEND and their service is impartial and confidential.