Special Educational Needs and Disability (SEND) Information

Our Special Educational Needs Co-ordinator (SENCo) is Laura Hardman

Fosse Mead Primary Adacemy is a place where everyone is valued and cared for as an individual, and where children are at the centre of all we do.

At Fosse Mead Primary, we will help your child achieve the best they can. We understand that many children need help or additional support at one point or another during their time at school. Some children will need support throughout their time at Fosse, others will only need support for a short time. The information on the pages linked below is to inform you of the types of support available for your child in school. It will help you understand who can help and how this support can be accessed.

As a school we comply with the Local Authority Expectations of Schools. This outlines the key ways in which pupils should be supported in school. For more information see the ‘Local Offer’ link on our website.

What does all the jargon mean?

Please see below the different words and abbreviations that we use in school:

  • SEND – Special Educational Needs and Disability
  • SEN – Special Educational Needs
  • SENCo – Special Educational Needs Co-ordinator, the person in school responsible for managing SEND
  • Outside Agencies – Any professional from an agency or service who provides advice to the school and family. For example, Educational Psychologist (EP), Speech and Language Team (SALT), Learning Communication and Interaction Team (LCI), Early Years Support Team (EYST)
  • Transitions – A change or transfer from one school or class to another
  • Provision – Any extra help, support or equipment that a child receives
  • Education, Health and Care plan (EHCP) – An EHCP is a document provided by the Local Authority which outlines a child’s special educational needs and the support that they need.
  • Individual health care plan – This is a document which describes any significant medical conditions that a child may have which requires special medication or adjustments. The plan outlines the child’s needs and what needs to be put in place to support them. It is then shared with all those staff supporting the child.

Special Educational Provision may be triggered when a student fails to achieve adequate progress, despite accessing targeted interventions. Parents/Carers will be informed that the child has special educational needs and appropriate provision identified to be meet the pupil’s individual need(s)will be made.

Children with SEN are identified by one of three assessment routes all of which are part of the overall approach to monitoring progress of all pupils.

1)     The progress of every child is monitored regularly in a 12-week cycle. After assessment week pupil progress meetings are held. In these meetings children are identified as not making progress despite Quality First Teaching, they are discussed with the SENDCo and a plan of action is agreed with the teacher.

2)     Class teachers are continually aware of children’s learning. If they observe that child, as recommended by the2014 Code of Practice, is making less than expected progress, give their age and individual circumstances, they will seek to identify a cause.

Lack of adequate progress may be indicated by:

  •       Little or no progress despite targeted interventions, teaching approaches and a differentiated curriculum
  •       Working at a significant level below age expectation in reading, writing and maths
  •       Presenting persistent emotional and/ or behavioral difficulties, which has not been managed by appropriate strategies usually employed.
  •       Sensory or physical impairments that result in little progress despite provision or appropriate aids or equipment
  •       Poor communication or interaction, requiring specific interactions and adaptations to access learning

3)      Parents sometimes have concerns about their child’s learning. We take all parental requests seriously and strive to investigate them. Frequently the concern can be addressed by Quality First Teaching or some parental support. Otherwise, a graduated response is implemented by the school. This may result in the child being placed on the send register.

Through the identification/ assessment process teachers will complete an early monitoring form recording their concerns, what strategies, interventions and adaptations are currently in place. SENCO will observe child and give further strategies. This will then be reviewed termly to assess if a child needs to go on to the SEN register.

What do I do if I think my child may have special educational needs?

  • Raise concerns as soon as they arise with your child’s class teacher. You may also ask to speak with the SENCO or a member of the Senior Leadership Team.
  • Early identification is often key to securing support for children and families.
  • Don’t worry! Many children need extra support at some time.

What will the school do if they think my child has special educational needs?

  • The school will contact you at the earliest opportunity to discuss any concerns.
  • Once it has been agreed that a child has additional needs, they will be placed on the Special Educational Needs Register under the category of SEN Support.
  • School will begin to assess your child; this may be formal or informal assessments at this stage.
  • They may receive extra support or intervention if this is felt appropriate.
  • Your child will receive 3 reviews each year whilst they are on the SEN register.
  • If they continue to make slow progress or have ongoing problems then the school may ask for advice from outside agencies.
  • A small number of children may go on to have an Education, Health and Care Plan (EHC) – these are for the most complex children that have significant and ongoing needs. If a child has an EHC plan then they will also have an additional annual review and the plan can stay with them up to the age of 25 if it is deemed necessary.

What does the school do to support SEND?

We believe that children learn best with the rest of their class. Our aim is for all children to be working independently in class with their peers. Quality first teaching is our first step in responding to pupils with SEN. This will be differentiated for individual pupils. Class teachers plan lessons according to the specific needs of all groups of children in their class; they ensure that your child’s needs are met. Specific resources and strategies will be used to support children individually and in groups. Planning and teaching will be adapted on a regular basis if needed to meet children’s learning needs.

When creating targets for children with SEN they are deliberately challenging in the attempt to close the gap in attainment between them and their peers. Interventions are crucial to support the closing of the gap, these are monitored closely to see overall progress and next steps.

The school has a range of interventions available which are listed on a ‘provision map’. When considering an intervention, we always select the intervention that is best matched to the child.

• Early talk boost

• Number sense

• RWI tutoring

• Play interaction/ fun time

• Warwickshire handwriting scheme

• Reading fluency intervention

• Color semantics Assessment of interventions

Interventions are planned in blocks and have clear entry and exit criteria. At the end of each block, children’s progress towards their targets is assessed and recorded. A decision is then made as to whether to continue the intervention, to swop to a new intervention or allow a period of consolidation in class.

When allocating additional TA support to children, our focus is on outcomes, not hours: we aim to put in sufficient support to enable the child to reach their challenging targets but without developing learned dependence on an adult. Some children with SEND at Fosse Mead Primary Academy have a personalised timetable to meet their needs and this incorporates a range of interventions that they need.

At Fosse Mead Primary academy we employ an in-house speech and language therapist that works with pupils in small groups to develop their speech and language, she also completes referrals to SALT (speech and language therapists) when she feels further work is needed and supports teachers with strategies, they can use in the classroom to support pupils.

Adaptations to curriculum teaching and learning environment At Fosse Mead we follow the ‘Best Endeavors, Reasonable Adjustments’ (BERA) document provided by the Local Authority. This outlines best inclusive practice for all children. All our classrooms are inclusion – friendly; we aim to teach in a way that will support children with tendencies towards dyslexia, dyspraxia, ASD etc. This is good practice to support all children but it is vital for those who particularly need it.

In Maths for each area of the maths curriculum children complete entry tickets this allows teachers to see children’s strengths and areas of weakness to enable high quality teaching and differentiation. Children complete exit tickets to celebrate their successes. In our topic lessons children who need extra support work in an adapted curriculum group (The adapted curriculum group not only contains children with SEND but also children who may have EAL needs). As part of normal class differentiation, curriculum content can be simplified and made more accessible by using visual, tactile and concrete resources. Children with SEND have access to visual aids when appropriate such as colored overlays, visual timetables and large font.

How does the school know how well my child is doing?

The school will review a wide range of evidence to judge how well your child is progressing, including: formal and informal assessments, reports from other professionals, and the views of you and your child.

Children receiving interventions will have their progress tracked throughout the time they are receiving the support.

For children on the SEND register, there will be three reviews over the year. They will be held each term: two will take place during Parents Evening in the Autumn and Spring Term and the third will be a separate appointment arranged in the Summer Term by your child’s class teacher.  Your child’s progress will be discussed (including any extra support or interventions they may have received). However, at any point during the year, please feel free to ask your child’s class teacher how your child is doing.

All children will receive an end of year report that will inform you of your child’s progress throughout the year.

How can I be involved in supporting my child?

You can support your child in the following ways: by attending parents’ evenings; helping them to complete their homework to a good standard and on time; ensuring your child gets to school on time with all the appropriate equipment; talking to the class teacher if you have any concerns about your child; providing lots of opportunities to speak and have conversations with your child; listen to you child read on a regular basis; and practice a range of number skills, including learning the appropriate times tables. Teachers are more than happy to share any ideas they have with you so you can top up the learning at home.

Who will the school contact?

The school can contact the following agencies to ask for support and advice to help children with SEND.

  • Educational psychologist
  • Speech and Language Therapy Service
  • The Social, Emotional and Mental Health Team
  • Learning, Cognition and Interaction Team – Special Needs Teaching Service
  • Visual Impairment Team
  • Hearing Impairment Team
  • School Nurse Service
  • ADHD Solutions
  • CAMHs – Children and Adolescence Mental Health Service
  • Physiotherapist/Occupational Therapist
  • Health Visitor

The SEND Coordinator’s role

The SEND Coordinator’s role

Work with the head teacher and SEN governor to determine the strategic development of the SEN policy and provision in the school

• Have day-to-day responsibilities for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans

• Provide professional guidance to colleagues and work with staff, parents and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching

• Advise on the graduated approach to providing SEN support

• Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

• Be the point of contact for external agencies, especially the local authority and its support services

• Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned

• Work with the head teacher and governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regards to reasonable adjustments and access arrangements

• Ensure the school keeps the records of all pupils with SEN up to date

  • Autism Awareness
  • First Aid
  • Team Teach

Social and emotional and mental health:

  • Fun Time
  • Interactive play


  • RWI phonics
  • Lexia

Speaking and Language:

  • Talk Boost
  • Specialist in school support from our own SALT


  • Numbersense maths

The well-being of children

At Fosse Mead we have a family support worker, Claire Black who works Tuesday to Friday.

Mrs Black is able to support families in a range of ways including accessing specialist support and signposting to other agencies. Should you feel that you need further family support, please contact the school office.


Safeguarding/Child protection

Fosse Mead Primary Academy takes the safeguarding of children’s welfare extremely seriously.

Lead DSL

  • Jay Virk – Head teacher

Deputy DSLs

  • Karla Hussey – Vice Principal
  • Liam Johnson – Acting Vice Principal
  • Alex Ashcroft – Vice Principal
  • Laura Hardman – SENCO
  • Nadine Handford – Glaze – EYFS lead
  • Claire Black – Family support worker

Safeguarding matters including concerns can be discussed with any of the above.

Schools have an important part to play in safeguarding all children.

Safeguarding within the school includes a range of issues including health and safety, risk assessments, managing medicines, behaviour management, E-safety and lots more.

The school follows full guidance on safer recruitment and selection of new staff and ensures that all staff and regular visitors to school have a full DBS (Disclosure and Barring Service) check before coming into school.

Fosse Mead Primary Academy follows all Local Authority and Leicester Safeguarding Children’s Board guidelines for Child Protection. Where it appears that a child may be at risk of significant harm, there are highly skilled, qualified and competent staff working to protect our children. A ‘cause for concern’ may be as a result of any of the following: physical abuse, domestic violence, neglect, emotional abuse or sexual abuse.

There may be times when sensitive and challenging conversations must take place to clarify some concerns; these will be treated with the highest regard to confidentiality. We work closely with other agencies to ensure all children are safe. It is therefore very important that parents/carers keep the school informed of any changes at home e.g. incidents of domestic violence, accident’s at home which may have left marks which might worry us. The school may contact parents/carers if children arrive at school with unexplained marks on their body. The school will let parents/carers know if there is any accident at school.


  • Our school is on two levels across two buildings.
  • All stairs are highlighted.
  • We have one toilet which is accessible for a wheelchair user.
  • Ground floor classrooms and the main entrance have ramps to the external doors.

Support with moving classes, years or to another school

Transition to the next year group

Teachers and the SENCo meet to ensure information and knowledge of your child is passed on at the end of each year and reports and records are shared with the new class teacher. Children are also given the opportunity to spend time in their new classes at the end of the school year.

Transfer to the next stage of education

All secondary schools have transition days where your child will be offered the opportunity to spend time at their new school. Fosse liaises closely with all our transfer secondary schools to ensure they are aware of any individual needs and we pass on all records to the new school. If your child transfers to a new school mid-year we ensure all records are passed on. Those children who may find transition challenging are also offered additional transition days to secondary school which can be supported by familiar staff from Fosse.

Additional Information

There are a number of organisations who may be able to offer advice and support: