At Frenchay Primary School, we have inclusion by design as our foundation for learning. Our Teaching and Learning Framework and our Whole-School Universal Offer has inclusion as a core element of our pedagogical approach. We utilise adaptive strategies that support all learners as we believe a 'rising tide lifts all boats.' In other words, we believe that quality first teaching and evidence-based pedagogical approaches designed to support learners with SEN support all learners to make progress.
We believe that all children can be successful learners given the correct support, we aim to make children feel that they belong in the classroom with their peers, where they have the best chance to become successful learners and go on to lead happy, fulfilled lives.
At Frenchay, we have a graduated approach to SEN. In Phase 1, we have a strong evidence-based whole-school universal offer (please refer to our School Offer on the website). This offer is designed to support children to makes excellent progress so that their needs are met in the classroom in the first instance. Most children will not require support beyond our universal provision.
On occasion however, some children do need some extra support. If this is case, a child will be supported through strategies and interventions at Phase 2. These children will be added to our Adaptive Strategies Register and they will have a Pupil Profile created by their teacher, the majority of learning will still take place with their peers in the classroom but they may receive some small group or targeted interventions.
In a small percentage of cases, children may require additional support at Phase 3. These children will have a Support Plan and be placed on the school's SEN register. They will receive targeted and specialist interventions often in accordance with medical or professional recommendations. These children will usually have an EHCP or be on the EHCP pathway.
Any parent who has concerns about their child's progress should make an appointment to speak to the class teacher (please refer to the document: If you have concerns for further information).
All teachers are teachers of SEN and your child's class teacher should always be your first port of call. If further support is required the SENCo, Mrs Pakrooh, will become involved in offering support and guidance to the teacher, making referrals and managing whole-school provision. There is also a Governor with designated responsibility for special educational needs, Mrs Shirley Allingham.
A copy of he Special Needs and Disability Policy is available in the 'Polices' section of the website or from the school office. You can also find a copy of the Whole-School Universal Offer and annual SEN Report on the website.
Please find below the direct link to the South Gloucestershire Council’s SEN page 'The South Glos Way Inclusion Toolkit.'
Please find information below for a group called: Supportive Parents.
Who are a charity who provide information, advice and support to parents, children and young people about special educational needs or disability in Bristol, North Somerset or South Gloucestershire.
Supportive Parents
A statutory requirement of the 2014 SEND Code of Practice is for the LA (Local Authority) to outline to parents/carers what services are available and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector to support children with SEN/D. (Special Educational Needs/Disability.)
