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SEND & Inclusion

SEND Information Report - September 2021

SENCO: Lauren Trigg

Contact: Via the main office or email:

    What kinds of Special Educational Needs does Firfield Primary make provision for?

Firfield is a primary school, which provides education for 4 to 11 Years (Early Years Foundation Stage – FS2 to Year 6). At Firfield we provide provision to meet the needs of children with a variety of additional needs, including; moderate and severe learning difficulties and specific special educational needs such as; Autism, Dyslexia, Language and Communication, Social, Emotional and Mental Health needs, Sensory difficulties and Visual Impairments.

How would Firfield identify if my child needed extra help?

At Firfield all class teachers differentiate for the needs of their pupils in every lesson. If a child is highlighted as struggling with a particular area of learning they are added to the class provision map, which indicates how and when they will receive additional, targeted support for the area of difficulty. It is hoped that with additional support, the child would progress in their area of difficulty and close the gaps with their peers. If a child continues to find a particular area(s) a difficulty we would contact parents and arrange for a consultation with the class teacher, parents and SENCO. We would then agree on specific targets for the child to work on over the term. We would record the child’s specific targets on an individual provision map. This would allow us to track the child’s progress, giving us all a clear picture of their developments. If a child continued to require additional support we may decide that we need to apply for further support – for example Behaviour Support, Graduated Response to Individual Pupils request (GRIP) or an Education and Health Care Plan Assessment.

Firfield have a range of tests and development profiles that may be used to judge a child’s abilities. We also have a number of professionals that we are able to approach to support both the school and the child in their area of need. For example, children may receive support from Physiotherapists, School Nursing Team, Occupational Therapists, Family Resource Workers and Specialist teachers for a variety of areas. The school finds it extremely beneficial to receive support from outside agencies.

How does the school evaluate the effectiveness of its provision for children with Special Educational Needs?

All children’s progress is rigorously tracked by members of the school’s Senior Leadership Team. The SENCO specifically tracks the progress of all children with SEND. Children with developing difficulties are discussed in progress meetings with the Headteacher and other members of the school’s leadership team. These children may then be referred to the school’s SENCO for further monitoring. The SENCO has specific time each week to support and liaise with staff, to ensure that school is providing effective provision for these pupils. The SENCO monitors interventions, such as; Precision Teaching, Toe-by-Toe, Numbers Counts, Physical Literacy, Talk Boost and Nurture group to ensure that these are having an impact on children’s development. Governors are kept informed of the progress of these and all children at regular committee meetings.

How does the school assess and review the progress of children with Special Educational Needs?

Those children who are receiving additional support through provision mapping are constantly being assessed and reviewed. Provision maps are reviewed every term (6 times per year). Children who have an individual provision map are also continuously involved in assessment of their learning. They have their individual provision map formally reviewed 6 times per year. If a child needs adjustments making to their individual provision map this can be done as and when is needed. If a child has an Education and Health Care Plan or receives additional support through Derbyshire’s Graduated Response to Individual Pupils these are formally reviewed annually. Children with an EHCP or GRIP support will also have an individual provision map in place. The SENCO also monitors the impact of interventions on a termly basis.

How do you and I know how well my child is doing at school?

We aim to meet with parents at regular points throughout the year. Your child’s needs will be a factor in the level of contact that we will require from you. As a school we hold two parent consultation evenings each year. We send out two sets of termly reports and you will receive an annual report at the end of the school year. If your child has an individual provision map we aim to meet you on three additional occasions, to discuss the progress they have made and set their new targets. If your child has an Education and Health Care plan or Derbyshire’s Graduated Response to Individual Pupil’s this support will be reviewed annually. For some children they will require a Home – School Diary. This allows daily interaction between parents and teaching assistants / class teachers. As a school we hold an ‘open door policy’, therefore parents are invited to contact the school with any problems or queries, as and when is necessary.

How will school staff support my child?

The support your child receives will be dependent upon your child’s needs. If your child has an Education and Health Care Plan the Local Authority will determine the level of support that is considered appropriate. If your child is on an individual provision map or class provision map they will receive support specific to their needs and development. Therefore children do not all receive the same amount of support. Children may receive 1:1 support, small group targeted support - in or out of the class, by either a teacher or a teaching assistant or intervention and booster groups which may take place over one or two terms. Class teachers are responsible for differentiating to the different needs of their pupils. Therefore, children will be fully integrated into classroom life, whilst receiving an appropriately challenging curriculum.

How does the school adapt the curriculum and learning environment for pupils with SEND?

As all children are individuals the curriculum will be adapted to their needs. This may be by providing children with different tasks or different resources to carry out their learning challenges. Thought is given to where children are seated in classrooms for a range of reasons. The school has a number of separate learning zones, which enable children to participate in some activities where it is quieter or less visually stimulating. Some children will carry out individual provision map activities in these rooms, whilst this is not necessary for all children. These rooms are also used for intervention and booster group sessions.

How is the decision made about the type and how much support my child will receive?

If your child has an Education and Health Care plan or Derbyshire’s Graduated Response to Individual Pupils their needs will have been identified through this. This will indicate how much support your child needs. As a school we have provided additional support, when we have felt it is necessary. If your child is receiving support through class provision maps or an individual provision map their level of support will be very specific to their needs. For example, if your child is being supported on a class provision map for one specific target it would be normal for this to be targeted a couple of times throughout the week. If the school has discussed with you a range of difficulties for your child you should expect your child to receive a greater level of support. Individual timetables will be put into place for children where necessary.  

How will my child be included in activities outside of the classroom including school trips?

All year groups access trips and visitors throughout the year. The school will fully include all children. It may be that children require additional adult support or resources – such as pushchairs / wheelchairs for visits out of school. This would be discussed and planned with parents prior to any trip. When children reach KS2 we have a number of residential trips. Any adaptations required for these trips would also be carried out prior to a trip commencing. As all trips are individual, necessary arrangements for lunch, toileting and breaks would be discussed with you as appropriate.

Would a child with SEND start at the same time as their peers?

We plan for all children to begin with their peers. If children enter school with an Education and Health Care Plan, we would plan a range of activities to support their transition into school. For example, we may arrange additional sessions in school, have professionals meetings or make a picture book of important people and places in school. If a child joins us from another school or setting the SENCO would liaise with the previous SENCO to ensure we have as much information as possible about the child. On occasions, we have provided children with a reduced timetable on entry, this is planned for individual circumstances where appropriate.

What support is there for my child’s overall well-being? 

We have a robust safeguarding policy in place. Pupil’s health and well-being is paramount, therefore we work closely with medical practitioners. If your child has a medical / health need we will write a health care plan specifically for them. If children require medication during the school day, a consent form will have to be completed prior to the administration and all medicines are kept securely in the main office (please see our medicines policy). If children require support with personal care this is conducted discreetly and aims to foster independence whenever possible (please see personal care policy). We also provide all staff (including lunch time staff) with information that may be needed to specifically support your child. The school is proud of the support given to children and families with social and emotional difficulties.  The school has a strong team who will carry out personalised support.

What training is provided for staff supporting children with SEND?

Our staff have a range of experiences and expertise for supporting children with SEND. These include; Attachment, Autism, Communication and Language, Down’s Syndrome, Dyslexia and many others. Staff have received basic Makaton training, whilst some teaching assistants have further expertise in this area. Our SSSEN support team provides support for class teachers, teaching assistants and whole school development. Currently we have SSSEN working in school 3 days a week. We are committed to developing staff’s knowledge and keeping their skills up to date, therefore regular training takes place throughout the year.

How accessible is Firfield Primary School?

Our school is fully accessible. We have dedicated disabled parking bays and toileting facilities. We have ramps where needed. We work closely with the Physical Impairment team to make adaptations and provide additional resources for children who require these. Please see our accessibility plan for further details.

How are parents involved in the school? How can I get involved?

We hope to meet new parents when you are deciding on your choice of primary school. We hold a parents’ open evening for new parents in the July, before children start Reception in the September.

The school PTA provides many social events and fundraising activities over the year, such as Christmas and Summer Fair’s, Easter egg hunt, coffee mornings and many more. Please see the school office or our website for more information.

How is my child involved in their education?

When it is appropriate your child will be fully involved in reviewing and setting their new targets. Children are involved in the reviewing process of individual provision maps and GRIP / Education and Health Care Plan reviews. In school we also encourage children to take control of their day-to-day learning. This is done by giving them choices about how to tackle learning challenges, the style in which they complete a learning challenge or the level of the challenge that they are completing.

We have a school council, which is made up of representatives from every class, from years one – six. These children meet with Miss Tomlinson (KS2) and Miss Lemon (KS1) every two weeks. They completed a range of fundraising work for both the school and other charities.

What specialist services and expertise are available to the school?

We work closely with the following to support the needs of children in our school:

  • Physiotherapists
  • Occupational Therapists
  • Physical Impairment
  • Educational Psychologist
  • School Nurse
  • Autism Outreach
  • Social Workers
  • Hearing Impairment
  • Visual Impairment
  • Speech and Language Therapists
  • Behaviour Support.

What do I do if I have a concern about the school provision?

If you have any enquires regarding support for your child and SEND please contact Lauren Trigg – SENCO.

If you have a concern regarding the school provision please contact James Yellop – Headteacher.

In the unlikely event that your concern is not resolved then please contact our Chair of Governors – James Stafford.

Where can I get further information about services for my child?

The information in this report forms a part of Derbyshire County Council’s local offer. This can be accessed at:

Inclusion Statement

At Firfield we take account of the needs of all individuals so that each child feels safe, secure and valued with a sense of belonging. We promote and encourage an ethos of equality and tolerance for all in our community.

We embrace these key principles for inclusion:

  • Setting suitable learning challenges 
  • Responding to pupils’ diverse learning needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

Inclusion at Firfield means:

  • Teachers set high expectations for all pupils
  • We provide effective learning opportunities for all pupils
  • Pupils’ attainment, at all levels, is valued and catered for
  • We believe working in partnership with parents and carers is essential
  • Using the services of a range of outside agencies to ensure that each child is supported correctly is vital 
  • All children should have opportunities to form and develop relationships
  • We promote cultural diversity, creating exciting opportunities to embrace this
  • Where possible, we enable full participation in all areas of life at Firfield
  • Where necessary, some children will require specialist equipment and different approaches to learning in order to access full participation
  • Inclusion is the responsibility of all staff and the school community as a whole.


Reviewed: July 2021
Next review: July 2022