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Fox Federation SEND policy
Updated automatically every 5 minutes










Staff member/s

Jo Bourke, Alice Daultrey and Cordelia Chu


Richard Derecki

Full Governing Body


Last amendment date


Renewal date

May 2023








  1. Federation Statement on Special Educational Needs and Disabilities (SEND)
  2. Introduction
  3. Definitions of Special Educational Needs and Disability (SEND)
  4. Children with disabilities including those with medical conditions
  5. Inclusive Education
  6. Objectives of SEND Policy
  7. Roles and Responsibilities
  8. Areas of Special Educational Needs
  9. Identification, Assessment and Provision
  10. Identification of SEND in pupils speaking English as an additional language (EAL)
  11. Progress as an indicator of SEND
  12. The SEND Register
  13. Specific Needs
  14. Education, Health and Care Plans (EHCPs)
  15. Intervention
  16. Additional services outside the Local Offer
  17. Working with Parents
  18. Staff Development & Training
  19. Links with other Schools

Federation Statement on SEND

The Fox Federation is an 'inclusive’ Federation. It welcomes pupils of all backgrounds and attainments. All schools have clearly set out admissions criteria based on where children live and whether they have siblings attending the school. It welcomes pupils with Special Educational Needs and Disabilities (SEND). The individual schools’ admissions criteria can be found on the website.

Where the policy refers to the ‘federation’ we are referring to all primary schools within the federation. Where policy points differ between schools we will make explicit by naming the school.

As a federation we strive to create a safe and secure learning environment where children feel valued and happy. Through our values, we equip children with the skills and tools to become life-long learners.

Across the Federation we empower children with the skills and understanding to embody our values on a daily basis, both in and out of school. We developed our school values from a training session with all staff and with input from pupil council members.

Our core values are:






















Loving learning, making a difference

Achieving Succeeding Believing

Ambition Community Friendship

They form the basis of both a student and staff code of conduct and run implicitly through all teaching and learning. Aspects of the school values and Social, Moral, Spiritual and Cultural (SMSC) education run through our core subjects and our foundation subjects, as well as in our assemblies, displays, after school clubs and enrichment opportunities so it is truly part of the ethos of the schools.

Documents to support Policy

This policy is provided in accordance with the Children and Families Act 2014 and relates to children and young people with special educational needs and disabled (SEND) children and young people. The policy refers to the Children and Families Act 2014 and associated regulations. The associated regulations are:

We believe that all pupils have an equal right to a full and rounded education which enables them to fulfil their potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified in the Special Educational Needs and Disability Code of Practice (September 2014):

Definitions of Special Educational Needs and Disability

The Special Educational Needs and Disability Code of Practice (2014) states that a child of compulsory school age or a young person has special educational needs if he or she:

Children with disabilities including those with medical conditions

Many children and young people who have SEND may have a disability under the Equality Act 2010 that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.

This definition provides a relatively low threshold and includes more children than many realise: ‘long term is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer.

Children with such conditions do not necessarily have SEND, but there is significant overlap between disabled children and those with SEND. Where a disabled child requires special educational provision they will also be covered by the SEND definition.

Schools must not discriminate against, harass or victimise disabled children and young people. Across the federation, staff plan and make reasonable adjustments including providing auxiliary aids and services to ensure disabled children are not at a disadvantage compared with their peers.

We seek to promote equality of opportunity and foster good relationships between disabled and non-disabled children.

Inclusive Education

We aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:

Teachers respond to children’s needs by, wherever possible:

Objectives of S.E.N.D Policy

The Federation aims to give every child, including those with SEND, equal opportunities to develop in the fullest sense and realise their full potential. To help ensure this is achieved for children with SEND, we will aim to:

Roles and Responsibilities

The Governing Body:

The Executive Head Teacher:

The Head of School:

The Special Educational Need and Disability Co-ordinator (SENDCo):  

The federation has limited resources, and in some cases it may be a parent(s)/carer(s) wish to provide supplementary private provision for their child. This would take place outside school hours and cannot be facilitated by the school. If parents are considering paying privately for assessment or support (e.g. speech and language therapy), they are strongly advised to consult the school SENDCo in the first instance.  In exceptional circumstances, The Executive Head Teacher may consider parents seeking external support in school time for a short and specified duration. 

Class Teachers:

Teaching Assistants:

SEND Learning Support Assistants (LSA):

Mid-day Meals Supervisors:

Facilities and Accessibility:

Areas of Special Educational Needs

It is helpful to see pupils’ needs and requirements as falling within one or more of these broad areas

Identification, Assessment and Provision

A child’s special educational needs and disability may have been identified before they arrive at a school in the federation or they may be identified once they arrive at school, often by Class Teachers or parents. Identification of SEND is part of the continuous cycle of assessment.

All schools will assess each child’s current levels of attainment on entry in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from former school settings during transition or between staff when children transition between classes. Likewise, we will ensure information is shared whenever pupils transition to a new school or setting.

Class Teachers and the SENDCo will use this information to:

Identification of SEND in pupils speaking English as an additional language (EAL)

The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs. This may lead to deeper assessment through the Speech and Language Therapist (SALT) in both English and the child’s home language to establish whether similar difficulties are present in both.

Progress as an indicator of SEND

The Federation’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENDCo to consider what else might be done. This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject.

The key test of the need for action is that current rates of progress are inadequate.

Adequate progress can be identified as that which:

It is important to note that slow progress and low attainment do not necessarily mean that a child has SEND. Equally, when pupil attainment is in line with or higher than age related expectations, it should not be assumed that there is no learning difficulty or disability.

The SEND Register

Where a child is considered to not be making adequate progress, after having had appropriate intervention, they would be added to the SEND or Additional Needs Register. Children with additional needs will have a Termly Target Tracker which is a document which outlines the additional support they will be receiving and the individual targets that the children are working towards. Parents/Carers will be able to feed into the target setting alongside any other professionals working with the child.

Specific Needs

The Federation recognises that some children may have specific diagnosed needs such as Autism, Dyslexia or ADHD. We benefit from support from the local authority in meeting the needs of children with specific diagnosed needs.  

Education, Health and Care Plans

Most pupils' needs are met by the strategies put in place, such as a differentiated or individualised curriculum, but some children with SEND may require additional support to enable the Federation to meet their needs. This is additional support which cannot be expected to be provided out of the school budget but requires additional funding from the Local Authority (LA). This is a very small number of pupils who may have difficulties that may be of a more long-term nature. In this case the school (or the parent) may ask the LA to do a Statutory Assessment. The LA then gathers information from all the professionals concerned with the pupil and from the parents. If appropriate, an Education, Health and Care Plan (EHCP) is then drawn up. In this document the needs and the provision given by the LA are clearly outlined. Some pupils' special educational needs are assessed at pre-school age. They enter reception with an EHCP and with appropriate provision and support in place. 


The federation believes in teaching in a way that supports children on the SEND register including those with EHCPs. We recognise that there is a range of pupils within this spectrum and that each pupil has different specific needs. These pupils may have small group or individual learning support. Children with additional needs will also have access to a range of intervention which planned around their individual needs. The National Curriculum uses a structured approach to language & literacy; classroom strategies for teaching reading, phonics, writing and spelling are structured and more multi-sensory; this is beneficial to all pupils including those with Specific Learning Difficulties.  All pupils with SEND, including pupils with EHCPs are in mainstream mixed ability classes. Teachers ensure a variety of pupil groupings for learning and working in the classroom - mixed ability, friendship, interest groups etc.  Monitoring of pupil progress for all pupils is done at the end of each ½ term. This is done by the head teacher, deputy/ assistant headteacher and curriculum co-ordinator using national criteria. Recommendations are made to the class teacher.

Across the Federation we have a model of intervention which may include:

We also have access to the Local Authority Local Offer for Schools, which can be seen on the Bi-Borough Website for Fox and Ashburnham see  and for Avonmore see

See Appendix 1 for further details on specific services.

 We currently benefit from support from;

Additional services outside the Local Offer

Where the budget allows the federation may be able to buy in additional support and services to meet the needs of children on SEND register. This may include OT or SALT time. The decision to buy in additional support is considered by Governors and is at the discretion of the Executive Head Teacher. Where additional services are bought in, the school enters into a contract with that service provider.



Working with Parents

Across the federation we believe in the importance of working in partnership with parents to ensure the best outcome for children.  Parents and carers are expected and encouraged to be involved in supporting their children, including those who are on the SEND register.  Parents and carers will be consulted when referrals to outside agencies may be required and invited to informal and formal meetings to discuss their child’s progress towards their individual targets and/ their individual EHCP outcomes.  

 Staff Development & Training

Links with other Schools

Across the federation we have various systems in place to ensure a successful transition into school for a child with SEND, these include:

For a pupil in Year 6 the transfer arrangements include:

Appendix 1  

Details on specific services

The Educational Psychology (EP) Service

The E.P. visits the school regularly to work with teachers on:

These 3 levels are inter-related and lead to more effective work and a wider coverage.

This work is carried out according to the needs and priorities of the school through collaborative work with teachers. Consultation takes place with the class teacher, parents and head teacher. This partnership illustrates the view that the E.P. cannot be an effective agent of change in relation to school-based concerns when s/he works alone. But s/he can be an effective role partner with skills and expertise to share in supporting teachers as agents of change within the school.

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