A child is considered to have special needs if either:

• they have significantly greater difficulty in learning than the majority of children of the same age, or
• they have a disability (e.g. hearing or visual impairment) which makes it difficult to use the facilities generally provided in school.

Children with special educational needs or disability (SEND) will need to be provided with help that is extra or in some ways different from most children if they are to make all the progress they can. Your child may also require support if they have social, emotional and mental health difficulties.

If your child is having persistent difficulties in a particular area of the curriculum we firstly discuss this with you and develop a plan to work collaboratively to support your child in overcoming these difficulties. If your child continues to  have difficulties they will be identified as having special educational needs.  With your permission they will be placed on the school’s SEND register.  Each child on the register is unique and their needs are considered individually.

The class teacher, with the help of the Inclusion leader, will meet to determine a small number of short-term outcomes that the child is working towards and show what arrangements we have made in school to help support them. They will use guidance from the Local authority’s Ordinarily Available provision document to determine what  support your child requires.  You and your child may also contribute to these discussions. Your child can be removed from the SEND register once their progress has improved and is sustained.

We pride ourselves on being an inclusive school which approaches every child as an individual. We at Fishergate School have a wealth of experiences and expertise supporting a wide range of Special Educational needs.  In recent years our staff have expertise in supporting children with:

• Dyslexia/Specific learning difficulty
• Developmental Coordination Disorder
• ASC
• ADD and ADHD
• Hearing impairment
• Attachment difficulties
• Dyscalculia
• Speech and Language difficulties
• Anxiety
• Global delay
• Turner’s syndrome
• Visual impairment
• Physical and sensory needs

We work hard to take a holistic approach to supporting your child. Emotional well-being and good self-esteem are paramount.

Assessment takes place throughout the term using a broad range of methods from observation, marking and feedback, discussion and independent work to diagnostic tests and the involvement from outside agencies.

The school’s tracker system for all children is used to assess the progress of children with SEND against National levels and in terms of secure learning of outcomes; in some cases we use more a more specific tracking system which evidences the smaller steps that children take. However we strive to ensure this is not a stressful process for the children and ensure they understand that it is so they can be taught the next steps in their learning. Further information can be found on our website.

Step 1

• Children will be given extra  support in the classroom or specialised materials/equipment to help them in learning.  They may also be taken out of the classroom to work individually or in a small group with a teaching assistant. This teaching is tailored to the children’s needs and goes in small steps as they progress.

Step 2

• Children will be supported by the teaching assistants either in or out of the classroom working on small steps. They will be given extra  support in the classroom or specialised materials/equipment to help them in learning.A personal provision map will be written recording this support and short-term outcomes. This will be reviewed by staff termly. 

Step 3

• If even with extra help, a child is still having difficulties, the class teacher and Inclusion leader will, with your permission, ask for specialist help from outside the school.  Your child may be seen by an Educational Psychologist, Behaviour Support Teacher, Speech and Language Therapist, CAMHS or another specialist.  If necessary, on-going help and advice from the support agency will then form part of a Support Plan. This will be reviewed termly with you, the class teacher and Inclusion leader.

Step 4

• A small number of children may need more support than this and the Educational Psychologist may advise us to refer them for Statutory Assessment. The Local Authority will then carry out a detailed assessment in order to see if an Education and Health Care Plan (EHCP) is necessary. An EHCP is a legal document which sets out the child’s needs and the special help that they should have. This plan is a multi-agency approach to supporting your child to make progress. This is only necessary where there is a level of need that goes beyond what is ordinarily provided by the school and the standard support agencies.

Our school has a policy and ethos of involving parents and carers in all aspects of their child’s education. It is crucial that you as a parent/carer feel involved in this process.

• We encourage you to address any concerns with the class teacher, and the schools open door policy (with parents/carers bringing children to the classroom until Year 2) supports this.
• All parents/carers are invited to an open evening appointment twice a year. If your child has a support plan or EHCP you will be invited to a termly review instead. This will be a review of progress with the Inclusion leader and class teacher, you will be encouraged to complete a parent/carer contribution to share concerns, strategies and achievements.
• Children with EHCPs will also have a formal annual review. This paperwork is submitted to the Local Authority.
• You will always receive minutes from any meeting we hold in the form that you prefer.
• Day to day concerns are communicated by methods appropriate to the child. For some children this will involve a home-school communication book, while others may need a brief daily handover between parents/carers and teacher.
• You can also help your child by making sure they are at school everyday, by hearing them read and helping with homework and by giving them lots of praise for the progress they make. We may also work together to devise a plan of short activities you can do at home to support your child make progress.
• You will be invited to a termly coffee morning where you will have the opportunity to chat with other parents/carers and the Inclusion leader. You will also receive a termly newsletter. ‘Bright Sparks’ offers useful ideas, links and SEND relating to the world of SEND. You are free to contribute to the newsletter.

All children, including those with SEND have their own views about their needs and what sort of help they want.  At Fishergate School we show sensitivity and respect by listening to children and to take their views into account.  We also encourage the children to contribute to the discussions about their progress, areas for development and how these can be achieved. The children, if they choose to, take an active part in reviews in a range of ways, such as completing pupil passports, shooting short films, photos or power point presentations.  Children are involved in peer marking, setting their own targets and in self-assessment among other methods.

As a staff, we provide each child with the means to fulfil their potential and enjoy their learning.  We audit our skills annually and identify any areas for improvement so we can organise training tailored to our learning community.

The class teachers are responsible for their progress and are always happy to discuss any issues, concerns or achievements you may want to share and discuss.  We are also extremely fortunate to have highly experienced and qualified teaching assistants.

Our teaching assistants are dedicated to specific areas of Special Educational Needs  and Disabilities ranging from dyslexia, ASC,physical and sensory needs, social emotional difficulties and Speech and language needs.

All classes have teaching assistants working with them every morning.  Ann Cole is our highly experienced SEND teaching assistant who works with children in small groups and individually each afternoon. We also have three ELSA trained teaching assistant supporting social and emotional needs. Our teaching assistants play an invaluable role in supporting our learners with additional needs by building a supportive relationship based on trust and mutual respect whilst fostering independence.  They have many years experience working with SEND children and a wealth of resources that can be borrowed.

Specialists who work with the school:

• Educational Psychologist 
• School Nurse 
• Behaviour Support Teacher 
• Well-being worker 
• Speech & Language therapist 
• Autism support teacher 
• Attendance support worker
• Hearing needs teachers 
• Visual needs teacher
• Physical needs teacher

Further information on what is available within the City of York can be found in the SEND Local Offer. https://www.yorksend.org/ 

Fishergate provides a range of extra-curricular activities, which are open to all children with and without SEND. Where a child wishes to attend an activity and adjustments may be required, parents are welcome to discuss this with the class teacher, Inclusion leader or teacher running the activity.

A small number of children with SEND  undertake a ‘Life Skills’ group with Teaching Assistants on a weekday afternoon, during which they enjoy extra-curricular activities which develop their social skills and ability to carry out  everyday activities.

Extra Curricular activities include:                  

• Chess clubs
• Netball
• Art club
• Choir
• Pokemon club
• Total Sports

Miss Lisa Solanki – SENDCo & DDSL

Our Inclusion Leader, Lisa Solanki, is employed part-time but is in school most days.  She completed the National Award for SEN coordination and the Postgraduate Certificate in Vulnerable learners and Inclusion in 2015.

During that time she is assessing children and provides advice and resources to help teachers and teaching assistants in supporting individual children.

She is also responsible for liaison with the different support agencies, for arranging meetings and writing reports. She will also work with parents/carers to devise a plan of support at home to ensure we are working together. She is also part of the safeguarding team in school.

Our Inclusion leader is always ready to meet with you to hear your concerns and to provide advice and support.  She can be contacted via the school office.

Fishergate Primary School follows the Admissions Policy laid down by the Local Education Authority, City of York. Please be aware that all admissions are coordinated through the Local Authority. As far as possible, City of York’s Admissions Team will try to meet parental preferences for schools but it is not always possible to do so. Places in schools are limited by the physical space in the school. Fishergate Primary School has an admission limit of 45 children per year group.

We are always pleased to meet new parents in person and show them around. Please contact the school to make arrangements – ask for Ms Solanki, our SENDCo, who will be happy to meet with you in the first instance so that we can do everything reasonably possible to meet your child’s specific needs. Please note that Ms Solanki works in our school on a part-time basis.

A person is considered disabled under the Equality Act 2010 if they have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on their ability to do normal daily activities.

Most children with Special Needs will not be disabled within the meaning of the Act. The admission of pupils with disabilities is considered in the first instance in the same way as non-disabled pupils. Further considerations are made in the light of need and accessibility. It is the Governors’ policy to accommodate pupils with disabilities should parents wish and individual needs are planned for, to prevent any pupils being treated less favourably than other pupils.  In practice we ensure that classroom and extra curricular activities encourage the participation of all pupils, including those categorised as having Special Educational Needs.  Staff organise human and physical resources within the school to increase access to learning and participation by all pupils.

Click here for more information about admission arrangements at Fishergate Primary School.

We place considerable emphasis on ensuring a smooth transition between key stages for all children, and especially for children with SEND who may find change more difficult to cope with. Children are informed of their new teacher well in advance, in order to begin building relationships. There is a formal ‘transition afternoon’ in the summer term, when all children spend time with their new teacher, and for children requiring extra support there will also be opportunities to informally visit their new classroom during the summer term.

As we have mixed year groups children usually spend two years in the same mixed-age class, with the same teacher.  This reduces the number of transitions for children who find this difficult.  We also use buddying and worry trees to ensure children and parents are supported and reassured.

Moving On

Information is shared between outgoing and incoming class teachers and Teaching Assistants. Assessment data will be passed on as will samples of work.

Where possible, a child’s new teacher will attend the termly review for a child on the SEND register in the summer term, giving an opportunity to meet you and to discuss the child’s needs with the outgoing teacher.

Where necessary, teachers will use support systems and materials such as social stories, photos, ‘worry trees’ and buddying systems to support children who are struggling with transition.

Starting Secondary School

When children move up to secondary school, the heads of year and/or SENDCOs from the relevant secondary school will usually visit Fishergate to discuss the child’s needs with the Inclusion leader and class teachers during Y6.

For children with an EHCP this process will begin in Year 5. Additional visits to secondary school will be arranged for children with SEND who are likely to find the transition more difficult.

As a school we have an experienced parent partnership team. You can find out more in the area of our website with information for parents and carers:

SENDIASS (formerly Parent Partnership Service)

The Local Authority provides this service to support parents carers of children with SENDIASS. They are available if you feel you need additional advice and support in putting your views forward and ensuring your child receives the help they need and their contact information is below:

York Sen And Disability Information, Advice & Support Service

T: 01904 554312 E: yorksendiass@york.gov.uk
W: https://www.yorksendiass.org.uk/ 

We hope that we can all work together to see your child make good progress.  If however you have a complaint about the way we have supported and helped your child, the following steps should be taken:

1. Discuss the matter with the class teacher and/or the Inclusion leader.
2. If the problem is not resolved arrange a meeting with Mrs Tina Clarke, the Head Teacher.  It may be appropriate for others to be involved in the meeting (e.g. the class teacher, Inclusion leader or Educational Psychologist).  You can also speak with the SEN Governor, Ms Alisun Pawley.  We will make every effort to resolve the matter in school.
3. If the problem still remains unresolved you can meet with a representative of the Local Authority.  Contact a member of the SEN department on 01904 554320 or emailing SENdept@york.gov.uk to arrange this.